Texas Even Start Evaluation Format

Frequently Asked Questions

1. Can the Grant application be changed to allow a local objective for each element?

That would align the application and the evaluation nicely. The possibility of making this change is under investigation, pending the capacity of the Grant software.

2. Are there still 15 program elements?

Yes. The number of elements listed in Grants was reduced to 14 in the Grant application because of a software capacity threshold. Texas addressed Element 14, Providing Services to Most in Need, in Schedule PS3100, Abstract: Needs and Objectives, Part 4. Texas is still accountable to the federal office for all 15 program elements; therefore, they are all included I the evaluation format. Changes in the Grant application are under consideration.

3. How do you report people looking for and getting jobs if they are self-employed?

ACES and NRS consider that "obtaining a job" means a job that carries unemployment insurance. Students that become self-employed should only be reported as attaining the goal if they contribute to unemployment insurance. That is not likely to be the case if they are selling products/services for the cash economy. Listing "obtaining a job" as a short term goal for students who are likely to become self-employed students could actually count against the state in the long run, if students cannot be "traced" in the unemployment insurance.

4. Our students demonstrate achievements that are not ACES choices. How do we record these achievements?

Unfortunately, ACES goal variables do not correspond to every achievement. First, report achievements under the available ACES categories. Local programs may report additional achievements other sections of the report, including Program-Specific Data, Program Self-Assessment or within the appropriate element.

5. Where do I report summaries of site visits in the new format?

Report site visit summaries in Element #15, Independent Local Evaluation.

6. The program self-assessment section suggests the use of focus group interviews with families, staff and community participants. We have had difficulty with instruments in self-assessment with minority families. They fail to write specific goals beyond "learn English," "help my children with homework," and "get a better job."

The design of a self-assessment will vary by program, taking into consideration the most effective means of communicating with the target population and local community. Standardized instruments may apply for some populations, while face-to-face conversations may work best with others. Programs may choose to participate in a comprehensive in-depth program self-assessment at the frequency of their choice. A true in-depth program self-assessment will generate one or more years of action items for most programs. Some form of systematic inquiry is highly recommended each year.

(Rev. 11-05)