This paper examines three types of program evaluation as applied to the Bedford Mountain Parenting Program (BMPP), a social service initiative supporting incarcerated women. It begins by describing what a formative evaluation would reveal during the program's early stages, including gaps in service, operational glitches, and alignment with original goals. It then outlines the overarching goals of a process evaluation conducted mid-program or at its conclusion. Finally, it identifies three outcome-based objectives centered on successful reentry, demonstrated parenting skills, and the capacity of program graduates to mentor future participants. Together, these evaluative frameworks provide a comprehensive roadmap for assessing and improving the BMPP's long-term effectiveness.
The objective evaluation of the Bedford Mountain Parenting Program, first of all, should reveal how the program measures up against its original goals and against established standards for this type of social service. It should uncover gaps in service that may not have been anticipated, as well as both the strengths and weaknesses of the program as implemented. A formative evaluation should reveal precisely what operational glitches exist — the breakdowns, lengthy delays, and departures from the program design that are hampering process and success. What are the specific services being offered, and to whom are those services directed? These are among the most salient questions a formative evaluation of this program must answer.
The program should also expect to receive objective data from a thorough evaluation, along with helpful suggestions about resources that may not currently be accessed. Are there standards for programs of this nature, and are they being followed? Are the previously recommended sessions being observed as often as originally planned? How many participants have dropped out of the program, and why? Do the staff members facilitating the program understand the key steps that should be taken with each client? These are additional questions a formative review must address.
The broader context matters as well. Providing social and familial support for incarcerated women is in itself a potentially controversial undertaking. There are officials in law enforcement and in social service agencies who may be skeptical about the Bedford Mountain Parenting Program. This makes the formative evaluation all the more important — it serves to verify that the program is on the right track and to build a credible evidence base for its continued operation.
While the formative evaluation is conducted at or near the beginning of a program to help it get off on the right foot, a process evaluation is conducted during or at the end of the program. The goals of a process evaluation include: (a) a clear and accurate description of the program; (b) ongoing monitoring to determine whether the program is meeting its stated objectives; and (c) quality assurance. The evaluator's overarching goal is to determine whether the program should continue as designed or whether it requires adjustment.
Using process evaluation strategies should reveal whether the program fulfilled its intended mission, who was involved, which organizations participated, what collaborative efforts were made, and whether staff followed through as anticipated. This evaluation would involve interviewing both staff and clients and examining all available documentation, including minutes of board meetings and relevant correspondence.
After this program has been assessed through a process evaluation, it should then receive an outcome evaluation, which addresses fundamental questions: Was the program effective? What did it accomplish? How many women's lives were positively impacted? Three key objectives frame this assessment:
"Three outcome objectives and evaluation timeline"
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