Defening the target population entails developing criteria that determine who is

eligible to receive a programs services. Therefore, if we have determined that

there is an empirically based need for a mathematics and science tutoring
program, then it is important to be clear as to which students will be offered such
services. In other words, benchmarks must be set, which in this context may be
based on a students grades, performance on standardized tests, and/or some
other criterion.

After clearly defining the problem, determining empirically that there is a need,
and setting target boundaries, the final step of a need assessment entails
describing the services that are needed; that is, what will the program do to
improve the problem?

Assessment of Program Theory

Program theory refers to the conceptual design of a program. It centers on the

wa in which a program is supposed to operate in a perfect world. There are tree
essential elements that comprise a program theory. They include: the programs
impact theory, organizational plan, and service delivery plan. Program impact
theory outlines assumptions regarding he impact of program x on social
condition y. Consider a high school tutoring program for students failing high
school mathematics. In simplest terms, the impact theory for this program would
be: students that attend the tutoring program will improve their mathematics
skill. An organizational plan involves resouces and personnel. While a service
delivery plan underscores how a programs services will be delivery to its targets.
A programs impact theory and service utilization plan coincide with a number of
program goals and objectives. Goals and objectives differ somewhat, even
though the terms tend to be used interchangeably. Goals signify a general
direction . they are broadly based. Objectives are narrow, specific, and
measurable. Again, consider our high school mathematics tutoring program. The
goal of this program may be to improve the mathematics skill of failing students.
Objectives may include: increasing standardized test scores x percent in y time
period; or improving mathematics course grades so that a student attains a C
or better. These objectives are specific and can be measured simply by gathering
data that are routinely collected by schools.

In order to effectively assess a programs theory, the evaluator must have clear
understanding of a programs impact theory, organizational plan, and service
delivery plan. In terms of theory assessment, an evaluator relies on information
provided from stakeholders, key infomation, and research on comparative
program theories.
Logic Model

A logic model is a conceptual representation of a programs theory that includes

information regarding o programs ressources, the services it provides, and the
outcomes it hopes to prduc a logic model is organized in terms of program
inputs, activities, outputs, and outcomes. Inputs refer to a programs resources
(such as money, staff, supplies, buildings, and the like). Activities refer to the
services that a program provides. Outputs refer to the amount of services
delivered. Outputs are workload measures. Outcomes refer to the anticippated
short-term and longterm impact of a program.

Assessment of Program Process

Program process assessment centers on the extent to whict a programs services

are reaching its targets. This is typically thought of in terms of coverage and
bias. Coverage refers to the level of participation by eligible targets.
Undercoverage is a significant-concern, and it is typically the result of
recruitment and retention problem or inadequate awareness of a program and its
services. Bias assumes that certin subgroups of the target population are
participating with either greater or less frequency.

Program process analyses, by ad large, focus on the number of targets served

during a specific time eriod, the proportion of the total number of eligiblr targets
served in