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This article shares lessons learned in applying system evaluation theory (SET) to evaluate a Clinical and Translational Research Center (CTR) funded by the National Institutes of Health. After describing how CTR support cores are intended to work interdependently as a system, the case is made for SET as the best fit for evaluating this evaluand. The article then details how the evaluation was also challenged to facilitate a CTR culture shift, helping support cores to move from working autonomously to working together and understanding how the cores' individual operating processes impact each other. This was achieved by incorporating the Homeland Security Exercise and Evaluation Program (HSEEP) building block approach to implement SET. Each of the seven HSEEP building blocks is examined for alignment with each of SET's three steps and the ability to systematically support the goal of moving CTR cores toward working interdependently. The implications of using HSEEP to support SET implementation for future evaluations are discussed.

Senator Hart delivered this lectuare as a UC Irvine Regents Lecturer in 1998. He discusses the theoretical traditions of American democracy and reform issues that face the United States.

Outlines the role of California policymakers as they work to shift the focus of educational reform from rules and processes to student achievement and accountability. Describes the Public Schools Accountability Act of 1999, the most immediate and comprehensive of California's new laws. Shows how it defines fundamental questions of who should be accountable. (SR)

The purpose of AB 3408 is 1) to create public dialogue and systematic accountability at the local level regarding the skills high school graduates should possess, and 2) to encourage schools to focus attention on students who have difficulty mastering reading, writing, or mathematics skills. The legislation requires all school districts maintaining junior and senior high schools to adopt proficiency standards by June 1978 in reading, writing, and mathematics. Districts are required to assess students at least once in the junior high school years and twice in grades ten through twelve to determine whether each student is meeting the required standards. AB 3408 also requires the State Department of Education to provide, by February l, l978, an "assessment framework" to help local districts develop their own assessment standards and procedures. The bill permits school districts to adopt differential standards and assessment procedures for students with diagnosed learning disabilities. However, the definition of learning disability does not include students who have limited English-speaking ability. (Author/JG)