LEAPS Workforce Development Cluster Study

Prepared
by
LEAPS for Environmental Literacy:

Engaging Adolescents in Workforce

Development
June 2015
Leadership & Evaluation to Advance Program Success
Table of Contents
Cluster Study Overview 3
Par<cipant Overview 12
Pa@erns in Outcomes Across Organiza<ons 16
Connec<ons between Program Components and Outcomes 22
Compensa<on 30
Avenues for Future Evalua<on and Learning 34
Takeaways for the Field 36
Appendices 38
LEAPS Cluster Studies: Workforce Development
Cluster Study Overview
The Path to Cluster Studies

Seventeen LEAPS organizaBons have engaged in ongoing technical assistance to
develop their evaluaBon capacity since October 2012. During the rst phase of this
iniBaBve, organizaBon representaBves aJended trainings focused on foundaBonal
evaluaBon and learning concepts: theories of change, logic models, evaluaBon plans,
tool development, data analysis techniques, and communicaBng eecBveness. They
also engaged in a range of leadership capacity building acBviBes.
In the phase that followed and with conBnued support from the S.D. Bechtel, Jr.
FoundaBon, Learning for AcBon worked with clusters of organizaBons to develop
shared measures around three cross-cuSng areas of interest. The cluster study work
arose out of an opportunity for the cohort to begin to document its collecBve story
which was further emerging aUer Phase Is work and the desire to advance
organizaBons evaluaBon capacity through the hands-on, group learning experience
this type of project would provide. OrganizaBons worked together to dene and form
the clusters, collect data, and analyze the emerging stories.
Cluster Study Topic

OrganizaBons in the Workforce cluster uBlize workforce
development models centered on culBvaBng youth
leadership and voice in local environmental and social
jusBce issues as plaYorms for preparing youth for future
job opportuniBes, and fostering greater connecBon with
the environment. They have adapted to their local
communiBes, engaged many dierent partners, and
drawn from diverse funding sources in the development
of their models.
Photo Credit: CommunityGrows
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.
Cluster Study Organiza<ons

Rising Sun Energy
Centers (Rising Sun)
mission is to empower
individuals to achieve
environmental and
economic sustainability
for themselves and their
communiBes.
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.
Cluster Study Organiza<ons

We would also like to
recognize Youth Radio for
its parBcipaBon and
!
thought partnership
throughout the cluster work. Their program
model and approach share similar components
and intended impact as the other organizaBons
within the cluster. While Youth Radio could not
parBcipate in data collecBon with the cluster,
the organizaBon made signicant contribuBons
to every stage of this work, parBcularly survey
instrument development.
Youth Radios mission is to launch young people on
career and educaBon pathways by engaging them in
work-based learning opportuniBes, creaBve
expression, professional development, and health
and academic support services.
Photo Credit: Youth Radio
I will apply the criBcal thinking skills I've

learned here to almost every aspect of my
life, including my educaBon and my
consumpBon of media. I will also apply my
new consciousness of professional skills to all
professional spaces in my life.
-Youth Radio ParBcipant1
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.
Strengths & Limita<ons of Our Approach

Strengths
Our survey was designed to test our if-

then statement in a way that is based
on youths experience of a program,
and less conBngent upon program
models or specic program acBviBes.
The survey tool built upon other

measurement tools and knowledge in
the eld for a range of survey secBons
including the program atmosphere,
connecBon to the environment, self-
ecacy, and support secBons.
The survey was administered

anonymously, increasing the likelihood
of candid responses.
Limita<ons
While surveys are useful for answering

quesBons like how much? and to
what extent?, they are less useful for
answering quesBons like how? or
why?. While some qualitaBve data
was collected in the survey, the lack of
addiBonal qualitaBve methods such
such as interviews or focus groups is
an inherent limitaBon of the design.
Youth responses were not triangulated

with other forms of program data.
Due to the Bming of cluster work, both

survey design and data collec<on took
place in the fall. For the programs that
operate in the summer, this was a"er
the interven<on, limiBng the types of
data that could be collected and likely
inuencing response rates.
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
Use of Aggregated Data

We only aggregated data when looking at assumpBons and
beliefs that the programs share in common, when looking
for cross-program pa@erns, and when we could explore
our if-then statement looking at the rela<onship between
survey measures.
In cases where we aggregated data for analysis, we have
dierent levels of representa<on for each organiza<on,
based on dierent numbers of respondents.
o Specically, there are 9 respondents from CommunityGrows, 18
respondents from SCA, and 55 respondents from Rising Sun.
1Response rates: CG = 9/12, SCA = 18/63, Rising Sun = 55/~300
11
ParBcipant Overview
Survey Respondent Demographic Data:

Ethnicity
Overall Sample
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
Pacic Islander / NaBve

Hawaiian
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%
The majority of the survey sample is youth of color. Asian/

Asian American youth (31%) make up the largest
proporBon of youth that submiJed the survey.

