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Evaluation Review, Vol. 25, No. 1, 72-99 (2001)

Middle School Reform Through Data and Dialogue: Collaborative Evaluation With 17 Leadership Teams

David Strahan

University of North Carolina at Greensboro

Jewell Cooper

University of North Carolina at Greensboro

Martha Ward

Guilford County Schools

This report describes a 2-year, longitudinal study of one school district's effort to link site-based, collaborative evaluation with formal, centralized program evaluation. Participants formed a research team in partnership with a local university. Team members assisted leadership teams in identifying issues for informal, site-based assessments and then used the information to monitor progress toward established goals. Participants collaborated in designing and conducting informal assessments of student achievement, school climate and safety, discipline, and parent involvement. Leadership teams used these data in developing their school improvement plans. Researchers and administrators used these data to revise the districtwide survey. At the end of the 2-year cycle, analysis of school improvement plans showed that collaborative evaluation is creating a connection between dialogue and data. These 17 middle schools are approaching school improvement in a more integrated fashion by actively involving key stakeholders (students, parents, and teachers) in the evaluation process.

Key Words: formative evaluation • collaborative research • middle school improvement


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