Using client exit interviews to illuminate outcomes in program logic models: a case example

This paper describes how client exit interviews can assist human service administrators and workers to better understand the outcomes their programs are designed to accomplish. Specifically, the qualitative component of a demonstration family literacy program evaluation is used to illustrate how client input can be used to fine-tune the outcomes component of a program's logic model. An analysis of semi-structured exit interviews with 35 clients, who were randomly selected from all 89 served in the first year of the program, resulted in revision to the program's original logic model, creating explicit ‘testable’ pathways to achieving intended outcomes.     

Planning and implementation of a participatory evaluation strategy: A viable approach in the evaluation of community-based participatory programs addressing cancer disparities

Community-based participatory research (CBPR) has been posited as a promising methodology to address health concerns at the community level, including cancer disparities. However, the major criticism to this approach is the lack of scientific grounded evaluation methods to assess development and implementation of this type of research. This paper describes the process of development and implementation of a participatory evaluation framework within a CBPR program to reduce breast, cervical, and colorectal cancer disparities between African Americans and whites in Alabama and Mississippi as well as lessons learned. The participatory process involved community partners and academicians in a fluid process to identify common ground activities and outcomes. The logic model, a lay friendly approach, was used as the template and clearly outlined the steps to be taken in the evaluation process without sacrificing the rigorousness of the evaluation process. We have learned three major lessons in this process: (1) the importance of constant and open dialogue among partners; (2) flexibility to make changes in the evaluation plan and implementation; and (3) importance of evaluators playing the role of facilitators between the community and academicians. Despite the challenges, we offer a viable approach to evaluation of CBPR programs focusing on cancer disparities.     

Using logic model and visualization to conduct portfolio evaluation

Portfolio evaluation is the evaluation of multiple projects with a common purpose. While logic models have been used in many ways to support evaluation, and data visualization has been used widely to present and communicate evaluation findings, adopting logic models for portfolio evaluation and using data visualization to share findings simultaneously is surprisingly limited in the literature. With the data from a sample portfolio of 209 projects which aims to improve the system of early care and education (ECE), this study illustrated how to use logic model and data visualization techniques to conduct a portfolio evaluation by answering two evaluation questions: “To what extent are the elements of a logic model (strategies, sub-strategies, activities, outcomes, and impacts) reflected in the sample portfolio?” and “Which dominant paths through the logic model were illuminated by the data visualization technique?” For the first question, the visualization technique illuminated several dominant strategies, sub-strategies, activities, and outcomes. For the second question, our visualization techniques made it convenient to identify critical paths through the logic model. Implications for both program evaluation and program planning were discussed.     

A comparison of linear and systems thinking approaches for program evaluation illustrated using the Indiana Interdisciplinary GK-12

Logic models are based on linear relationships between program resources, activities, and outcomes, and have been used widely to support both program development and evaluation. While useful in describing some programs, the linear nature of the logic model makes it difficult to capture the complex relationships within larger, multifaceted programs. Causal loop diagrams based on a systems thinking approach can better capture a multidimensional, layered program model while providing a more complete understanding of the relationship between program elements, which enables evaluators to examine influences and dependencies between and within program components. Few studies describe how to conceptualize and apply systems models for educational program evaluation. The goal of this paper is to use our NSF-funded, Interdisciplinary GK-12 project: Bringing Authentic Problem Solving in STEM to Rural Middle Schools to illustrate a systems thinking approach to model a complex educational program to aid in evaluation. GK-12 pairs eight teachers with eight STEM doctoral fellows per program year to implement curricula in middle schools. We demonstrate how systems thinking provides added value by modeling the participant groups, instruments, outcomes, and other factors in ways that enhance the interpretation of quantitative and qualitative data. Limitations of the model include added complexity. Implications include better understanding of interactions and outcomes and analyses reflecting interacting or conflicting variables.     

Conflict of interest in the evaluation and dissemination of "model" school-based drug and violence prevention programs

Conflict of interest refers to a set of conditions in which professional judgment concerning the validity of research might be influenced by a secondary competing interest. The competing interest that has received most attention in the literature addressing the prevalence and effects of such conflicts on the practice of empirical research has been that of financial relationships between investigators and research sponsors. The potential for conflicts of interest to arise in the evaluation of drug prevention programs was raised by Moskowitz in this journal in 1993, but to date there has been no attempt made to estimate the scope of this problem. The present study addressed this issue using a sample of “model” school-based drug and violence prevention interventions by first, identifying the types or relationships that exist between program developers and program distributors, and, second, by assessing how many of the evaluations of these programs published in peer-reviewed journals had been conducted by the developers of the programs compared to independent evaluation teams. The data presented indicate that there are relatively few published evaluations that do not involve program developers and that there are few instances in which there is complete separation between the program developer and program distributor. Using the open systems model of the Institute of Medicine Committee on Research Integrity as a framework, it is argued that the culture and norms of the program developer and those of the program evaluator are fundamentally distinct and therefore failure to separate these roles produces high potential for conflict of interest to arise.     

