Design evaluation and implementation of the High-Performance Schools – COAR
| Areas | : | Education and learning |
|---|---|---|
| Researcher/s in charge | : | Lorena Alcazar, Maria Balarin |
| Execution time | : | August 2016 |
Presentation
The evaluation consisted of a systematic analysis of the design and implementation of the Peruvian model of High-Performance Schools, known as COAR. The main purpose was to identify bottlenecks and areas of improvement, as well as to increase the efficiency and effectiveness of the intervention. The specific objectives were: i) to evaluate the design and planning of the intervention, to determine the coherence and clarity of the program’s theory of change and the proposed guidelines; ii) evaluate the process of implementation of the intervention, with emphasis on the fulfillment of the proposed objectives; and determine to what extent the COARs operate according to its proposition, and iii) analyze specific aspects of the operation of the COAR service model from the literature review, such as the assignment of students, their well-being, the role of families and teachers, the process of adaptation to the pedagogical proposal, among others. The methodology was mixed and included the analysis of databases, document review, and the execution of around one hundred interviews, five group discussions, and ten observation files of the COAR facilities. The participants were actors at the central, regional, and local levels; at the school level (COAR staff, students, and parents), and subject matter experts. The results revealed discrepancies regarding the policy for creating the service model and the objectives indicators. The research team observed that the COARs operate in isolation from the rest of the public schools in their region, have difficulties including vulnerable students, and could improve the organizational structure. As for recommendations, one is to improve the public justification of the COAR model and the articulation between the logical framework and the objectives of the policy of attention to high-performance students. Another one is to review the selection criteria of students to be served, review the profiles required for hiring the staff and generate spaces with Regular Basic Education to share management experiences and pedagogical methodologies to other public schools in the region.
