1: Introduction
Educational evaluations are essential tools for understanding the effectiveness of programs and teaching strategies in schools. They provide data-driven insights that guide improvements in curriculum, pedagogy, and student support. One example of an existing evaluation is the assessment of the K-12 STEM program in public high schools. This evaluation aimed to measure the program’s impact on student achievement, engagement, and interest in STEM fields. By using both quantitative and qualitative methods, the evaluation sought to capture multiple perspectives. Standardized test scores, attendance records, and student participation in STEM activities formed the quantitative component. Teacher interviews and student surveys provided qualitative insights into experiences and perceptions. Understanding both the strengths and weaknesses of such evaluations is crucial for designing future research in education.

2: Strengths of Existing Evaluation
The K-12 STEM evaluation has several notable strengths that make its findings reliable and useful. First, it has clear objectives that focus on measurable outcomes, such as academic performance and college readiness. Second, it employs a mixed-methods approach, combining statistical data with qualitative insights to provide a well-rounded analysis. Third, it actively involves multiple stakeholders, including teachers, students, parents, and administrators, which enriches the data collected. Fourth, the evaluation uses benchmarks, comparing schools with and without the program to identify relative effectiveness. Fifth, it identifies areas of success and highlights best practices that can be shared across schools. Sixth, the evaluation framework allows for replication in other contexts or regions. Seventh, its findings inform policy decisions and guide program enhancements. Eighth, the report emphasizes actionable recommendations, making it practical for educational leaders.

3: Weaknesses of Existing Evaluation
Despite its strengths, the K-12 STEM evaluation has several limitations that affect its comprehensiveness. One major issue is the lack of longitudinal data, as the evaluation mostly focuses on short-term academic outcomes. Another concern is the potential bias in self-reported surveys, which can influence the accuracy of qualitative findings. Resource differences among schools may skew results, making comparisons less generalizable. Additionally, students with disabilities or special learning needs are often underrepresented, limiting inclusivity. The evaluation also does not fully explore long-term career choices in STEM fields. There is limited focus on social and emotional development, which is critical for holistic education. Finally, some implementation variations across schools are not adequately controlled, which may affect reliability. Recognizing these weaknesses provides opportunities to design more comprehensive evaluations in the future.

4: Proposed Evaluation
To address the gaps in existing research, a proposed evaluation focuses on inclusive teaching strategies in secondary education. This evaluation aims to assess academic, social, and emotional outcomes for students with diverse learning needs. It would use a mixed-methods design, combining quantitative measures like test scores and attendance with qualitative data from interviews and focus groups. Participants would include teachers, students with disabilities, typically developing students, and parents to provide multiple perspectives. Classroom observations would help validate reported experiences and identify effective practices. Data analysis would include descriptive statistics and thematic analysis, ensuring both numerical and experiential insights are captured. Potential challenges include variability in strategy implementation and ensuring full stakeholder participation. Overall, this evaluation is designed to generate actionable recommendations for improving inclusion and equity in education.

5: Conclusion
Educational evaluations are powerful tools for guiding improvements in teaching and learning. The K-12 STEM evaluation demonstrates the value of structured assessments but highlights the need for more inclusive and long-term approaches. By analyzing strengths and weaknesses, educators can design evaluations that are both practical and comprehensive. The proposed evaluation addresses gaps by focusing on inclusive strategies and holistic outcomes. It emphasizes the importance of stakeholder involvement, rigorous data collection, and balanced analysis. Both evaluations underscore the necessity of evidence-based decision-making in education. Implementing such evaluations can lead to improved programs, better student outcomes, and enhanced teacher practices. Ultimately, thoughtful evaluation ensures that education systems are responsive, equitable, and effective for all learners.