A visual management tool for program planning,project management and evaluation in paediatric health care

This article describes the development and implementation of a custom-designed Excel-based visual management tool. The tool’s purpose was to support program planning and evaluation by our resource support team within a paediatric health care setting. Our aims in developing it were to 1) establish a streamlined process and supporting tools to efficiently plan and prioritize program directions and activities; 2) track progress; and 3) evaluate and report on our performance, outputs and outcomes. A collaborative approach based on the ADKAR (Awareness, Desire, Knowledge, Ability, Reinforcement) change management model and the LEADS (Lead self, Engage others, Achieve results, Develop coalitions, Systems transformation) leadership framework was used to guide the design and implementation processes. Team members reported high perceived effectiveness and efficiency with respect to the tool’s utility in supporting its proposed aims. A graded approach to building knowledge and skills in using the tool, to individual responsibility for data entry, and to accountability by team members facilitated its successful implementation. Administrative support is important for sustainability and continual improvement of the tool to address changing team needs over time.     

Monitoring and evaluation design of Malawi’s Right Foods at the Right Time nutrition program

Child stunting is a public health problem in Malawi. In 2014, the Government of Malawi launched the Right Foods at the Right Time (RFRT) program in Ntchisi district delivering nutrition social and behavior change communication, a small-quantity lipid-based nutrient supplement to children 6–23 months, and nutrition sensitive activities. Monitoring and evaluation (M&E) systems are key aspects of successful program implementation. We describe these and the methodology for an impact evaluation that was conducted for this program. Two monitoring systems using traditional and electronic platforms were established to register and track program delivery and processes including number of eligible beneficiaries, worker performance, program participation, and to monitor input, output, and outcome indicators. The impact evaluation used comparative cross-sectional and longitudinal designs to assess impact on anthropometric and infant and young child feeding outcomes. Three cross-sectional surveys (base-, mid-, and end-line) and two longitudinal cohorts of children followed in 6-month intervals from 6 to 24 months of age, were conducted in sampled households in the program and a neighboring comparison district. Additional M&E included qualitative studies, a process evaluation, and a cost-effectiveness study. The current paper describes lessons from this program’s M&E, and demonstrates how multiple implementation research activities can inform course-correction and program scale-up.     

Development of a logic model for a service learning,dog walking course for college students

Despite overwhelming evidence of the importance of physical activity, only 20% of US adults meet physical activity recommendations. A subsector of the population vulnerable to inactivity is college students. There is a disconnect between evidence-based physical activity programming and dissemination into college communities, which may be overcome through logic model development and evaluation. The purpose of this paper is to discuss logic model development for a service-learning, dog walking program for undergraduates. Participants were undergraduates (18–25 years). Process evaluations and observational data were used in a content analysis to determine major themes to create the logic model. A set of resources were needed to complete program activities, which led to short- and long-term outcomes. The overarching goal of the program is to improve the overall health status of college students and companion animals. This logic model may have significant public health impact as it can serve as a framework for universities wanting to develop, implement, and evaluate a service-learning, dog walking program for students.     

Semi-structured interview protocol for constructing logic models

This paper details a semi-structured interview protocol that evaluators can use to develop a logic model of a program's services and outcomes. The protocol presents a series of questions, which evaluators can ask of specific program informants, that are designed to: (1) identify key informants basic background and contextual information, (2) generate logic model elements, (3) model program inputs, activities, outputs, and outcomes, (4) build a rational theory, (5) develop a program theory, (6) prioritize logic model elements, and (7) build a graphical or tabular logic model. The paper will also provide an example of how this approach was used to develop a logic model for a youth mentoring program. It is our hope and belief that with this interview protocol, novice evaluators will be able to generate comprehensive logic models like seasoned professional evaluators.     

Using a logic model to evaluate the Kids Together early education inclusion program for children with disabilities and additional needs

Despite clear evidence that learning and social opportunities for children with disabilities and special needs are more effective in inclusive not segregated settings, there are few known effective inclusion programs available to children with disabilities, their families or teachers in the early years within Australia. The Kids Together program was developed to support children with disabilities/additional needs aged 0–8 years attending mainstream early learning environments. Using a key worker transdisciplinary team model, the program aligns with the individualised package approach of the National Disability Insurance Scheme (NDIS).AimThis paper reports on the use of a logic model to underpin the process, outcomes and impact evaluation of the Kids Together program.MethodsThe research team worked across 15 Early Childhood Education and Care (ECEC) centres and in home and community settings. A realist evaluation using mixed methods was undertaken to understand what works, for whom and in what contexts. The development of a logic model provided a structured way to explore how the program was implemented and achieved short, medium and long term outcomes within a complex community setting.Discussion and conclusionKids Together was shown to be a highly effective and innovative model for supporting the inclusion of children with disabilities/additional needs in a range of environments central for early childhood learning and development. The use of a logic model provided a visual representation of the Kids Together model and its component parts and enabled a theory of change to be inferred, showing how a coordinated and collaborative approached can work across multiple environments.     

