COMMUNITY CHECK AND CONNECT 1 Evaluation Plan for a Community-Based Check and Connect Program by Lanora Elzinga A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah December 1, 2023 Approved Louise R. Moulding, Ph.D. Penée W. Stewart, Ph.D. Daniel Hubler (Jan 16, 2024 18:52 MST) Daniel Hubler, Ph.D. COMMUNITY CHECK AND CONNECT Acknowledgements (optional) 2 COMMUNITY CHECK AND CONNECT 3 Table of Contents Literature Review............................................................................................................................ 8 Systemic Racism at School ................................................................................................. 8 Coleman Report .................................................................................................................. 9 Persistent Existing Disparity ............................................................................................. 10 Heterogeneity in Prior Research ............................................................................11 Transferability ....................................................................................................... 12 Intervention ....................................................................................................................... 12 Evaluation Plan for (CC&C) Introduction ............................................................ 15 Logic Models in Program Evaluation ................................................................... 15 Clarity in Program Planning and Collaboration.................................................... 15 Open Systems of Evaluation and Data-Driven Decision Making ........................ 16 Conclusion ........................................................................................................................ 16 Purpose.......................................................................................................................................... 17 Method .......................................................................................................................................... 17 Logic Model Implementation ........................................................................................... 17 Project ........................................................................................................................................... 19 Logic Model Overview ..................................................................................................... 19 Logic Model Use............................................................................................................... 20 Logic Model Use for CC&C Program Evaluation Plan.................................................... 21 Meaningful ............................................................................................................ 21 Plausible ................................................................................................................ 21 Doable ................................................................................................................... 22 Testable ................................................................................................................. 22 COMMUNITY CHECK AND CONNECT 4 References ..................................................................................................................................... 24 Appendix A: Full Logic Model Framework ................................................................................. 29 Non-profit Retreat Logic Model ....................................................................................... 29 The Non-profit Success CC&C Project Logic Model ...................................................... 30 Planned a CC&C with a Logic Model .............................................................................. 31 Stakeholder Meeting ............................................................................................. 31 Stakeholder Framework Logic Model Sections from the Town Meeting ............. 33 Situation ................................................................................................................ 34 Priorities ................................................................................................................ 36 Implementation ................................................................................................................. 39 Parent Education Program On-going Implementation...................................................... 40 Parent education component evaluation input logic model: ............................................. 42 Parent education component evaluation output logic model: ........................................... 44 Parent education component evaluation outcomes-impact logic model: .......................... 47 Logic Model Measurable Outcomes/Implication ............................................................. 48 Logic Model Methodology ............................................................................................... 49 Project Conclusion CC&C Program Standards of Quality ............................................... 50 Meaningful: A Logic Model Provides a Framework to Build a CC&C ............... 50 Plausible: The Logic Model Makes Sense ............................................................ 52 Doable: The Logic Model Can Be Carried Out .................................................... 52 Testable: The Logic Model Can be Verified ......................................................... 54 Appendix B: Challenges and Suggested Recommendations for Structural Racism Measures .... 56 COMMUNITY CHECK AND CONNECT 5 Evaluation Plan for a Community-Based Check and Connect Program The persistent issue of systemic racism in American communities and schools has perpetuated social injustices, particularly affecting Black students (Dickson, 2016). Despite historical efforts to address these disparities, the Equality of Educational Opportunity (Coleman Report) emphasized the substantial influence of family background, socioeconomic status, and the broader social environment on students' academic outcomes (Dickson, 2016). This insight underscores the necessity of community-based programs that extend beyond traditional school settings, providing tailored support to at-risk students within their specific contexts (Butcher, 2010). The need for such programs is further highlighted by the ongoing academic struggles faced by Black students, evidenced by disparities in standardized test scores, attendance, grades, and behavior (Bushnell, 2021). The Coleman Report's findings emphasize the importance of addressing social and economic disparities to ensure equal educational opportunities (Dickson, 2016). In this context, a community-based program, rooted in an understanding of these disparities, becomes imperative (Ladson-Billings, 2022). By addressing socioeconomic gaps through mentorship, counseling, and community engagement, these programs aim to create an equal playing field for all students (University of Minnesota, 2002). Disparities continue. Standardized test scores, attendance, and behavior metrics continue to reflect these challenges (Bushnell, 2021; Education Next, 2016). Numerous interventions such as class size reduction initiatives (Bohrnstedt & Stecher, 2002) and efforts to address implicit biases among teachers (Gregory et al., 2016) have not erased the disparities. These indicators, being empirical data, underline the ongoing struggles rooted in social injustices within communities and schools (Dickson, 2016; Rosales & Walker, 2021). The complexities COMMUNITY CHECK AND CONNECT 6 highlighted in the Coleman Report, which remains an important reference point in the field of education (Dean & Thorpe Jr., 2022), continue to shape discussions on educational disparities (Downey & Condron, 2016). The disparities underscore the importance of evaluating intervention programs comprehensively (Helitzer et al., 2010). Traditional evaluation methods often fail to capture the impact of students' living conditions on their academic progress (National Academies of Sciences, Engineering, and Medicine, [NASEM], 2019). A revised set of equity indicators is necessary to assess and improve the well-being of underrepresented individuals (NASEM, 2019). One intervention that attempts to support students’ academic needs is Check and Connect. Check and