School Systems' Views Of Accountability Through Program Evaluation: A Case Example

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In a time of increasing demands for accountability, school systems are considering how program evaluation can meet their accountability needs. This article examines how some urban and rural Saskatchewan school systems are defining the role of program evaluation. It interprets those views in terms of extrinsically, intrinsically, and ambivalently motivated accountability and discusses the findings within the context of the recently released report of the Minister's Advisory Committee on Evaluation and Monitoring.

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