Gender
Overall Sample
70
Female
CommunityGrows
Rising Sun
SCA
17
49
Male
Female
Male
Female
Male
Female
Male
25%
39%
40%
47%
61%
60%
53%
75%
Females comprise the majority of the sample (60%).
14

Free or Reduced lunch
Overall Sample
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.
PaJerns in Outcomes Across

OrganizaBons
Youth surveyed report varying levels of

prociency in professional skills
Average
(5-point scale)
(n=53-54)
Photo Credit: Youth Radio
Photo Credit: Student ConservaBon AssociaBon
Across programs surveyed, dressing

appropriately and following direc<ons were
consistently among the top three
professional skills with which youth rate
greatest prociency (on average).
Similarly, leading peers, handling
disagreements produc<vely, and being
responsive to text and email consistently
scored within the boJom four skills.
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
e. Working well with a supervisor
4.3
f. Working well with others on a team
4.3
g. Rela<ng well with other people
4.2
h. Communica<ng eec<vely with a supervisor
4.2
i. Managing my <me
4.0
j. Being responsive to texts and email
4.0
k. Handling disagreements produc<vely
3.9
l. Leading my peers
3.9
Youth Surveyed Report Increases in

Professional Skills As A Result of Par<cipa<ng
In my Bme with working with BEETS I've
seen myself grow in communicaBon
skills.
-CommunityGrows ParBcipant
18
Average
(4-point scale)
(n=62-72)
a. Communica<ng eec<vely with a supervisor
3.1
b. Working well with others on a team
3.1
c. Working well with a supervisor
3.0
d. Rela<ng well with other people
2.9
Across programs surveyed, no clear pa@ern

emerged regarding top four and boJom four
areas of improvement.
e. Managing my <me
2.9
f. Following direc<ons
2.9
Communica<ng eec<vely with a

supervisor and managing my <me
consistently appeared within the top half of
improvement averages.
g. Showing up on <me
2.8
h. Leading my peers
2.8
i. Knowing my schedule
2.8
Leading my peers and knowing my schedule

consistently appeared in the boJom half.
j. Handling disagreements produc<vely
2.8
k. Dressing appropriately
2.7
l. Being responsive to texts and email
2.6
Youth Surveyed Report Increased

Connec<on to the Environment
Average
(4-point scale)
(n=78)
a. It makes me happy to see people take care of the environment
3.2
b. I feel a personal responsibility to help protect the environment
3.1
c. I am interested in learning more about the environment
3.1
d. I am aware of environmental issues facing my community
3.0
e. I feel personally impacted by environmental condi<ons in my

community
2.9
f. I speak up and talk with friends and family about issues that
aect the environment
2.8
g. I par<cipate in ac<vi<es that help the environment
2.7
h. I am interested in pursuing a career that has to do with the

environment
2.6
The program exposed me to issues that I had not previously

known I will use what I've learned to spread knowledge and
parBcipate in acBviBes that help create a beJer community.
-Student ConservaBon AssociaBon ParBcipant
19
It makes me happy to see people

take care of the environment and
I am aware of environmental
issues facing my community
consistently appeared within the top
half of improvement averages.
I speak up and talk with family and
friends about issues that aect the
environment and I par<cipate in
ac<vi<es that help the
environment consistently appeared
in the boJom half.
Digging Deeper: Speaking Up with Friends

and Family
Speaking up with family and friends
appears to be an outcome that may
take longer to develop.
I am more familiar with the technical

aspects of simple eco-friendly choices,
though I s<ll struggle in sugges<ng
these changes in my friends and family.
-Rising Sun ParBcipant
Within SCA, we found there is a strong

staBsBcally signicant relaBonship between
number of sessions in the program and
improvement in speaking up and talking
with family and friends (p<.01).
In aggregate we found that greater prior
frequency of par<cipa<on in
environmentally-focused ac<vi<es was
correlated with greater improvement in
speaking up and talking with family and
friends (p<.05).
20
Youth Report Improvement in Self-