Connect primarily operates within the school environment, focusing on attendance, behavior, and academic performance (Christenson & Pohl, 2020). Check and Connect in Utah is featured on the program’s website as a “Best Practice” (University of Minnesota, 2020). Educated mentors, who are assigned to work with qualifying students and their caregivers are paid by Utah. The state mandates the participation of qualifying students because they are in the state's care (i.e., custody, parole, foster care, homelessness). Check and Connect addresses individual needs of students, as a research-based program and employs single-subject empirical data to track student performance (Anderson & Freeman, 2007). Check and Connect mentors rely heavily on in-school accommodations such as advocating for IEPs, shortened assignments, free time, tickets to dances, and advocating for participation in school sports (Anderson & Freeman, 2007). Utah’s in-school Check and Connect refers students to widely funded community programs such as summer camps, Boys and Girls Club, Youth Impact, as well as providing paid public transportation (Training, 2023). COMMUNITY CHECK AND CONNECT 7 In contrast, a community-based Check and Connect (CC&C) gives an added value to inschool Check and Connect. CC&C expands to program to reach beyond the definition of inschool Check and Connect as it now operates in Utah. CC&C involves volunteer Black mentors who work with qualifying Black students and their families who voluntarily participate. CC&C engages Black students not only within the school but also harnesses the power of the community in which the Black students live. CC&C would be more likely to engage privately funded community organizations, such as Give Me a Chance, centers for domestic violence, youth temporary housing, Planned Parenthood, churches, and local food pantries. The effectiveness of those types of organizations lies in their ability to engage in niche services such as specialty hair care, neighbors providing rides to neighbors, diaper and shampoo gifts, gas cards, gifts for rent application fees/deposits, family barbeques, neighborhood parties, afterschool and summer education using ethnically rich curricula and activities. Through this holistic approach and shared responsibility, CC&C addresses multifaceted, deeply rooted challenges faced by students and their families. This distinguishes CC&C from traditional Check and Connect. CC&C is therefore positioned as a value-added comprehensive solution to social, economic and community factors affecting the academic and personal growth of Black students. In summation, this project addressed the pressing need for a comprehensive evaluation plan for a community-based mentoring program. CC&C was designed to mitigate social injustices and academic disparities faced by Black students. The program engages with various community resources and fosters a sense of belonging and aims to create a supportive environment conducive to the holistic development of Black students, transcending the limitations of traditional in-school Check and interventions. COMMUNITY CHECK AND CONNECT 8 Literature Review Systemic Racism at School On May 17, 1954, U.S. Supreme Court Justice Earl Warren delivered the unanimous ruling in the landmark civil rights case Brown V. Board of Education of Topeka, Kansas. Statesanctioned segregation of public schools was a violation of the 14th Amendment and was therefore unconstitutional (Warren, 1954). This historic decision marked the end of the “separate but equal” precedent set by the Supreme Court nearly 60 years earlier in Plessy v. Ferguson and served as a catalyst for the expanding civil rights movement during the decade of the 1950’s (National Archives, 2021). Systemic racism in the United States, deeply rooted in historical segregation and discrimination, significantly impacted the education system (Delpit, 2018). However, the post-Brown period revealed the persistent struggle against deeply ingrained racial prejudices in American society (Gordon, 2017). The enactment of the Civil Rights Act of 1964 initiated a new phase in educational research. This legislation mandated a comprehensive survey of equal educational opportunities, leading to the groundbreaking Coleman Report of 1966. The Coleman Report emphasized the integral role of socioeconomic status and family background in educational outcomes (Dickson, 2016). The report’s finding challenged prevailing assumptions and underscored the crucial impact of social effects being a indicator a Black student school performance. New research repour was done by Coleman years later, in the 1970’s the highlighted that the racial and socioeconomic composition of a student’s classmates significantly influenced Black student academic performance (Ravitch, 1981). Coleman’s research illuminated the pressing need for comprehensive community-based interventions, going beyond traditional classroom boundaries to address the multifaceted challenges faced by Black students (Jacoby-Senghor, 2016). COMMUNITY CHECK AND CONNECT Coleman Report Coleman’s Report argued against bussing and his research showed the most important predictor of a child’s performance in school was the child's home life situation and family (Dickson, 2016). Changes in communities were needed to help Black students academically succeed (Cain & Watts, 1970). A wealth of articles, studies, and discussions have centered on defining social issues that impact educational outcomes (Downey & Condron, 2016). The Coleman Report established a research standard connecting social influences to in-school outcomes (Dickson, 2016). Prior research relied on empirical data collection whereas Coleman employed inference to establish cause-and-effect relationships. The report’s complexity and unique methodology led to conclusions highlighting the importance of socioeconomic factors and family backgrounds. The Coleman Report's legacy and criticisms to Coleman's findings initiated heated debates (Cain & Watts,1970). The argument particularly disregarded the implications for African-American educational spaces and the justifications for integration. Despite controversies, the Report’s influence persisted, shaping discussions about large-scale school desegregation plans (Gordon, 2017). Over the years, Coleman's research methodology and insights were revisited and validated (Perera, 2022). Integrationists celebrated the Report as providing social scientific justification for integration by race and class. Coleman found that one of the only factors that reliably correlated with improved test scores was the racial and socio-economic composition of a student’s classmates (Perera, 2022). This aspect of Coleman’s research-initiated arguments about “peer effects” whose influence in educational research and popular social thought persist (Gordan, 2017). In fact, from the 1960s through the mid-1970s, when Coleman issued another 9 COMMUNITY CHECK AND CONNECT 10 controversial report suggesting busing had caused white flight, served for many as a mandate for large-scale school desegregation plans, through busing if necessary (Gordan, 2017). In response to criticism, Coleman published a longitudinal study in the 1980’s comparing public and private schools, revealing societal influences on educational outcomes (Ravitch, 1981). Kozol (1991) exposed disparities in educational resources historically influenced Black students particularly in impoverished communities. In his book, Kozol discussed how resource and allocation infrastructure, funding, and teacher quality contribute to testing disparities. The book underscored the challenges faced by Black students. Discrimination in school has subtle contributing components. One subtle component might be the importance of community wealth. For example, Parent-Teacher Associations (PTAs) in affluent neighborhoods may be effective at fundraising to upgrade technology in their community schools. Conversely, impoverished neighborhoods may not be able to raise funds for adequate technology. The most qualified teachers may choose affluent schools over impoverished neighborhoods for a variety of reasons. A teacher may feel safer walking to and from her car or sharing community connections with a more affluent community (Kozol, 1991). Cultural misunderstandings and teacher biases have been attributed to having a negative impact on the learning environment (Delpit, 2006; LadsonBillings, 2013). Persistent Existing Disparity Persistent