Youth Achievement Programs Evaluation Report 08/27/2021
Monitoring and Evaluation Team Ulises Magallon, Garima Shiwakoti, Treecy Truc Nguyen MPH
Monitoring & Evaluation
Contents Program Overview ........................................................................................................................ 3 Client Details ................................................................................................................................. 6 Program Evaluation Method ....................................................................................................... 7 Program Outcomes Evaluation ................................................................................................... 8 I.
LMA Evaluation................................................................................................................. 8
II. LMB Evaluation ............................................................................................................... 10 Findings Discussion..................................................................................................................... 12 Appendix ...................................................................................................................................... 14 I.
LMA Post-Survey Data ................................................................................................... 14
II. LMA Student Story: LMA Student Recounts the Program’s Positive Impact .......... 18 III.
LMB Post-Survey Data ................................................................................................. 19
IV.
LMB Student Story: Helping Youth Thrive in School and Life................................ 23
V. Closing Notes .................................................................................................................... 24
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Program Overview Although significant strides have been made to advance the educational attainment for students of color, substantial inequities remain. For instance, according to the California Department of Education 1, graduation and dropout rates vary across race/ethnicity. As shown in table 1, African American, American Indian/Alaskan Native, and Latino students have lower graduation rates compared to the rate for all students. These students, and Pacific Islander students, also have higher dropout rates. Moreover, educational disparities were widened as a result of the COVID-19 pandemic. According to McKinsey & Company2, Black and Hispanic students were less likely to have access to internet and technology needed for distance learning. McKinsey & Company also estimate students of color could be six to twelve months behind in learning by the end of June 2021, compared with four to eight months for white students. Table 1. Graduation and Dropout Rates by Race/Ethnicity in California, 2019-2020 Graduation Rates
Dropout Rates
All Students
84.3%
8.9%
African American American Indian or Alaska Native Asian
76.9%
13.0%
75.8%
13.7%
92.6%
4.3%
Filipino
92.4%
4.3%
Hispanic or Latino
82.2%
9.8%
Pacific Islander
84.4%
9.5%
White Two or More Races
87.9%
7.0%
85.5%
7.9%
Source: California Department of Education, California Department of Education Releases 201920 High School Graduation and Dropout Rates
Not only do educational disparities vary by race, but they also vary by gender. In their 2016 report, Valuing Girls’ Voices: Lived Experiences of Girls of Color in Oakland Unified
See the California Department of Education’s full news release here: https://www.cde.ca.gov/nr/ne/yr20/yr20rel101.asp 2 Read McKinsey & Company’s complete article, COVID-19 and learning loss- disparities grow and students need help, here: https://www.mckinsey.com/industries/public-and-social-sector/ourinsights/covid-19-and-learning-loss-disparities-grow-and-students-need-help 1
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Monitoring & Evaluation School District3, Alliance for Girls highlight the unique challenges girls face. For example, the report found African American girls are disproportionately suspended at a rate of ten percent, twice the rate of all girls. The report also found girls are more likely to be chronically absent 4 compared to boys. While African American girls comprise only thirty-two percent of the girls in the district, they are forty-six percent of girls who are chronically absent. Girls also reported facing harassment, and racist and sexist treatment by teachers and school staff. In order to improve educational and health outcomes for students of color, The Unity Council founded the Latino Men & Boys (LMB) program in 2010. Through the program, a mentor is assigned to a school where they facilitate a class to a cohort of 12-25 male students. Centered around restorative justice and social and emotional learning (SEL) practices, the program aims to provide a safe learning environment and role model to students. In addition, mentors provide intensive case management and individualized support to their students and families. Mentors also collaborate with school-based health centers to increase students’ access to health information and services. The class curriculum focused on six themes: Community Building, Latinx Identity, Violence Against Asian American Community, Women’s History Month, African American History Month, and Latinx History Month. Moreover, the types of support provided by mentors include one-on-one check-ins to address academic and mental health needs, “push-ins” where mentors assist students in their other classes, and tutoring sessions. Currently, the LMB program is offered in five middle schools and three high schools in the Oakland Unified School District (OUSD). Below is an excerpt of an LMB student’s experience being in the program: Daniel was first introduced to the Latino Men & Boys (LMB) program in 2019 as a 7th grader at United for Success Academy. His friends, participants of the program shared they enjoyed the interactive activities, events, and the Latino mentors who led the program. “Most of my teachers were white so I liked that the mentors looked like me,” Daniel said.