The impact of general accounting office program evaluations on government

General Accounting Office (GAO) audit reports have an impact on government operations by encouraging growth in the size and scope of the state and by encouraging the Congress and executive agencies to attend to the auditor's dominant values of economy, efficiency, and effectiveness in government. Through its financial, management, and program audits, the GAO program evaluators seek to rationalize agency management and programs so that more resources are required. The GAO's program evaluation efforts also serve Congress by providing for oversight of public policy, a bludgeon to coax agencies into pursuing activities preferred by congressmen, and a tool for electoral activities. In the end, the evaluation auditors are doomed to frustration in achieving their ideals for effective democratic government. This is so because “practical business policy” is irrelevant to government operations and inconsistent with the core values of a democratic state.     

Using a systems orientation and foundational theory to enhance theory-driven human service program evaluations

This paper offers a framework for using a systems orientation and “foundational theory” to enhance theory-driven evaluations and logic models. The framework guides the process of identifying and explaining operative relationships and perspectives within human service program systems. Self-Determination Theory exemplifies how a foundational theory can be used to support the framework in a wide range of program evaluations. Two examples illustrate how applications of the framework have improved the evaluators’ abilities to observe and explain program effect. In both exemplars improvements involved addressing and organizing into a single logic model heretofore seemingly disparate evaluation issues regarding valuing (by whose values); the role of organizational and program context; and evaluation anxiety and utilization.     

Agent-based modeling as a tool for program design and evaluation

Recently, systems thinking and systems science approaches have gained popularity in the field of evaluation; however, there has been relatively little exploration of how evaluators could use quantitative tools to assist in the implementation of systems approaches therein. The purpose of this paper is to explore potential uses of one such quantitative tool, agent-based modeling, in evaluation practice. To this end, we define agent-based modeling and offer potential uses for it in typical evaluation activities, including: engaging stakeholders, selecting an intervention, modeling program theory, setting performance targets, and interpreting evaluation results. We provide demonstrative examples from published agent-based modeling efforts both inside and outside the field of evaluation for each of the evaluative activities discussed. We further describe potential pitfalls of this tool and offer cautions for evaluators who may chose to implement it in their practice. Finally, the article concludes with a discussion of the future of agent-based modeling in evaluation practice and a call for more formal exploration of this tool as well as other approaches to simulation modeling in the field.     

From Practice Evaluation to Agency Evaluation

Abstract

This paper describes the efforts that a family service agency undertook to develop a workable evaluation program as part of a United Way demonstration project. Integrating basic elements from single subject design and goal attainment scaling with program logic modeling, a simple system for collecting and compiling data on clinical outcomes was created that could provide feedback on the progress of individual cases to workers, and agency wide improvement rates to clinic administrators and funding agencies. The model that evolved is manageable because it is simple, was developed by the clinical staff, serves a clinical purpose, meets the expectations of funding sources, and actively engages clients, workers and supervisors in an ongoing process of monitoring progress. Sample forms used to gather data are presented along with the results and next steps for the evaluation process.     

The theory of change of the evaluation support program: Enhancing the role of community organizations in providing an ecology of care for neurological disorders

This paper discusses the Ontario Brain Institute’s theory of change for the Evaluation Support Program, a program designed to enhance the role of community organizations in providing care and services for people living with a brain disorder. This is done by helping community organizations build evaluation capacity and foster the use of evidence to inform their activities and services. Helping organizations to build capacities to track the ‘key ingredients’ of their successes will help ensure that successes are replicated and services can be improved to maximize the benefit that people receive from them. This paper describes the hypothesized outcomes and early impacts of the Evaluation Support Program, as well as how the program will contribute to the field of evaluation capacity building.     

