Strategies for Improving Rural Special Education Program Evaluation

Abstract

Although rural special education services have increased dramatically since the implementation of Public Law 94-142, program evaluation has been limited at the local level, and funding for national studies has been inadequate. This article discusses the need for systematic program evaluation in individual schools and at the district, state, and national levels. Inherent characteristics of rural areas that inhibit data gathering and evaluation are described, particularly those that prevent comparison of methods and results from one rural area to another. The results of inadequate program evaluation are also discussed, including the cyclical effects on the quality of rural special education services. The article concludes with the recommendation that traditional evaluation models be adapted for rural environments, and suggests ways to accomplish this goal.