Read Alliance for Girls’ full report here: https://www.alliance4girls.org/assets/docs/Alliancedocs/valuing%20girls%20voices%20%20the%20lived%20experiences%20of%20girls%20of%20color%20in%20ousd.pdf 4 Chronically absent is defined as having 80% attendance or less. 3
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Monitoring & Evaluation Once he joined the program in Fall 2019, Daniel was grateful for the support he received from his mentor, Gerardo Martinez. Daniel said Martinez, or “Mr. G” as he called him genuinely cared about the education and wellbeing of his students. “Mr. G also helped me out a lot with my math,” Daniel said. “He would go into my math class just to help me complete my work and get a better grade.” Continue student story on page 23. Seeking to meet the academic, social, and mental health needs of girls, The Unity Council obtained funding in 2019 to launch the Latinx Mentorship and Achievement (LMA) program. Similar to LMB, LMA provides a femmetor (pronounced: “fem-tohr,” a combination of “femme” and “mentor” centering femininity regardless of gender identity or expression) to support female-identified and non-binary students. Femmetors facilitate a class for a cohort of 12-15 students, connect students to school-based health centers, and offer the same level of case management and individualized support to their students as LMB does, but with their specific needs in mind. The LMA curriculum focuses on five themes: Identity, Communication, Mental Health, Goal-setting, Systems of Oppression. At this time, LMA is offered in two high schools in OUSD. Together, LMA and LMB comprise the Youth Achievement Programs. Below, an LMA student recounts her experience in the program: Sara joined the Latinx Mentoring & Achievement program as a freshman at Fremont High. She instantly started to feel the pressure from high school – academics, friends, and family – and she felt she had no one to turn to. In her first year, her grades began to suffer and it took a toll on her health. “It was a very stressful time,” Sara said. “I had an anxiety attack because of all of the pressures from school.” Her outlook transformed during the school year thanks to the LMA program. Sara said learning about Latina history and powerful women of color became influential in her life. “The program opened my eyes and made me feel like I can do it even if I am Latina,” Sara said. “I never had the opportunity to learn history like this before.” Continue student story on page 18. Two additional program activities to highlight this past year are the youth-led career panel and summer job-readiness program, Summer Summit. The career panel, facilitated by two LMA students, featured five professionals from different fields such as nursing, tech, real estate, 5
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Monitoring & Evaluation and business. Twenty high school students attended the career panel, and the youth facilitators each received a $100 incentive. One student said this about the career panel: “[the panelists] talked about their experience and things they should [have] done while they were in high school and it’s going to help me a lot.” A post-survey was conducted and a total of eleven responses were collected. When asked to rate how helpful the career panel was in helping them to understand their future career aspirations, seven (64%) students chose the highest rating. Graph 1 shows the rest of the student responses: Graph 1.
Additionally, fifteen LMB middle school students participated in the two-week virtual Summer Summit. Students completed eight workshops focused on community building, wellness and life skills, youth leadership/social justice, career exploration and college systems. The program culminated with the first in-person trip to visit UC Berkeley. Students earned $200 for their participation totaling $2,600 in stipends. One student said this about his experience: “I really enjoyed spending time and learning with a lot of great people.” A post survey was conducted and a total of twelve responses were collected. When asked to rate how much they enjoyed Summer Summit, ten (83%) students chose the highest rating.
Client Details In the 2020-2021 school year, LMA served 25 students and LMB served 150 students. Below is the race/ethnicity of the students served:
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Monitoring & Evaluation Table 2. Student Race/Ethnicity for LMA and LMB Race/Ethnicity Asian Black or African American Hispanic or Latino Native Hawaiian &/or Other Pacific Islander White Two or More Races Other Total
Count 2 10 155 3 2 1 2 175
Percentage 1.1% 5.7% 88.6% 1.7% 1.1% 0.6% 1.1% 99.9%
Note: Percentages do not add up to the expected 100% due to rounding.