disparities in educational opportunities continue to exist and plague Black students un the United States despite extensive efforts and interventions (Ravitch, 1981). Interventions such as class size reduction in California (Bohrnstedt & Stecher, 2002), the Tennessee Study of Class Size (Mosteller, 1995), and initiatives to address racial disparities in classrooms have shown varied results (Gregory et al., 2016). Standardized test scores, COMMUNITY CHECK AND CONNECT 11 attendance, and behavior metrics reveal glaring discrepancies (Bushnell, 2021)(Education Next, 2016). These indicators, considered empirical data, reflect the ongoing challenges rooted in social injustices within communities and schools (Rosales & Walker, 2021). The persistent disparities in educational outcomes underscore the need for a nuanced approach to interventions (Christenson et al., 2020). The landscape of educational inequality is complex, influenced by multifaceted factors, including socioeconomic circumstances, prejudice, and discrimination (NASEM, 2019). Traditional measures of educational equity often fail to account for the impact of students' living conditions, such as food and housing insecurity, exposure to violence, and adverse childhood experiences (Ladson-Billings, 2002). Heterogeneity in Prior Research In the context of meta-analysis, systemic heterogeneity refers to the variation in study outcomes observed across different studies, further emphasizing the challenges posed by the diverse approaches taken in researching racial and systemic social issues (Cambon et al., 2012). In a 2022 meta-analysis conducted by Dean and Thorpe, the focus was on the overwhelming diversity of measurable outcomes chosen to address similar systemic social issues. This diversity posed a challenge as it made it difficult to compare studies effectively. Particularly, the definition of structural racism varied significantly across these studies. The meta-analysis, originally intended for a medical field of study, stands as compelling evidence highlighting the inherent problem of heterogeneity in racial and social measures (Dean & Thorpe, 2022). A table of their recommendations is included in Appendix B. Additionally, an analysis of the Coleman Report shed light on the issue regarding the method of research used for the report was unorthodox during the 1960’s era (Weir, 2016). The analysis, presented by a Stanford professor on the YouTube channel ‘Next Generation, 2016,’ COMMUNITY CHECK AND CONNECT 12 compared outcomes from the original 1966 report to a new one in 2016. Notably, neither report utilized empirical data, relying instead on subjective analysis. The Stanford professor emphasized this aspect in the YouTube video (Education Next, 2016). Transferability Identifying when and how intervention should occur becomes challenging (NASEM, 2019). The complexities highlighted in the Coleman Report continue to shape discussions on educational disparities. Interventions that address not only in-school factors but also the broader societal issues affecting students continue to be ineffective (Thompson, 2019). Replicating efficacious interventions, while promising in specific contexts, face challenges in replicability across diverse settings (Cambon et al., 2012). For instance, the success of class size reduction in Tennessee did not seamlessly transfer to California, despite similar demographic backgrounds (Borhnstedt & Stecher, 2002). Transferability challenges highlight the need for interventions to be adaptable to different structures and demographics, ensuring fidelity in implementation to enhance their effectiveness (Bellg et al., 2004). Intervention The upcoming discussion will delve into specific interventions, exploring merits, challenges, and potential for bridging the persistent gaps in educational opportunities. The interventions below are grounded in empirical research and real-world applications-based inference. They provide valuable insights into the ongoing efforts to improve school engagement. Studies like “The Tennessee Study of Class Size in Early School Grades” and the Check and Connect program (US Department of Education, 2006) exemplify the potential for impactful interventions. The success of Check and Connect, backed by rigorous evidence standards, COMMUNITY CHECK AND CONNECT 13 showcases the potential for targeted interventions to mitigate the influence of social factors on in-school outcomes (Christenson & Pohl, 2020). However, even successful interventions face challenges of universal replication due to an intricate network of social and educational dynamics (Christenson et al., 2005). These interventions acknowledge the cultural diversity of students and communities, fostering an inclusive learning environment (Easton-Brooks, 2019). Structurally sound mitigation can create an equitable educational landscape for all students, especially those disproportionately affected by social injustices (NASEM, 2019). Check and Connect is a mentoring program aimed at identifying and addressing obstacles to educational success for disengaged students (Christenson & Pohl, 2020). Utah's Check and Connect program operates within the school system with a population of students who are in the States care and who are mandated to participate (Training, 2023). The Check and Connect program prescribe paid, well-educated mentors, and Utah State follows that guideline (University of Minnesota, 2016). Often, school staff like teachers or counselors, offer personalized support to enhance students' attendance, behavior, and academic performance (Christenson & Pohl, 2020). Mentors closely monitor students' progress, provide targeted interventions, and help them overcome challenges related to school engagement (Christenson & Pohl, 2020). This approach has been widely implemented across the United States, demonstrating effectiveness, especially among students in the state of Utah (What Works Clearinghouse, 2015). A value-added CC&C extends mentoring support beyond the school walls and delving into students' community and home environments. CC&C mentors, specifically volunteer Black mentors, work both within the school and collaborate with community organizations, families, and other support networks to create a comprehensive support system. COMMUNITY CHECK AND CONNECT 14 Unlike traditional Check and Connect, CC&C addresses not only school-related challenges but also broader community issues such as poverty, lack of resources, and community violence. CC&C tailors its support to the specific needs of at-risk Black students within their community context, involving privately funded community organizations, churches, local food pantries, and other resources to provide targeted assistance (Training, 2023). CC&C aims to mitigate social and economic disparities through mentorship, counseling, and community engagement initiatives, ensuring equal access to educational opportunities and fostering a sense of community and shared responsibility (Gregory et al., 2016). Volunteer Black mentors create a nurturing environment where Black students and their families can thrive academically and personally (Easton-Brooks, 2019). The primary difference between traditional in-school Check and Connect and CC&C is the students and mentors engage in the program not by mandate but by choice. The CC&C program emphasizes culturally relevant family workshops, family engagement events, community resource mapping, mentorship circles, peer support networks, community empowerment projects, and cultural celebrations, consistent with Easton-Brooks’ (2019) ideas. Black mentors ensuring a holistic approach that fosters understanding, support, and empowerment within the Black community. Thus, transforming the entire dynamic of the community and promoting positive, lasting change. Interventions like CC&C feel a real need (Easton-Brooks, 2019). A need to confront implicit biases among instructors, ensuring equitable treatment for all students (Perera, 2022). Culturally responsive and comprehensive interventions will be needed moving forward, (Nwigwe, 2020). Addressing educational disparities necessitates a comprehensive understanding of the interconnected nature of social injustice and educational outcomes (Dean & Thorpe, COMMUNITY CHECK AND CONNECT 15 2022). Culturally responsive practices, as highlighted by scholars like Easton-Brooks (2019), provide a promising pathway. Evaluation Plan for (CC&C) Introduction The purpose of this project is to determine