Striking a balance: A mixed-methods approach to impact-oriented evaluation |
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| Institution: | 1. Open University of The Netherlands, PO Box 2960, 6401 DL Heerlen, The Netherlands;2. Saxion, University of Applied Sciences, PO Box 70.000, 7500 KB Enschede, The Netherlands;3. Fontys University of Applied Sciences, PO Box 347, 5600 AH Eindhoven, The Netherlands;4. Utrecht University, PO Box 80125, 3508 TC Utrecht, The Netherlands;1. University of Antwerp, Faculty of Social Sciences, Antwerp School of Education, Venusstraat 35, 2000 Antwerpen, Belgium;2. University of Antwerp, Faculty of Social Sciences, Training and Education Sciences, Sint Jacobsstraat 2, 2000 Antwerpen, Belgium;1. HZ University of Applied Sciences, The Netherlands;2. Open University, The Netherlands;3. Fontys University of Applied Sciences, The Netherlands;4. Roosevelt Centre for Excellence in Education, The Netherlands;5. University of Turku, Finland |
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| Abstract: | It is commonsensical to assume that a program needs to be implemented in order to have an impact. However, most impact evaluation studies tend to pay little attention to the issue of program implementation. This paper argues for the logical priority of program implementation through a mixed-methods evaluation of a language intervention program initiated in one of the largest urban school districts in the United States. By selecting a mixed-methods evaluation approach, the evaluation yielded results that have implications for addressing implementation issues in an impact-oriented evaluation. At the local district level, the evaluation results of what works, what does not, and how the implementation varies across teachers and classrooms have a direct implication for program staff. They can use this information to monitor the program implementation and make necessary adjustments to enhance the effectiveness of the program so that the ultimate program goal can be accomplished. |
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| Keywords: | Impact evaluation Mixed-Methods Program implementation Program impact What works |
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