Program Evaluation Method Recently, both LMA/LMB updated their logic models and identified five program outcomes for the 2020-2021 school year: (1) 70% of participants will report understanding high school graduation requirements and A-G college requirements; (2) 70% of participants will have a college and/or career plan by the end of the program; (3) 85% of participants will report feeling more connected to their culture; (4) 85% of participants will report having at least one adult oncampus they trust; and (5) 85% of participants will report being able to describe and express their emotions. In order to measure program outcomes and impact, a pre-survey was distributed halfway through the school year and a post-survey at the end. The pre and post-survey consisted of an “Academic Success and College/Job Readiness” and “Social-Emotional Development/Empowerment” section, where students had to respond to the following statements: Academic Success and College/Job Readiness 1. I understand my high school’s graduation requirements 2. I understand the A-G requirements for colleges and universities 3. I feel comfortable asking for academic help 4. I know who to ask for help when I’m struggling academically 5. I am aware of what college options are available to me 6. I have a well-though out college/career plan I can use after I graduate Social-Emotional Development/Empowerment 1. I can effectively communicate my needs 2. I feel comfortable asking for help if I’m dealing with a person problem 7
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Monitoring & Evaluation 3. I can clearly describe and express my feelings 4. I am able to deal with conflict with my peers in a constructive way 5. I know enough about my culture to feel connected to it 6. I am able to get along with people from diverse backgrounds 7. I am comfortable standing up for what I believe, even if other people don’t agree with me Using a scale of “Strongly disagree” to “Strongly agree,” students indicated their level of agreement with each statement. To compare the pre-survey to the post-survey, a “score” was calculated for each section in the pre and post-survey. To calculate the scores, each response was first converted to a number: (1) Strongly disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly agree. Then, the average was calculated for each section of the pre and post-survey. Thus, comparing the post-survey score to the pre-survey score will demonstrate how students responses changed by the end of the school year. The highest score a section could receive is a 5, meaning every student responded with “Strongly agree” to all the statements. Furthermore, students were asked about their overall experience with the program and their femmetor/mentor in the post-survey. This feedback is meant for staff to identify areas of growth for the program to be able to better serve students. A score was also calculated for this section.
Program Outcomes Evaluation I. LMA Evaluation Twenty-five LMA students completed the pre-survey, and twelve completed the post survey. According to the post-survey distributed to LMA students, the program met two out of the five outcomes. LMA met outcome (1) with 92% of students saying they understand their high school requirements, and 75% saying they understand the A-G requirements for colleges and universities. LMA also met the outcome (4) with 92% of students saying they had at least one adult on-campus they trusted. As seen in table 3, compared to the pre-survey score (3.75), the post-survey score (3.85) for the Academic Success and College/Job Readiness section was slightly higher, meaning there was an increase in positive responses. In this section, three statements had the most positive responses in the post-survey: “I understand my high school’s graduation requirements” “I know who to ask for help when I’m struggling academically” and 8
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Monitoring & Evaluation “I am aware of what college options are available to me.” The statement that had the least amount of positive responses was “I have a well-thought out college/career plan I can use after I graduate.” Additionally, there was also an increase in the Social-Emotional Development/Empowerment section’s score, from 3.85 in the pre-survey to 4.13 in the post-survey. The statement that received the most positive responses in the post-survey was “I am able to get along with people from diverse backgrounds.” On the other hand, the statement that received the fewest number of positive responses was “I can clearly describe and express my feelings.” As previously stated, a third section was included for students to provide feedback about their overall experience with the program and femmetor. The score for this section was 4.44, making this section the one with the most positive responses. The four following statements received the most positive responses in this section: “I was able to engage with my peers in the class” “My femmetor had enough knowledge about the topics we discussed in class” “My femmetor was able to connect me with resources I needed” and “It was easy to get in contact with my femmetor when I needed to.” However, three statements received the fewest number of positive responses: “I felt comfortable sharing my ideas and thoughts in class” “The check-ins with my femmetor helped me stay on track of my academic goals” and “The check-ins with my femmetor supported my mental health needs.” Overall, seven out of the twelve students (58%) that completed the post-survey rated the class as “very engaging.” Eleven students (92%) said the program helped them achieve their academic goals and nine (75%) said it helped them achieve their personal goals. Lastly, all twelve (100%) would recommend this program to a friend. When reflecting on the impact of the program, one LMA student attributes her academic improvement to the support of her femmetor, “In the beginning of the year, I had nothing but Fs and Ds. Now, I have A and Bs.”5
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Quote taken from an interview. The full story of this students experience can be found in the Appendix.
