Evaluating integrated children's services: The politics of research on collaborative education and social service research

Based on the history of education and other human services (e.g., health, w elfare, housing, and social work) in the United States, this article analyz es the differing political status among providers of student services. The resulting political pressures structure professional research norms and mit igate against professional collaboration at both the delivery and research levels. The chapter identifies four key issues that need addressing in the design of collaborative research projects to be responsive to converging po litical pressures. These issues emerge not only from the efforts to collabo rate but from the differing training, backgrounds, and interests of evaluat ors and researchers from various service agencies and schools, and from the divergent needs of clients around health, housing, welfare, job preparatio n, and K-12 education. The role of the school is key because shared service s often occur on the school site, where children spend the most time.