Hauser-Cram, P., & Shonkoff, J. P. (1988).  Rethinking the assessment of child-focused outcomes. In H. B. Weiss & F. H. Jacobs (Eds.), Evaluating family programs (pp. 73-94).  New York:  Aldine de Gruyter.
 

This chapter provides an overview of issues to be considered in evaluating community-based programs for children. The authors note the historical tendency to focus almost exclusively on intellectual outcomes such as IQ scores, and argue strongly for considering social outcomes.  Discussion of assessment of social competence in children includes general methodology issues, and reviews some measures.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (1990).  Designing and managing programs: An effectiveness-based approach.  Newbury Park, CA: Sage Publications. 
 

Chapter 8 of this book in particular includes useful information on designing program forms and records that provide useful information for evaluation, and on using data from existing program documents.

Ysseldyke, J. E., & Thurlow, M. (1993, October). Developing a model of educational outcomes (NCEO Report No. 1). Minneapolis, MN: University of Minnesota, College of Education, National Center on Educational Outcomes.
 

Describes a conceptual model of outcomes and indicators for children developed by the National Center on Educational Outcomes which has been adopted by the Children's National Outcome Work Group as an organizing framework. Although designed with public education in mind, the model is adaptable to informal and community-based programs. The eight outcome domains identified in the model are Physical Health, Responsibility and Independence, Contribution and Citizenship, Academic and Functional Literacy, Personal and Social Adjustment, Family Involvement / Accommodation and Adaptation, Satisfaction, and Presence and Participation.

Measures

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