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Past Projects

Examples of past evaluation, research, and planning work conducted by Hezel Associates are shared on this page.

Le Moyne College Market Research Study (2017)

As part of its long term strategic planning, Le Moyne College (Le Moyne) was planning future academic offerings within its existing Purcell School of Professional Studies and College of Arts and Sciences. The college routinely seeks to grow and innovate its academic offerings within the Jesuit tradition. Because of location, pool of applicants, regional and local competition, regional labor market, as well as other market factors, Le Moyne seeks to assess those market conditions as they relate to seven specific new programs under consideration for launch during the 2018-2019 and 2019-2020 school years. To that end, Le Moyne seeks to define the current local market supply and demand as well as the competitive landscape across the broader Upstate New York and general Northeast market.Lemoyne2

Hezel Associates has expertise in conducting market studies for a variety of collegiate institutions, and has designed a three-stage approach to help Le Moyne achieve their goals. Stage 1 finalized the project design and launch the project with the Le Moyne staff and personnel. In addition, researchers conducted exploratory research through interviews with key program faculty for each new academic offering. Further, Hezel Associates conducted secondary research on the current competitive landscape and expected job market for those new academic offerings. For Stage 2 of the study, Hezel Associates surveyed currently enrolled Le Moyne students and alumni on their interest in the new program offerings at Le Moyne. Finally, Stage 3 included a survey of prospective students within New York State on their level of interest in these new program offerings, as well as what institution they might want to attend for these programs.

Community College of Rhode Island TAACCCT (Round 3) Evaluation (2014 - 2017)

Community College of Rhode Island Accelerated Pathways in Advanced Manufacturing Project (2014–2017) The Community College of Rhode Island (CCRI) was awarded a U.S. Department of Labor (USDOL) Round 3 Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant to implement its Accelerated Pathways in Advanced Manufacturing (APAM) program. This program used evidence-based strategies to create career pathways aimed at training adults in professional advanced manufacturing skills, as well as streamlined key student services to improve CCRIretention and completion. Activities include enhancement of existing and development of new Advanced Manufacturing programs; the restructuring of the college’s prior learning assessment system, and the building of local industry partnerships to increase institutional and statewide capacity.

To assess the implementation quality and the impact on participants of the APAM program, CCRI partnered with Hezel Associates to perform an external evaluation. To accomplish this, the Hezel team designed a concurrent embedded mixed methods study to support a rigorous formative and summative evaluation. This began with a comprehensive evaluation plan framework, submitted to USDOL; development of a logic model outlining the program’s activities and intended outcomes; and design of data collection instruments. Data collection, conducted throughout the 3-year project, consisted of continued program document review, annual interviews with program staff and key industry stakeholders, and a student questionnaire. Hezel Associates reported findings to CCRI in annual reports, as well as through frequent memos to inform program improvement.

The final evaluation report is available here. 

Delaware Technical Community College TAACCCT (Round 3) Evaluation (2014 - 2017)

Delaware Technical Community College (DTCC) is a 2-year institution of higher education consisting of four campuses across the state of Delaware. In September 2013, the U.S. Department of Labor (USDOL) awarded DTCC a Round 3 TAACCCT grant. The project focused on four programs of study: Electro Mechanical Manufacturing degree, Building Automation Systems degree, non-credit Food Sanitation Safety, and for-credit Food Safety. In addition to these programs of study, a general education remedial summer bridge program was developed and DTCC became recognized as a testing center for the National Career Readiness Certificate (NCRC) and Certified Production Technician (CPT) exams.DTCC

DTCC partnered with Hezel Associates to conduct both a formative and summative evaluation of the implementation and impact of program strategies and performance measures. Hezel Associates designed a concurrent embedded mixed-methods study in order to answer eight research questions. Qualitative data collections included annual reviews of program documentation, interviews with key program staff, and interviews with key industry partners and stakeholders. Quantitative data collections included extant student perceptions data and participant data (program, employment, and wage data). In order to assess the impact of the project on performance measures, Hezel Associates used a quasi-experimental design. This study commenced June 2014 and concluded September 2017.

The final evaluation report is available here.

NYC Department of Education SHSAT Evaluation (2017)

The New York City Department of Education (NYCDOE) has implemented six initiatives to increase diversity in its specialized high schools (SHS), one of which focuses on preparing 7th graders for the Specialized High Schools Admissions Test (SHSAT) through afterschool programming. NYC DOEImplementation of the initiative was facilitated through collaboration between the nine contracted test preparation vendors, School’s Out New York City (SONYC) providers, and host middle schools (program sites). In order to understand the overall quality of each vendor’s offerings and make summative decisions regarding the effectiveness and proximal successes of each such organization, the Office of Student Enrollment (OSE) contracted Hezel Associates (with subcontractor ReLearning Curve) to serve as the third-party, external evaluator for the SHSAT initiative.

Hezel Associates conducted a comprehensive external evaluation to provide formative and summative feedback on the quality of SHSAT prep vendors, assessing the quality of services from organizations contracted to provide test preparation. Hezel Associates used a mixed-methods approach for this evaluation, collecting both qualitative and quantitative data through interviews, classroom observations, documentation, and a student questionnaire. Data was analyzed separately by vendor and then across vendors to compare vendors and examine greater implications for initiative implementation. Hezel Associates presented findings to assist the NYCDOE in making informed decisions about initiative improvements and vendor quality.

Syracuse City School District Extended Learning Time (ELT) Evaluation (2015-2017)

Syracuse City School District (SCSD) partnered with the National Center on Time & Learning, Catholic Charities of Onondaga County, Contact Community Services, and Peaceful Schools to develop Extendend Learning Time (ELT) programs for K-8 students at 12 local schools. The programs were designed for students who are academically at risk, and implemented at low-performing schools. Hezel Associates served as the third-party evaluator during the first, second, and third years of the grant.

Hezel Associates' researchers used a mixed methods design to provide SCSD with a detailed description of how ELT was being implemented in the selected schools. The study was designed to explore the impact of ELT onSCSD student enrichment and youth development, and assessed perceptions of the overall partnership between schools and community based organizations (CBO) and program quality. A variety of data collection strategies were used to obtain adequate information for the evaluation.

Interviews were conducted annually with program administrators at each ELT site to solicit detailed information from an organizational or institutional perspective. Focus groups with both school and CBO faculty and staff were also conducted annually in order to gain a comprehensive understanding of the implementation of ELT at each school. Document reviews provided evidence of program progress, while student and parent questionnaires collected information about perceptions from those receiving program services. Hezel Associates synthesized the evaluation methods, findings, and recommendations into a final summative report for each year of the program, and for the program as a whole in order to provide SCSD staff with information to assess their success and to inform their future work with respect to ELT schools.