After-School Initiative's Toolkit for Evaluating

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Toolkit for Evaluating Positive Youth Development 32 Open-ended Questions The foundation for this toolkit is closed-ended or fixed-choice questions because research on youth finds that open-ended questions often challenge the cognitive abilities of adolescents and younger teens. Further, fixed-choice questions provide uniformity in response that makes them easier to analyze, aggregate and interpret. However, the information provided in open-ended questions provides richer detail on why youth rate programs as they do, which can be very important for program improvement. Thus, this toolkit includes a couple of generic open-ended questions on program quality that programs may want to include if they feel their youth can provide meaningful responses and will not have difficulty completing the questions. Open-ended Questions on Program Quality What do you like best about coming to [this program]? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ If you could change one thing about [this program] what would it be? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Section 3: Youth Background and Program Participation Program staff should include questions in the survey pertaining to youth participants’ background. However, programs should not include this question set if they are concerned about surveying only a small number of youth; in small numbers, youth respondents may feel they can be identified by age, gender or race/ethnicity (e.g., if only two girls are surveyed and one of the girls identifies herself as Latina). ASI requirement: All background information questions are required for advanced-level programs. Basic-level programs may choose not to ask the question on race/ethnicity. In addition, programs may choose to ask when a participant started coming to the program in seasons or in months. Younger audiences may not yet understand the concept of months. How often do you come to [this program]? Every day or almost every day (4 to 5 times a week) 2 to 3 times a week Once a week A couple times a month Less than once a month When did you start coming to [this program]? This fall (this spring) Over the summer Last spring (last fall) More than 1 year ago OR Background Information How old are you? 6 years or younger 7 years 8 years 9 years 10 years 11 years 12 years 13 years 14 years 15 years or older Within the last 3 months 4 to 6 months ago 7 to 12 months ago Last year or longer ago than that What grade are you in? ______________ Are you a girl/female or a boy/male? Girl/female Boy/male Which best describes you? Caucasian/White African American/Black Asian/Pacific Islander Latino/Hispanic Native American Bi-racial/Multi-racial Other ______________ Toolkit for Evaluating Positive Youth Development 33
Page 1 and 2: THE AFTER-SCHOOL INITIATIVE’S Too
Page 3 and 4: Table of Contents INTRODUCTION ....
Page 5 and 6: Introduction The After-School Initi
Page 7 and 8: Mitigation of burden on participant
Page 9 and 10: Using This Toolkit As part of their
Page 11 and 12: Guarantee anonymity or confidential
Page 13 and 14: • Who is responsible for gatherin
Page 15 and 16: The following is a checklist of tas
Page 17 and 18: The Survey Administration The surve
Page 19 and 20: Problem situations during survey ad
Page 21 and 22: Outcome Domain Outcome Indicators A
Page 23 and 24: Academic Success Many after-school
Page 25 and 26: Arts and Recreation Many youth prog
Page 27 and 28: Cultural Competency As communities
Page 29 and 30: Life Skills Life skills are profici
Page 31 and 32: Positive Life Choices Although the
Page 33 and 34: Section 2: Program Quality Toolkit
Page 35: ASI requirement: All program qualit
Page 39 and 40: Section 4: Alternative to Post-only
Page 41 and 42: Review of positive youth developmen
Page 43 and 44: Reliability of Toolkit Domains Doma
Page 45 and 46: Appendix III. The Use of Incentives
Page 47 and 48: [ASI program staff may delete some
Page 49 and 50: Child Assent to Participate in the
Page 51 and 52: [ASI program staff may delete some
Page 53 and 54: Asentimiento de jovenes para partic
Page 55 and 56: Outcome Domain Community Involvemen
Page 57 and 58: Outcome Domain English Post-only Qu
Page 59 and 60: Outcome Domain Sense of Self Englis
Page 61 and 62: 7) Who will assist the survey admin
Page 63 and 64: Toolkit Outcome Domains Toolkit Out
Page 65 and 66: Toolkit Outcome Domains Toolkit Out
Page 67 and 68: Toolkit Domains Toolkit Outcome Ind
Page 69 and 70: TABLE 3 - Toolkit Outcome Domains L
Page 71 and 72: Toolkit Domains Toolkit Outcome Ind
Page 73 and 74: Outcome Domain Advanced Question a
Page 75 and 76: Outcome Domain Advanced Question I
Page 77 and 78: Background Information Advanced Que
Page 79 and 80: CSAP Tracking Form Student ID Readi
Page 81 and 82: Attendance Tracking Form Student ID
Page 83 and 84: Appendix IX. Complete Post-only Too
Page 85 and 86: [Academic Success - For ASI grantee
Page 87 and 88:
[Life Skills - For ASI grantees cho
Page 89 and 90:
17) What grade are you in? ________
Page 91 and 92:
[Academic Success - For ASI grantee
Page 93 and 94:
[Life Skills - For ASI grantees cho
Page 95 and 96:
17) ¿En qué grado estás? _______
Page 97 and 98:
Flowchart for Selecting Post-only o
Page 99 and 100:
Outcome Domain Post-Only Question P
Page 101 and 102:
Outcome Domain Post-Only Question P
Page 103 and 104:
Appendix XI. Complete Pre-Post Tool
Page 105 and 106:
[Academic Success - For ASI grantee
Page 107 and 108:
[Positive Core Values - All questio
Page 109 and 110:
[NAME OF ASI PROGRAM/AGENCY] ENCUES
Page 111 and 112:
[Cultural Competency - For ASI gran
Page 113 and 114:
[Questions a and b are required if
Page 115 and 116:
REFERENCES 1 The International Coun
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