The Impact Analysis and Strategies Group
conducts independent, third-party evaluations of academic and youth
development programs for children and young people. Our research
designs, research instruments, data analyses, and graphics-rich reports
help schools, school systems, local and national governmental agencies,
and local and national nongovernmental organizations to:
- satisfy many evaluation requirements for grants
- fulfill many data requirements for accreditation
- establish baseline data before choosing or creating
- determine at regular intervals how well, faithfully,
and completely they are implementing current programs and initiatives
- reflect on the impact of previous programs and
- plan next steps
- create new partnerships that work well from the
- improve existing partnerships so that they work
Our research instruments and data analyses produce findings that are
broad and deep. There is no upper limit to the number of respondents
we can survey at one time, and we offer a wide range of data collection
and evaluation instruments:
Our research instruments can be
used and combined in a variety of ways.
- Because these instruments have been refined over
years of use with thousands of respondents, item-by-item the responses
are useful in and of themselves.
- IASG's statistical analyses provide a deeper
understanding of the responses in easily understandable, graphic
form as well as in tables and text.
- An even broader picture is available by using
the entire suite of IASG's instruments. Taken together, the results
give a remarkably comprehensive and clear snapshot of (1) the degree
to which a school, school system, agency, intervention program, or
partnership is accomplishing its own mission and (2) areas most in
need of immediate, mid-range, and long-range attention.
- Repeated administration of any or all of IASG's
instruments enables a complex and comprehensive portrait to emerge
over time of the entire school, school system, agency, intervention
program, or partnership. By tracking each essential area of student
learning and development, administrators can refine their efforts
and discover and resolve obstacles to program success.
- Customization of our evaluation instruments is
available as an optional service at an additional fee.
Our research is "action- based":
The results are immediately
useful. As cooperatively and unintrusively as possible,
we gather comprehensive and accurate information. We interpret it fairly
and fully, and clearly communicate both the data and our interpretation
in a timely manner. Thus, we both stimulate
and support action, and we
help clarify for decision makers what that action should be. Our research
reports have been of great planning value to schools, youth-serving
programs, whole communities, corporate sponsors, schools of education,
and government policy makers and executives.
We deliver user-friendly research reports in a timely manner. In
general, IASG commits to returning reports within one month of data collection.
(Training evaluations are returned within a week.) Click
here for examples.
All of our efforts are in the service of children's and young
people's optimal outcomes. Over the last ten years, our research
results have contributed to the abundant statistically significant
evidence that academic learning, social and emotional development,
and physical well-being are inextricably related. We focus widely
on all these factors in our researchwithout sacrificing depth.
Thus we help educators, mentors, administrators, and community leaders
to enhance their capacity to fulfill their most important obligation:
ensuring that the children and young people in their charge will
grow and develop healthily and well.
Our research meets the highest standards for privacy, confidentiality,
and institutional oversight. Confidentiality and privacy of student
records are maintained by IASG in accordance with state and federal
law. In addition, IASG obtains all necessary approvals from the Institutional
Review Board (IRB) of Southern Connecticut State University.
here to read Chapter One of How Social and Emotional Development
Add Up: Getting Results in Math and Science Education (Norris
M. Haynes, Michael Ben-Avie, & Jacque Ensign, eds., New York:
Teachers College Press, 2003).