This mixed methods program evaluation examines the effectiveness of a high school advisory program in meeting its stated goals from the perspective of its various stakeholders. Using both qualitative and quantitative methods and applying a concurrent embedded strategy, the researcher uses Stufflebeam’s CIPP Model (Stufflebeam, McKee & McKee, 2003) as a framework to conduct a study of the Teachers-As-Advisors (TAA) Program in a rural high school in Georgia. Surveys were administered to 205 students, 40 parents, and 17 advisors. Two district administrators, three school administrators, and two counselors were interviewed. In addition, focus group discussions were held with a purposeful sample of students, recent graduates, parents, and faculty advisors. As a final step, the ancillary materials utilized in the program were analyzed.
Analysis of the data collected indicates that stakeholders believe the program goals are being met. Identified strengths of the program include the advisors who serve as caring, adult advocates for advisees, monitor their advisees’ academic progress, and celebrate their achievements. Advisor training, communication between the home and school, and a balanced curriculum were identified as areas needing improvement. The end goal for program evaluation (Stufflebeam et al., 2003) is to determine a program’s effectiveness in order to inform decision making about the program. The findings from this study will be disseminated to school and district administrators and the School Advisory Committee, in order to enable school leaders to make informed decisions about the TAA program.
","abstract_html":"<p>This mixed methods program evaluation examines the effectiveness of a high school advisory program in meeting its stated goals from the perspective of its various stakeholders. Using both qualitative and quantitative methods and applying a concurrent embedded strategy, the researcher uses Stufflebeam’s CIPP Model (Stufflebeam, McKee & McKee, 2003) as a framework to conduct a study of the Teachers-As-Advisors (TAA) Program in a rural high school in Georgia. Surveys were administered to 205 students, 40 parents, and 17 advisors. Two district administrators, three school administrators, and two counselors were interviewed. In addition, focus group discussions were held with a purposeful sample of students, recent graduates, parents, and faculty advisors. As a final step, the ancillary materials utilized in the program were analyzed.</p> <p>Analysis of the data collected indicates that stakeholders believe the program goals are being met. Identified strengths of the program include the advisors who serve as caring, adult advocates for advisees, monitor their advisees’ academic progress, and celebrate their achievements. Advisor training, communication between the home and school, and a balanced curriculum were identified as areas needing improvement. The end goal for program evaluation (Stufflebeam et al., 2003) is to determine a program’s effectiveness in order to inform decision making about the program. The findings from this study will be disseminated to school and district administrators and the School Advisory Committee, in order to enable school leaders to make informed decisions about the TAA program.</p>","abstract_has_math":false,"creators":["Jordan, Barbara A"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Beth Durodoye","Richard Cleveland"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:22Z","subjects":["ETD","teachers-as-advisors","advisory","advisory program","high school","program evaluation","Education","Educational Administration and Supervision","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1311","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Beth Durodoye","Richard Cleveland"]},{"key":"dc:creator","label":"Author","values":["Jordan, Barbara A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-07-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","teachers-as-advisors","advisory","advisory program","high school","program evaluation","Education","Educational Administration and Supervision","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1311"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed methods program evaluation examines the effectiveness of a high school advisory program in meeting its stated goals from the perspective of its various stakeholders. Using both qualitative and quantitative methods and applying a concurrent embedded strategy, the researcher uses Stufflebeam’s CIPP Model (Stufflebeam, McKee & McKee, 2003) as a framework to conduct a study of the Teachers-As-Advisors (TAA) Program in a rural high school in Georgia. Surveys were administered to 205 students, 40 parents, and 17 advisors. Two district administrators, three school administrators, and two counselors were interviewed. In addition, focus group discussions were held with a purposeful sample of students, recent graduates, parents, and faculty advisors. As a final step, the ancillary materials utilized in the program were analyzed.
Analysis of the data collected indicates that stakeholders believe the program goals are being met. Identified strengths of the program include the advisors who serve as caring, adult advocates for advisees, monitor their advisees’ academic progress, and celebrate their achievements. Advisor training, communication between the home and school, and a balanced curriculum were identified as areas needing improvement. The end goal for program evaluation (Stufflebeam et al., 2003) is to determine a program’s effectiveness in order to inform decision making about the program. The findings from this study will be disseminated to school and district administrators and the School Advisory Committee, in order to enable school leaders to make informed decisions about the TAA program.
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Analysis of the data collected indicates that stakeholders believe the program goals are being met. Identified strengths of the program include the advisors who serve as caring, adult advocates for advisees, monitor their advisees’ academic progress, and celebrate their achievements. Advisor training, communication between the home and school, and a balanced curriculum were identified as areas needing improvement. The end goal for program evaluation (Stufflebeam et al., 2003) is to determine a program’s effectiveness in order to inform decision making about the program. The findings from this study will be disseminated to school and district administrators and the School Advisory Committee, in order to enable school leaders to make informed decisions about the TAA program.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/1311"],"dc:source":["Jordan, B.A. (2015) An evaluation of a secondary student advisement program"],"dc:subject":["ETD","teachers-as-advisors","advisory","advisory program","high school","program evaluation","Education","Educational Administration and Supervision","Student Counseling and Personnel Services"],"dc:title":["An Evaluation of a Secondary Student Advisement Program"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:28:22Z"}