An evaluation capacity building toolkit for principal investigators of undergraduate research experiences: A demonstration of transforming theory into practice

This paper describes the approach and process undertaken to develop evaluation capacity among the leaders of a federally funded undergraduate research program. An evaluation toolkit was developed for Computer and Information Sciences and Engineering¹ Research Experiences for Undergraduates² (CISE REU) programs to address the ongoing need for evaluation capacity among principal investigators who manage program evaluation. The toolkit was the result of collaboration within the CISE REU community with the purpose being to provide targeted instructional resources and tools for quality program evaluation. Challenges were to balance the desire for standardized assessment with the responsibility to account for individual program contexts. Toolkit contents included instructional materials about evaluation practice, a standardized applicant management tool, and a modulated outcomes measure. Resulting benefits from toolkit deployment were having cost effective, sustainable evaluation tools, a community evaluation forum, and aggregate measurement of key program outcomes for the national program. Lessons learned included the imperative of understanding the evaluation context, engaging stakeholders, and building stakeholder trust. Results from project measures are presented along with a discussion of guidelines for facilitating evaluation capacity building that will serve a variety of contexts.     

A cost–benefit analysis of transitional services for emancipating foster youth

Over 24,000 youth “aged out” of the nation's foster care system in FY 2005. While independent living programs and other services are available to foster youth, and almost all states allow dependency courts to retain jurisdiction of foster youth beyond age 18, outcomes for former foster youth are disturbing. This paper describes a program to address these challenges by providing extended foster care benefits and support to former foster youth from their 18th to 23rd birthdays. A detailed cost–benefit methodology documents expected costs and key benefits of the program. According to this cost–benefit analysis, a program providing funding and guardian support for former foster youth is projected to result in net benefits to the State of California over the 40-year careers of participating former foster youth. The program, if successful for all youth, would increase lifetime earnings and taxes paid due to increased education and would lower use of TANF and prison, resulting in a benefit–cost ratio of 1.5 to 1, using discounted present value dollars. Even at 75% success, the ratio is 1.2 to 1, showing a net benefit to society. This methodology can also be used to assess the costs and benefits of similar programs.     

Applicability of standards for evaluations of educational programs, projects and materials in an international setting

This paper starts with a short discussion of the book Standards for Evaluations of Educational Programs, Projects and Materials by the Joint Committee on Standards for Educational Evaluation (McGraw-Hill, 1981). It then goes on to examine the usefulness in countries other than the United States of these standards and argues that evaluation of “programs” is more complicated and more politically biased than evaluation of “projects” and “materials.” In Europe, evaluation of educational programs (school systems) has proved to be highly correlated with the overriding objectives of different political parties, e.g., conservative, liberal, socialist, whereas educational policy in the United States is less bound to political parties, varying rather from case to case. In order to show how generally agreed upon educational goals can be interpreted according to different values, the author has reanalysed some studies of mean achievement in reading comprehension and science for 10- and 14-year-old students in 15 countries (IEA Project, 1973). The rank order of these countries is changed if, instead of national mean achievement, one takes proportion of students under a minimum level or above a prescribed top level as the criterion. Also the national (program) standard is evaluated in terms of between-school variance in results and in proportion of single-school units with exceptionally low or exceptionally high mean results. The conclusion is that the book on standards for evaluations of educational programs provides a good checklist of prerequisites for a reliable and valid evaluation. However, it is also concluded that—due to differences in values of program outcomes—such standards do not guarantee that the result of the evaluation will be indisputable.     

Validity in an evaluation of Healthy Families Florida—A program to prevent child abuse and neglect

Evidence-based continuums have become a guide for identifying the level of evidence in evaluations of home visiting programs conducted to determine their effectiveness in preventing child abuse and neglect. While randomized controlled trials are required for the highest levels of evidence, quasi-experimental designs have also been specified as an appropriate alternative. Using a quasi-experimental evaluation of a home visiting program to prevent child abuse and neglect that adheres to the Healthy Families America model, this paper describes and illustrates how types of validity can be improved. More specifically, we address how threats to internal validity can be identified and reduced through statistical techniques; how construct validity may be strengthened using state records to measure the outcomes; and how external validity is affected by including or excluding study participants. After applying a variety of statistical adjustments to reduce selection bias, we found that the outcomes favored the home visiting program and increased after accounting for covariates that contributed to child abuse and neglect. This was true across the statistical techniques (traditional covariate and propensity score adjustment) used. For evaluations using quasi-experimental designs, recommendations relevant to the illustrations in the paper are also presented.     

Devil is in the details: Using logic models to investigate program process

Theory-based logic models are commonly developed as part of requirements for grant funding. As a tool to communicate complex social programs, theory based logic models are an effective visual communication. However, after initial development, theory based logic models are often abandoned and remain in their initial form despite changes in the program process. This paper examines the potential benefits of committing time and resources to revising the initial theory driven logic model and developing detailed logic models that describe key activities to accurately reflect the program and assist in effective program management. The authors use a funded special education teacher preparation program to exemplify the utility of drill down logic models. The paper concludes with lessons learned from the iterative revision process and suggests how the process can lead to more flexible and calibrated program management.