DOI
10.9707/1944-5660.1756
Key Points
Causal pathways approaches are gaining traction as evaluators seek methods that move beyond descriptive analysis to rigorously explain how, for whom, and under what conditions change occurs in complex systems. Yet there remains limited practical guidance on how to operationalize these approaches in real-world philanthropic contexts or assess their quality.
This article addresses these gaps through a case study of an evaluation taking a causal pathways approach that examines students’ experiences in four virtual and hybrid K–12 learning models. Using a realist evaluation design within a broader causal pathways orientation, the authors collaboratively developed theories of change, iteratively tested and refined causal hypotheses using mixed evidence sources, and assessed the role and contribution of each model to learning outcomes across diverse student contexts.
Findings illustrate how nonlinear engagement processes unfolded differently across contexts and students, demonstrating the value of theory-based, participatory, and complexity-responsive evaluation designs. The article concludes with implications for evaluators and funders seeking to adopt causal pathways approaches to better understand and support systems change.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Koleros, D., Bright, S., Harrison, D., Shoji, M., & Fletcher, T. (2026). How, for Whom, and Under What Conditions: Using a Causal Pathways Approach to Support the Goals of Philanthropic Evaluation. The Foundation Review, 18(2). https://doi.org/10.9707/1944-5660.1756
Included in
Nonprofit Administration and Management Commons, Public Administration Commons, Public Affairs Commons, Public Policy Commons
