A participatory evaluation of an inner-city science enrichment program

Abstract

A participatory evaluation (PE) of an inner-city science enrichment program for elementary school youth was conducted using an evaluation team consisting of staff, board members, students, parents, and representatives of the agency's major funder. This evaluation team designed and implemented the entire evaluation with guidance from an evaluator-consultant and researchers from a local university. Data gathered from surveys of alumni, parents, students, and teachers revealed high satisfaction with the program and a validation of the hands-on teaching model. Alumni reported that the program impacted their scientific and social competence. The highly participative design process was seen as very successful by all participants, and offers useful guidelines for other PE, including active participation of all stakeholders, commitment to a shared vision, and a good match between the organization and the evaluator.