Ecacy
Youth surveyed report improvement in self-
ecacy, including improvement in their
beliefs about future workforce success.
Average
(4-point scale)
(n=71-74)
21
a. Even when I dont know how to do something right away,

I can learn how
3.3
b. I believe I will succeed in my future jobs
3.2
c. I am condent that I can do well on many dierent

professional tasks
3.1
d. I can reach my goals if I try
3.1
e. I can remain calm when facing dicul<es
3.1
f. When I am confronted with a problem, I can usually nd

several solu<ons
3.0
g. When I need help, I know where to go
2.9
Even when I dont know how to do

something right away, I can learn how
consistently appeared within the top
two improvement averages.
When I need help, I know where to go
and I can remain calm when facing
dicul<es consistently appeared in the
boJom half of improvement averages.
ConnecBons between Program

Components and Outcomes
Rela<onship between Relevancy and

Increased Connec<on to the Environment
The more youth had the opportunity
to work on a relevant project or job
skill, the greater growth they
reported in connec<on to the
environment.
All eight connecBon to the
environment measures were
posiBvely correlated with having
the opportunity to work on a
relevant project or job skill.
Photo Credit: Rising Sun Energy Center
23
Correla<on with
Relevancy
(n = 78)
a. It makes me happy to see people take care of
the environment
**
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
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
***
In the chart above:

Darkness of shading corresponds to the esBmated eect size of the relaBonship: n = small, n =
moderate, n = large
Asterisks (*) represent the p-value (indicaBng level of signicance) of the relaBonship: * = p<.05,
** = p<.01, *** = p<.001
I've always wanted to work with animals growing up

and I always thought that it had to be direct contact
jobs such as a veterinarian, but during my job at SCA, I
learned that we were restoring habitat because we
wanted to rebuild the homes of dierent animals.
Restoring habitat was an indirect way to help animals
and when I learned that, I felt a lot more passionate
about what I was doing. In all, the job experience
opened my eyes to the dierent career possibili<es
that have the same goal in mind, which is caring for
and protecBng animals.
-SCA ParBcipant
Youth Ra<ngs of Adult Support and Modeling Were

Posi<vely Correlated with Various Outcomes
Youths raBngs of supporBve adults
were correlated with some environment
and self-ecacy measures.1
Most notably, Bmely enforcement of
rules and agreements was posiBvely
correlated with seven of eight
dimensions of improvement in
connecBon to the environment.
In addiBon, adults appears to be one of
the few program model characterisBcs
correlated with dimensions of self-
ecacy.
The thing that helped me the most to boost my
condence and self esteem were my
encouraging and understanding managers.
Prior to the program I thought I couldn't deal

with problems on a crew. But this past summer
showed me that not all crews were nice and
calm and problems can and will happen. So
even with the problems in my crew I was able
to deal with them well. I also discussed these
issues with my supervisors and learned a lot
about conict mediaBon.
-Student ConservaBon AssociaBon ParBcipant
1See Appendix A for more details
25
Posi<ve Connec<on between Collabora<on

and Environmental Outcomes
Par<cipants who reported
greater agreement that
they regularly collaborate
and share opinions also
tended to report greater
improvement in connecBon
with the environment.
In this program, we
regularly collaborate,
share our opinions with
others, and work in teams
(n = 78)
a. It makes me happy to see people take care of the

environment
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
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
26
**
*
**
*
In the chart above:

Darkness of shading corresponds to the esBmated eect size of the relaBonship: n = small, n =
moderate, n = large
Asterisks (*) represent the p-value (indicaBng level of signicance) of the relaBonship: * = p<.05,
** = p<.01, *** = p<.001
Connec<ons Between Dierent Types of

Outcomes
Is improvement in one set of outcomes - such as professional skills,
connec@on to the environment, or self ecacy correlated with
improvement in other outcome measures?
We saw many sta<s<cally
signicant posi<ve
correla<ons between
dierent types of outcomes,
telling us that youth who
tended to report greater
improvement in one
dimension, also tended to
report greater improvement
in others.1
1See Appendix B for more details
27
Connec<ons between Improvement in Professional

