Measurement and Survey Development
Representative Projects
MPR Associates, Inc.:
State Career & Technical Education (CTE) Self Assessment
The U.S. Department of Education’s Office of Vocational and Adult Education (OVAE), charged with monitoring states’ compliance with the Carl D. Perkins Vocational and Technical Education Act, commissioned the development of a self- assessment instrument for use by state education agencies. Under a Department-issued task order, MPR Associates contracted MI to complete this work. The self-assessment tool enables state CTE officials to assess the progress of their efforts and progressively move toward refining their operations. The tool includes CTE indicators related to State Administration, Local Application, Tech Prep, Special Populations, Fiscal Responsibility, and Accountability. Indicators are further defined by specific criteria for what constitutes quality: the more criteria in place, the more confidence a state can have that each indicator has been well implemented.
MI has also developed self-assessment tools to examine the quality of K-3 reading programs, special education programs, early childhood programs, state and local school-to-work programs, and family literacy programs.
New York State Education Department (NYSED):
Reading First Evaluation, Observation Protocol
As the evaluator for the New York State Reading First program, MI designed and implemented two methodological components: survey research and site visits. Classroom observations were central to the site visits. To conduct the observations, MI developed and standardized an observation protocol, Classroom and Intervention Reading Instruction Observation Form (CIRI), aligned with the five major components of reading. This form allows the systematic coding of three areas: (1) school and classroom literacy environment; (2) classroom reading instruction—including content, instructional strategy, time allotted, instructional groupings, instructional materials, and classroom assessments; and (3) intervention activities. MI used the CIRI to answer key questions about Reading First in New York: what is being taught, how often it is being taught, how and how well it is being taught, and what is being used to teach it. A training manual accompanies the CIRI.
New York Medical College:
Assessment Tools
MI worked closely with New York Medical College staff in developing three assessment instruments: (1) Physicians’ Attitudes Toward Managed Care, which measured three constructs: attitudes towards the quality of patient care, satisfaction with practice, and satisfaction with capitation (i.e., fixed-fee structures); (2) Physicians’ Competence in Communicating with Patients, which assessed physician confidence in using communication skills, perceived adequacy of time spent by physicians with their patients, and physician use of specific communication strategies; and (3) Medical School Primary Care Course Final Examination, a 50-question multiple-choice final examination for the primary care course at New York Medical College. MI designed, piloted, revised, and psychometrically tested items for all assessments.
Operation Hope:
Banking on Our Future Evaluation, Surveys
Operation HOPE’s Banking on Our Future program (BOOF) is designed to inform and empower disadvantaged, inner-city youth to make better financial decisions now and in the future. Implemented through a push-in classroom model and delivered by trained volunteers, BOOF is being implemented in 10 states to more than 10,000 students in grades 4-12 annually. MI’s evaluation employs a combination of formative and summative techniques to address a series of key questions about the impact of the program on students’ financial knowledge, skills, attitudes and behaviors. Central to the evaluation is a set of financial literacy surveys for three different grade levels: 4-6, 6-8, and 9-12. MI designed, pilot-tested, and performed psychometric studies on all surveys.
MI also has developed and standardized surveys measuring knowledge, attitude, and behaviors in other content areas including, health education, social studies, character education, reading, and career and technical education.
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