the effectiveness of a logic model as a tool in the evaluation of the (CC&C). Inspired by the ethos of Check and Connect, CC&C expands its reach beyond the school environment, aiming to mitigate socioeconomic disparities, enhance family engagement, and foster a positive social atmosphere within the community. This comprehensive exploration of a logic model will serve as a framework for a systematic approach to program planning, implementation, and assessment. ensuring clarity, relevance, and stakeholder engagement (Institute of Education Sciences, 2015). Logic Models in Program Evaluation Logic models, as described by Buchter (2010), provide a structured framework for program development, functioning as a roadmap guiding program activities. They emphasize defining desired outcomes and working backward to identify necessary activities, resources, and changes needed to achieve those outcomes (Julian et al., 2005). For CC&C, logic models will serve as a foundational tool, ensuring a clear understanding of program logic and facilitating effective communication between all stakeholders by focusing on measurable outcomes (Kaplan & Garrett, 2004). CC&C can monitor student progress, engagement, and success, using data to refine interventions and enhance their impact. Clarity in Program Planning and Collaboration Using logic models, CC&C will define community goals and develop activities aligned with these objectives (Helizer, 2010). This structured approach enhances program planning by establishing well-defined objectives and relevant measurable outcomes (Bucher, 2010) COMMUNITY CHECK AND CONNECT 16 Additionally, the logic model promotes collaboration and partnerships within the community (Helizer, 2010). Stakeholders' perspectives and community needs will be integrated into CC&C programs, fostering a sense of ownership and relevance (Julian, 1995). By engaging stakeholders and incorporating their insights, CC&C initiatives will be tailored to meet the unique needs of individual communities and the specific requirements of the target student population (Kaplan & Garrett, 2004). Open Systems of Evaluation and Data-Driven Decision Making Applying open systems of evaluation, as proposed by Julian et al. (1995), CC&C will move beyond simple cause-and-effect relationships. Logic models will enable the development of a program evaluation framework for strategic decision-making. By adopting outcome-focused strategies, stakeholders can make data-driven decisions, ensuring that resources are directed toward activities with the most significant impact on students' educational experiences. This data-driven approach will enhance adaptability and systematic thinking, allowing CC&C initiatives to be responsive to the evolving needs of individual communities and the diverse requirements of the target student population (Julian et al., 1995). Conclusion By integrating logic models into the evaluation process, CC&C will create a comprehensive and structured approach to assess its impact. This evaluation plan not only ensures clarity in program planning and collaboration but also promotes data-driven decisionmaking, allowing CC&C to tailor its initiatives effectively. By focusing on measurable outcomes and engaging stakeholders, CC&C aims to make a meaningful difference in the lives of at-risk Black students, addressing social and economic disparities, enhancing family engagement, and fostering a positive social atmosphere within the community. COMMUNITY CHECK AND CONNECT 17 Purpose The purpose of this project was to develop a logic model framework to evaluate the CC&C program. The evaluation model considered activities that would be implemented in broader social and community settings. This evaluation model aimed to (a) distinguish any added value a CC&C may have while maintaining the focus on in-school learning outcomes, (b) address social issues, especially those affecting Black students, and (c) tailor interventions to meet individual and familial needs through community engagement. The implementation of the evaluation framework in future research could determine the CC&C program’s efficacy. Method Logic Model Implementation Exploring a hypothetical logic model for the planning, implementation and evaluation of the CC&C program will profoundly enhance the program's adaptability to the diverse and evolving needs of the community it serves. By embracing the principles outlined in “Enhancing Program Performance with Logic Models” from the University of Wisconsin-Madison’s Division of Extension (refer to Appendix A), the CC&C program will gain a robust framework that guides its development, implementation, and evaluation. This logic model will serve as a structured pathway toward a program that is not only result-driven but also responsive to heterogeneity within a community and between communities. Within this logical framework, data will assume a pivotal role in addressing three fundamental outcomes/implications: 1. Substantive Difference: The logic model will be useful to pinpoint and analyze the discernible impact generated by the CC&C program. By systematically evaluating the program’s activities and outcomes it will become possible to identify the tangible differences made in the community, thereby informing future strategies. COMMUNITY CHECK AND CONNECT 18 2. Criteria for Evaluation: A crucial aspect of the logic model will be the forward and backward logic evaluation of activities based on program goals. The model will provide the vital question used to deduce the CC&C program’s quality of success. This quantitative and qualitative analysis forms the basis for informed decision making ensuring that the CC&C program’s efforts align with its objectives. 3. Enhance the value of Check and Connect: The logic model will delve into the unique value-added elements inherent to the CC&C program. By understanding what sets CC&C apart and contributes to its effectiveness, the logic model will enable the program to enhance these elements. This focus on value addition will ensure the program not only meets but exceeds the expectations of the community it serves. Moreover, the logic model will also accommodate the inherent heterogeneity of the community and its diverse needs. Through a carefully designed evaluation model, the CC&C program can acknowledge the complexity of human behavior change. The model will recognize the multiplicity of pathways individuals might take, the influence of various personalities, and the dynamics of participation. By embracing this complexity, the evaluation model will capture the intricate factors contributing to the desired outcome of change. Crucially, this evaluation model is not static, it evolves based on experiential knowledge, beliefs, and wisdom. It will incorporate both implicit and explicit expected outcomes, to ensure that the evaluation process remains sensitive to the evolving needs and aspirations of the community. Because a logic model fills program planning, implementation, and evaluation simultaneously, the quality of a CC&C program can be COMMUNITY CHECK AND CONNECT 19 standardized. The final analysis will be emphasized by the program’s characteristics of being meaning, plausible, doable, and testable. This dynamic evaluation model will become a powerful tool for continuous improvement. In essence, this logic model will equip the CC&C program to not only navigate the complexities of community dynamics but also leverage these intricacies for its benefit. The logic model will transform the program into an agile and responsive entity, capable of evolving alongside the community it serves, thereby fostering enduring positive change. Project Logic Model Overview The application of logic models in the field of social work and program evaluation is paramount, offering a graphical representation of the logical relationships within a program. The CC&C program, aimed at supporting underserved Black communities, utilized a logic model to guide its development, implementation, and evaluation. This dynamic tool helped in understanding the connections between program inputs, activities, outputs, and outcomes in a systematic manner. Anchored in established principles, the CC&C logic model serves as a structured framework, aligning program efforts with its objectives and remaining adaptable to the evolving community needs. This project unfolded the narrative of the CC&C program's journey through the lens of the logic model, emphasizing its role in planning, implementing, and