An Exploration of How Disability Support Services Are Evaluated in Select Community Colleges
The purpose of this qualitative multi-site study was to explore how disability support service programs are evaluated in select Illinois community colleges through the use of the CIPP (context, input, process, and product) program evaluation framework. Stufflebeam’s (1969) CIPP model of program evaluation was adapted for this study. The study was undertaken to determine the following: (a) the fundamental elements of these programs; (b) why and in what ways the programs are implemented; (c) the evaluation process and impact on services; and (d) the influence of the knowledge base and skills of the director. Based on the study findings, while all of the institutions were committed to the provision of legally mandated support services, the legislation should establish the floor—not the ceiling—for services. Moreover, disability support service directors come to their respective positions with a variety of skills and through diverse career paths. The study institutions do not appear to take full advantage of the opportunity to collect data; nor do they make full use of the data that is collected to evaluate the quality and effectiveness of services provided. Additionally, while it was apparent that the institutions in the study collected and utilized program related data to complete state required reports, other use of data was not clear. Recommendations from the research were three-fold: (a) Development of a professional training track for disability service directors. (b) Development of effective training programs for faculty members and administrators. (c) Adoption of a program evaluation model for the Illinois community college system.
community colleges, director, disability, program evaluation, support services, training programs, Community College Leadership
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