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Monitoring & Evaluation Table 3. LMA: Score for Each Section of Pre and Post-Survey Academic Success and College/ Job Readiness Social-Emotional Development/ Empowerment Overall Experience with Program and Femmetor
Pre-Survey
Post-Survey
3.75
3.85
3.85
4.13
N/A
4.44
II. LMB Evaluation No LMB students completed the pre-survey, but sixty-seven completed the post survey. Based on the post-survey responses, the LMB program only met outcome (4) with 87% of students stating they had at least one adult on-campus they trusted. Since the LMB program is in both middle schools and high schools, separate scores were also calculated for each. Fifty-four middle school students and thirteen high school students completed the survey. Because no pre-survey data was collected, there is no pre-survey score to compare with the post-survey score. As shown in table 4, the post-survey score for the Academic Success and College/Job Readiness section was 3.5. The statement within the Academic Success and College/Job Readiness section that received the most positive responses was “I know who to ask for help when I’m struggling academically.” On the contrary, the two statements in this section that received the fewest number of positive responses were: “I am aware of what college options are available to me” and “I have a well-thought out college/career plan I can use after I graduate.” Tables 5 and 6 show the middle schools’ scores and high schools’ scores for each section. It can be seen that the middle schools’ score (3.46) for this section was lower than both the overall score (3.5) and the high schools’ score (3.93). This was an anticipated response as the middle school program does not focus on high school and college requirements. According to the post-survey, the score for the Social-Emotional Development/ Empowerment section was 3.92. In this section, the statement that received the most positive responses was “I am comfortable standing up for what I believe, even if other people don’t agree with me,” while “I am able to deal with conflict in a constructive way” was the statement that received the fewest number of positive responses. Here, the middle schools’ score (3.93) was marginally higher than the high schools’ score (3.89).
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Monitoring & Evaluation The third section of the survey, Overall Experience with Program and Mentor, received the highest score (4.14). Again, there was a difference between middle schools and high schools with the high school score (4.48) being higher than the middle school score (4.06). Here, the statement that received the most positive response was “My mentor was able to help me problem solve when I had academic or personal problems.” However, the statement that received the least amount of positive responses was “I was able to engage with my peers in the class.” In general, thirty of the sixty-seven students (45%) who completed the post-survey rated the class as “very engaging.” Fifty-nine students (88%) said the program helped them achieve their academic goals, and fifty-six (84%) said it helped them achieve their personal goals. Finally, sixty-six (99%) said they would recommend the program to a friend. When speaking about the impact of his mentor, an LMB student said, “I feel like I have someone to talk to, he always texts back, and helps me with my school work, even though he’s not my teacher anymore.”6 Table 4. LMB: Score for Each Section of Pre and Post-Survey Academic Success and College/ Job Readiness Social-Emotional Development/ Empowerment Overall Experience with Program and Mentor
Pre-Survey
Post-Survey
No Score
3.50
No Score
3.92
N/A
4.14
Table 5. Middle Schools: Score for Each Section of Pre and Post-Survey Academic Success and College/ Job Readiness Social-Emotional Development/ Empowerment Overall Experience with Program and Mentor
6
Pre-Survey
Post-Survey
No Score
3.46
No Score
3.93
N/A
4.06
Quote taken from an interview. The full story of this students experience can be found in the Appendix.
