EDU 571 Paper 2

Running Head: PROGRAM EVALUATON PLAN FOR EDUCATION 1

PROGRAM EVALUATON PLAN FOR EDUCATION 6

Program Evaluation Plan for Education

Lauren Klevis

EDU: 571

Professor: Anthony Jacob

October 18th, 2019

In any education set up, a program evaluation plan is necessary since it provides an excellent roadmap to clarify the steps required to assess the process and progress of an outcome. Therefore, the following article gives a useful program evaluation plan, which is based on anti-bullying in many high schools. It sets an effective program for anti-bullying in schools and addresses the following; the elements of a worthy object for program evaluation, the program’s history, and reasons for choosing the program. It also gives the advantages for evaluating the program and the limitations encountered in conducting the program evaluation.

The Elements for Program Evaluation

The most widely-spread and dangerous type of violence that has affected many high school students is known as bullying. It affects the students’ psychological and emotional state and has resulted in terrible long-term adverse consequences (Ansary, Elias, Greene & Green, 2015. Therefore, the program evaluation focuses on anti-bullying as a type of violence that seems to have grown out of control despite efforts by various parties. The issues relating to anti-bullying are addressed by the disciplinary department in the school and headed by the deputy principle. The target population consists mostly of the victims of bullying are the newly admitted students aged between thirteen to fifteen years old. The department for disciplinary actions also forms an integral source of information for the evaluation program.

The Program’s History, Primary Purpose, Expected Outcomes

First, bullying refers to a type of violence that is initiated by one or more students against another who becomes the victim. It includes all forms of physical or psychological intimidation. It affects many high school students, which led to the formation of the anti-bullying department. The department receives and investigates cases of bullying among students. Despite the efforts of the department, it remains a menace that interferes with the learning program of many students (Ansary et al., 2015). Therefore, the program aims at finding out the steps developed by the anti-bullying department and how efficient they help reduce cases of school dropouts due to bullying. The anticipated results are that; accurate and regular measures would be put in place by every department in charge of anti-bullying in schools.

Reasons for Choosing the Program

The effects of bullying have, over time, had detrimental acts that cause psychological, emotional, and physical harassment among students. As a result, program evaluation is conducted due to the following reasons. First, the program assesses the challenges that anti-disciplinary face that limits their efforts to fight cases of student harassment in schools.

Secondly, it has been selected due to increased incidences of school drop outs and drug abuse by students. Also, the students continue to record poor performance, which is attributed to the lack of appropriate learning environment to enable students to concentrate on their studies (Policy, 2014). As a result, the program finds what measures need to be taken before it becomes worse than it appears.

The third reason for the program evaluation is to determine the best strategy that schools can implement to end bullying. For example, by introducing high penalties such as expulsion and taking legal measures against their parents for not being responsible for counseling the children. The students expelled should also be barred from registering in different schools until they can prove that they have reformed to continue with the studies (Policy, 2014). Therefore, the program evaluates anti-bullying methods to make schools become a friendly environment for learning purposes.

Advantages of Evaluating the Program at this time

First, the program has been designed to ensure that many cases of student drop out from high schools are reduced. Bullying by senior students makes the school unbearable to support learning activities. For example, newly admitted students who cannot tolerate the act would resolve in drug-taking as a way to avoid embarrassment. Therefore, the programs aim at creating the best ways possible strategies that would address the high school bullying. The plans are developed by working together with the disciplinary department (Stake, 2013). It is also achieved by involving other stakeholders such as the parents. They need to counsel their children against participating in student harassment.

Secondly, the program is important because it will transform schools to become friendly learning environments by eliminating cases of bullying. During admission that marks a person’s entry in school, there are often great desires and expectations that each student holds and would want to accomplish in the course of learning. Students join schools optimistic that they will achieve their dreams and also meet new friends. However, after joining, they meet senior students who intimidate and threaten them (Stake, 2013). As a result, their positive attitudes towards school and interest in learning change all of a sudden. Since they and naïve and face constant intimidation from senior students, their personality about school gets adversely affected.

Constraints in conducting an evaluation of this program and a method of addressing them

The assessment of the program has not been easy since it encountered several oppositions from the key stakeholders to implement the anti-bullying measures in schools. First, many parents are not willing to be held responsible when their children participate in bullying activities. The parents feel that it is the role of the teachers to ensure that schools become free from harassment among students (Ansary et al., 2015). Secondly, there is laxity on the part of the department in charge of ensuring that the anti-bullying measures are entirely implemented. The program proposes that until the standards are enforced consistently, they would not realize the desired outcomes. Therefore, it calls for co-operation by every party such as the students themselves, the teachers, and the parents.

Finally, the program lays a strong ground for anti-bullying in schools. As highlighted above, it is a big challenge for students that go through it since it interferes with their self-esteem and leads to the loss of their confidence and, in extreme cases it causes suicidal feelings that make some succumb to death. Therefore, the program evaluation has developed a plan that takes into consideration the cooperation of all stakeholders to foster a sense of shared purpose for anti-bullying in schools.

References

Ansary, N. S., Elias, M. J., Greene, M. B., & Green, S. (2015). Bullying in Schools: Research

Has Yet to Precisely Prescribe a Remedy for School Bullying, but Some Guidelines

Are Emerging to Help Schools Choose Programs That Best Fit Their Situation. Phi

Delta Kappan, 97(2), 30.

Policy, A. B. (2014). Taxal & Fernilee CE Primary School. Policy.

Stake, R. E. (2013). The Coutenance of Educational Evaluation.