Methodological Issues Related to the Evaluation of Comprehensive School-Based Clinics

• Main Authors: Futterman, Robert, Jones, Judith
• Format: Paper
• Language: English
• Published: 30.09.1986
• Subjects: Clinics; Decision Making; Elementary Secondary Education; Evaluation Criteria; Evaluation Methods; Program Evaluation; Research Problems; School Activities; Validity

As the number and scope of school-based clinics grow, interest in their evaluation increases. Evaluation of a comprehensive school-based clinic program in New York City revealed methodological issues in evaluation of these programs. The first issue involves program goals and objectives. Even before program implementation, the evaluator should review goals and objectives and determine whether program objectives are logically related to goals. Evaluators of school-based clinics should adopt the decision-making evaluation model which is oriented to the informational needs of administrators and policymakers. The most persuasive evidence about the success of school-based clinic programs will come from evaluations which use experimental or quasi-experimental research designs. The use of comparison groups is one method of controlling for the impact of unforeseen historical events which may be mistaken for program effects. Process measures are useful for linking program operations to program impacts. During data analysis, it may be helpful to either statistically adjust for the effect of subject selection or analyze equivalent subsamples of students. An evaluation design must also control for attrition in estimating program effectiveness. Evaluating with validity involves the choice of appropriate process and outcome measures. Intervening variables, the processes by which the program produces its effects, should also be measured. Microcomputers can aid in data collection, analysis, and information integration. In order to provide a useful and valid evaluation, theoretical and practical issues must be addressed. (NB)