Abstract
This article examines the process of an ongoing, independent evaluation of atransitional Spanish/English bilingual program housed at a large, urban school district in Northern California. The program is designed to enhance Kindergarten through Grade 5 (K-5) students' English language proficiency, as well as their English performance in academic subject areas. The article looks at how the evaluation team addressed various political, methodological, and theoretical challenges, including multiple stakeholders, small sample sizes, difficulty establishing well-defined “treatment” and “control” groups, and questionable instrumentation. Finally, we discuss how participation in a highly dynamic, interactive evaluation process prompted the school district to engage in activities and to make decisions that ultimately served both the evaluation as well as the district as a whole.
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