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Monitoring & Evaluation Table 6. High Schools: Score for Each Section of Pre and Post-Survey Academic Success and College/ Job Readiness Social-Emotional Development/ Empowerment Overall Experience with Program and Mentor
Pre-Survey
Post-Survey
No Score
3.71
No Score
3.89
N/A
4.48
Findings Discussion Although there was an increase in both the Academic Success and College/Job Readiness and the Social-Emotional Development/Empowerment scores in the post-survey for the LMA program, there is still plenty of room for improvement. For example, in the area of Academic Success and College/Job Readiness, students need additional support to feel more confident about their post-high school plans, and this would help the program meet its second outcome. Similarly, the program can also strengthen its Social-Emotional Development/Empowerment component in order to meet its third outcome of having 85% of students feel more connected to their culture, and its fifth outcome of having 85% of students be able to clearly describe and express their feelings. Further strengthening and closely aligning their five curriculum themes to the outcomes would ensure LMA is able to meet its goals. Furthermore, LMB can also improve in both the Academic Success and College/Job Readiness and the Social-Emotional Development/Empowerment sections as well. In relation to Academic Success and College/Job Readiness, LMB students need more support to make sure they are prepared for both high school and after they graduate from high school. This would help the program meet both its first outcome of 70% of students being familiar with high school graduation requirements and A-G college requirements, and its second outcome of 70% of students having a college and/or career plan by the end of the program. It should be noted that college/job readiness is a longer-term outcome for the middle school level, which likely contributed to the lower Middle School score for that section. Revising the Academic Success and College/Job Readiness section of the survey and tailoring it to middle school students will be necessary for the next school year. Likewise, the program could embed more topics in the curriculum related to SocialEmotional Development/Empowerment to meet its third outcome of having 85% of students feel more connected to their culture, and its fifth outcome of having 85% of students be able to 12
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Monitoring & Evaluation clearly describe and express their feelings. Like LMA, it would also serve LMB to revise its six curriculum themes to make sure they align with the intended outcomes. While the survey data collected provides insight into the impact of the program, there are three main limitations. First, not every LMA/LMB student completed the pre and post-survey. As mentioned earlier, LMB did not administer a pre-survey and of the total 150 LMB participants, only sixty-seven (45%) completed the post survey. One high school LMB cohort was not able to complete the post-survey due to a mentor transition near the end of the school year. For LMA, while 100% completed the pre survey, only twelve (48%) of the participants completed the post survey. In the future, it is critical to make sure all students complete both the pre and post-surveys to make sure we can be confident in the claims we make about the programs’ impact. Secondly, the pre-survey was administered in the middle of the school year. For the next school year, the pre-survey should be administered within the first 3 weeks of when students begin the program. This way, the difference the program makes for students will be more evident when they complete the post-survey at the end of the year. Thirdly, one of the statements under the Social-Emotional Development/Empowerment section was not included in the LMA post-survey, so that statement was not taken into account when calculating the presurvey score to make sure an accurate comparison could have been made. In future assessments, it is important to make sure the same set of statements are included in both the pre and postsurveys.
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Appendix I.
LMA Post-Survey Data
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Note: There were two other answer choices, “Too little communication” and “Too much communication.” Neither answer choice received any responses.
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Monitoring & Evaluation II.
LMA Student Story: LMA Student Recounts the Program’s Positive Impact
Written by Noemy Mena-Miles, Development & Communications Manager
Sara joined the Latinx Mentoring & Achievement program as a freshman at Fremont High. She instantly started to feel the pressure from high school – academics, friends, and family – and she felt she had no one to turn to. In her first year, her grades began to suffer and it took a toll on her health. “It was a very stressful time,” Sara said. “I had an anxiety attack because of all of the pressures from school.” Her outlook transformed during the school year thanks to the LMA program. Sara said learning about Latina history and powerful women of color became influential in her life. “The program opened my eyes and made me feel like I can do it even if I am Latina,” Sara said. “I never had the opportunity to learn history like this before.” She also received individualized mentoring offered by her femmetor, Jessica Peregrina. Sara said she greatly benefited from the guidance, especially during a time she needed it most. Peregrina checked in with Sara once a week to discuss ways to improve her grades, her relationship with her family, and other personal issues affecting her at that moment. In March 2020, Sara’s family was financially impacted by the pandemic. Peregrina was able to connect Sara’s family with The Unity Council’s supportive services and community resources. In January 2021, Sara's family received cash assistance to cover one month’s cost of rent and free groceries through our weekly food distribution. Laura, Sara’s mother said in Spanish. “Ms. Jessica has been a blessing to our family. I am a single mother, and it was a difficult time for us. But she was there for my daughter and my family.” After completing two years of the LMA program, Sara believes every student would greatly benefit from a program like it. “In the beginning of the year, I had nothing but Fs and Ds. Now, I have A and Bs,” Sara said. She looks forward to her junior year at Fremont High and start planning for college. Sara aspires to become a midwife, nurse, or real estate agent. Though she will no longer attend LMA in the upcoming year, she plans to stay connected with Peregrina. “Honestly without Ms. Jessica, I don’t know what I would have done,” Sara said. It doesn’t matter where I am, I want to stay connected so I can achieve more with her.” A pseudonym was added to protect the youth’s and parent’s identity
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Monitoring & Evaluation III.
