With evaluation proposals, you aren’t analyzing data or writing an analysis plan. However, as you design an evaluation proposal, it’s good to think about how you will use your data to answer your research questions. This is a good step to help avoid collecting unneeded data and to avoid getting to the end of data collection and wondering, “Now what do I do?” 
BEFORE YOU ANSWER THE QUESTIONS BELOW: Consider your evaluation proposal, the research question(s) you are proposing to answer, and the kind(s) of data you are proposing to collect. Reflect on how you might use the data you are collecting to answer your research question(s). 
For this exercise, pick ONE research question from your proposal and ONE data source and answer the questions below. Your answers should be in essay format and should be free from spelling and grammatical errors.
To refresh my memory, remind me of the name of the program and briefly explain what they provide.
What kind of evaluation are you doing and what is your research question? 

What data source are you using to answer this question? Is it quantitative (e.g., survey, administrative data) or qualitative (e.g., interviews, focus groups)?
Based on the kind of data, answer the appropriate question below.
If you’re using QUANTITATIVE data, what kind of analysis strategies might you use? For example, would you be looking at the distribution or frequency of a variable(s) at a single time point? Would you be comparing the distribution or frequency over time? Would you be looking at relationships between two variables? Would some kind of visual make sense, such as a table, bar chart, histogram, etc.?
If you’re using QUALITATIVE data, what might your coding process look like? What kinds of things would you need to code for? What kinds of themes might you expect to see? How might you increase the validity or trustworthiness of your findings?

Now that you’ve thought this through a bit, what limitations might this data source have for answering your research question? In other words, what (if anything) CAN’T this data source tell you about your research question?
Evaluation Proposal #3:
Evaluation Plan
Mia E. Taylor
University of Texas at Arlington
SOCW-5323-002
November 2, 2022
Head Start/ Early Head Start Services Evaluation Proposal
Research Question: How can the Early Head Start program services be improved to meet the
national evaluation for the program, and what are the impacts of the Early Head Start program on
child and family outcomes?
I plan to propose more funding for the Early Head Start programs in Dallas, Texas. With
increased funding, more children would be supported by the Early Head Start program, which
would reduce the cases of poor early childhood development, which in turn causes social
problems after the children perform poorly in school. In addition, local research would help
identify the factors that mediate and moderate positive child and family developments in Early
Head Start programs and the local community. Also, my evaluation plan will include the Early
Head Start programs in Dallas, Texas. I would pick The Early Head Start programs based on
their viable research partners and ability to recruit many children. In my research, I would need
both quantitative and qualitative data. From quantitative research, I would use various Early
Head Start programs to collect data which would help get the required numbers to prove the need
for my recommendations on improving the Early Head Start programs. Also, by employing
qualitative methods, I would discuss the details and provide an understanding of the implications
of the Early Head Start programs. The primary sources vital for my evaluation plan include
surveys and questionnaires. Through the surveys and questionnaires, the main question would
revolve around the factors affecting the Early Head Start programs and what could be done to
improve them. In addition, I would send online surveys to the existing Early Head Start program
clients.
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Evaluation Proposal #2:
Literature Review & Background Planning
Mia E. Taylor
University of Texas at Arlington
SOCW-5323-002
November 2, 2022
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Head Start/ Early Head Start Services Evaluation Proposal
The project is focused on developing Head Start or Early Head Start services program,
which aids in preparing participants for their education. The data sources I would use in the
research include surveys, questionnaires, and government websites such as the Office of the
Assistant Secretary for Planning and Evaluation. Through surveys in schools, streets, and
penitentiary institutions, I would be able to find out the main issues causing the problem. In
addition, administering questionnaires would help investigate the problems affecting children
who do not attend Head Start programs at an early age. Also, the given government website will
be a good data source for the research since it has reports that clearly show the factors affecting
most children at the early stages of their lives, translating into bigger issues in the future.
I have identified several peer-reviewed journal articles for the literature review part of my
presentation. According to scholars, many children from low-income families have been affected
since they cannot afford preschool services (Martin & McCarthy, 2022). Also, some scholars
argued that the problem mostly affected Hispanic and African-American children who, after
failing to get into good Head Start programs, have their brain development stunted and later
involved in crime and illegal activities (Warren et al., 2016). Various scholars have established
that all children’s brain development starts at about five years old. During such years, the child
absorbs everything in their environment since their brain produces numerous neural connections
simultaneously (Cherry et al., 2019). The study also established that most young people who
engaged in illicit activities and crime in Dallas had forgone the Head Start programs. Also, other
research has proven that children who grow up in stable, safe, and good environments have
healthier school and life experiences and attend Head Start programs.
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About two out of five children in Texas are at risk of developmental delays and
behavioral problems since they did not get the services in Head Start programs (Hindman &
Morrison, 2011). Such kids have had their mental development stunted by factors such as
domestic violence, inaccessible health services, availability of food, and other socio-economic
struggles in their lives, which have, in turn, negatively affected their school life, health, and
future (Kline & Walters, 2016). The number of children who have been affected by the stated
issues is daunting hence the need to have a huge network of support to ensure the local families
have the given resources and their children get access to Head Start programs that would provide
them with a better environment to lay a good foundation for their future.
