Using Program Theory–Driven Evaluation Science to Crack the Da Vinci Code

evaluator in this chapter provides a realistic account of the actions he would take to provide external evaluation services using the program theory– driven evaluation science approach. Program theory–driven evaluation science uses substantive knowledge, as opposed to method proclivities, to guide program evaluations (Donaldson and Lipsey, forthcoming). It aspires to update, clarify, simplify, and make more accessible the evolving theory of evaluation practice commonly referred to as theory-driven or theory-This chapter describes in some detail how I would respond to the call from Mary García, principal of the Bunche–Da Vinci Learning Partnership Academy, asking my organization, DGHK Evaluation Associates, for a proposal to provide " an evaluation and recommendations for school improvement. " Based on specific instructions from the editors, I have attempted to provide a realistic account of the actions I would take to provide evaluation services using the program theory–driven evaluation science approach. While I have avoided the temptation of simply explicating the principles and procedures for conducting program theory–driven evaluation science do provide a limited amount of background rationale in key sections to help readers better understand my proposed actions. This exercise was a stimulating and useful way to think about how I actually work and make decisions in practice. It was obviously not as interactive and dynamic an experience as working with real evaluation clients and