Natasha The program that I will be discussing is the Miami-Dade County Corrections and Rehabilitation Department Re-entry program. The goals of this program are to reduce the rates of recidivism among inmates who leave prison, enhance public safety, and foster partnerships to assist providing services to at-risk individuals, offenders, and ex-offenders. Recidivism rates are the “percent of inmates who return to prison for a new offense or technical violation within 36 months after release.” (McNeil & Barber, 2009). The Re-entry program offers inmates the ability to learn a trade, receive a GED, get treatment for addiction problems, the ability to work with a case manager to find a place to live after release, practice for job interviews, apply for government benefits, and to get the required identification such as a social security card, FL ID card, etc. ready. This program is aimed at individuals who are in precarious situations which put them at-risk, ex- offenders, and current offenders. The Re-entry program helps these individuals transition back into the general population by providing support both emotionally and physically. If the inmate wants to receive an education or hone a marketable skill, so that they are able to find work after their release, this program helps. If the inmate has just been released and has nowhere to go, this program offers help through hotlines and links to other programs that will find a place for the individual to stay, get clothing, and help them become job ready (Miami-Dade County Corrections and Rehabilitation Department, 2013). Research shows that Inmates who had a GED when they were released recidivated at a rate 7.9% less than inmates overall (McNeil & Barber, 2009). Inmates than received a Vocational Certificate and GED at release recidivated at a rate 18.3% less than inmates overall (McNeil & Barber, 2009). “Felony offenders who completed a substance abuse program recidivated at a rate 56% less than that of felony offenders identified as having a substance abuse problem who did not receive treatment.” (McNeil & Barber, 2009). While the Miami-Dade Re-entry program provides assistance to many, I was unable to locate current evaluations that show the progress that this program has made in the county. Have the recidivism rates decreased with the implementation of the program? It would be prudent for this lack of data to be looked into because then the county would be able to see whether some changes need to be made to the program overall or to specific branches of it. While the Re-entry program says it works with at-risk individuals, the Miami-Dade program seems to be aimed primarily at inmates. I believe that the MiamiDade Re-entry program should look into helping at-risk individuals also. If these individuals have access to help than it may be able to lower the rate of crimes that occur because the at-risk individuals do not have to become offenders before they are qualified for the program. As of November 30th, 2017, Miami-Dade was the second highest county in Florida in regard to the conviction for inmates in prison (Florida Department of Corrections, 2017). Another suggestion that I would make to the head of the program is creating a support group that allows the individuals in the program to connect with one another, as well as licensed professionals. Being surrounded by individuals who understand the struggle you may be experiencing while trying to adjust is likely to be helpful. These conversations and the feeling of being understood and given helpful suggestions may be the difference between someone returning to a life of crime. These are some ideas that I believe could be helpful if incorporated into the Miami-Dade Re-entry program and they would not be difficult to assess. Book Cover Here Chapter 1 Getting Started with Program Evaluation Copyright © 2014, Elsevier Inc. All Rights Reserved 1 Introduction  The Aim of Program Evaluation   Accountability   Effectiveness of Crime Prevention Programs Valid Indicators of Performance The Role of Evaluation Research  Provide Evidence about the Effects of Programs and Policies Copyright © 2014, Elsevier Inc. All Rights Reserved 2 The Administrator and The Evaluator  The Program Administrator   The Evaluator   Must be Committed to Research Must Guide the Conduct of the Research Process Both Actors Must Work Together to Achieve Success Copyright © 2014, Elsevier Inc. All Rights Reserved 3 The Administrator and The Evaluator  Three Major Aspects of the Demand for Evaluation Research: 1. 2. 3.   The Social Problem The Service Agencies The Public Monitoring the Program is Essential for Program Results Two Monitoring Approaches 1. 2. External Internal Copyright © 2014, Elsevier Inc. All Rights Reserved 4 Strengths and Weaknesses of Program Evaluation   Both a Political and Scientific Process Evaluation Research is Unique in 7 Ways 1. 2. 3. 4. 5. 6. 