Educators need to know if their policies, practices, and programs are working and under what conditions. SEDL offers a variety of evaluation services to monitor and assess program implementation and effectiveness. Working with organizations from state departments of education to afterschool providers, we help clients keep programs on track to achieve their goals.
questions. . . . Because we have been diligent about asking meaningful questions, those who are curious about Girlstart know that we are doing our utmost to accomplish our mission.” — Tamara Hudgins, Executive Director, Girlstart
Stronger Afterschool Programs
Girlstart, Austin, Texas
A group of girls gather around a computer as they create a 3-D reconstruction of a forensics crime scene. The hands-on afterschool activity is offered through Girlstart, an informal education program in Austin dedicated to empowering and equipping K–12 girls in science, technology, engineering, and math (STEM). Although many girls show an interest in and aptitude for these subjects, women remain underrepresented in STEM fields. Girlstart seeks to change that, and SEDL evaluators are helping the group better accomplish its goal. In 2011, we analyzed how Girlstart compares to similar programs nationwide and evaluated the program's survey instruments. The results indicate that the program is the largest of its type and uses many best practices, findings that are driving funding and building relationships with stakeholders. Read more
Southeast Comprehensive Center Evaluation: SEDL staff are conducting annual internal evaluations to document the quality, relevance, and usefulness of the work of the Southeast Comprehensive Center and its progress toward achieving its goals. This center provides professional development and technical assistance to the state education agencies of Alabama, Georgia, Mississippi, North Carolina, and South Carolina to build their capacity to support districts and schools in meeting student achievement goals.
Texas Comprehensive Center Evaluation: SEDL staff are conducting annual internal evaluations to document the quality, relevance, and usefulness of the Texas Comprehensive Center and its progress toward achieving its goals. The center provides professional development and technical assistance to the Texas Education Agency and the state’s 20 regional education service centers to build their capacity to support districts and schools in meeting student achievement goals.
MyMoon Program Evaluation: In partnership with NASA and the Lunar Planetary Institute, SEDL is evaluating a new online website, MyMoon: The Public’s Portal to Lunar Science Exploration Through New Media. The evaluation includes conducting focus groups on usability and navigation.
Girlstart Program Evaluation: SEDL continues to provide program evaluation services to Girlstart, an informal education program in Austin, Texas, dedicated to empowering and equipping K–12 girls in science, technology, engineering, and math (STEM).
Lancaster School District Evaluation: SEDL conducted an evaluation of the extent to which the Professional Teaching and Learning Cycle (PTLC) was changing teaching and learning in the Lancaster County School District. The PTLC is an ongoing process designed to work systemically to improve the quality of professional development; the use of data to inform instructional and programmatic decisions; the alignment of curriculum, instruction, and assessment to standards; the monitoring of student learning; and leadership support for continuous school improvement.
Madison Parish Early Reading First Grant Evaluation: Funded by the U.S. Department of Education, this 3-year project evaluated the implementation and impact of the Bright Futures Early Reading First project on outcomes for children, teachers, classrooms, and families in Madison Parish, Louisiana. SEDL implemented a quasi-experimental study design to measure and analyze gains in children's reading outcomes, teacher literacy knowledge, classroom quality, and parental involvement. Significant gains were found for children’s receptive vocabulary, letter recognition, and print awareness skills, and instructors showed significant increases in their knowledge of literacy and language instruction.