An error (Object reference not set to an instance of an object.) was encountered trying to format content from PageUrl=/en/Static-Content/alert.htm Close Message
Milwaukee Public Schools Logo: High-quality school options for 3-year-olds to high school seniors
Main Content

Program Evaluation

External Evaluators (formerly RFP 464) 

Milwaukee Public Schools may request services from external partners for program evaluations or research projects. If you are interested in being placed on a list of external partners to perform these functions, please complete this brief survey.  You will be asked to provide background information of your organization, qualifications and training of staff, experience, and references. 

Program Evaluation Summary

Stakeholders often want to know whether programs they are funding or utilizing are producing the intended effect. Program evaluation is the systematic assessment of the operations and/or the outcomes of a program or policy, compared to a set of explicit or implicit standards, with a purpose of contributing to the improvement of the program or policy, and/or informing decisions about the program or policy. (Weiss, 1998)

The three main types of program evaluation are planning, formative, and summative.

Planning Evaluation:  When the kitchen staff determines what type of meals, ingredients, etc. to make /use…

Formative Evaluation:  When the cook tastes the soup…. (Stake)

Summative Evaluation:  When the customer tastes the soup…. (Stake)

The table below outlines the key differences between them.
  Planning Formative Summative
Purpose To identify and specify the need to be addressed and intended change, the target population to serve, the program processes and elements to implement to reach intended results To determine quality, value, or fidelity or program components, processes, activities To determine merit, worth, or value of program in relation to specified and expected results
Focus Context Process Impact
Use To determine need and practices prior to implementation of programming To improve program components, processes, activities To make decisions about programming effectiveness and often about program future
Audience Policy makers, program developers, consumers Program Administrators and personnel Program funding sources, consumers
Major Characteristics Foundation for program development and implementation Feedback for improvements in how to implement the program Information for decisions about continuation or adoption
Design Constraints

What does the research show?

What do the community members think?

What is the intended change?

What works?

What is the program design?

What information is needed?

When is the information needed?

What are the expected results?

What evidence is needed?

How appropriate or feasible are the standards?

Purpose of Data Collection Program Design and Development Diagnostic Judgmental
Frequency of Data Collection Once or intermittently Frequent and on-going Less Frequent or Time-Specific
Sample Size Large Often small  Large
Research Questions Asked

What is the level of need?

What are the intended results?

Who should be served?

What are the best practices that should be implemented to reach intended outcomes?

What is the intended change?

What works?

What is working?

What needs to be improved?

How can it be improved?

What results occurred?

With whom?

Under what conditions?

At what cost?

Content offered on this page is for informational purposes only and does not constitute an endorsement. 

© Milwaukee Public Schools 2023
To top