This document proposes an evaluation design for a youth health and wellness project called RunJUMPPLAY!. The project aims to promote physical, mental, and emotional health in school-aged youth through activities focused on wellness, fitness, personal development, and community service. The proposed evaluation will use quantitative and qualitative methods to assess outcomes related to exercise participation, health, and personal development. Surveys will be given before, during, and after the program to measure individual progress. The evaluation aims to demonstrate the program's effectiveness to stakeholders and strengthen future funding opportunities.

1. A Proposed Evaluation Design for a
Youth Health and Wellness Project.
Presented by SaMaria Ashford, 2009 M.S. Candidate in Youth Development Leadership
in partial fulfillment of the requirements for SOC 805 – Evaluation Research
INTRODUCTION
RunJUMPPLAY ! is a certified South Carolina charitable
corporation currently seeking 501 (c)(3) status. It was
recently established in July 2008 to provide holistic, noncompetitive fitness and sports related activities to K-12
youth. The project has four key focus areas: wellness
assessment, physical fitness program, personal
development workshops, and community service/service
learning. The program currently operates as a full-day
program in a local charter school and a summer program.
PROPOSED OUTCOME EVALUATION
I propose an PROCESS/OUTCOME evaluation
assessment . As a result both quantitative and qualitative
approaches will be utilized.
Triangulation methodology will aid in the mixedmethod approach by providing quick answers that
strengthen interpretations regarding program
effectiveness.
Mission and Goal
The mission of RunJUMPPLAY ! is to encourage
healthy lifestyles through promotion of good
physical, mental and emotional health in school aged
youth and their families. The goal of this project is to
combat the high incidence of cardiovascular disease
(CVD), diabetes, and obesity in South
Carolina, particularly by teaching our youth healthier
habits.
Stakeholders
RunJUMPPLAY ! stakeholders include the executive
director of a local charter school, five SC Department
of Education employees, nine Consortium
members, three facilitators, approximately 160 enrolled
youth, potential future enrollees and clients, potential
funders, as well as the entire afterschool program
development community.
Purpose
This state has earned several “dubious distinctions”
associated with CVD mortality deaths. The CDC 2001
mortality data reported SC as the 2nd highest in stroke
disease death rate and 3rd highest in heart disease death
rate in the nation. Additionally, South Carolina has
teamed with its neighbors, North Carolina and Georgia, to
earn the nickname the “stroke belt” AND the Pee Dee and
Coastal regions of South Carolina alone are distinguished
as the “stroke buckle” due to high death rates.
RunJUMPPLAY ! seeks to expand to serve students in
after-school programs and other out-of-school time
environments throughout the state.
Quantitative methods will be used to monitor exercise
participation, exercise levels, personal fitness goals, and
fitness related results. Surveys will be administered to
assess the fit of scale in emotional and mental
development as it related to activities.
OUTCOME MEASURES/
CRITERION OF SUCCESS
This evaluation will include all currently enrolled
youth in RunJUMPPLAY ! beginning summer
2009 through fall 2009. Students will complete a
pre-survey at the beginning of an 8 week summer
program, a survey at the end of 8 weeks and a postsurvey at the end of week 16. The surveys seek to
measure individual personal progress as well as
program development. Questions will target day-today activities, instruction, and participation
outcomes.
Program success is assumed by the rate of student
activity and participation, completion of the
program, and improved class participation and
grades.
PROPOSED REPORTING
PROPOSED DATA COLLECTION
Evaluation findings will be made available to
STRATEGIES
Quantitative methods: wellness
screenings, type of exercise, frequency of
exercise, changes in height
weight, duration of exercise
Qualitative methods: student
interviews, school based needs
assessments, mental and emotional
changes,
Quantitative & Qualitative methods:
Utilize multiple question types in pre and
post surveys – open and closed ended
questions.
Attempts to correlated findings between
physical, mental and emotional health.
Potential Issues: Is the data being
interpreted properly? Are the right
questions being asked to get the desired
data? Are the proper statistical methods
being utilized?
PROPOSED
DATA ANALYSIS STRATEGIES
Data analysis will include the following:
• Percentage calculations – participation in
unsupervised activities; students who have
changed health habits, grade point
averages, daily class participation
• Calculation of survey scales
• Correlation-links between
mental, emotional, and physical health
outcomes
stakeholders via multiple methods and
resources, all or any which are appropriate.
The y may include the following: bound
publication, fact
sheets, brochures, postcards, website.
LITERATURE REVIEW
The following are peer-reviewed journal articles that relate
to my evaluation plan:
Jurich, Sonia & Estes, Steve (2000). Raising Academic Achievement: a
study of 20 successful programs.
This report provides identifies 20 model youth initiatives that exhibit
excellence in any of four categories: academic achievement, preparation for
careers, youth development, and service learning. Initiatives serve youth
from low-income and minority back grounds and are of high risk of
academic failure. These programs will provide a guide for program content
and modification post-evaluation.
Grossman, Lind, Hayes, McMaken, & Gersick, (2009). The cost of out-ofschool time programs.
This study sets out to clarify the costs of out-of-school time programs. It
turns out that the question is not as simple as it seems. A series of cost
related research questions were developed as a means to gather empirical
evidence. A broad range of OST programs (111) were examined in 6 cities
Russell, Christina A. & Reisner, Elizabeth R. (2005). Supporting Social and
Cognitive Growth Among Disadvantaged Middle Grades Students in TASC
Afterschool Projects
This study shows that high quality enrichment programs which include
athletic and social development as well as academic enrichment may be
more advantageous when serving disadvantaged middle grades students.
Qualitative data suggest a relationship between five key student
outcomes, the type of enrichment opportunity, and the staffing structure.
Zarrett, Nicole, PhD. & Lerner, Richard M.,PhD. (2008). Child trends 2008:
research to results brief. Publication #2008-11
This study provides quantitative data to support that youth who participate in
a variety of out-of-school time activities progress better developmentally.
This article supports the expansion of the program to afterschool
environments and other non-school based programs.
BENEFITS TO RunJUMPPLAY !
Determine effectiveness of program planning
and operation
Highlight areas in planning /operation that
need improvement
Identify program weaknesses
Demonstrate program successes to stakeholders
Strengthen future funding potential