Social Construction of Reality - Bad Request

The School District’s vision, mission, and goals have implications for program
evaluation as well (Appendix M). The mission is educating each child for success. The
vision, a clause punctuated with a colon, most notably states a great place to learn.
Though not explicitly articulated as such, the three goals function as mechanisms to
qualify how The School District intends to achieve the vision: (a) create a learning
environment that will produce academic success for all students (b) provide a safe, secure
learning environment (c) practice fiscal stewardship of resources. Strategies,
measurements, and action steps undergird each goal. None of these stipulate program
evaluation.
The important finding was in the juxtaposition of the federal, state, and local
perspectives (Appendix I). A summary list of the various responses elicited to a search
for the program was generated (Appendix O) and presented to the primary intended user.
The most significant finding was that The School District has not embraced a coherent
and/or site-specific definition of the word program, particularly as this word relates to the
imperative of program evaluation. However, despite a lack of coherence, the analysis
drew forth the fact that the way School District board policy references programs
strongly resonates with the manner in which the No Child Left Behind Act of 2001
references policy. Another important concept that emerged is that at the LEA (local
educational agency) level, in this case The School District, no concern is appropriated
towards the methodological imperatives set forth for program evaluation as embodied in
the federal legislation, particularly regarding edicts concerning randomized controlled
trials. No evidence collected suggests The School District has the intent of pursuing such
methods.
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