Program Evaluation 6 Vibert Jacob South U

PROGRAM EVALUATION 6 Program Evaluation Vibert Jacob South University 7/24/18 The program Georgia Schools Punishment System The history, mission statement, and programs

The program under evaluation pertains to the Georgia Schools Punishment System, focusing on the practice of corporal punishment in public schools within the state of Georgia. Georgia, established in 1733 and named after its founder, has a complex historical background that influences its educational policies. As a state, Georgia does not possess a mission statement; instead, the system operates within the framework of state laws and regulations governing public education and discipline. The primary focus of this evaluation is to assess the continued use of corporal punishment, a practice permitted in Georgia, which is among nineteen states allowing such disciplinary measures despite the trend toward banning corporal punishment nationwide.

The stakeholders involved include the Georgia Department of Education and the state administration responsible for legislating and overseeing educational policies. The Department of Education manages the implementation and regulation of discipline policies across schools, while the state administration enacts laws shaping the scope and regulation of corporal punishment practices. Given the contentious nature of this disciplinary approach, evaluating the program's effectiveness and implications is crucial for informed policymaking.

Type of Program Evaluation

This evaluation will employ a summative program evaluation approach, aimed at determining whether the program warrants continuation, modification, or termination. Since the program is currently operational, the focus is on assessing its impact, effectiveness, and appropriateness within the current legal and societal context to guide decisions about its future. Summative evaluation helps quantify the benefits and drawbacks of the program in achieving its intended outcomes and provides evidence for policy adjustments or discontinuation if necessary.

Potential Ethical Issues and Strategies

Key ethical considerations involve data access, confidentiality, and the possible influence of evaluation findings on policy decisions that impact students' rights and well-being. There is a risk that data used to evaluate the program could be misinterpreted or misused, potentially affecting the reputation of stakeholders or leading to policy shifts that may not consider children's best interests. To address these issues, obtaining explicit consent from the Georgia State administration prior to data collection ensures transparency and legitimacy. Further, maintaining data confidentiality, anonymizing sensitive information, and transparently handling results uphold ethical standards and promote stakeholder trust.

Evaluation Criteria and Methodology

Benchmarking will serve as the primary evaluation criterion, comparing Georgia’s policies and outcomes with those of other states—particularly those that have banned corporal punishment. This comparison will focus on academic performance, behavioral incidents, and student well-being metrics in states with contrasting disciplinary policies. Data sources include official records from Georgia schools and the Department of Education, supplemented by credible internet sources offering comparative data. Data collection will employ a systematic review method, gathering relevant literature, policy documents, and statistical data for comprehensive analysis.

Qualitative data analysis will be employed to interpret complex, contextual information such as stakeholder opinions, cultural factors, and institutional practices. This approach enables an in-depth understanding of the program's impact on students, educators, and the broader community by identifying patterns, trends, and underlying themes in the data. The analysis will involve coding data, identifying recurring themes, and synthesizing findings to produce a coherent evaluation report.

Evaluation of Results and Presentation to Stakeholders

The evaluation results will be analyzed in light of identified patterns and trends, with particular attention to differences in disciplinary outcomes, academic achievement, and stakeholder perceptions in states with and without corporal punishment. Findings will be organized into a comprehensive report, highlighting key insights and evidence-based recommendations. To facilitate stakeholder understanding, results will be presented in a formal meeting setting, accompanied by visual aids such as charts and graphs. It is crucial to engage stakeholders actively, answering questions, addressing concerns, and providing contextual explanations to foster acceptance and informed decision-making.

Stakeholders, especially those who support corporal punishment, may initially react defensively. Therefore, strategies to encourage the utilization of these findings include emphasizing the evidence from comparable states that have abolished corporal punishment, showcasing improvements in student outcomes, and underscoring the importance of student rights and safety. Framing the findings within a broader educational and ethical context can help persuade stakeholders to reconsider entrenched disciplinary practices.

Learning Culture and Facilitating Development

The cultural dimensional approach to learning is appropriate in this context as it recognizes the diverse cultural norms, values, and beliefs influencing disciplinary practices in Georgia. This approach emphasizes understanding local cultural factors that sustain or challenge corporal punishment, fostering a respectful dialogue on alternative disciplinary methods. It promotes developing a learning environment that values student welfare, promotes positive behavioral interventions, and respects cultural differences, ultimately guiding policy change toward more supportive and constructive discipline strategies.

References

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