After-School Initiative's Toolkit for Evaluating
After-School Initiative's Toolkit for Evaluating
After-School Initiative's Toolkit for Evaluating
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TABLE 3 – <strong>Toolkit</strong> Outcome Domains Linked to Positive Youth Development Models<br />
<strong>Toolkit</strong><br />
Domains<br />
<strong>Toolkit</strong> Outcome Indicators<br />
Communities<br />
That Care<br />
Henderson and<br />
Milstien’s Resiliency<br />
Model<br />
Individual<br />
Risk and<br />
Protective<br />
Factors<br />
Index<br />
Academic<br />
Success<br />
Grades<br />
Skills: math, science, reading, writing, CSAP scores<br />
<strong>School</strong> attachment<br />
<strong>School</strong> engagement<br />
Interest in learning (e.g., reading <strong>for</strong> pleasure)<br />
Graduation rates<br />
Decrease truancy<br />
Decrease drop-out<br />
rates<br />
Increase school<br />
engagement and<br />
per<strong>for</strong>mance<br />
Love of learning<br />
<strong>School</strong><br />
bonding<br />
Arts and<br />
Recreation<br />
Appreciation <strong>for</strong> the arts (and crafts), music, dance,<br />
or theater<br />
Per<strong>for</strong>mance in arts (and crafts), music, dance or<br />
theater<br />
Per<strong>for</strong>mance in sports, exercise and recreation<br />
activities<br />
Time spent in arts (and crafts), music, dance or<br />
theater<br />
Time spent in sports, exercise and recreation<br />
activities<br />
Community<br />
Involvement<br />
Time spent in community service<br />
Sense of importance to community (youth as<br />
resources)<br />
Self-concept due to community involvement<br />
Service<br />
<strong>Toolkit</strong> <strong>for</strong> <strong>Evaluating</strong> Positive Youth Development 65