Opportunity Youth Program Evaluation Paper

The program implements some effective program evaluations in order to identify if the residents or homeless people of Miami-Dade county are receiving services but the agency has no measurement of the success of the clients it serves(New

Various researchers have focused on simply just evaluating the impact these programs have on its participants and if they have been implemented as planned by the relevant stakeholders. For example, the purpose of Esbesen and Osgood (1999) national evaluation of the GREAT program is to compare between students who participated in the intervention to those who did not take part in the 13 lessons offered by GREAT. Additionally, Reddy and Goldstein (2001) conduct a program evaluation on the program ART, but their sample is only made up by sixty adolescent males and cannot be generalizable to the United States

Purpose of the evaluation: What aspect of the program would you assess? How does this complement the larger group evaluation? (5 points)

The evaluation used the program Assessment and Assistance System (PAAS) tool and data collected as part of the One City Summer Initiative. The PAAS was developed by the DC Children and Youth Investment Trust Corporation, and attempts to develop a review process that measures

Program evaluation is a system that determines a program’s effectiveness and efficiency. This means whatever the programs expectations are must be kept. Efficiency is measured by the outcomes that are achieved with effort, limited time and additional resources. Excellent program evaluation includes subjective or objective information based on many different options. Human Services programs are important to evaluate for numerous reasons. The program can save time by finding out what works or doesn’t work for them. Making the community more aware of the program and how it benefits participants. The ability to prove the program’s effectiveness can help raise additional funding. The staff of the agency will be able to identify strengths and weakness. Also, bring more awareness to the Human Services field by educating other programs how to get started.

The evaluation also used a pre and post survey design. The survey was created through conversations with program leaders to find out the key intervention targets. This survey was used to gain an understanding of the impacts that the NYSP program had on student skill and behaviors and allowed researchers to determine areas of programmatic strength and weakness.

Data collection will be conducted through three different states, Washington, California and Arizona. Each interviewer will conduct phone, email, and in-person interviews with agencies that serve the target population of early adolescent youth (ages 10-14).

Program evaluators have to make a determination in the planning of their evaluations as to what success means or looks like. They also have to be ready for data gathered that was not intended or expected. Each of the evaluation models discussed help to paint a picture of the worth of a program whether subjectively or objectively using qualitative and quantitative methods of data gathering. The result is the review of program efficiency, effectiveness, and impact and that all wraps up into whether the program did what it said it would all while showing a return on the investment both in non-exorbitant spending and sustained behavior change that positively moves the needle toward an organizational

The Department of Youth and Community Development’s (DYCD) central task is administering available City, State and Federal funds to effective Community-Based Organizations (CBO’s) to provide high-quality youth and family programming (DYCD). In an effort to turnaround the Mayor’s rigorous Renewal School implementation timeline, DYCD was asked to help serve as a procurement engine to get the contracts registered on a timely basis so funds could quickly be infused into the schools. The RFP process was a collaboration between the Mayor’s Office, DOE and DYCD. The RFP’s primary purpose was to support the 83 Renewal Schools in becoming Community Schools by securing experienced CBO’s to partner with the failing schools in implementing the Community

Grinnell, R., Gabor, P., & Unrau, Y. (2012). Program evaluation for social workers: Foundations of evidence-based programs (6th ed.). New York, NY: Oxford University Press; Chapters 3, 4 and 5; and

1) After several workouts, I noticed a big in improvement in my cardiovascular capacity. I was able to do more laps within the 30 minutes. I also noticed that my body adapted to water to the fact that I had to swim more often, therefore I was less tired at the end of my workouts compared to the first time I did the workout. Additionally, I improved my swimming skills because it had been a while I did not swim, so I had to practice some movements and it helped me a lot to complete my laps faster.

Implementation evaluation can be used if a new program is being started or if it is determined that an existing program initial goal is not being met (Mertens & Wilson, 2012). Utilizing implementation evaluation encompasses the following; responsive, monitoring, developmental, formulation participatory, and process (Mertens & Wilson, 2012). Furthermore, implementation evaluations asks questions such as; did the program fall in alignment with the plan or there any changes that need to be made in administrative or participant screening (Mertens & Wilson, 2012)?

Despite the numerous positive attributes after-school programs offer to at-risk youth, there are those who claim them to be a waste of time and money. Some think it is solely the job of the parent to raise their children to be upstanding citizens. It is easier to let struggling families fall through the cracks of the country’s judicial system and purge the weak from society’s elite. However, this blasé outlook towards helping at-risk youth does not fix anything. Ersing’s research denotes, “In contrast, positive youth development strives to uncover intrinsic talents and abilities that, when nurtured by asset-based programs, can support young people in overcoming these social and environmental barriers.” (28). Statistics reveal the major successes these programs have granted to the youth of the United States. It is

I felt as though I had a setback upon my deferral from The University of Chicago. I decided to reevaluate my decision to apply to the school and truly decide if I could see myself as a student at the University. I began going back over the faculty, facilities, and extracurricular activities that are offered at the school. In addition, I looked over the notes I had written down during my interview with an alumnus. During my review, I learned more about the school such as the emphasis on the Core Curriculum and numerous opportunities for internships (my interviewer interned with President Obama!). After reevaluating, I have confirmed and strengthened my previous belief: I want to attend the University of Chicago.

The adrenaline going through my veins began to move even quicker than me running through the woods when I realized that I could be an open target for anyone. All I could do was hide behind a large tree, but once I began shooting my cover would be blown and that tree was the only protection I would have. Despite being shot at dozens of times and paint splattering everywhere after bouncing off the tree, I stood my ground for the rest of the game. Even though I could not get my youth leader out, I successfully got another adult Ronnie out without getting out myself. Even though that was one simple game of paintball for my youth group, it was a turning point for me. The shy girl transformed into a passionate and competitive one simply because of the love and