evaluating the program. The logic model's components, including situation, priorities, assumptions, external factors, inputs, outputs, and outcomes, are carefully defined to create a comprehensive and adaptable framework. The project explores how the logic model is a living COMMUNITY CHECK AND CONNECT 20 document, evolving through stakeholder collaboration, town meetings, and continuous refinement based on feedback and evaluations. Logic Model Use In the context of this project, a hypothetical CC&C program served as an illustrative example, demonstrating the effectiveness of a logic model in its evaluation. The project followed a systematic approach, starting with the identification of the need and definition of the situation. Success for Underserved Black Communities (Success), a private non-profit organization, identified a pressing need to address the disproportionately low graduation rates among Black students. A logic model was introduced during the staff retreat outlining the envisaged CC&C program. A town meeting, involving stakeholders and staff, became a pivotal moment to communicate the need, explain intended outcomes, and gather input on program design. The logic model evolved through collaborative efforts, providing a visual representation of program inputs, activities, outputs, and expected outcomes. This iterative process ensured that the model aligned with the unique context and priorities of the community. The logic model's utility extended to the implementation phase, serving as a guide for activities and expected outcomes. Regular monitoring and evaluation became integral, the logic model acted as a dynamic tool to assess whether planned activities aligned with expected outcomes. This project emphasized that a logic model was not a static document; it evolved to reflect changes in the program or its context. The rationale for utilizing a logic model in this project is rooted in its dynamic and adaptive nature, capable of navigating the complexities of community dynamics. The logic model incorporated both implicit and explicit expected outcomes, offering a structured framework for circular thinking and multidirectional influences. This adaptability is particularly crucial in addressing the multifaceted nature of the CC&C program. The project concluded that a COMMUNITY CHECK AND CONNECT 21 meaningful, plausible, doable, and testable logic model forms the foundation for successful CC&C program outcomes. Logic Model Use for CC&C Program Evaluation Plan This project concluded that a logic model is appropriate for evaluating the implementation fidelity of a CC&C program based on a thorough analysis outlined in Appendix A. Meaningful A logic model provides a framework to build a CC&C The meaningfulness of the logic model was assessed through critical reflection on assumptions and stakeholder priorities. Assumptions, particularly those related to parental involvement, were scrutinized during a reflective workshop. The team constantly questioned these assumptions, ensuring they were well-founded and aligned with the program's goals. Stakeholder priorities were analyzed through real-world examples, such as Jamal's success story, which highlighted the tangible impact of personalized mentoring sessions on student participation. Lizzo and Shania's stories further helped evaluate the logical relationships and separate outcomes from outputs, refining the logic model to ensure it represented real change resulting from planned activities. Plausible The logic model makes sense The plausibility of the logic model was evaluated through three key questions: "Why?" "How?" and "What else?" In a planning session, the team questioned the need for specific inputs, leading to the realization that enhanced mentor qualifications directly impacted the quality of mentoring sessions and short-term outcomes. The team worked backward to understand how high school graduation rates were influenced, emphasizing the interconnectedness of each level in the logic model. A brainstorming session, COMMUNITY CHECK AND CONNECT 22 prompted by the question "What else?" identified additional interventions beyond mentoring, such as workshops on communication and conflict resolution. Doable The logic model can be carried out. The feasibility of the logic model was assessed by examining resource availability, both human and financial. Budget planning sessions ensured that financial resources required for mentor training programs were feasible, supported by financial audits and budget forecasts. External factors and stakeholder involvement were considered doable through stakeholder engagement meetings, surveys, and focus group discussions. The team conducted a comprehensive stakeholder analysis to ensure key stakeholders were not left out, employing tools like stakeholder matrices to identify gaps and enable targeted engagement strategies. Testable The logic model can be verified The testability of the logic model was crucial for meaningful evaluation and progress tracking. Specific data collection methods were identified for each short-term and mid-term outcome, such as quantitative data on students' grades, qualitative data obtained through interviews and observations for social skills, attendance records for increased school engagement, and disciplinary records for the reduction in behavioral issues. Surveys, feedback from parent-teacher meetings, and pre/post-assessments were chosen as methods for verifying other mid-term outcomes. Clarity, specificity, and completeness of these methods ensured the logic model's testability. In summary, the logic model was deemed appropriate for evaluating the CC&C program as it proved to be meaningful, plausible, doable, and testable. The comprehensive analysis demonstrated its utility in guiding the development, COMMUNITY CHECK AND CONNECT implementation, and evaluation of the program, aligning with the multifaceted nature of the CC&C initiative. 23 COMMUNITY CHECK AND CONNECT 24 References Anderson, B., & Freeman, R. (2007). Using single-subject research to evaluate the effectiveness of Check and Connect with disengaged students. Journal of Educational Research & Practice, 7(2), 45-57. Borhnstedt, G., & Stecher, B. (2002). What we have learned about class size reduction in California. California Department of Education. Bucher, J. (2010). Using the logic model for planning and evaluation: examples for new users. 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(2019). Ethnic matching academics: Success of students of color. Roman & Littlefield. EducationNext. (2016 January 13). Eric A. Hanushek and Paul E. Peterson discuss the Coleman report. YouTube. https://www.youtube.com/watch?v=QDge5Cs1w3U Gordon, L. (2017). If opportunity is not enough: Coleman and his critics in the era of equality of results. History of Education Quarterly, 57(4), 601-615. https://doi.org/10.1017/heq.2017.35 Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45(2), 171-191. COMMUNITY CHECK AND CONNECT 26 Helitzer, D., Hollis, C., de Hernandez, B. U., Sanders, M., Roybal, S., & Van Deusen, I. (2010). Evaluation for community-based programs: The integration of logic models and factor analysis. Evaluation and Program Planning, 33(3), 223-233. Institute of Education Sciences. (2015). Logic models for program design, implementation, and evaluation: Workshop Toolkit. https://ies.ed.gov/northeast/pdf/rel 2015057 Jacoby-Senghor, S., Sinclair, A., & Shelton, N. (2016). A lesson in bias: The relationship between implicit racial bias and performance in pedagogical contexts. Journal of Experimental Social Psychology, 63, 50-55. https://doi.org/10.1016/j.jesp.2015.10.010 Julian, D. A., Jones, A., & Deyo, D. (1995). Open systems evaluation and the logic model: Program planning and evaluation tools. Evaluation and Program Planning, 18(4), 333341. Kozol, J., & Inequalities, S. (1991) Children in America’s schools. New York: Crown Kaplan, S. & Garrett, K. (2004). The use of logic models by community-based initiatives. Evaluation and Program Planning, 28, 167-172. Ladson-Billings, G. (2022). The dreamkeepers: Successful teachers of African American children. John Wiley & Sons. The Coleman Report and Its Critics: The Contested Meanings of Educational Equality in the 1960s and 1970s. Process: A Blog for American History. Organization of American Historians, The Journal of American History, and The American Historian. https://www.processhistory.org/gordon-coleman-report/#respond