Evidence shows that since 1965, most people have understood the benefits of quality
early education through the Head Start programs (Cherry et al., 2019). Past research has
established that children performed better in cognitive, language, and socio-emotional
development at the end of the Head Start programs. Additionally, I learned that in 1995, the kids
who participated in Head Start programs scored well on tests (Kline & Walters, 2016). In
addition, the program was to affect certain groups of preschoolers distinctly. I used data from the
Head Start Impact Study (HSIS), a randomly selected study that involved roughly 5,000 kids
between the ages of three and four from 84 communities in the US where Head Start programs
were flourishing (Cherry et al., 2019). The study enabled me to point out the effects of Head
Start independently of other factors on child development outcomes. Scholars used the Head
Start year to examine the children’s cognitive, social, and psychological results. The research
also looked at various races or ethnic groups to establish the impacts of Head Start programs.
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Journal Articles
Hindman, A. H., & Morrison, F. J. (2011). Family Involvement and Educator Outreach in
Head Start: Nature, Extent, and Contributions to Early Literacy Skills. The Elementary
School Journal, 111(3), 359–386. https://doi.org/10.1086/657651
The journal article’s focus on educational engagement and family participation in Head
Start and how the given factors contributed to childhood development and cognitive and socioeconomic progress made it useful. About 3,000 Head Start participants—children and families—
were used in the study (Hindman & Morrison, 2011). The study’s conclusions demonstrated the
significance of educator engagement and family participation in young children’s development.
The study was vital in establishing how the Head Start programs successfully bridge the hometo-school gap, facilitating better early childhood development.
Warren A. Parker, R. Paul Fultz, & William R. Nail III. (2016). The Head Start Dental
Component: Evaluation of an Urban Program. Public Health Reports (1974-), 101(4), 433–
436. http://www.jstor.org/stable/4627911
The journal article was vital to the evaluation topic since the scholars evaluated a portion
of the Head Start programs in Texas and how it prepared the children to cope with school. The
study included the impacts of health, parent involvement, and social services on early childhood
development (Warren et al., 2016). The study established that most of the Head Start programs in
Dallas, Texas, failed to provide quality healthcare services since most of the enrolled children
had dental health problems, which affected their school life.
At this point, I have found the necessary sources to develop a good literature review
section of my presentation. I would easily get the required data for the study through the journal
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articles obtained, so I feel good about that. I am confident about the sources and data obtained;
hence I am not worried about anything.
The program I will use for my proposal is the Head Start of Greater Dallas. The program
focuses on providing children with the foundational skills and knowledge required for success in
school and life. Therefore, the program benefits children’s cognitive, social, and economic
development and helps build self-reliant communities and families. The program offers the
clients free childcare, extended social services, and health and education services.
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References
Cherry, K. E., Gerstein, E. D., & Ciciolla, L. (2019). Parenting stress and children’s behavior:
Transactional models during Early Head Start. Journal of Family Psychology, 33(8), 916.
Hindman, A. H., & Morrison, F. J. (2011). Family Involvement and Educator Outreach in Head
Start: Nature, Extent, and Contributions to Early Literacy Skills. The Elementary School
Journal, 111(3), 359–386. https://doi.org/10.1086/657651
Martin, J. D., Gardner, B., & McCarthy, G. (2022). The Importance of the “Rules of the Game.”
In The Challenge of Unspent Federal Grants (pp. 11–22). Lincoln Institute of Land
Policy. http://www.jstor.org/stable/resrep43195.4
Kline, P., & Walters, C. R. (2016). EVALUATING PUBLIC PROGRAMS WITH CLOSE
SUBSTITUTES: THE CASE OF HEAD START. The Quarterly Journal of Economics,
131(4), 1795–1848. https://www.jstor.org/stable/26372679
Warren A. Parker, R. Paul Fultz, & William R. Nail III. (2016). The Head Start Dental
Component: Evaluation of an Urban Program. Public Health Reports (1974-), 101(4),
433–436. http://www.jstor.org/stable/4627911
This project will focus on Head Start/Early Head Start services and evaluate their ability
to prepare participants for their education. Head Start is a federally funded program operated by
different nonprofits, public organizations, and for profit organizations that serves children from
low-income families that is meant to promote school readiness. From ages 3-5, children are able
to enroll in the programs and gain comprehensive guidance from the staff there. They also gain
access to certain medical and dental services. I would like to propose an outcome evaluation in
order to determine if their claims that students who have been in Head Start programs are more
likely to perform better in school and on cognitive tests and are less likely to participate in
criminal activity. The source of data I may collect may be surveys. When performing this
evaluation, I must consider whether this design aligns with the guiding principles of evaluation
and is culturally competent. By starting a dialogue with the organization to clearly communicate
the goals of this evaluation, I can be sure that they know what to expect from me. I can also
move forward with doing a thorough evaluation that adheres to the standards set in place for this
systemic inquiry. I will also need to be sure to be transparent about the goals of this evaluation
and any data that is collected and in what way. When thinking about cultural competence, I want
to ensure that I first address all of my own biases. By reflecting on what culture and status I bring
to this evaluation I can move forward in a manner that is guided by respect for those that I am
working with as to gain the best possible results.