You are not currently logged in.
Access your personal account or get JSTOR access through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Stakeholder Participation in Educational Performance Monitoring Systems
Gary T. Henry, Kent C. Dickey and Janet C. Areson
Educational Evaluation and Policy Analysis
Vol. 13, No. 2 (Summer, 1991), pp. 177-188
Published by: American Educational Research Association
Stable URL: http://www.jstor.org/stable/1164582
Page Count: 12
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Performance monitoring systems have typically been "top-down" evaluation approaches. In Virginia, however, a stakeholder approach was used to develop an educational-performance monitoring system. Four stakeholder groups (teachers, school superintendents, school board members, and education group representatives) were identified, and representatives of the groups were involved in developing the system. Stakeholder group representatives viewed their impact on the development of the system positively. Teachers, who might be expected to resist a performance monitoring system, were the most positive about their efficacy in the process and the most committed to the system. The responses of the stakeholders generally indicate that some of the preconditions for utilization of the results were met through the approach of involving stakeholders. However, it is not clear whether the opinions of the representatives will spill over to the rest of the education community.
Educational Evaluation and Policy Analysis © 1991 American Educational Research Association