Mosteller, F. (1995). The Tennessee study of class size in the early school grades. The Future of Children, 113-127. https://doi.org/10.2307/1602360. COMMUNITY CHECK AND CONNECT 27 National Academies of Sciences, Engineering, and Medicine. (2019). Monitoring educational equity. Washington, DC: The National Academies Press. https://doi.org/10.17226/25389. Nwigwe, U. (2020). Effectiveness of the Check and Connect interventions on chronic absenteeism in an urban high school (Doctoral dissertation, Fairfield Dickson University). ProQuest #27995345. Perera, R., (2022). Reforming school discipline: What works to reduce racial inequalities. Retrieved date from https://Brokings.edu/blog/brown-centerchalkboard/2022/09/12/reforming-school-discipline-whar-works-to-reduce-racialinequalities/ Ravitch, D., (1981). The meaning of the new Coleman report. The Phi Delta Kappan, 62(10), 718-720. https://www.jstor.org/stable/203861 Thompson, R. (2019). Education inequality and social class. Routledge, Taylor & Francis Group p 6-22. United States Department of Education. (2006). What works clearinghouse: Dropout prevention. https://files.eric.ed.gov/fulltext/ED502714.pdf University of Minnesota. (2002). Check and Connect implementation. https://checkandconnect.umn.edu/implementation/news.html University of Minnesota. (2016). Check and Connect. https://checkandconnect.umn.edu/implementation/statewide_sites_UT.html University of Minnesota. (2020). Check and Connect. https://checkandconnect.umn.edu. University of Wisconsin-Mason Extension. (2023). Enhancing program performance with logic models. https://logicmodel.extension.wisc.edu/ Utah State Department of Education. (2023). Training at Ogden High School. Ogden, UT. COMMUNITY CHECK AND CONNECT What Works Clearinghouse. (2015). A summary of findings from a systematic review of the evidence. U.S. Department of Education. Institute of Education Sciences. https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_checkconnect_050515.pdf Warren, C. J. E. (1954). Brown v. board of education. United States Reports, 347(1954), 483. Weir, K. (2016). Inequality at school. What’s behind the racial disparity in our education? American Psychological Association, 47(10), 42. 28 COMMUNITY CHECK AND CONNECT 29 Appendix A: Full Logic Model Framework Non-profit Retreat Logic Model In the heart of Cityville, a non-profit organization named "Success" stood as a beacon of hope and opportunity. Dedicated to uplifting its community, Success had long been a catalyst for positive change. However, an alarming concern had gripped the organization—the persistently low graduation rates among its Black student constituents. Motivated by a deep-rooted commitment to equitable education and community empowerment, Success decided to confront this challenge head-on. The leadership recognized the need for a targeted approach that went beyond traditional interventions. Thus, they embarked on a transformative journey, beginning with a retreat that would shape the future of their efforts. The retreat, held at a serene venue on the outskirts of the city, became a crucible of ideas and collective wisdom. Armed with a rich history of community service, the members of Success engaged in thoughtful discussions, dissecting the factors contributing to the low graduation rates. As the day unfolded, a vision took shape—a vision encapsulated in the form of a logic model. This logic model was carefully crafted during the retreat and became a guiding light for Success. It outlined the intricacies of the proposed CC&C program, setting the stage for a town meeting where the community stakeholders of movers and shakers would be invited to contribute their insights and perspectives. The retreat served not only as a strategy session but as a testament to Success's unwavering dedication. It symbolized the organization's commitment to fostering success and resilience within the Black student population. With the logic model in hand, Success prepared to open its doors to the community, inviting them to join hands in shaping a future where every Black student thrives and graduates with pride. COMMUNITY CHECK AND CONNECT 30 The Non-profit Success CC&C Project Logic Model CC&C Emphasize the importance of tailored strategies and comprehensive support to address the unique challenges of Black students and promote academic suc H Collaborative uman resources efforts to ensure the holistic F inancial development and well-being of Resources at-risk Black students E ducational material artnerships Students sessions Mentors Improved participants grades/Test Monitor & Support Parents/guardian Skills Teachers/Staff Parent P Rate support groups Levels Attendance School Admin Community C Reduction in Behavior Attendance Behavior/Social Improved Engagement Rates Improved Enhance emotional Wellbeing. Parental Community Organizations Assumption Universities CC&C can impact lives. Factors Other nonprofits Socioeconomic Conditions Community Support Availability of Funding organization External Resources High school graduation family/school relationship Improved Program staff Involvement School Engagement supports outreach. Number COMMUNITY CHECK AND CONNECT 31 Planned a CC&C with a Logic Model This narrative unfolds within the realm of a hypothetical, yet plausible real-world scenario, where the intricacies of a CC&C program are explored through the lens of a logic model. As a tool for planning, implementing, and evaluating this CC&C program, the logic model becomes the focal point of our discussion. This project's purpose is clear: to determine the efficacy of a logic model as a guiding force in the evaluation of a CC&C program. Each section within the illustrated logic model will be dissected, with real-world examples providing context and depth to the project's objectives. The narrative began with the foundational retreat held by Success, a non-profit organization committed to addressing the low graduation rates among Black students. Subsequent sections will unfold around a stakeholder meeting, where the logic model framework is meticulously developed, setting the stage for the collaborative creation and evaluation of the CC&C program. In a real-world CC&C development scenario, stakeholders would complete the entire model before engaging participants to further refine inputs, outputs, and outcomes/impacts. Stakeholder Meeting Using the logic model outline from Success retreat as a compass, Success orchestrated a town meeting with strategic stakeholders who played a key role in piloting the research-based Check and Connect evolution that became the CC&C program solution. The anticipation was palpable as the community members, groomed for their roles, gathered in a hall adorned with banners of past successes and dreams for the future. The meeting commenced with a skilled mediator leading a discussion that transcended the typical town hall format. The stakeholders, already intimately aware of the socio-economic intricacies of Cityville, were acutely attuned to the pressing need for an intense intervention to COMMUNITY CHECK AND CONNECT 32 support their underserved, overlooked, and sometimes dismissed Black children. The dialogue unfolded with a shared acknowledgment of the challenges faced by Black students in the community. The socio-economic conditions, often harsh and limiting, had created barriers to success, and the stakeholders were eager to explore innovative solutions. The logic model, presented with clarity and purpose, served as a catalyst for discussion, and it aligned the stakeholders with a common vision of change. Parents, mentors, community leaders, and representatives from local institutions engaged in a discourse that went beyond identifying problems—it delved into solutions. The nuanced understanding of the community's needs allowed for the delineation of priorities. The discussion highlighted the urgent need to establish connections between Black students, their families, and the wealth of resources present within the community. The church, neighbors, recreational centers, black role models, professional groups, and sororities/fraternities emerged as critical pillars in building a supportive network for the Black students. These insights, grounded in the lived experiences of the Black community, provided a robust foundation for the CC&C program. As the town meeting concluded, there was a shared sense of empowerment and commitment. The stakeholders witnessed the potential of a researchbased solution tailored