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by
June 2015
Table
of
Contents
Cluster
Study
Overview
3
Par<cipant Overview 12
Compensa<on 30
Appendices
38
LEAPS
Cluster
Studies:
Workforce
Development
We
used
the
following
unifying
If-Then
statement
to
test
assump<ons
about
our
models:
If
we
create
relevant,
supporBve
early
employment
experiences
for
youth
that
demonstrate
appreciaBon
and
value
through
compensaBon,
then
youth
will:
Develop
transferrable
professional
&
leadership
skills;
Increase
commitment
to
environmental
stewardship;
and,
Experience
increased
self-ecacy,
including
workplace
self-ecacy.
CommunityGrows
culBvates
healthy
youth
through
growing
gardens
in
low-income,
diverse
communiBes.
Student
Conserva<on
Associa<ons
(SCA)
mission
is
to
build
the
next
generaBon
of
conservaBon
leaders
and
inspire
lifelong
stewardship
of
the
environment
and
communiBes
by
engaging
young
people
in
hands-on
service
to
the
land.
1While Youth Radio did not parBcipate in cluster data collecBon, this parBcipant quote comes from Youth Radios exisBng
evaluaBon eorts.
Our
Approach
Research
Ques<ons
What
pa@erns,
if
any,
emerge
across
organizaBons
with
regard
to
rela<ve
gains
in
professional
skills,
connecBon
to
the
environment,
and
self-ecacy?
What,
if
anything,
can
we
learn
about
the
relaBonship
between
dierent
parts
of
our
if-then
statement?
How
important
is
compensa<on
to
youth?
Where
we
have
qualitaBve
informaBon,
in
what
ways
do
youth
describe
the
rela<onship
between
what
they
did
in
program
and
the
changes
they
experienced?
Methods
Shared
post-program
survey
aUer
the
summer
or
fall
work
experience.
OrganizaBons
uBlized
many
common
measures,
with
occasional
customizaBon.
Limita<ons
Addi<onal
Limita<ons
Low
response
rates.
We
had
a
low
response
rate
to
the
survey,1
which
creates
a
fewchallenges:
o It
may
introduce
bias.
In
parBcular,
we
are
most
concerned
about
voluntary
response
bias.
o On
an
organizaBon
level,
too,
a
low
response
rate
creates
an
issue
with
precision,
reducing
our
condence
in
whether
the
data
collected
from
our
sample
represents
the
program
populaBon
more
broadly.
Nevertheless,
we
nd
the
data
valuable
for
looking
for
pa9erns
and
exploring
our
if-then
statement.
1Response
rates:
CG
=
9/12,
SCA
=
18/63,
Rising
Sun
=
55/~300
10
11
ParBcipant Overview
CommunityGrows
65
Asian
31%
Black
/
African
American
23%
Asian
Black
/
African
American
LaBno / Hispanic
19%
White / Caucasian
14%
MulBracial
13
SCA
16
44
Asian
20%
LaBno / Hispanic
Rising Sun
40%
White / Caucasian
36%
Asian
25%
Black
/
African
American
21%
Black
/
African
American
31%
White / Caucasian
21%
LaBno / Hispanic
31%
LaBno / Hispanic
MulBracial
20%
MulBracial
Pacic
Islander
/
NaBve
Hawaiian
20%
Pacic
Islander
/
NaBve
Hawaiian
11%
9%
2%
White
/
Caucasian
MulBracial
13%
Pacic
Islander
/
NaBve
Hawaiian
11%
3%
70
Female
CommunityGrows
Rising Sun
SCA
17
49
Male
Female
Male
Female
Male
Female
Male
25%
39%
40%
47%
61%
60%
53%
75%
14
69
CommunityGrows
Rising Sun
SCA
16
48
Yes
33%
Yes
44%
Yes
63%
Yes
80%
No
60%
No
20%
No
49%
I
do
not
know
7%
15
No
25%
I
do
not
know
6%
I
do
not
know
13%
The
sample
is
almost
evenly
split
by
youth
who
qualify
for
free
or
reduced
lunch
(44%)
and
those
who
do
not(49%).
Seven
percent
of
youth
were
unsure
if
they
qualify.
LEAPS
Cluster
Studies:
Workforce
Development
17
a. Dressing appropriately
4.7
b. Following direc<ons
4.5
c. Showing up on <me
4.4
d. Knowing my schedule
4.3
4.3
4.3
4.2
4.2
i. Managing my <me
4.0
4.0
3.9
l. Leading my peers
3.9
18
Average
(4-point
scale)
(n=62-72)
a.
Communica<ng
eec<vely
with
a
supervisor
3.1
3.1
3.0
2.9
e. Managing my <me
2.9
f. Following direc<ons
2.9
g. Showing up on <me
2.8
h. Leading my peers
2.8
i. Knowing my schedule
2.8
2.8
k. Dressing appropriately
2.7
2.6
3.2
3.1
3.1
3.0
2.9
f.
I
speak
up
and
talk
with
friends
and
family
about
issues
that
aect
the
environment
2.8
2.7
2.6
19
20
21
3.3
3.2
3.1
3.1
3.1
3.0
2.9
23
Correla<on
with
Relevancy
(n
=
78)
a.
