Community & Resource Development Project Presentation of Highlights: Youth Ready for Life Survey & Youth and Parent Focus Groups Presented to the NASC.

Community & Resource Development ProjectCommunity & Resource Development Project

Presentation of Highlights:Presentation of Highlights:

Youth Ready for Life SurveyYouth Ready for Life Survey

& &

Youth and Parent Focus GroupsYouth and Parent Focus Groups

Presented to the NASC & Evaluation Team 1-18-08Presented to the NASC & Evaluation Team 1-18-08

By Teresa D. Shattuck, PhD -Shattuck & Associates, Inc.By Teresa D. Shattuck, PhD -Shattuck & Associates, Inc.

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Focus GroupsFocus Groups

Target GroupsTarget GroupsYouth – Middle School (grades 6-8)Youth – Middle School (grades 6-8)Youth – High School (grades 9 & 10)Youth – High School (grades 9 & 10)Parents of youth in grades 6-10Parents of youth in grades 6-10Low incomeLow incomeYouth-parent pairs were common (same Youth-parent pairs were common (same

family)family)

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Focus GroupsFocus Groups

LocationsLocations Interfaith Coalition in Hancock, MDInterfaith Coalition in Hancock, MDGirls, Inc. in Hagerstown, MDGirls, Inc. in Hagerstown, MDParkside Community Center in Hagerstown, Parkside Community Center in Hagerstown,

MDMDBoonsboro, MD (on 1/29/08)Boonsboro, MD (on 1/29/08)

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Focus GroupsFocus Groups

FormatFormat WelcomeWelcome Dinner: Pizza, fruit salad, drinksDinner: Pizza, fruit salad, drinks 1 facilitator/1 note taker per group1 facilitator/1 note taker per group Administer SurveyAdminister Survey Conduct focus groupsConduct focus groups Interactive “Great Programs” planning session with Interactive “Great Programs” planning session with

mix of youth and parents mix of youth and parents Brief sharing of “Great Programs”Brief sharing of “Great Programs” Wrap Up - Thank You and Incentives ($25/youth; Wrap Up - Thank You and Incentives ($25/youth;

$50/adults; $150/host site)$50/adults; $150/host site)

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Interfaith CoalitionInterfaith Coalition

Hancock, MD Hancock, MD November 26November 26thth, 2007, 20071 group each: MS Youth (n=7), HS Youth 1 group each: MS Youth (n=7), HS Youth

(n=8), and Parents (n=11)(n=8), and Parents (n=11)7 interactive groups for “Great Programs” 7 interactive groups for “Great Programs”

planning sessionplanning session

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Interfaith Coalition - Key FindingsInterfaith Coalition - Key Findings

Youth place greater emphasis on education then Youth place greater emphasis on education then parentsparents

Youth had more optimism about their Youth had more optimism about their educational futures than did the parentseducational futures than did the parents

When asked what activities they would like to When asked what activities they would like to participate in, a third of youth expressed interest participate in, a third of youth expressed interest in “helping others without getting paid” in “helping others without getting paid”

When asked what they wanted in the “Great When asked what they wanted in the “Great Programs” session, 7 groups working Programs” session, 7 groups working independently selected a recreation independently selected a recreation center/community centercenter/community center

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Girls, Inc.Girls, Inc.

Hagerstown, MD Hagerstown, MD November 29November 29thth, 2007, 20075 groups: MS Youth (2 groups; n=12), HS 5 groups: MS Youth (2 groups; n=12), HS

Youth (1 group; n=6), and Parents (2 groups; Youth (1 group; n=6), and Parents (2 groups; n=18)n=18)

9 interactive groups for “Great Programs” 9 interactive groups for “Great Programs” planning sessionplanning session

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Girls, Inc. - Key FindingsGirls, Inc. - Key Findings

Youth placed greater importance and were more Youth placed greater importance and were more optimistic about successfully completing higher optimistic about successfully completing higher education than parentseducation than parents

When asked what activities they would like to When asked what activities they would like to participate in, youth expressed interest in participate in, youth expressed interest in “helping others without getting paid”“helping others without getting paid”

In 9 “Great Programs” groups, there was strong In 9 “Great Programs” groups, there was strong interest in a youth center / community center; interest in a youth center / community center; participants suggested staffing the center with participants suggested staffing the center with volunteers or community membersvolunteers or community members

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Parkside Community CenterParkside Community Center

Hagerstown, MD Hagerstown, MD January 9, 2009January 9, 20093 groups: MS Youth (n=9), HS Youth (n=7), 3 groups: MS Youth (n=9), HS Youth (n=7),

and Parents (n=12)and Parents (n=12)7 interactive groups for “Great Programs” 7 interactive groups for “Great Programs”

planning sessionplanning session

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Parkside - Key FindingsParkside - Key Findings Parents place greater importance on higher Parents place greater importance on higher

education than youtheducation than youth Youth were more optimistic about successfully Youth were more optimistic about successfully

completing higher education then parentscompleting higher education then parents When asked what activities they would like to When asked what activities they would like to

participate in, youth expressed the most interest participate in, youth expressed the most interest in “being involved in school clubs” followed by in “being involved in school clubs” followed by “helping others without getting paid”“helping others without getting paid”

