Street Law, Inc. recognizes program evaluations as a valuable learning tool that help the organization measure its achievement of program objectives and understand and improve the effectiveness of its work.
At every Street Law training, participants complete surveys rating the sessions, offer comments on what did and did not work, and suggest improvements for future trainings.
Whenever possible, Street Law utilizes the professional help of outside experts to conduct evaluations. Summaries and reports from these evaluations can be found below.
Supreme Court Summer Institute for Teachers
The Supreme Court Summer Institute for Teachers (SCSI) is a six-day professional development program for secondary social studies teachers. Conducted by Street Law, Inc. and sponsored by the Supreme Court Historical Society, the program aims to improve the quantity and quality of teaching about the Supreme Court of the United States.
This evaluation was conducted by researchers at the College of William and Mary’s School of Education between 2014–2016. Forty-nine participants were surveyed both before and after their participation in the Institute, as was a control group of 54 statistically similar teachers who had not yet attended the program.
The evaluation found that
- Teachers became significantly more confident in using Institute teaching strategies and content.
- Teachers’ use of Institute teaching strategies and content increased.
- Teachers’ knowledge about the Supreme Court grew.
Corporate Legal Diversity Pipeline Program
Conducted in 2007, with independent consultant Wendy Richardson, PhD
Deliberating in a Democracy
Conducted by Professor Patricia Avery, University of Minnesota, College of Education and Human Development
Results suggest that the deliberative process may have a positive impact on secondary students in areas important to the development of thoughtful and engaged citizenship:
- Political knowledge
- Understanding of political issues
- Ability to state opinions
- Confidence in stating opinions
Additionally, students appeared to enjoy and learn from the process. Future studies should examine the possibility of a slightly differential impact on students from different ethnic/racial backgrounds.
Results also indicate that, with some training, teachers can develop the skills to facilitate effective deliberations and that these skills may promote positive changes in their overall pedagogical approaches (e.g., more student-centered classrooms, increase in classroom dialog).
Democracy Education Exchange Project
Conducted in 2003, by InSites, a nonprofit organization that conducts research and evaluation and provides technical assistance to schools, districts, states, and organizations engaged in major change within education systems.
Law School Diversity Pipeline
Conducted in 2008 with independent consultant Wendy Richardson, PhD
NALP/Street Law Legal Diversity Pipeline Program
Conducted in 2011, by Street Law and NALP staff
Parents and the Law
Conducted in 1997-1998, by Caliber Associates.
Save Our Streets
Conducted by Caliber Associates.