Skills and Improvement in Self Ecacy
Improvement in
professional skills emerged
as related to three specic
dimensions of
improvement in self
ecacy:
o I believe I will succeed in
my future jobs.
o I am condent that I can
do well on many dierent
professional tasks.
o I can reach my goals if I
try.
Being able to communicate
and work beJer with clients
and customers. This gave me
higher self esteem.
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 am condent that I can

do well on many dierent
professional tasks
(n = 58-67)
I can reach my
goals if I try
(n=59-69)
**
**
**
**
***
**
***
e. Managing my <me
**
**
***
***
***
**
***
h. Leading my peers
**
**
**
***
j. Handling disagreements
produc<vely
k. Dressing appropriately
***
**
***
l. Being responsive to texts

and email
***
**
***
In the chart above:

Darkness of shading corresponds to the esBmated eect size of the relaBonship: n = small, n = moderate, n = large
Asterisks (*) represent the p-value (indicaBng level of signicance) of the relaBonship: * = p<.05, ** = p<.01, *** = p<.
001
Digging Deeper: Youth Comments Related

to Self Ecacy
In various open-ended
responses, youth commented
on the way in which certain
elements of the program
boosted their self esteem and
condence.
Before I began the program, I was very nervous about

facing challenges, especially ones that seemed
overwhelming. Now I feel much more condent in
myself and the people around me when taking on
heavy tasks. Having the group set a goal helped set a
goal-driven atmosphere and that is essenBal towards
geSng tasks done. I became moBvated to accomplish
the tasks as I did not want to let the team down.
The overall work experience,

which I've never had before this is
what increased my condence in
my abiliBes. I was able to nally
see for this rst Bme how I would
actually do.
-Student ConservaBon AssociaBon
ParBcipant
Photo Credit: Rising Sun Energy Center
29
CompensaBon
How Important Is Compensa<on?

How important was it to you to have a
paid internship/posi<on? (First Year)
How important was it to you to have a

paid internship/posi<on? (Returning)
Average = 3.5
(n = 45)
Average = 2.9
(n = 24)
33%
64%
33%
25%
2%
13%
20%
Not At All Somewhat Important

Very
Important Important
Important
8%
Not At All Somewhat Important

Very
Important Important
Important
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
Compensa<on A@racts Par<cipants Who

May Not Have Par<cipated Otherwise
If your posi<on were not paid, would you s<ll
have chosen to par<cipate? (First Year)
If your posi<on were not paid, would you s<ll

have chosen to par<cipate? (Returning)
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
It gave me condence and told me that

yes, I can make money, and that I'm more
than just a high school student.

Avenues for Future EvaluaBon and

Learning
Avenues for Future Evalua<on and

Learning
As organizaBons conBnue to explore their eecBveness, they may choose to:
ConBnue to collect program data, re-running important analyses to beJer
understand these relaBonships on an organizaBon-specic level (here we
looked at aggregate results). Moreover, having a greater range of the
organizaBon's parBcipants involved may change the relaBonships organizaBons
see.
Look at composite scores for some of the core concepts professional skills,
connecBon to the environment, and self-ecacy that we explored through
individual items.
Consider more qualitaBve evaluaBon to explore the how and why of some
of the links that emerge in the quanBtaBve data.
Explore potenBal drivers of change for workforce and self-ecacy outcomes.
Collect data alongside program delivery to ensure high response rates.
35
Takeaways for the Field
Takeaways for the Field

For environmental organiza<ons looking to
increase the connecBon to the environment,
creaBng opportuniBes for adolescents to work on
projects or skills they care about may support
greater increases in connec<on to the
environment, including greater interest in
environmentally-focused careers.
For environmental educaBon programs that serve
adolescents, providing a workforce opportunity
may a@ract youth who might otherwise not be
inclined to par<cipate, and may further support
their sense of self-ecacy.
37
Appendices
Appendix A: Tables Related to Suppor<ve

Adults
Seven of eight connec<on to the environment dimensions were posi<vely correlated with
<mely enforcement of rules and agreements.
Adult Modeling
Suppor<ve Adults
a. It makes me happy to see people

take care of the environment
Adults in this
program
want to see
me succeed.
(n=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=71)
There is someone in this

program a sta person,
mentor, professional, or
other adult who I can
go to for help when
making decisions that are
important to me
(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)
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
*
**
***
*
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
*
*
***
Appendix A: Tables Related to Suppor<ve

Adults
To some extent, par<cipants who reported greater agreement with various
statements about suppor<ve adults also tended to report greater improvement in
self-ecacy.
Suppor<ve Adults
Adult Modeling
a. Even when I dont know how to do

something right away, I can learn how
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)
Instructors, sta, and/or