It
makes
me
happy
to
see
people
take
care
of
the
environment
**
***
***
*
***
**
***
***
-SCA ParBcipant
25
In
this
program,
we
regularly
collaborate,
share
our
opinions
with
others,
and
work
in
teams
(n
=
78)
**
*
26
**
*
**
*
27
28
a.
Communica<ng
eec<vely
with
a
supervisor
b.
Working
well
with
others
on
a
team
c.
Working
well
with
a
supervisor
d.
Rela<ng
well
with
other
people
I
believe
I
will
succeed
in
my
future
jobs
(n=59-68)
I
can
reach
my
goals
if
I
try
(n=59-69)
**
**
**
**
***
**
***
e. Managing my <me
**
**
f. Following direc<ons
***
***
g. Showing up on <me
***
**
***
h. Leading my peers
**
**
i. Knowing my schedule
**
***
j.
Handling
disagreements
produc<vely
k. Dressing appropriately
***
**
***
***
**
***
29
CompensaBon
Average
=
3.5
(n
=
45)
Average
=
2.9
(n
=
24)
33%
64%
33%
25%
2%
13%
20%
8%
While
84%
of
rst
year
respondents
report
that
compensaBon
was
important
or
very
important
to
them,
only
66%
of
those
who
have
been
in
the
program
for
more
than
a
year
rate
it
as
important
or
very
important.
31
Average
=
2.6
(n
=
45)
33%
63%
31%
20%
16%
Yes
Average
=
1.8
(n
=
24)
Maybe
Probably
Not
No
29%
Yes
Maybe
4%
4%
Probably
Not
No
While
just
over
half
(51%)
of
rst
year
parBcipants
say
that
they
either
would
not
or
probably
would
not
have
parBcipated
if
the
posiBon
were
not
paid,
that
percent
drops
to
8%
of
those
who
have
been
in
the
program
for
more
than
a
year.
32
35
Appendices
Suppor<ve Adults
Adults
in
this
program
want
to
see
me
succeed.
(n=72)
**
**
**
Instructors,
sta,
When
someone
and/or
other
leaders
breaks
our
rules
or
in
this
program
walk
agreements
in
this
their
talk
by
program,
the
issue
modeling
the
is
addressed
behavior
they
expect
rather
than
of
us
ignored
(n=78)
(n=78)
***
*
**
***
*
**
**
*
*
***
Adults
in
this
program
want
to
see
me
succeed
(n=69-72)
I
would
feel
comfortable
asking
a
program
sta
member,
adult
mentor
or
professional
if
I
needed
a
reference
for
school
or
a
job
(n=69-71)
**
*
**
**
I
believe
I
will
succeed
in
my
future
jobs
(n=74)
I
am
condent
that
I
can
do
well
on
many
dierent
professional
tasks
(n=73)
I
can
reach
my
goals
if
I
try
(n=74)
I
can
remain
calm
when
facing
dicul<es
(n=71)
When
I
am
confronted
with
a
problem,
I
can
usually
nd
several
solu<ons
(n=73)
When
I
need
help,
I
know
where
to
go
(n=72)
**
**
***
**
***
***
b.
I
feel
a
personal
responsibility
to
help
protect
the
environment
c.
I
am
interested
in
learning
more
about
the
environment
**
***
**
d.
I
am
aware
of
environmental
issues
facing
my
community
**
**
**
**
**
**
a.
It
makes
me
happy
to
see
people
take
care
of
the
environment
e.
I
feel
personally
impacted
by
environmental
condi<ons
in
my
community
f.
I
speak
up
and
talk
with
friends
and
family
about
issues
that
aect
the
environment
**
g.
I
par<cipate
in
ac<vi<es
that
help
the
environment
h.
I
am
interested
in
pursuing
a
career
that
has
to
do
with
the
environment
***
**
**
**
**
**
**
***
**
***
*
*
*
*
**
a.
Communica<ng
eec<vely
with
a
supervisor
It
makes
me
happy
to
see
people
take
care
of
the
environment
(n=62-72)
I
feel
a
personal
responsibility
to
help
protect
the
environment
(n=62-72)
I
am
interested
in
learning
more
about
the
environment
(n=62-72)
I
am
aware
of
environmental
issues
facing
my
community
(n=62-72)
I
feel
personally
impacted
by
environmental
condi<ons
in
my
community
(n=62-72)
I
speak
up
and
talk
with
friends
and
family
about
issues
that
aect
the
environment
(n=62-72)
I
par<cipate
in
ac<vi<es
that
help
the
environment
(n=62-72)
**
**
**
**
**
*
*
**
**
**
I
am
interested
in
pursuing
a
career
that
has
to
do
with
the
environment
(n=62-72)
**
**
**
***
**
***
***
**
***
***
e. Managing my <me
**
***
***
***
**
f. Following direc<ons
**
***
**
***
**
**
**
**
**
**
**
***
**
g. Showing up on <me
**
**
***
**
**
**
j.
Handling
disagreements
produc<vely
**
**
***
**
k.
Dressing
appropriately
***
**
**
h.
Leading
my
peers
i.
Knowing
my
schedule
l.
Being
responsive
to
texts
and
email
**
**
*
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