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Deliberative Democratic Evaluation: Successes and Limitations of an Evaluation of School Choice by Kenneth R. Howe & Catherine Ashcraft - 2005This article briefly characterizes a deliberative democratic approach to program evaluation, recounts its application to the evaluation of school choice policy in the Boulder Valley School District, and describes the results and recommendations of the evaluation. It then assesses the evaluation in terms of its role in stimulating policy change and how it fits with the requirements of the deliberative democratic ideal. It concludes with an assessment of the deliberative democratic approach itself in light of the Boulder experience.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Kenneth Howe
University of Colorado at Boulder
E-mail Author
KENNETH R. HOWE is associate dean for graduate studies and director of the Education and the Public Interest Center, School of Education, University of Colorado at Boulder. He specializes in philosophy of education, research methodology, and evaluation and policy analysis. Recent publications include Values in Evaluation and Social Research (with E. House) and Closing Methodological Divides: Toward Democratic Educational Research.
- Catherine Ashcraft
Western Washington University
CATHERINE ASHCRAFT is an assistant professor of multicultural education at Western Washington University. Her research focuses on the discursive practices that construct gender, race, and class in formal and informal educational contexts, particularly in terms of sexuality, violence, and the implications for adolescent identities. Recent publications include “It’s Just Semantics: Investigating a School District’s Decision to Respect or Value Diversity” in International Journal of Qualitative Studies in Education and “Adolescent Ambiguities in American Pie: Popular Culture as Resource for Sex Education” in Youth & Society.
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