Principles for a Student-Led Evaluation: An Examination of Sound Discipline’s Potential for Program Evaluation Reform

Abstract

This thesis examines the current program evaluation model utilized by Sound Discipline, a positive discipline nonprofit organization in Seattle, Washington, to assess the effectiveness of their whole school discipline reform model. While the programming centers around the experiences, learning, and development of children, the current evaluation model used by the organization collects data exclusively from adults. This thesis pulls from Critical Race and Cultural Historical Activity Theories, Participatory Action Research, and Participatory Design Research to propose a set of guiding principles for the establishment of a student-led program evaluation.