When asked what they wanted in the “Great When asked what they wanted in the “Great Programs” session, 5 of 7 groups emphasized Programs” session, 5 of 7 groups emphasized community based activities with a Positive Youth community based activities with a Positive Youth Development focusDevelopment focus

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Focus GroupsFocus Groups

Common Themes Across SitesCommon Themes Across SitesWhen asked how they spend their time, youth When asked how they spend their time, youth

at all sites listed ‘helping out at home’ and at all sites listed ‘helping out at home’ and ‘hanging out with friends’ (without an adult ‘hanging out with friends’ (without an adult around) most oftenaround) most often

When parents were asked how youth spent When parents were asked how youth spent their time, parents at all sites listed ‘having their time, parents at all sites listed ‘having quality time with family’ most oftenquality time with family’ most often

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Ready for Life Youth SurveyReady for Life Youth Survey

Developed by WCCPDeveloped by WCCPDesigned to assess youth perceptions of Designed to assess youth perceptions of

relationships with adults, school, work, relationships with adults, school, work, health and futurehealth and future

Administered primarily in two high schools Administered primarily in two high schools in Hagerstown in Spring 2007in Hagerstown in Spring 2007North HS (N=687)North HS (N=687)South HS (N=501)South HS (N=501)

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Ready for Life SurveyReady for Life Survey

DemographicsDemographicsAverage age 15.8 yearsAverage age 15.8 yearsEven split of males and femalesEven split of males and females43% had moved at least once in the past 2 yrs43% had moved at least once in the past 2 yrsRace: 62% white, 16% African American, Race: 62% white, 16% African American,

6% Hispanic, 3 Asian/Pacific Islander6% Hispanic, 3 Asian/Pacific Islander85% of kids live with their biological or step 85% of kids live with their biological or step

parents (~75% for minority youth)parents (~75% for minority youth)

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Ready for Life SurveyReady for Life Survey

RelationshipsRelationships ‘‘Close friends’ (mean=2.5) and ‘mother/stepmother’ (2.4) Close friends’ (mean=2.5) and ‘mother/stepmother’ (2.4)

were rated as the most HELPFUL people to talk to about were rated as the most HELPFUL people to talk to about a personal problem (Scale: not at all, somewhat, very)a personal problem (Scale: not at all, somewhat, very)

‘‘Lack of trust,’ ‘anger,’ ‘too busy,’ and ‘making Lack of trust,’ ‘anger,’ ‘too busy,’ and ‘making judgments’ were the things checked most often (range judgments’ were the things checked most often (range 49-56%) when kids were asked what makes 49-56%) when kids were asked what makes relationships with adults difficultrelationships with adults difficult

‘‘Be open-minded’ was the top selection for making Be open-minded’ was the top selection for making relationships between youth and adults easier (67%)relationships between youth and adults easier (67%)

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Ready for Life SurveyReady for Life Survey

SchoolSchool Parent/family support ranked #1 when kids were asked Parent/family support ranked #1 when kids were asked

what’s most HELPFUL to them staying in school (2.5)what’s most HELPFUL to them staying in school (2.5) Boring classes were the #1 barrier to staying in school Boring classes were the #1 barrier to staying in school

(59%)(59%) Boys were more likely than girls to report that high Boys were more likely than girls to report that high

school was the highest level of education they expected school was the highest level of education they expected to complete (17% v 12%)to complete (17% v 12%)

Girls were far more likely than boys to expect to get a Girls were far more likely than boys to expect to get a graduate degree (52% v 37%)graduate degree (52% v 37%)

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Ready for Life SurveyReady for Life Survey

WorkWork62% of kids report having worked at some point62% of kids report having worked at some pointWhen asked why they work, respondents When asked why they work, respondents

indicated to ‘buy things’ (66%), ‘buy a car’ indicated to ‘buy things’ (66%), ‘buy a car’ (58%), ‘pay for college’ (47%); 24% said to ‘help (58%), ‘pay for college’ (47%); 24% said to ‘help their family’their family’

No transportation was selected as the biggest No transportation was selected as the biggest barrier to getting a job (71%)barrier to getting a job (71%)

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Ready for Life SurveyReady for Life SurveyHealthHealth

44% are sexually active44% are sexually active53% of those that are sexually active do NOT 53% of those that are sexually active do NOT

use birth controluse birth controlAbout 25% of kids reported ‘ever’ smoking About 25% of kids reported ‘ever’ smoking

cigarettes or using marijuanacigarettes or using marijuana ‘‘Handling stress’ was reported as the Handling stress’ was reported as the

predominate health issue facing youth (67%)predominate health issue facing youth (67%)Kids report getting their health information Kids report getting their health information

primarily from parents (68%)primarily from parents (68%)

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Ready for Life SurveyReady for Life SurveyFutureFuture

72% of kids reported that they plan to go to 72% of kids reported that they plan to go to collegecollege

