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Evaluation Results and Findings

Vibert Jacob

South University

Georgia Schools Punishment System Evaluation Results and Findings

Estimate of Results

The Georgia school’s punishment system evaluation was conducted based on five significant criteria: efficiency, effectiveness, relevance, impact and sustainability. To obtain feedback on these vital program criteria, students, teachers and other stakeholders in the education system in these schools were used as data sources (Spaulding, 2013). A quantitative survey was designed to collect numerical figures while interviews were used in collecting qualitative data. Based on these data sources and methods, mixed results were recorded as explained.

On relevance of the program, 48 percent of the program participants surveyed and interviewed reported that the punishment system was not meeting the needs of the students, teachers and other stakeholders in school administration. 35 percent of the interviewed respondents indicated that the punishment system was meeting their needs. 10 percent were not sure whether it was meeting the needs while the remaining 7 percent did not respond.

Efficiency was the second program evaluation criterion (Spaulding, 2013). Of all the participants interviewed, 78 percent indicated that the corporal punishment system in Georgia was not efficient in curbing discipline while the remaining 22 percent indicated that the program was efficient. Thirdly, on effectiveness as an evaluation criterion, 67 percent of the participants interviewed opined that corporal punishment was not producing the best outcomes in terms of students’ discipline, academic performance and relationships with authority. Impact was a significant evaluation criterion in the program.

The program intended to establish the significant effects of the corporal punishment system; both positive and negative (Thyer & Padgett, 2015). On impact, 69.9 percent of the program participants reported that the corporal punishment system did not have any positive impact on supposed beneficiaries. In this context, 80 percent of students surveyed reported that the system was retrogressive and did not help them become more disciplined. Lastly, 75 percent of the program participants indicated that the punishment system was not sustainable; could not help solving issues on discipline, student behavior and performance for the next decade.

Findings and how Program’s main stakeholders will react to the findings

Based on the five criteria used to evaluate the program, data sources and methods of collecting data, a summary of findings can be made based on the results of the evaluation (Thyer & Padgett, 2015). Firstly, it can be deduced that the corporal punishment system is not relevant in the modern educational setting. With 48 percent of respondents reporting that the program was not meeting the need of the main stakeholders, it is clear that the punishment system is not as relevant today as it would have been a decade ago.

Two, with 78 percent of the respondents indicating that the corporal punishment system was not giving out results commensurate with the resources put to implement it, it is not efficient in meeting the needs of the stakeholders. Thirdly, the program is not effective. From the sampled participants, 67 percent were convinced that the punishment system was not meeting the needs of the students and teachers especially with regards to academic performance and discipline.

An effective program will get support from those being interviewed, and based on the results, it is clear that most of the interviewed participants were not convinced that it was offering the best outcomes with other factors held constant (Thyer & Padgett, 2015). Lastly, based on the results of the two last criteria, it can be deduced that the corporal punishment system being used in Georgia is not only unsustainable but also does not have positive effects towards the supposed beneficiaries. In this case, the state education department and schools in Georgia were convinced that other forms of punishment would suffice.

How will the main stakeholders of the program react to these findings? From the foregoing, it is evident that the corporal punishment system evaluation findings is not favourable to the main stakeholders, especially the state education department. State administration and education department are likely to be disappointed by the findings and the initial reaction to the findings would be a rejection. It is evident from the findings that the state needs to embrace alternative punishment systems that have been successfully adopted and implemented in public schools in other states. The system seems not to be producing the best results in achieving high student performance, promoting discipline and healthy relationships between teachers, students and administration officials. Some major stakeholders may deny the findings in its entirety.

References

Spaulding, D. T. (2013). Program evaluation in practice: Core concepts and examples for discussion and analysis. John Wiley & Sons.

Thyer, B. A., & Padgett, D. K. (2015). Program evaluation: An introduction to an evidence-based approach. Cengage Learning.