Comment: Why do we need to evaluate what we do in education? How do we do it most effectively?

The evaluation in education happens for checks and balances, values, effectiveness, and so forth. Countries that support democracy, create evaluation systems based on the needs and wants of people's government protection. The most effective evaluation, when they are implemented in the program and then outside evaluation confirms results. Consequenquently, the government can be in charge of evaluation in education and sharing information for different purposes. In the US Department of Education,  Topics of evaluations reports are practically endless, I have picked out the section college preparation and found Academic Tutoring in High School, published April 2017 (https://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#preparing-college, Accessed 1/20/2022) The report I read  (https://www2.ed.gov/rschstat/eval/high-school/academic-tutoring.pdf, (1/20/2022) 

Make an Update: Find an educational evaluation. Analyze its strengths and weaknesses. Or, propose in outline form an educational evaluation that you would like to undertake.

1. The report is generated by the Office of Planning, Evaluation and Policy Development, Policy and Program studies services.
2. Methods: Survey collected data 2014-2015, 75 questions given to random generated 13 high schools principals or designated personnel, schools selected from a database, based on criteria of graduation rate and locale code. 
3. Purpose: To examine the characteristics of programs, inform stakeholders on the topic. 
4. Audience: policymakers, education practitioners.
5. Result reported: Briefs
6. Questions included: "How did schools pay for the tutors? How did tutors re-inforced classroom learning? How frequently did schools provide academic tutoring? When was academic tutoring offered? What did academic tutoring provide in groups or one-to-one? Who provided academic tutoring to students? How did schools target participation in academic tutoring? 

As one looks at the survey it looks very complete concerning design methods, however, 13 data points and statistics are presented in the brief, mostly percent, but how can one infer percent from 13 data points? I agree some information is given on characteristics, and money was defiantly saved. However if one developed questioneer with 75 items and then only picked 13 schools, there are no reference characteristics of schools with high graduation rates, that have tutoring services. One does get a sense of how diverse implementation is in different schools of tutoring programs, and low reliance on the internet to help at-risk students, which is probably good news. However, one would want more considering people who do have money, can hire tutors from a variety of different organizations to help their kids, and if we are talking about equity, are we given a bagel and asked to chew it first and then talk? There is of cause possibility that program is so low interest and so low budgeted, that spending more money and asking more schools would just be wasting people's time. If tutoring had a low profile by 2015, the design is clear, also the well-meaning of providing characteristics without spending the budget, I am thankful for, but as one reads the brief one should be careful with inferences and remember statistics.