When someone
other leaders in this
breaks our rules or
program walk their
agreements in this
talk by modeling the program, the issue is
behavior they expect of
addressed rather
us
than ignored
(n=71-74)
(n=71-74)
b. I believe I will succeed in my future jobs.

c. I am condent that I can do well on many
dierent professional tasks
There is someone in this

program a sta person,
mentor, professional, or
other adult who I can go
to for help when making
decisions that are
important to me
(n=69-72)
**
d. I can reach my goals if I try
e. I can remain calm when facing dicul<es
f. When I am confronted with a problem, I

can usually nd several solu<ons.
g. When I need help, I know where to go
*
**
**
Appendix B: Connec<ons Between Outcomes

Par<cipants who reported greater improvement on self ecacy measures also tended
to report greater improvement in connec<on to the environment.
Even when I dont
know how to do
something right
away, I can learn
how
(n=72)
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
***
**
**
**
**
**
**
***
**
***
*
*
*
*
**
Appendix B: Connec<ons Between Outcomes

Youth who tended to report greater improvement in professional skills also tended to report
greater improvement in connec<on to the environment (and vice versa).
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)

**
**
**
**
**
*
*
**
**
**
b. Working well with

others on a team
c. Working well with a

supervisor
I am interested
in pursuing a
career that has
to do with the
environment
(n=62-72)
**
**
**
***
**
d. Rela<ng well with

other people
***
***
**
***
***
e. Managing my <me
**
***
***
***
**
**
***
**
***
**
**
**
**
**
**
**
***
**
**
**
***
**
**
**
j. Handling
disagreements
produc<vely
**
**
***
**
k. Dressing
appropriately
***
**
**
h. Leading my peers
l. Being responsive to
texts and email
**
**
*
For more informaBon about the Workforce Development Cluster Study,

please contact Frances Tompkins (Frances@TogetherBrave.com) or
Jessica Xiomara Garca (Jessica.Xiomara.Garcia@learningforacBon.com).
www.learningforacBon.com
170 Capp Street, Suite C | San Francisco, CA 94110

LEAPS Workforce Development Cluster Study

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LEAPS Workforce Development Cluster Study

Uploaded by

Copyright:

Available Formats

Prepared

LEAPS for Environmental Literacy:

Leadership & Evaluation to Advance Program Success

Pa@erns in Outcomes Across Organiza<ons 16

Connec<ons between Program Components and Outcomes 22

Avenues for Future Evalua<on and Learning 34

Takeaways for the Field 36

Cluster Study Overview

The Path to Cluster Studies

LEAPS Cluster Studies: Workforce Development

Cluster Study Topic

LEAPS Cluster Studies: Workforce Development

Cluster Study Organiza<ons

LEAPS Cluster Studies: Workforce Development

Cluster Study Organiza<ons

Photo Credit: Youth Radio

I will apply the criBcal thinking skills I've

LEAPS Cluster Studies: Workforce Development

LEAPS Cluster Studies: Workforce Development

Strengths & Limita<ons of Our Approach

Our survey was designed to test our if-

The survey tool built upon other

The survey was administered

While surveys are useful for answering

Youth responses were not triangulated

Due to the Bming of cluster work, both

LEAPS Cluster Studies: Workforce Development

Use of Aggregated Data

1Response rates: CG = 9/12, SCA = 18/63, Rising Sun = 55/~300

LEAPS Cluster Studies: Workforce Development

Survey Respondent Demographic Data:

Pacic Islander / NaBve

The majority of the survey sample is youth of color. Asian/

Survey Respondent Demographic Data:

Females comprise the majority of the sample (60%).

LEAPS Cluster Studies: Workforce Development

Survey Respondent Demographic Data:

PaJerns in Outcomes Across

Youth surveyed report varying levels of

Photo Credit: Youth Radio

Photo Credit: Student ConservaBon AssociaBon

Across programs surveyed, dressing

e. Working well with a supervisor

f. Working well with others on a team

g. Rela<ng well with other people

h. Communica<ng eec<vely with a supervisor

j. Being responsive to texts and email

k. Handling disagreements produc<vely

LEAPS Cluster Studies: Workforce Development

Youth Surveyed Report Increases in

b. Working well with others on a team

c. Working well with a supervisor

d. Rela<ng well with other people

Across programs surveyed, no clear pa@ern

Communica<ng eec<vely with a

Leading my peers and knowing my schedule

j. Handling disagreements produc<vely

l. Being responsive to texts and email

LEAPS Cluster Studies: Workforce Development

Youth Surveyed Report Increased

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