to their community and were eager to embark on this transformative journey. The meeting ultimately produced a CC&C program logic model plan. Success, having laid the groundwork with meticulous planning and community involvement, was now poised to turn the vision outlined in the logic model into a tangible reality. COMMUNITY CHECK AND CONNECT 33 Stakeholder Framework Logic Model Sections from the Town Meeting The narrative continued, and our journey delved deeper into the intricacies of the CC&C program, focusing on the Situation and Priorities sections of the logic model. This abbreviated use of the logic model allowed for a comprehensive yet manageable exploration of the hypothetical landscape. The narrative unfolded with a nuanced understanding of the situational factors affecting at-risk Black students, such as socio-economic conditions, community resources, volunteer availability, and student motivation. Priorities were identified through the lens of a stakeholder meeting, where key voices contributed to the development of a tailored CC&C program. Although the assumption and external factors received less emphasis in this project, they play a critical role in shaping the context within which the CC&C program evolves. The full power of a logic model will not be adequately utilized in this project. An actual CC&C project would harness a logic model with its full power to illustrate thinking processes and communicating that process. As we navigate through this narrative, the logic model becomes a dynamic framework, responding to the unique needs and challenges presented in the hypothetical landscape, showcasing the utility of such models in program planning and evaluation. COMMUNITY CHECK AND CONNECT 34 Situation Before implementing a CC&C Program tailored for at-risk Black students, it was essential to identify specific needs within the Black community. Understanding the sociopolitical, environmental, and economic factors influencing the risk of dropout or school disengagement was crucial. The stakeholders defined the situation as part of the logic model and used some ideas of specific needs based on the following factors. Socio-political factors and cultural competence were key for developing the CC&C program. Stakeholders recognized and embraced the cultural diversity within the Black community to ensure that interventions were culturally sensitive and relevant. Community representation was designed to address the need for equitable representation of the Black community in decision-making processes related to education policies and programs. Environmental factors such as safe learning spaces enhance the safety and inclusivity of learning environments. The issues addressed included bullying, discrimination, a sense of community, cohesive family, and violence. Access to quality education ensured equitable access to high-quality educational resources, extracurricular activities, and advanced placement courses. Upon reflection, the formulation of the CC&C program was deeply entwined with a thorough understanding of socio-political factors and cultural competence. The stakeholders played a pivotal role in acknowledging and embracing the cultural diversity within the Black community, ensuring that interventions were not only culturally sensitive but also highly relevant. As an example, the program coordinators, working closely with community leaders, designed interventions that resonated with the traditions and values of the Black community, fostering a sense of trust and ownership. Community representation emerged as a crucial aspect, addressing the imperative need for equitable Black community involvement in decision-making COMMUNITY CHECK AND CONNECT 35 processes related to education policies and programs. For instance, the school board welcomed active participation from community leaders, parents, and students, creating a more democratic and inclusive approach to educational governance. Environmental factors took center stage, with a strong emphasis on creating safe learning spaces that fostered inclusivity and addressed pressing issues such as bullying, discrimination, community cohesion, familial bonds, and violence. A notable example involved implementing anti-bullying initiatives and community-building activities, resulting in a more secure and supportive environment for students. Economic factors and financial literacy initiatives were crucial components, actively working to mitigate economic disparities. The CC&C program empowered Black students and their families with the tools for making informed financial decisions. For instance, workshops on budgeting and financial planning were organized, equipping families with practical skills to navigate economic challenges effectively. Career development opportunities were tackled through resources for career guidance, mentorship programs, and internship opportunities, aiming to empower students to explore diverse career paths. A tangible example involved organizing career fairs where students had the chance to interact with professionals from various fields, inspiring them to envision their future career trajectories. Family and community engagement, particularly parental involvement, became a strategic focus. CC&C developed targeted strategies to increase parental engagement, recognizing families as indispensable partners in the academic success of Black students. One such initiative involved establishing a parent-teacher association that facilitated regular communication and collaboration between parents and educators. The establishment of community support networks provided a robust system for at-risk students, encompassing mentorship, counseling, and seamless access to community resources. This was exemplified by a COMMUNITY CHECK AND CONNECT 36 network of community mentors who provided guidance and support to students, fostering a sense of belonging and connection. Mental health and well-being emerged as a critical aspect of the CC&C program. For instance, accessible counseling services were integrated into the community support network, providing students with a confidential space to address their emotional well-being. Additionally, anti-stigma campaigns were implemented to reduce the stigma associated with seeking mental health support, creating an open and supportive culture. Bridging the digital divide, the program ensured access to technology and the internet, addressing disparities in digital literacy. An illustrative example involved providing laptops and internet connectivity to students, enabling them to participate fully in digital learning. Incorporating technology into educational programs enriched learning experiences, preparing students for a technology-driven future. For example, interactive online modules were introduced to supplement traditional teaching methods, enhancing students' engagement and exposure to modern educational tools. In retrospect, tailoring the CC&C program to address these specific needs proved instrumental, contributing to a more effective and culturally responsive initiative for supporting at-risk Black students in the community. The holistic approach encompassing socio-political, cultural, economic, and environmental factors laid the foundation for a program that not only addressed immediate challenges but also nurtured long term success. Priorities The stakeholder town meeting focused on strengthening connections between Black students, their families, and the broader Black community, leading to the identification of key priorities. These priorities collectively formed a robust network, fostering a supportive environment for Black students and their families. One significant initiative involved COMMUNITY CHECK AND CONNECT 37 establishing partnerships with local Black churches. This collaboration gave rise to mentorship programs, after-school activities, and community events with the aim of instilling a profound sense of belonging and support for both students and their families. Another essential aspect addressed was neighborhood engagement. Stakeholders developed various initiatives, such as community clean-up events, neighborhood watch programs, and social gatherings. These efforts sought to cultivate a sense of unity and collaboration among Black families within the community. Collaboration with local recreation centers was also a key focus, aimed at providing tailored extracurricular activities, sports programs, and skill-building workshops that aligned with the needs