FIGURE 4.1 Example of a logic model illustrating the causal relationships among program elements (boxes) and evaluation stages (orange shapes), which show how the program works and whether and why it succeeds in generating results. SOURCE: Adapted from a 2005 presentation by Federal Evaluators (Evaluation dialogue between OMB and federal evaluation leaders: Digging a bit deeper into evaluation science),

appropriate period of time is therefore important. Tracking individual participants over time is ideal, but even the best surveys lose track of some participants, and participants often lose interest in responding to requests for information. Surveys across similar programs may partially compensate for these problems at the level of individual programs, and they are also more cost-effective.


Two of the committee’s tasks concern the evaluation of federal earth science education and training programs. Task 3 was to identify criteria for evaluating success and, using those criteria and the results of previous federal program evaluations, to identify examples of successful programs in federal agencies. Task 4 was to determine what made those programs successful. Important sources of information for these tasks were the workshop discussions (Box 4.1) and the written responses of program managers to the following questions:

1. What are the key goals or outcomes for the program?

2. How is the program evaluated?

3. What are the major successes of the program and what criteria are used to measure success?

4. What things have been essential to the program’s success?

The answers to these questions revealed a wide range of criteria for success and evaluation approaches (see Appendix D). As noted above, criteria for success depend on the specific goals of the program. Thus, no single set of criteria can be developed to determine the success of all federal earth science education programs considered in this report. Rather, a comprehensive evaluation approach is needed to demonstrate program success.

Evaluation approaches used by the agencies range from informal assessments by an agency manager or principal investigator to rigorous external review. Few programs considered in this

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