Program Evaluation

Throughout the years, TLP's quality programming has yielded substantial qualitative and quantitative evidence of success. TLP has worked with outside evaluators to design valid, reliable evaluation designs to thoroughly assess our programs. Using mixed method models incorporating both quantitative and qualitative data, we are able to measure the positive changes that we see happening to our students. Our blend of training, curriculum, and engaging facilitation have yielded strong outcomes, making TLP programs credible mechanisms for change in the field of youth development.

The Leadership Program incorporates evaluation into each of its programs, substantiating the impact we make in the lives of the students, teachers, and parents we serve. Student data from our Afterschool program indicate attitudinal and behavioral changes from pretest to posttest. Core results indicate improved academic beliefs and behaviors, stronger prosocial values, improved self-image, improved conflict resolution skills, and reduction in fighting. Students report better attendance as a result of wanting to go to afterschool, and express stronger beliefs in their ability to go to college after a year of our program.

Our Violence Prevention Program utilizes a quasi-experimental design including both treatment and control groups. Students in both groups receive pretests at the beginning of the program and posttests at its completion. Beginning in the 2006-7 school, randomly selected treatment groups will receive follow-up surveys to examine longer terms programmatic impacts.

Results of data analysis indicate VPP makes more and greater improvements in the treatment group than the control group. Moreover, a sub-sample of the treatment group comprised of high risk youth (defined as youth with no father figure present and a self-reported low GPA) showed stronger gains in positive social attitudes after receiving The Leadership Program in their classroom.