Program Evaluation

As of 2008, there are approximately 73.9 million children living in the United States. Of these children more that 5.5 million have some form of mental or physical disability. In addition, 77 percent of uninsured children come from low-income families (CoverTheUninsured.org, 2008). However, Missouri’s population of uninsured children fares much better at almost half the national average or 7.2 percent (Missouri Foundation for Health, 2004). More than 8 million children in America are uninsured. That means 1 out of every 10 does not have any form of health coverage. Racial and ethnic disparities among those uninsured children are dramatic. Most recent data has found that one in 13 White children is uninsured compared to: one in five American Indian children, one in six Latino children, one in nine African American children, one in nine Asian/Pacific Islander children. (Children’s Defense Fund, 2010)

In addition, I also plan to get the opinions my colleagues regarding the positives and negatives of the program with a survey at the end of my research. I hope to use the results of this survey to look at and determine the skills and resources that are thought to be essential to the success of the programs implementation.

However, “nearly two-thirds of the uninsured children in the United States remain eligible for Medicaid or CHIP, but are not enrolled” (Wachino & Weiss, 2009, p. 3). An estimated, “7.5 million children in the United States are uninsured, and 60% to 70% are eligible for public insurance” (Long et al., 2014, p. e788). Many children meet the requirements and eligibility for health care insurance; however, a large percentage of children are still left uninsured. This is problematic because if millions of children are uninsured, it increases their chances of illness and will have a negative impact on their growth and development. The policy needs to be re-evaluated so that more children are insured and receive access to preventative and primary care. It is crucial that children have access to healthcare coverage and, states do not create unnecessary stringent criteria for eligibility; consequentially will decrease the coverage for low income children and families (Miskell & Alker,

The Program Evaluation class at Delaware State University mandated that all students in the class of SCWR 651-60 (CRN 15732) conduct a Needs assessment of the practicum that they was attending for the semester.

Through collecting hard data on important outcomes, agencies can make program decisions based on facts rather than opinions. These outcomes can be tracked over time to see important trends and potentially make changes to programs to address the trends. It is crucial that an agency ensure that their services are providing effective and worthwhile help to their consumers. Evaluation should be summative, including a wide range of measurements, both objective

Hypertension (HTN) is a chronic illness that serves as a main risk factor for cardiovascular disease (Hanus, Simoes, Amboni, Ceretta, & Tuon, 2015). Although medication can manage HTN appropriately, lifestyle modifications make a substantial difference as well. However, many patients go through behavior stages in which he or she contemplate on making the necessary changes to improve their health. One solution to the problem is the development of an educational Hypertension Intervention and Follow-Up program (HIFP). Studies have shown that active educational interventions that incorporate small groups are more effective than passive delivery of educational materials (Pimenta, Caldiera, & Mamede,

Engage current and past participants in surveys and process evaluations to assess program’s efficacy and

The program evaluation model will be implemented in various stages. The stages include evaluation planning, data collection, analysis/interpretation, and reporting/dissemination. The setting is a college campus’s counseling unit of their wellness center. The assessment will also focus on students that only utilize one-on-one, face-to-face counseling services.

A program evaluation offers a way to determine if adjustments are needed to improve upon the project in order for it to remain successful. Furthermore, the project evaluation team will analyze and measure each component of the outcome, input, and process in order to clarify the program’s objectives and goals. Thus creating a framework of evaluation methods and questions in addition to setting up a timeline for the evaluation activities will assist in the evaluation (CDC, 2011; HRSA, n.d.; McGonigle & Mastrian, 2015). The goal of outcome measures is to describe the overall performance of the process; therefore, outcome measurement will determine the program cost-effectiveness, attribution, and efficiency (CDC, 2012; HRSA, n.d.; McGonigle & Mastrian, 2015). There will be additional evaluation concerning the input measures, which are the resources that were put into the process. Lastly, the appraisal of process measures will provide data regarding the performance each course of action involved in the implantation of the project (HRSA, n.d.). After a thorough evaluation of the project, recommendations and the dissemination of results will be prepared and

A process evaluation is a tool utilized to identify the key components of intervention that are effective and under what conditions. Additionally it also evaluates the extent to which a program is being implemented as planned. A process evaluation can be broken down into six steps which are depicted in the diagram below. In order to engage stake holders the process must begin at the evaluation cycle. Stakeholders in regards to our program include those who are directly involved with program operations. This includes the staff utilized to procure supplies and equipment, those involved in the delivery of supplies equipment, those who distribute educational materials, those that perform diabetic testing and those that interact with the target

Purpose of the evaluation: What aspect of the program would you assess? How does this complement the larger group evaluation? (5 points)

The PAAS tool entails surveys, observation, and random group interviews of the participants. The data from One City Summer Initiative was a survey on satisfaction. Thus, the

Evaluation of the program should be ongoing, in the best effort to target issues within the program as efficiently as possible. Evaluation should be built into the program, making it effortless for those involved to provide the necessary information to create useful evaluations. Additionally, any evaluation should be cost effective, so as to not hinder the program as a whole. Any evaluations must also be done ethically and conducted competently. It is also important to disseminate the results of evaluations to interested and appropriate audiences.

After completing this week’s reading assignments and video one way program evaluation can support every child’s success by addressing quality of programs and services is to organize the data that is acquired from a program evaluation/self-assessment. For instance, a suggestion made by

IDEA requires the administration of a multifactored evaluation using a variety of valid assessment tools and strategies to gather information related to the