A Mixed-Methods Evaluation Design for a Secondary School Equity Program: Utilizing Culturally Responsive and Values-Engaged Approaches
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| Title: | A Mixed-Methods Evaluation Design for a Secondary School Equity Program: Utilizing Culturally Responsive and Values-Engaged Approaches |
|---|---|
| Language: | English |
| Authors: | Melissa Rae Goodnight (ORCID |
| Source: | American Journal of Evaluation. 2026 47(1):18-47. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Equal Education, Disproportionate Representation, Program Evaluation, Secondary Schools, Culturally Relevant Education, Values, Minority Group Students, Race, Selective Admission, Academically Gifted, Evaluation Methods, Decision Making, Summer Programs, Camps, Transitional Programs, Public Schools, Underserved Students |
| DOI: | 10.1177/10982140251380109 |
| ISSN: | 1098-2140 1557-0878 |
| Abstract: | This article details the design of a mixed-methods evaluation for a new equity program serving underrepresented and racially minoritized students at a selective-admissions, gifted public secondary school in the U.S. Rooted in culturally responsive and values-engaged approaches, we explain how principles and practices drawn from these approaches informed our decision-making on the evaluation's mixed-methods design and implementation over two years (two cycles of evaluation). These approaches emphasize ensuring inclusivity in participation; calling attention to culture, power, and equity in all evaluation aspects; and fostering dialogue on conceptualizing and operationalizing values like equity. It is not simple to implement these principles and practices in school-based evaluation. In this article, we share a constellation of issues we navigated throughout the evaluation process and our lessons learned. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497806 |
| Database: | ERIC |
| Abstract: | This article details the design of a mixed-methods evaluation for a new equity program serving underrepresented and racially minoritized students at a selective-admissions, gifted public secondary school in the U.S. Rooted in culturally responsive and values-engaged approaches, we explain how principles and practices drawn from these approaches informed our decision-making on the evaluation's mixed-methods design and implementation over two years (two cycles of evaluation). These approaches emphasize ensuring inclusivity in participation; calling attention to culture, power, and equity in all evaluation aspects; and fostering dialogue on conceptualizing and operationalizing values like equity. It is not simple to implement these principles and practices in school-based evaluation. In this article, we share a constellation of issues we navigated throughout the evaluation process and our lessons learned. |
|---|---|
| ISSN: | 1098-2140 1557-0878 |
| DOI: | 10.1177/10982140251380109 |
