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Assessment of the YouthBuild Mentoring Initiative

Assessment of the YouthBuild Mentoring Initiative Kathleen Tomberg , Research Analyst Research and Evaluation Center John Jay College of Criminal Justice City University of New York April 11, 2012 Presented to the YouthBuild USA National Mentoring Alliance Training Orlando, FL.

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Assessment of the YouthBuild Mentoring Initiative

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  1. Assessment of the YouthBuild Mentoring Initiative Kathleen Tomberg, Research AnalystResearch and Evaluation Center John Jay College of Criminal Justice City University of New YorkApril 11, 2012 Presented to the YouthBuild USA National Mentoring Alliance Training Orlando, FL

  2. Summary of Assessment Work Completed • Assessment Period: May 2010 through the end of February 2013 • Collaborative creation of three surveys to measure student perceptions of the role of mentors • Ongoing administration of student surveys • Ongoing creation of student survey database and administrative database • Preliminary analysis of time-1 surveys

  3. Description of the Survey • 36 Opinion Questions on 7-point Likert scale ranging from “Disagree Strongly” to “Agree Strongly” • Administered by YouthBuild staff on site at three different times – depending on the student • Time-1: All students at start of the program • Time-2: All students at graduation (9 months post) • Time-3: Matched Mentoring Students (15 months post)

  4. Basic Sample Demographics • Time-1 Surveys Analyzed: 1,277* • Time-2 Surveys Collected: 30* • Time-3 Surveys Collected: 0* • Age Range: 13 to 25 years old • Number of Sites: 42 * As of March 1st – Data collection continues to be ongoing

  5. Age Distribution of Students – Survey Time-1

  6. Age Distribution of Students – Survey Time-1 39%

  7. Pro-Social Attitudes by Age – Survey Time-1 Age 17 Years or Younger

  8. Pro-Social Peers by Age – Survey Time-1

  9. Family Bonds by Age – Survey Time-1 Age 17 Years or Younger

  10. Attitudes Towards Education by Age – Survey Time-1

  11. Attitudes Towards YouthBuild by Age – Survey Time-1

  12. Factor Analysis • Analysis that looks for patterns and relationships among items and then groups items based on these relationships • Reduces number of items • Combines information from many questions into a few richer variables • Found 6 Factors (Groups) using Exploratory Factor Analysis • These six groups encompass 27 of the survey items • Nine survey items did not relate strongly to any of these six groups

  13. Confirmed Factors • Pro-Social Attitudes • I like to help people. • I’m the kind of person that other people trust. • I will achieve something important one day. • It makes a difference just knowing someone cares. • I learn things faster when someone helps me out. • I want to do something to help my neighborhood. • I will have a better life than my parents did. • Getting more school would help me get a good job. • Getting a good job is mainly about how hard you work.

  14. Confirmed Factors • Pro-Social Bonds • My family takes the time to really listen to me. • I can talk to my family about almost anything. • My family is proud of me. • I’m on my own; nobody really cares about me. • My family always knows where I am.

  15. Confirmed Factors • Pro-Social Peers • Most of my friends steal at least a little. • Most of my friends have used drugs at some point. • Most of my friends drink alcohol. • Most people shoplift from stores at least once. • My friends get into trouble more than I do.

  16. Confirmed Factors • Attitudes Towards YouthBuild • YouthBuild is a good program for me. • YouthBuild makes me think about my future. • You can learn a lot about life in YouthBuild. • Attitudes Towards Education • Getting good grades is important to me. • I plan to get more education. • Attitudes Towards Law Enforcement • Most police officers try to do the right thing. • Most police officers in my town do not like people my age.

  17. Next Steps • Continued administration of student surveys • Continued collection of student surveys • Finalization of administrative database • Continued analysis, including • Factor analysis of time-2 and time-3 surveys • Change over time analysis • Cross-program analysis • Other comparative analyses • Focus will be on changes in the combined factors as key outcomes

  18. Questions . . . • Schedule of the surveys? • Survey Creation? • Factor Construction? • Next Steps?

  19. Research and Evaluation CenterJohn Jay College of Criminal JusticeCity University of New Yorkwww.johnjayresearch.org

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