Why Don't We Evaluate?

A Wickedly Complex Puzzle

Full scale program evaluations in K12 education are key to understanding what works, where, and how to replicate success, but education systems are wickedly complex. In order to make program evaluation a regular part of continuous improvement, education leadership must being with evaluation in mind and make it seamless with program implementation and administration. In fact, it should be one of the most exciting and inspiring parts of the work.

Educational program evaluation is like putting together a 30000 piece jigsaw puzzle the size of a school playground where the pieces change shape every day. The only thing that works is a plan that focuses on outcomes that you can see and that you can control and a whole lot of teamwork.

Why We Don’t Evaluate

Too often, evaluation is treated as an afterthought—something required at the end of a grant cycle or demanded only when accountability pressures rise. Leaders hesitate because they see evaluation as:

• Costly – both in terms of staff time and financial resources.

• Disruptive – pulling attention away from “the real work” of teaching and learning.

• Risky – exposing programs that don’t live up to expectations.

But the real risk is the opposite: without evaluation, schools and districts may continue investing in strategies that don’t work, missing opportunities to replicate or scale those that do.

Reframing Evaluation as the Best Part of the WorkEvaluation is not a compliance exercise; it’s the moment when leaders, teachers, and communities get to see the impact of their efforts. Done well, it:

• Tells the story of progress. Data becomes narrative when teachers and families can see measurable change in student outcomes.

• Builds momentum. When people know what works, they can double down, scale up, and inspire others.

• Drives smarter decisions. Evaluation sharpens the focus on investments that yield the greatest benefit.

• Connects people to purpose. Instead of fearing judgment, educators can celebrate growth and identify challenges with clarity and confidence.

Making Evaluation SeamlessThe best evaluations are woven into program design from day one. That means:

• Establishing clear outcomes and measures before implementation.

• Ensuring data systems are aligned with daily practice so collection isn’t an extra burden.

• Building feedback loops where results inform immediate decisions, not just annual reports.

• Framing evaluation as a collaborative process that includes educators, families, and students as partners.

When evaluation is approached this way, it shifts from being a dreaded requirement to becoming a source of energy and pride. It becomes the part of the work where progress is illuminated, impact is shared, and futures are shaped.

Lessons from Dallas ISD

Dallas ISD has shown measurable progress in recent years by weaving evaluation into its improvement strategies. Initiatives like the ACE program (incentivizing effective teachers in high-need schools), the Network for School Improvement (building literacy capacity with coaching and shared instructional routines), and principal accountability systems have all demonstrated that when evaluation is aligned with implementation, real gains are possible. Most recently, the district saw improved accountability ratings after pushing for rescoring of assessments, underscoring its commitment to data accuracy and continuous review.

But the key to improvement is not about replicating the exact strategies used by Dallas—or any district. Every school system faces unique challenges. The real work is to evaluate your own context honestly, avoid turning root-cause analysis into a blame game, and commit to sustained, evidence-based improvements. While there are common threads across success stories—teacher coaching, collaborative leadership, and team-wide commitment to change—program evaluation is the discipline that keeps improvement on track.

Evaluation means committing to a regular, data-informed focus on outcomes: celebrating short-term wins, building toward medium-term progress, and planning targeted interventions when goals are falling short. Done well, it ensures that improvement is not a one-time initiative but a living process of learning, adapting, and growing.

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Dallas ISD’s performance-based incentives produced significant student gains

A supplemental $10,000 to effective teachers’ base salaries for working in low-achieving schools led to dramatic growth, a NBER study found.

Dallas ISD’s story shows what’s possible when evaluation is integrated into the daily work of schools: better decisions, stronger programs, and measurable gains. But true improvement isn’t about copying another district’s playbook. It’s about evaluating your own challenges, resisting the root-cause blame game, and committing to sustained, evidence-based change. When teacher coaching, collaborative leadership, and team commitment are paired with regular, data-informed evaluation, schools build the conditions for both immediate wins and long-term transformation.

If you want to learn more about building a school or district improvement plan that truly matters to the committed educators in your community, let’s connect and talk.

Contact Eric at eric@Novaeventus.com