Programming in Education
Description of the planned approach
The selected planned approach for evaluating the Pittsburgh Promise Program is the expertise-oriented approach. The Pittsburgh Program is a monetary support program which provides the local high school graduates with money to support part or all of the college tuition costs
The rationale for selecting an expertise-oriented approach
• The expertise-oriented approach is among the oldest type of public evaluation, and it relies majorly on professional proficiency to judge the quality of the program (Kuzmina-Merlino & Savina, 2015). For example in the Pittsburgh Promise Program, the program is assessed by specialists from the different fiends compromising educational administration, leadership, and financial auditor. The specialists observe the application, interview the students and obtain as much information as possible to provide a judgment on its value.
• Even though most of the evaluation approaches involves professional expertise, expertise-oriented approach is different because of its open and direct reliance on the specialized expertise as the primary evaluation strategy (Chyung et al., 2013). A group of dedicated experts who complement each other will be able to give a sound evaluation
• Expertise-oriented approach has particular evaluation processes including investigations overseen by a committee, site visits, proposal review panels and verdicts drawn by the professional authorization associations, assessment of the institutions or persons by public licensing agencies, and estimates of staff performance in making decision concerning the students selected for the scholarship (Kuzmina-Merlino & Savina, 2015).
Description of three significant areas with questions
The major areas of the expertise-oriented approach include the phase of expertise preparation, work with the experts and processing of the results.
(1) The period of expertise preparation
In the first phase, the specialist from the academic circles compromising economics professors will be engaged in composing questionnaire, selection of the specialist screening procedures, method, and techniques of the expert survey and expert evaluation form (Chyung et al., 2013). The criteria for selection of the specialists include the level of the work experience, the capability to predict events logic, objectiveness and independence of judgments and practical knowledge in management.
Main Question
What are the objectives of the Pittsburgh Promise Program?
The rationale for this question is to establish the primary objective of the program. Intentions are a significant part of a project because they assist in the attainment of what one wants (Kuzmina-Merlino & Savina, 2015). Laying a goal is the initial step in project development because it helps the team to remain on track to complete the things that are required. The Pittsburgh Promise Program aims to increase the college rates enrolment in the Urban School District
Subset Questions
How can the objectives be reached?
What are the criteria used in selecting the students to be awarded the college tuition?
How many students are targeted in the program to be provided with the college tuition?
The rationale of the subset questions is to establish how the objective can be reached, the criteria used in selecting the students to be awarded the college tuition and the targeted population.
(2) Work with the experts
The practitioner will also take part in the second phase including the managers from the financial analytics department. The managers perform the work in stages (Kuzmina-Merlino & Savina, 2015). Following the preparatory period, presentation of the created FMS and the procedures applied plus the discussion of the questionnaire that the experts were provided to fill in stage one.
Main Question
Has the Pittsburgh Promise Program met the wants of the population targeted?
The rationale for this question is to establish is the wants of the population targeted has been met. The desire of the community focused in Pittsburgh Promise Program is an education for the needy to help them become better people in the society. The Pittsburgh Promise Program already provides $5,000 yearly toward the college tuition for the graduates from the public schools in Pittsburgh, Pennsylvania who attained a GPA of 2.5 with 90% record of attendance (Gonzalez et al., 2011).
Subset Questions
Are the requirements of the funding source and program administrators being realized?
How is the Pittsburgh Promise Program operating?
What is the requirement which has been provided?
The rationale for the subset questions is to establish if the requirements of the funding source and program administrators have been realized, how is the Pittsburgh Promise Program operating and the element which has been provided
(3) Processing of results.
The third phase compromise usage of the matrix, to combine the specialist’s process and the outcome and changes evaluated in EP opinion. Expert evaluation by the usage of the analytical hierarchy procedure geometric mean index is taken (Kuzmina-Merlino & Savina, 2015). The establishments of the primary value of the judgments made by the experts are carried out at the matrix elements levels. The uniformity drawn by the matrixes of understanding concluded by the experts is adequate.
Main Question
Has the Pittsburgh Promise Program met its objectives?
The rationale for this question is to establish if the objectives of the Pittsburgh Promise Program have been met. The aim of the Pittsburgh Promise Program to increase the college rates enrolment in the Urban School District (Gonzalez et al., 2011). The experts will establish if the goal set at the start of the program has been realized. Attaining the goals set indicates that the program was able to understand the purpose it was set to accomplish. The programs aim at providing educational opportunities for the youth while hoping that they will go back to the region to establish careers, create families and be able to contribute to the community life
Subset Question
What is the result of the Pittsburgh Promise Program?
Who has benefited by the Pittsburgh Promise Program?
Is the Pittsburgh Promise Program recommended to be rolled out in other schools?
The rationale for the subset question is to establish the outcome of the Pittsburgh Promise Program, the benefit of the program and if it is recommended to be rolled out the program in other schools
Description of the stakeholders
Stakeholders need to be engaged to make sure that their standpoints are understood. The three main groups of the stakeholders involved include those who are involved in the operations of the program, those who will be affected by the program and the primary users of the outcomes of the (Chyung et al., 2013). The level of scope of involvement of the stakeholder varies with every program that is being evaluated. The reasons and ways of involving stakeholders during the evaluation include:
• Provide viewpoints on what to be considered useful, high quality and credible evaluation
• Contributes to the program framing and logic of main evaluation queries by providing suggestion on what should be emphasized in the program
• Assist in the collection of information that is essential in the program
• Assist in making sense of the data collected involving the program
• Increase the usage of the finding of the evaluation through the building of knowledge and support concerning the evaluation
References
Chyung, S. Y., Wisniewski, A., Inderbitzen, B., & Campbell, D. (2013). An Improvement‐and Accountability‐Oriented Program Evaluation: An Evaluation of the Adventure Scouts Program. Performance Improvement Quarterly, 26(3), 87-115.
Gonzalez, G. C., Bozick, R., Tharp-Taylor, S., & Phillips, A. (2011). Fulfilling the Pittsburgh Promise: Early progress of Pittsburgh’s postsecondary scholarship program. Santa Monica: RAND Corporation.
Kuzmina-Merlino, I., & Savina, S. (2015). Assessing the Effectiveness of Improved Financial Management System Using the Expertise-oriented Approach. Procedia-Social and Behavioral Sciences, 207, 833-842.
Sample Solution
