edu 571 assignment 3

Running Head: PROGRAM EVALUATION PLAN 1

PROGRAM EVALUATION PLAN 2

PROGRAM EVALUATION PLAN

Name: Tanisha Hannah

Institution:

Strayer University

Class:

EDU 571 Evaluating School Programs

Professor:

Antony Jacob

Date of Submission:

February 19, 2020

Program evaluation plan (part 2)

In order to ensure that the “gender equity for girls in math” education program which applies to master’s level students is efficient in fulfilling the outlaid goals, the goal based approach of evaluation should be applied in evaluating the effectiveness of the program. The major objective of this education program is to empower the girl child and to ensure that there are increase female students taking courses in mathematics at higher education levels (Markovits & Forgasz, 2017). In this case therefore, the evaluators has to establish if the establishment of this program will promote the positivity and capability of girls to take courses in Mathematics and to increasingly love the subject even in the lower classes so as to portray an increased number in the number of girls pursing this course in the masters level.

The goal based approach of evaluation will help the school evaluator to be able to determine how they can ensure that all the institutions are able to empower the girl child and encourage them to increasingly perfect their skills in mathematics in order to see a reflection of changes in the higher education levels (Sarouphim & Chartouny, 2017). This evaluation technique will help the education program creators to determine if the program is efficient in attaining the set objects through checking the outcomes of the implementation of the program over certain period of time.

The gender equality for girls in Math is a program that is anticipated to help the girl children be able to resolve their issues that result from fear and insecurities which cause them to undermine their power and be left behind by the boy child in regard to prosperity in Mathematics (Ganley.et.al, 2018). Therefore, the evaluators will have a role of determining the broader impacts of this approach as well as investigate what greater good is served as a result of this program. This will include identify the consequences that the program will have on other courses which most female students major in and how the male students will be affected by the program. The goals based evaluation method will help establish the objectives which can be added in the program to make it have optimal results to both girls and boys as well as ensure that other courses that are male dominated portray gender equality (Stoehr.et.al, 2017).

The major areas where the evaluators will assess include; the goals of the program, the outcomes of the program as well as the consequences. The main questions concerning these areas will be; what are the objectives of the program? How will the program be able to meet these goals? How do the goals of the program align with the activities involved in the program? How will be program be enforced in all the institutions? What are the expected outcomes of the program? How can the program be improved to make the outcomes better and significant in the education system? How will the program affect the boy children? In what ways will the education program bring positive influence in mathematics studies? How will be involved stakeholders of the school are influenced by this program?

In order to make sure that the program is effective in not only empowering girls in mathematics but also encouraging all students to take up all courses to ensure there is gender equity in the higher education levels. Through evaluation of how the program affects the education system, to ensure that the programs brings optimal benefits to the system and is able to create positive perception of students regarding the various courses offered. The objectives of the programs should be reviewed to make sure that they will ensure the program delivers the anticipated goals and is sufficient in bringing gender equity in the high education levels (Débarre.et.al, 2018). Evaluation of the anticipated outcomes will help determine the areas in which the program can be improved to ensure that it produces the desires results and bring greater good to the education community. In addition, the outcomes of the program will portray the immediate consequences which could negatively affect the education system and therefore the evaluators will be in a position to prevent these negative consequences through adjustments of the activities involved in the program and the addition of more objectives to ensure that all goals are met.

The gender equity for girls in math involves stakeholders such as the students, the teachers, the management of the schools, the parents as well as the whole community. In order to empower girls, the whole society should be involved in giving them confidence and positive attitudes towards the subject and ensuring that they feel capable of handling the difficult tasks in the subjects which scares them. Involving parents will ensure that they raise their children with a mentality that they are capable of all things and therefore the female children will not feel less capable of taking the Math courses (Wang& Degol, 2017). Creating awareness across communities is a good way to ensure that parents and the whole society are involved in empowering girl child. Moreover the teachers and school management should be involved so that they can provide the necessary materials that will help the students have positive attitudes towards mathematics and be able to easily tackle tasks related to this subject.

References

Débarre, F., Rode, N. O., & Ugelvig, L. V. (2018). Gender equity at scientific events. Evolution letters, 2(3), 148-158. Retrieved from https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2010.01529.x

Ganley, C. M., George, C. E., Cimpian, J. R., & Makowski, M. B. (2018). Gender equity in college majors: Looking beyond the STEM/Non-STEM dichotomy for answers regarding female participation. American Educational Research Journal, 55(3), 453-487. Retrieved from https://journals.sagepub.com/doi/abs/10.3102/0002831217740221

Markovits, Z., & Forgasz, H. (2017). “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational Studies in Mathematics, 96(1), 49-64. Retrieved from https://link.springer.com/article/10.1007/s10649-017-9759-2

Sarouphim, K. M., & Chartouny, M. (2017). Mathematics education in Lebanon: Gender differences in attitudes and achievement. Educational Studies in Mathematics, 94(1), 55-68. Retrieved from https://link.springer.com/article/10.1007/s10649-016-9712-9

Stoehr, K. J., Carter, K., & Sugimoto, A. (2017). Stories and Statistics: A Mixed Picture of Gender Equity in Mathematics', Crossroads of the Classroom (Advances in Research on Teaching, Volume 28). Retrieved from https://www.emerald.com/insight/content/doi/10.1108/S1479-368720160000028005/full/html

Wang, M. T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational psychology review, 29(1), 119-140. Retrieved from https://link.springer.com/article/10.1007/s10648-015-9355-x