Rollison Julia, Hill Gary, Yu Ping, Murray Stephen, Mannix Danyelle, Mathews-Younes Anne, Wells Michael E
MANILA Consulting Group Inc., 6707 Old Dominion Drive, Mclean, VA 22101, USA.
Eval Program Plann. 2012 May;35(2):273-9. doi: 10.1016/j.evalprogplan.2011.11.002. Epub 2011 Nov 4.
The Safe Schools/Healthy Students (SS/HS) national evaluation seeks to assess both the implementation process and the results of the SS/HS initiative, exploring factors that have contributed to or detracted from grantee success. Each site is required to forge partnerships with representatives from education, mental health, juvenile justice, and law enforcement, coordinating and integrating their efforts and working together to contribute to comparable outcomes (e.g., reduced violence and alcohol and drug use, improved mental health services). The evaluation uses multiple data collection techniques (archival data, surveys, site visits, interviews, and focus groups) from a variety of sources (project directors, community partners, schools, and students) over several years. Certain characteristics of the SS/HS initiative represent unique challenges for the evaluation, including the absence of common metrics for baseline, outcome data, and lack of comparison group. A unifying program theory was required to address these challenges and synthesize the large amounts of qualitative and quantitative information collected. This article stresses the role of program theory in guiding the evaluation.
“安全学校/健康学生”（SS/HS）全国评估旨在评估SS/HS倡议的实施过程和结果，探究有助于或有损受资助方成功的因素。每个项目点都必须与教育、心理健康、青少年司法和执法部门的代表建立伙伴关系，协调并整合各方力量，共同努力以实现可比的成果（如减少暴力、酒精和药物使用，改善心理健康服务）。该评估在数年时间里运用多种数据收集技术（档案数据、调查、实地考察、访谈和焦点小组），从多个来源（项目主管、社区伙伴、学校和学生）收集数据。SS/HS倡议的某些特征给评估带来了独特挑战，包括缺乏用于基线、成果数据的通用指标以及缺乏对照组。需要一个统一的项目理论来应对这些挑战，并综合所收集的大量定性和定量信息。本文强调了项目理论在指导评估中的作用。
