.
The MA in Policy Analysis and Evaluation has two tracks that share
a small common core: policy analysis and evaluation. A description of
the policy analysis track is available by selecting the
MA POLICY ANALYSIS page. The evaluation
track is a three-quarter course of study (42 units) designed both to
prepare individuals for entry-level evaluation positions and to
produce literate consumers of evaluation material. The track provides
a broad view of evaluation, including program evaluation, personnel
evaluation, technology, and many other forms. Students are exposed to
a wide variety of conceptual approaches, including formative and
summative, process and outcome, evaluator as educator, empowerment
and participatory, and cost-effectiveness oriented evaluation.
Qualitative and quantitative methods, such as experimental design,
survey, case study, and participant observation, are examined in
terms of appropriateness for the task as well as for validity and
reliability.
The evaluation strand introduces students to guiding principles and
standards of evaluation. Students are introduced to both the theory
and practice of evaluation. A seminar that runs through the three
academic quarters is designed to facilitate discussion about various
evaluation issues, including the significance of multidisciplinary
teamwork, design issues, negotiation, interpersonal skills, and
ethics. Policy decision making and the politics of evaluation play a
prominent role in the program, since much evaluation work is
conducted in policy and news media arenas. Students also learn about
practical aspects of being an evaluator including identifying funding
sources, government requests-for-proposals and foundation
directories, writing proposals, collecting and analyzing data, and
reporting findings.
Graduates will be eligible for entry-level employment in federal,
state, and local government agencies, research corporations, school
districts, foundations, universities, nonprofit social welfare
agencies, industry, corporations, and hospitals.
The School of Education has assembled a groups of scholars,
researchers, and evaluators impressive even by international
standards. Faculty members contribute to knowledge and practice. They
publish in a variety of domains, ranging from encyclopedias and
scholarly books to newspapers and magazines. A measure of their
stature in their respective fields is the number of faculty members
who have been elected presidents of professional organizations,
including the American Evaluation Association. In addition, they have
received some of the highest honors bestowed by their professional
associations. Three faculty members have received the Myrdal
Evaluation Award for Practice - the highest honor bestowed by the
American Evaluation Association. Faculty are routinely asked to
provide information and insights about evaluation and policy issues
in the United States and throughout the world.
Faculty include: Robert Calfee, Elizabeth Cohen, Elliot Eisner, David
Fetterman, Edward Haertel, Michael Kirst, Henry Levin, Milbrey
McLaughlin, Denis Phillips, David Rogosa, Richard Shavelson,
Marshall Smith, Richard Snow, and Myra
Strober.
A brief biographical text accompanies each faculty member's name.
Point to the underlined name with your cursor and click on it to read
about each faculty member.
Director: David M.
Fetterman
Dean: Richard
Shavelson
Assoc. Dean: Denis
Phillips
Core faculty include: 
Larry
Cuban,
Jane
Hannaway,
Michael
Kirst,
Henry Levin,
Milbrey
McLaughlin,
Myra Strober
Students are expected to take courses in the following categories:
introduction to evaluation; planning and conducting an evaluation;
qualitative data collection and analysis; quantitative data
collection and analysis; policy decision making; and
professionalization and socialization. Required courses include: a
three-quarter Pro Seminar in Evaluation; Introduction to Issues in
Evaluation, Social Science Research Methods in Education, Issues in
Policy Analysis, Ethnographic and Empowerment Approaches to
Evaluation, Policy Decision Making, and Organizational
Transformation, and Statistics. In addition, an evaluation internship
project is required. This is equivalent to 28 units.
A list of recommended courses is available. Students are expected to
select 14 additional units tailored to their interests, based on
previous experience and interest. Students specializing in evaluation
and policy analysis take courses such as: Economics of Education,
Politics of Education, Issues in Policy Analysis, History of School
Reform, and Resource Allocation. Multimedia Courseware, Research
Software, and an Employment Search and Resume Writing seminars are
also available.
This list highlights the required core courses and highly recommended
courses in the program.
Units Course No. Name
Select from the recommended courses based on experience:
Policy students specializing in policy analysis are required to take 14 units in addition to the evaluation core, consisting of some combination of the following courses:
Additional recommended courses include:
Based on past placements, graduates will be eligible for entry-level positions in agencies and organizations such as the following:
Our graduation ceremony is filled with pomp and circumstance, complete with the adornment of scholarly robes.
Master's Program Coordinator
Page Allen
(415)-723-8618 (page.allan@forsythe.stanford.edu)
Financial Aid
Mollie Goetz
Cubberley Room 103
(415)-723-4793
© 1997 Fetterman