Evaluating Special Education Programs: Shifting the Professional Mandate from Process to Outcome

Abstract

A number of program evaluation approaches have traditionally been employed by administrators to obtain information regarding program functioning for decision-making purposes. The most widely cited evaluation concepts and approaches are reviewed within this article. Frequently, the application of these models has centered on monitoring program compliance with regulatory expectations. Unique aspects of special education programs which challenge the adequacy of these models are described, and an example of a conceptual map specifically designed to organize longitudinal, systematic evaluation of special education programs is presented. In addition to addressing compliance concerns, this model emphasizes the evaluation of program effectiveness via examination of program coordination and outcome measures.