Center for Justice & Economic Advancement

Normalizing Education Resource Center

 

Program Evaluation

Process or formative evaluations assess whether a program is delivered as planned to the intended recipients and can also provide feedback to guide program development and improvement (Ross et al. 2018). During the development or implementation of a postsecondary education in prison program, an evaluation of the impact of the program on student outcomes is not feasible because the program may change significantly during implementation and enrollments may be too small to assess program effects. At this stage, a process or formative evaluation can provide actionable insights on implementation successes or challenges and identify equity gaps in design or delivery. For example, a 2020 evaluation of Second Chance Pell (SCP) pilot programs in Pennsylvania identified Pell Grant eligibility barriers among incarcerated individuals, such as state-imposed restrictions by conviction type, that contributed to lower-than-expected Pell Grant usage (Tahamont et al. 2022).

Summative evaluations (also referred to as outcome or impact evaluations) are conducted once a program has been implemented to assess a program’s success in achieving its stated outcomes and overall goals. Although the terms are often used interchangeably, outcome evaluations typically examine progress toward one or more of a program’s objectives, whereas impact evaluations seek to determine whether a program has achieved its longer-term goals and ultimate aims (GAO 2021; Lindquist & Martinez 2020; Rossi, Lipsey, & Freeman 2018). Depending on how a program’s outcomes and goals are defined, an outcome evaluation of a postsecondary education program in prison, for example, might analyze whether students continue their education after reentry and the types of students that are more likely to do so. An impact evaluation of the same program might examine whether the program increases participants’ reentry success, including degree attainment, employment, and recidivism. An impact study on individuals released from Minnesota prisons, for example, examined the effects of secondary and postsecondary degree attainment during incarceration on post-release employment and recidivism (Duwe & Clark 2014). The analysis found no effects for secondary degree attainment but found postsecondary degree attainment to improve employment outcomes and reduce recidivism. Outcome and summative evaluations can employ a variety of research designs and may include the collection and analysis of qualitative and quantitative data.