Public Good and Private Interest in Educational Evaluation
So reads the caption on a poster I received upon completion of an evaluation of an accelerated secondary school program. Over a six-month period I worked with this school and its stakeholders (including students, teachers, parents, school administrators, and graduates) to evaluate this accelerated program for precocious eighth and ninth graders. The evaluation was stakeholder based, the types of evidence collected evolved as the evaluation proceeded, the students became interested in the process and worked with me to develop data collection skills and then collect data themselves. The fi nal report and where to go from the results was a collaborative effort among the stakeholder groups.