From evaluation to auditing and from programs to institutions: Causes and consequences of the decline of the program approach

In the wake of the “audit revolution” during the 1980s and 1990s, administrative systems across the western world have tended to gradually downplay evaluation as a component of the policy process. At the same time, auditing has dramatically increased in scope and depth, and has also, to some extent, come to fill the role in policymaking previously played by evaluation studies. This article reviews this development from the perspective of policymaking and institutional change or “drift.” Specifically, we look at the types of information and knowledge that are lost and gained as a result of these developments. We apply a cross‐national approach, drawing on the examples from the European and North American contexts.     

Microscopic Saw Mark Analysis: An Empirical Approach

Microscopic saw mark analysis is a well published and generally accepted qualitative analytical method. However, little research has focused on identifying and mitigating potential sources of error associated with the method. The presented study proposes the use of classification trees and random forest classifiers as an optimal, statistically sound approach to mitigate the potential for error of variability and outcome error in microscopic saw mark analysis. The statistical model was applied to 58 experimental saw marks created with four types of saws. The saw marks were made in fresh human femurs obtained through anatomical gift and were analyzed using a Keyence digital microscope. The statistical approach weighed the variables based on discriminatory value and produced decision trees with an associated outcome error rate of 8.62–17.82%.     

Expressed‐Interest Legal Representation for Children in Substitute Care: Evaluation of the Impact of Representation on Children's Permanency Outcomes

Based on a combination of administrative data; juvenile court record review; and informed‐participant interviews of juvenile court judges, attorneys, and service providers, the current study examines the impact of the Foster Children's Project (FCP). FCP is a program that provides professional legal representation to children in substitute care. Legal representation by FCP attorneys is found to increase the rate of children's exit to adoption, leading to a higher overall rate of exit to permanence. The rate of exit to reunification is not, however, found to be affected by FCP representation. Implications for juvenile court policy and practice are discussed.

Key Points for the Family Court Community:
• The study is the first of its kind to examine the impact of client‐directed representation in cases of children in foster care through examination of Palm Beach County's Foster Children's Project (FCP), which provides professional legal representation to those in state care.
• FCP representation was found to increase the rate of children's exit to adoption, leading to a higher overall rate of exit to permanence. The rate of exit to reunification, however, remained stable.
• Research findings are based on administrative data; juvenile court record review; and interviews of juvenile court judges, attorneys, and service providers.

     

Evaluation and education: the ideal learning community

In this article we develop philosophically Cronbach's (1982) suggestion that the evaluator is an educator. The motivation for this article arose from problems encountered by us on a major evaluation project and from dissatisfaction with the existent philosophical underpinnings of evaluation theory. We propose, and provide a justification for, a model of evaluation based upon the notion of the evaluator as educator, which is sufficiently broad philosophically not only to subsume scientistic and humanistic models, but also to transcend them. Within this broad philosophical model we develop a particular theory of evaluation, based essentially upon Wittgenstein, and in which the notion of a learning community is taken as central. Finally we consider some practical implications of this theory of evaluation.