Iterative co-design served as a culturally responsive methodology for designing alumni surveys in equity-focused high school communities, with each school designing its own survey with researcher support.¶
Claim · All claims
Evidence · 1 study · designr1·q1
Currency · newest study 2024 · checked against its sources 2026-10-09 (automated, 1 of 1 entry) · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Across five Early College High School program partner schools, iterative co-design was used as a culturally responsive methodology to design alumni surveys, with each school community designing its survey for its own purposes with researcher support. → Shelton Daal 2024
Evidence¶
Shelton Daal 2024¶
Shelton Daal, Emi Iwatani, Tiffany Leones. (2024). Empowering High School Communities to Evaluate Their Programs Through Alumni Surveys. Digital Promise. https://bit.ly/AlumRefs
q1 · i? · design · r1
This practitioner brief from Digital Promise describes a project born out of a funder's desire to evaluate an Early College High School program through alumni surveys. The central question frames "iterative co-design" as "a culturally responsive methodology to design alumni surveys for equity-focused high school" communities. No empirical test or effect size is reported; the account is descriptive.
"How was iterative co-design used as a culturally responsive methodology to design alumni surveys for equity-focused high school?"
Discussion¶
Related Claims¶
- Co-design tools for standards analysis, student-interest data, and launch rehearsal support balancing standards alignment with student interests — related
- Relational trust and rapid-response adaptation help research-practice partnerships survive acute disruption — related
- Alumni survey responsiveness tends to peak at two milestones: the first year out and the fourth or fifth year out — related
- Co-designed alumni surveys move districts from hunches about alumni experiences to concrete empirical evidence validating programs or pinpointing preparation gaps — related
- A majority of NFTE alumni respondents were attending or had finished college, and 91 percent of college finishers completed a four-year degree or higher — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
codesign-culturally-responsive-alumni-surveys |
title |
Iterative co-design served as a culturally responsive methodology for designing alumni surveys in equity-focused high school communities, with each school designing its own survey with researcher support. |
description |
Iterative co-design served as a culturally responsive methodology for designing alumni surveys in equity-focused high school communities, with each school designing its own survey with researcher support. |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
source_checked |
2026-10-09 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shelton-daal-2024 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.