LMB Post-Survey Data
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Monitoring & Evaluation IV.
LMB Student Story: Helping Youth Thrive in School and Life
Written by Noemy Mena-Miles, Development & Communications Manager
Daniel was first introduced to the Latino Men & Boys (LMB) program in 2019 as a 7th grader at United for Success Academy. His friends, participants of the program shared they enjoyed the interactive activities, events, and the Latino mentors who led the program. “Most of my teachers were white so I liked that the mentors looked like me,” Daniel said. Once he joined the program in Fall 2019, Daniel was grateful for the support he received from his mentor, Gerardo Martinez. Daniel said Martinez, or “Mr. G” as he called him genuinely cared about the education and wellbeing of his students. “Mr. G also helped me out a lot with my math,” Daniel said. “He would go into my math class just to help me complete my work and get a better grade.” When the pandemic hit in March 2020, his world shifted completely. He was no longer able to attend class in person and the breadwinner in his family, his father, suddenly lost his job. “My mom was scared and dad’s job told him to not go to work for like 3 months,” Daniel said. “It was a very scary time.” Shortly after, everyone in his home except Daniel tested positive for COVID19. Martinez helped Daniel adjust to distance learning and connected his family to direct relief provided by The Unity Council. Through the organization, his family received cash assistance as well as bagged groceries each week from its food distributions. Since then, Daniel’s family has referred others to the food distribution because of the difference it has made to keep their family fed. Fortunately, Daniel’s family recovered from the coronavirus and he was thankful Martinez guided him through a difficult time. In May 2020, Daniel graduated from middle school in excellent standing and with the confidence to start high school at Oakland Charter Academy. In the summer of 2020, Daniel continued his journey with The Unity Council through the Summer Summit program, a paid career exploration cohort for Oakland youth. Though Daniel is no longer an LMB student, Daniel said Martinez is still making a positive impact in his life. “I feel like I have someone to talk to, he always texts back, and helps me with my school work, even though he’s not my teacher anymore,” Daniel said. Daniel encourages other students to participate in LMB if given the opportunity. From the program, he learned about his community, Aztec history, systemic racism, and the process to apply and go to college. “Mr. G has told me stories about college and it makes me feel like I want to go,” Daniel said. The freshman dreams of working in a lab someday and he hopes in the summer to start an internship to get the experience. A pseudonym was added to protect the youth’s identity
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Monitoring & Evaluation V.
Closing Notes With the added support of the Monitoring & Evaluation team, the Youth Achievement
programs were able to revise their logic models to identify the program outcomes discussed in the report. This was also the first year administering a program specific pre and post-survey. However, various challenges made it difficult to distribute and collect survey responses, contributing to the low response rate. Some of these challenges include the quarter system implemented by OUSD during the 2020-2021 school year, and staff continuing to use distance learning due to the COVID-19 pandemic. Despite the many obstacles faced this year, the LMA and LMB programs provided pivotal support to students and families. Additional surveys were conducted for two of our funding sources. LMA administered a post-survey for Oakland Fund for Children and Youth (OFCY) funding. LMB also administered a post-survey to students and families for the County of Alameda Measure A contract. Staff have not yet received a survey report analysis from either survey.
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