Stakeholder Information Needs

Abstract

This study examined the effect of variations of program evaluation purpose and methodology on decision-making information needs of various stakeholders. Respondents provided one of three levels of service in the context of early childhood special education. The results generally supported the hypothesis that program evaluation purpose (formative or summative) and methodological approach (quantitative or qualitative) differentially affect the decision-making information needs of individuals responsible for different levels of service provision (adminis trative, direct service, or parental). These results have clear implications for evaluation practice and policy development in early childhood special education.