Program Evaluation of Community College Learning Assistance Centers

Abstract

Objective: This study seeks to determine the nature of current program evaluation practices for learning assistance centers (LACs), the practices being used for program evaluation, and whether LAC directors believe their practices are appropriate for evaluating program effectiveness. Method: We conducted a survey ( n = 61) of community college LAC directors to determine the pervasiveness of program evaluation and use of evaluation practices. In addition to rating the level of use of these practices, we asked directors to rate their agreement as to whether these practices were currently being used and whether these should be used at their institutions. We provide both a descriptive analysis of the responses and an analysis using the Wilcoxon Signed-Rank Test (WSRT). Results: The study yielded several findings. Evaluation of LACs is common at 70.5%. LACs are often small with limited capacity to carry out program evaluation. LACs rely on many part-time and student employees to provide services. Centers lack data on special populations served such as developmental and underrepresented students. LAC directors would appreciate greater faculty involvement in program evaluation. LAC directors have limited control over program evaluation and the measures used in evaluation. Many evaluation best practices are being employed, although LAC directors believed improvements could be made. Survey results include a list of commonly employed data collection measures. Contributions: Despite crucial services provided by LACs at community colleges, little is known about how these centers are evaluated. To address this gap, this study surveys LAC directors about their program evaluation practices and needs.