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Methods and Processes for District-Wide Literacy Evaluation
Abstract
This study examined how quantitative and qualitative data collection methods helped evaluators learn about classroom, school, and district level practices during a school district evaluation. Findings indicate (a) qualitative methods provide more accurate information about micro level, every day practices, while macro level data are useful for comparative, cross-context review of practice to inform program and/or administrative decisions; and (b) comprehensive evaluation of literacy programs require stakeholders to collaborate across the spectrum, working with a wide range of varied data collection processes at both macro and micro levels. Dove-tailing quantitative and qualitative data collection methods can reveal macro level information about practice that can align with micro level classroom-based practice or reveal discrepancies across contexts. Recommendations are identified for collecting data and developing an action plan with stakeholders.
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