7. Use for Decision Making Program-Derived Questions Judgmental Quality Action Setting Role Conflicts Publication Allegiance Copyright © 2014, Elsevier Inc. All Rights Reserved 5 Strengths and Weaknesses of Program Evaluation    Determining the Effectiveness of a Program is the Crucial Factor for the Evaluator Program Operations Drive the Evaluation and its Design Must Have a Balance between the Needs of the Evaluation and of the Program Copyright © 2014, Elsevier Inc. All Rights Reserved 6 Strengths and Weaknesses of Program Evaluation   The Ultimate Goal of Evaluation is to Guide Rational Policy “Evidence-Based” Best Practices   Focus Upon the Rationality of a Program Search for “What Works” Copyright © 2014, Elsevier Inc. All Rights Reserved 7 Evidence Based Practices  The Systematic Review   “Use Rigorous Methods to Locate, Appraise and Synthesize Findings from Criminal Justice Program Evaluation Studies.” Example: Braga (2001) Hot Spot Policing Copyright © 2014, Elsevier Inc. All Rights Reserved 8 The Maryland Report   The Maryland Report was Set Up to Identify Criminal Justice Programs that are Most Effective “Maryland Scale of Scientific Methods”  Three Primary Factors 1. 2. 3. Control of Other Variables Measurement Error Statistical Power Copyright © 2014, Elsevier Inc. All Rights Reserved 9 The Maryland Report  Identified Programs in Three Categories 1. What Works     2. Family and Parent Training Coaching of High-Risk Youth in “Thinking Skills” Nuisance Abatement Action on Landlords Crime “Hot Spots” What’s Promising     Proactive Drunk Driving Arrests Community Policing Programs Mailing Arrest Warrants to Domestic Violence Suspects Gang Monitoring by Community Workers and Probation and Parole Officers Copyright © 2014, Elsevier Inc. All Rights Reserved 10 The Maryland Report  Identified Programs in Three Categories 3. “What Doesn’t Work”    Gun “Buy Back” Programs D.A.R.E. “Scared Straight” Programs Copyright © 2014, Elsevier Inc. All Rights Reserved 11 Meta-Analysis  Meta-Analysis    Sophisticated Approach to Reviewing the Literature on a Particular Intervention The effect indicates how many hits on average are related to the dependent variable. It can also reflect the relationships between the independent and dependent variables. The key strategy is to identify all available studies on a policy or program and code their findings and methodologies into objective categories and then conduct quantitative analysis. Copyright © 2014, Elsevier Inc. All Rights Reserved 12 Meta-Analysis  Provides Several Distinct Differences over Traditional Reviews of the Literature 1. 2. 3. Provides a “Single Precise Estimate” of the Effect Size Can Obtain the Effect Size of the Relationship Across Different Methodologies Can Consider a Subject Over Time Copyright © 2014, Elsevier Inc. All Rights Reserved 13 Meta-Analysis  When Meta-Analysis Should be Performed 1. 2. Clarify the Relationship between an Intervention and its Effectiveness when Published Studies of It Have Generated “Mixed” Results Can Asses Whether a Policy or Program “Works” Across Time and Place by Examining the Literature on the Intervention and Generating an Effect Size Copyright © 2014, Elsevier Inc. All Rights Reserved 14 The Campbell Collaboration (Crime and Justice Group)   The Collaboration was Established to Prepare, Maintain, and Disseminate Evidence-Based Research on the Effects of Interventions Crime and Justice Group Aims to Prepare and Maintain Systematic Reviews of Crime Programs and Policies Copyright © 2014, Elsevier Inc. All Rights Reserved 15 Book Cover Here Chapter 2 Planning a Program Evaluation Copyright © 2014, Elsevier Inc. All Rights Reserved 1 Introduction  SARA     Scanning: Identify recurring problems and how they affect community safety Analysis: Determine the causes of the problem Response: Seek out, select, and implement activities to solve the problem Assessment: Determine if the response was effective or identify new strategies Copyright © 2014, Elsevier Inc. All Rights Reserved 2 Problem Oriented Policing  POP    Emphasizes Identifying and Analyzing Problems Implements Solutions to Deal with the Root Causes of the Problem Focuses on the Problem as a Long- Term Solution Copyright © 2014, Elsevier Inc. All Rights Reserved 3 Problem Oriented Policing  Two Ways to Define a Problem 1. 2.  Problem for an Individual Problem for a Group of Citizens Basis for an Outcome Evaluation 1. 2. Concerns with the Data Resource Questions to be Addressed Copyright © 2014, Elsevier Inc. All Rights Reserved 4 Planning an Evaluation Strategy  Evaluation Planning involves the Completing of Five Basic Steps: 1. 2. 3. 4. 5. Stating the Goals of the Program in Clear and Measurable Terms Determining the Relationship between Goals and Objectives Developing Evaluation Measures Determining the Data to be Collected on these Measures Determining Analysis Methods Copyright © 2014, Elsevier Inc. All Rights Reserved 5 Stating Goals in Measurable Terms   Program Goals are based on the wishes of a particular group rather than a definite target Evaluator Attempts to State the Goals  i.e. Percentage of crime reduction Copyright © 2014, Elsevier Inc. All Rights Reserved 6 Goal/Objective Relationship  To achieve the goal or objective of the program in relationship to surrounding areas Copyright © 2014, Elsevier Inc. All Rights Reserved 7 Developing Evaluation Measures  Identify the Evaluation Measures for the Program Under Consideration 1. 