The Role of Program Theory in Evaluation Research: A Consideration of the What Works Clearinghouse Standards in the Case of Mathematics Education. (March 2016)

• Record Type: Journal Article
• Authors: Munter, Charles; Cobb, Paul; Shekell, Calli
• Is Part Of: American journal of evaluation. Volume 37:Number 1(2016:Mar.)
• Page Start: 7
• Page End: 26
• Publication Date: 2016-03
• Subjects: program theory -- program evaluation -- mathematics interventions -- What Works Clearinghouse -- fidelity of implementation; Evaluation -- Periodicals; Public administration -- Evaluation -- Periodicals; Educational evaluation -- Periodicals; Social sciences -- Methodology -- Periodicals; 300.72
• DOI: 10.1177/1098214015571122
• Languages: English
• ISSNs: 1098-2140

Abstract

We examined the extent to which mathematics program evaluations that have been conducted according to methodologically rigorous standards have attended to the theories underlying the programs being evaluated. Our analysis focused on the 37 reports of K–12 mathematics program evaluations in the last two decades that have met standards for inclusion in What Works Clearinghouse syntheses. Each report was coded for the extent to which program theory was articulated and used in the evaluation, and for evaluator, study, and program characteristics. Our analyses revealed that very few evaluations attended to program theory, but that aspects of program theory use—as well as reported effect sizes—varied by study and evaluator characteristics.