Content area
Full text
This article details the development of the Youth Development Assessment Device (YDAD), an instrument designed to measure a youth's experiences within youth development programs. A total of 1,074 adolescents, between 12 and 18 years of age, participated in the study. Exploratory factor analysis yielded three factors: Supportive Environment, Emotional Safety and Wellbeing, and Involvement and Challenge. Moderately high Cronbach's alphas indicated that scores from the YDAD subscales were internally consistent. Confirmatory factor analysis was used to examine the fit of the model and to test convergent and discriminant validity of YDAD scores. The use of the instrument in process evaluations is described. Implications for future research are discussed.
Key Words: measurement, process evaluation, youth development, youth programs.
Over the past decade, community youth devel- opment programs have become more receptive to the importance of program evaluations. The extant evaluation research suggests that community-based programs enhance youth development and adjustment. At the same time, it is widely acknowledged that pro- cess evaluations are needed to identify the components, or combination of components, present within these community-based programs that are responsible for positive outcomes (Eccles & Gootman, 2002; Granger, Durlak, Yohalem, & Reisner, 2007). This paper describes the development of a process measure assessing youths' experiences in youth development programs. Further, process evaluation data are often restricted to descriptive information and reports on participant satisfaction (Eccles & Gootman). Rarely do programs take advantage of process data to inform the development and further refinement of their program offerings. This paper will describe how this measure can provide feedback to programs that can be used to assist in the development and delivery of their program.
Process Evaluation of Youth Programs
Process evaluation is a form of program evaluation. It involves applying descriptive research methods to compare an actual program being delivered with the program as intended by planners (Stufflebeam & Shinkfield, 1985). Process evaluations are thought to complement other forms of program evaluation (Gambone, 2001) and should provide feedback on the original program that leads to improvements in the implementation and effectiveness of the program.
To date, there are few examples of process evaluation research being used to improve youth programming. Gambone and her associates (Gambone, 2001; Gambone, Klem, & Connell, 2003), in partnership with the Institute for...