2. 3. Effectiveness- measures that determine the degree of success of the program in dealing with the problem at hand Efficiency- measures should indicate how well the problem has been implemented and whether it has been implemented according to the original plan for the program Attitudinal- measures can indicate whether the program has been successful by assessing the attitudes of the program clients Copyright © 2014, Elsevier Inc. All Rights Reserved 8 Developing Evaluation Measures  Valid Performance Measures: 1. 2. 3. Should be Credible Provide a Fair Indication of Program Performance Should be Clear Copyright © 2014, Elsevier Inc. All Rights Reserved 9 Data Collection     Determine the data necessary to perform the evaluation The evaluator must decide if the measures are valid indicators The Evaluator must determine the cost of obtaining data Data must be carefully collected  “Quality Control” Copyright © 2014, Elsevier Inc. All Rights Reserved 10 Determining Analysis Methods   The evaluator must decide between quantitative and qualitative methods Four Strategies for Understanding the Problem that the Proposed Program Addresses: 1.Hold discussions with research clients or sponsors to obtain the clearest possible picture of their concerns. 2.Review the relevant literature on the subject. 3.Gather current information from experts and major interested parties on the issue. 4.Conduct information-gathering visits and observations to obtain a real-world sense of the context and talk with persons actively involved in the issue. Copyright © 2014, Elsevier Inc. All Rights Reserved 11 Logic Model  Theory Informs Program Operations By: 1. 2. 3. 4. Driving the selection of treatments. Clarifying the description of the services provided to clients with defined needs. Helping to determine what variables need to be measured. Driving how one interprets a simple comparison of the outcomes of two programs to deeper analyses in terms of research on the topical area in general. Copyright © 2014, Elsevier Inc. All Rights Reserved 12 Logic Model  Logic Model- specifies the conceptual framework of an evaluation by establishing the variables to be measured and the expected relationships between them   Help explain how the program is intended to work “Clear Road Map” Copyright © 2014, Elsevier Inc. All Rights Reserved 13 The Politics of Evaluation Research   The trapped administrator is committed to the relevance and significance of the program The experimental administrator has a decidedly broader view and is committed to the improvement of public policy rather than the promotion of a particular program Copyright © 2014, Elsevier Inc. All Rights Reserved 14 The Politics of Evaluation Research  The Answers Program Administrators Seek:         To Evaluate: How well is my agency performing? To Control: How can I ensure that my subordinates are doing the right thing? To Manage the Budget: On what programs, people, or projects should my agency spend the public’s money? To Motivate: How can I motivate line staff, middle managers, nonprofit and for -profit collaborators, stakeholders, and citizens to do the things necessary to improve performance? To Promote: How can I convince political superiors, legislators, stakeholders, journalists, and citizens that my agency is doing a good job? To Celebrate: What accomplishments are worthy of the important organizational ritual of celebrating success? To Learn: Know why a program is working or not To Improve: What exactly should everyone do differently to improve performance? Copyright © 2014, Elsevier Inc. All Rights Reserved 15 The Ethics of Research  The ultimate aim is to prevent harm to research subjects while promoting a research design that will generate valid and relevant results that will help inform public policy Copyright © 2014, Elsevier Inc. All Rights Reserved 16 The Ethics of Research  Five Ethical Principles 1. 2. 3. 4. Systematic Inquiry The Competence of Evaluators The Integrity and Honesty of Evaluators The Respect for People ➢ ➢ ➢ 5. Anonymity Confidentiality The Full Disclosure of Potential Harm Upholds the Evaluator’s Responsibilities for the General and Public Welfare Copyright © 2014, Elsevier Inc. All Rights Reserved 17 Ethics and Social Relationships in Evaluation Research   Distinguish between an evaluator and a consultant The evaluator must maintain an independent and objective stance but may be called upon to offer advice about program operations as it is designed, implemented, and becomes operational Copyright © 2014, Elsevier Inc. All Rights Reserved 18 Ethics and Social Relationships in Evaluation Research  Research Contract Can Lead to Several Misinterpretations and Ethical Difficulties 1. 2. 3. A contract often clouds the issue of who owns the research work and results Uncertainty of the findings can affect the program administrator Evaluator must maintain both independence and objectivity Copyright © 2014, Elsevier Inc. All Rights Reserved 19
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