‘‘Money for college’ (76%) and ‘access to well-Money for college’ (76%) and ‘access to well-paying jobs’ (60%) were selected most often as paying jobs’ (60%) were selected most often as the services/programs that would help them to the services/programs that would help them to achieve their goalsachieve their goals

‘‘Money management’ (68%) was selected most Money management’ (68%) was selected most often as the skill that would help them achieve often as the skill that would help them achieve their goalstheir goals

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Youth Survey: Sub-Group AnalysesYouth Survey: Sub-Group Analyses

In order to understand differences In order to understand differences among groups, the data was sliced and among groups, the data was sliced and diced in 4 ways:diced in 4 ways:

1.1. Gender – to compare male vs femaleGender – to compare male vs female2.2. Race – black, white, otherRace – black, white, other3.3. Mobility - # of times moved in past 2 years Mobility - # of times moved in past 2 years

(0-1 time vs 2 or more times)(0-1 time vs 2 or more times)4.4. School – North HS vs South HSSchool – North HS vs South HS

Your challenge today will be to explore Your challenge today will be to explore those differences those differences

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SummarySummary

This presentation skims the surface of the This presentation skims the surface of the focus group and youth survey datafocus group and youth survey data

Your task in the remainder of this meeting Your task in the remainder of this meeting is to take a ‘data dive’ and mine the data is to take a ‘data dive’ and mine the data for more crucial pieces of informationfor more crucial pieces of information

We’ll accomplish this as a team working in We’ll accomplish this as a team working in small data groupssmall data groups

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Data GroupsData GroupsWe’ll have 8 Data GroupsWe’ll have 8 Data Groups

3 Focus Groups3 Focus GroupsInterfaith CoalitionInterfaith CoalitionGirls, Inc.Girls, Inc.Parkside Parkside

5 Youth Survey Groups5 Youth Survey GroupsOverall frequenciesOverall frequenciesGender Gender RaceRaceMobilityMobilitySchoolSchool

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Data Dive InstructionsData Dive Instructions

Step 1: Form groups of 3-5 Step 1: Form groups of 3-5 Collect up your materials – papers, etc.Collect up your materials – papers, etc.Find folks you don’t know very well or don’t Find folks you don’t know very well or don’t

normally work withnormally work withComprise your group with individuals from Comprise your group with individuals from

different disciplines (You should all have different disciplines (You should all have different colored dots!)different colored dots!)

Now find a place for your group to sit togetherNow find a place for your group to sit together

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Data Dive InstructionsData Dive Instructions Step 2: Step 2:

Your group will be given a data assignmentYour group will be given a data assignment Your job is to figure out what data is most important Your job is to figure out what data is most important

and actionable and actionable Help us weed out info that isn’t useful and surface the Help us weed out info that isn’t useful and surface the

info that is (Practical vs. Statistical Significance)info that is (Practical vs. Statistical Significance)

Step 3: Assign Roles for Group MembersStep 3: Assign Roles for Group Members Group Scribe – 1 personGroup Scribe – 1 person Time Keeper – 1 personTime Keeper – 1 person Task Master – 1 personTask Master – 1 person Scouts/Data Hunters – 1-2 peopleScouts/Data Hunters – 1-2 people

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Data Dive InstructionsData Dive Instructions

Step 4: Sort Through Your Data – Step 4: Sort Through Your Data – (5 min)(5 min)

Figure out what you have to reviewFigure out what you have to review Divide it up if neededDivide it up if needed

Step 5: Individually Review the Data Step 5: Individually Review the Data (10 min)(10 min)

Complete the Key Findings Worksheet – “Individual Complete the Key Findings Worksheet – “Individual Reactions to Data” Reactions to Data”

Zero in on what’s most IMPORTANTZero in on what’s most IMPORTANT Use your wisdom and experience to make judgmentsUse your wisdom and experience to make judgments

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Data Dive InstructionsData Dive Instructions Step 6: Talk About What You Found Step 6: Talk About What You Found –– (25 min)(25 min)

As a group decide what the key findings are, discuss As a group decide what the key findings are, discuss why they are key, what can be done about them and why they are key, what can be done about them and who needs to be involvedwho needs to be involved

Scribe fill in the “Group Reaction to Data” HandoutScribe fill in the “Group Reaction to Data” Handout

Step 7: Prioritize What’s MOST Important Step 7: Prioritize What’s MOST Important (5 min)(5 min) As a group, decide which finding is most importantAs a group, decide which finding is most important Write that finding on newsprint along with why it’s Write that finding on newsprint along with why it’s

important, what can be done about it and who needs important, what can be done about it and who needs to be involvedto be involved

Report out to the large groupReport out to the large group

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GroupsGroups

Health - Health - YellowYellowEducation - Education - GreenGreenLaw Enforcement –Law Enforcement – ( (Police, DJS, Courts) - Police, DJS, Courts) - BlueBlueNon-profit/CBO – Non-profit/CBO – PinkPinkBusiness - WhiteBusiness - WhiteOther - Other - PurplePurple