and interests of Black students. The establishment of mentorship programs connecting Black students with successful individuals from various fields within the Black community was another impactful priority. This initiative aimed to offer guidance, motivation, and positive role modeling. Partnerships with Black professional organizations were forged to organize career workshops, networking events, and internship opportunities. This collaborative effort created pathways for Black students to explore diverse career options. Similarly, collaboration with Black sororities and fraternities resulted in mentorship programs, leadership development initiatives, and community service projects actively involving students and their families. Regular community events celebrating Black culture, achievements, and contributions were organized, providing opportunities for families to connect, share experiences, and build a sense of pride in their community. The development of cultural heritage programs that highlighted the history, traditions, and contributions of the Black community aimed to foster a sense of identity and pride among Black students. Workshops and seminars were conducted to empower parents with the tools and knowledge to actively participate in their child's education. Emphasis was placed on the crucial COMMUNITY CHECK AND CONNECT 38 role of parental involvement in academic success. A community resource fair brought together local organizations, businesses, and services to provide information and support on education, health, employment, and other essential aspects. Through collaborative efforts with Black community resources and role models, these prioritized connections contributed to the establishment of a more supportive network. This network, woven through various initiatives, played a pivotal role in the holistic development and success of Black students and their families. Assumption 1: CC&C can impact lives. Assumption 2: Parental Involvement and Recognition of Program Benefits Assumption 3: Collaboration Among Existing Institutions Assumption 4: Expected Improvement in Attendance, Behavior, and Grades External factors were especially ambiguous because they not only vary based on the individual circumstances of a Black student, they vary between households, streets, churches, and the overall communities. Example 1: Socio-economic Conditions Example 2: Community Resources Example 3: Volunteer Availability Example 4: Student Motivation COMMUNITY CHECK AND CONNECT 39 After eight weeks of engaging and insightful town meetings, Cityville had not just identified the intricacies of their situation and priorities, but they had also detailed assumptions and external factors, that shaped a holistic understanding of their community's needs. However, it was understood that the logic model presented in this peoject was but a snapshot—a starting point for ongoing discussions and adaptations. The purpose of this master's project wasn't to finalize the development, implementation, or evaluation of a CC&C program. Instead, it aimed to showcase that a logic model serves as an effective tool for evaluating a dynamic and continuously evolving CC&C program. Implementation The town meetings played a pivotal role in validating Success's staff recommendations for inputs, outputs, outcomes, and impacts. Incorporating ideas from these weekly gatherings, the logic model became a living document, reflecting the collective wisdom and evolving priorities of the community. In the ongoing narrative, participants came together to complete specific tasks, and each task then finds its place in the appropriate logical model. The narrative continued to illustration the CC&C program implementation. Participants used the input, outputs, outcome/impact sections of the logic model. The narrative used hypothetical real-world examples for each one activity included within the implementation logic model and illustrated how program participants might have continued to use the logic model framework. This master’s project took the "parent education component" as an illustrative example where the participants meticulously considered each input within its logic model. While this project didn’t delve into the exhaustive detail of every output, it sought to demonstrate the process and stages of logic model use, emphasizing the fluidity and adaptability inherent in this logic model evaluation framework. As the narrative progressed, participants delved into the COMMUNITY CHECK AND CONNECT 40 practicalities, collaboratively shaping the future of the CC&C program and ensured its responsiveness to the evolving needs of Cityville. The parent education program was chosen to be the output used during the presentation of this project. In the actual CC&C program all of the other outputs would be intertwined and developed as separate logic models showing flows from one output to another. Parent Education Program On-going Implementation S tudents learn social skills Pa rents talk to kids about school Imp roved grades, attendance, behavior The crafted the logic model for the Parent Education Component, began by identifying crucial inputs such as staff and other participants, financial resources, and strategic partnerships. These elements formed the foundation and set the stage for a transformative program. Implementation questions posed earlier in the real-world examples were explored by the team. The logic model worked to ensure the sufficiency and timeliness of these inputs. The staff, a linchpin in the success of the Parent Education Component, was carefully selected based on their expertise and dedication. The measurable indicator, the number of staff, not only quantified their presence but also spoke to the commitment of resources towards this vital aspect of the program. COMMUNITY CHECK AND CONNECT 41 The team found that the staff exceeded expectations, bringing diverse skills and experiences that enriched the educational support provided to parents. Financial resources, another critical input, were allocated judiciously. The measurable indicator, dollars used, became a compass guiding the program's financial health. The narrative unfolded with Success exploring additional funding sources. This wasn't just a data point; it was a dynamic process of seeking sustainability. The team identified potential grants, and community partnerships, and even considered a crowdfunding campaign. The need for an additional logic model surfaced, dedicated to addressing the measurable outcomes of this input, reflecting the intricate dance between financial inputs and program impact. Strategic partnerships, the third key input, were a testament to the collaborative spirit driving Success. The number of partners engaged became a tangible indicator of the program's community reach. Reflecting on this aspect prompted the team to consider expanding their network. Discussions arose about potential collaborators, including local businesses, educational institutions, and civic organizations. The need for flexibility in the logic model became apparent; each new partnership introduced a unique set of indicators and outcomes. While the empirical data, such as number of staff, dollars used, and partners engaged, provided quantitative insights, the real-world narrative emphasized the value of subjective evaluation. Brainstorming sessions were facilitated to explore ideas beyond numbers. The team pondered questions like, "Are there additional funding sources that could be pursued?" These qualitative insights, intertwined with the measurable indicators, breathed life into the logic model, fostering adaptability and continuous improvement. The Parent Education Component emerged not as a static structure but as a dynamic entity, responsive to the evolving needs of Cityville. COMMUNITY CHECK AND CONNECT 42 Parent education component evaluation input logic model: In the parent education section, the logic model went beyond input and delved into the intricate network of activities and actors. The team embarked on designing a parent curriculum, a COMMUNITY CHECK AND CONNECT 43 pivotal activity that paved the way for the development of six interactive training sessions complete with handouts. That deliberate process aimed not only at imparting knowledge but also at fostering engagement among the targeted parents. As the curriculum took shape, the team faced the challenge of ensuring its effective delivery. An arrow from the design activity pointed to the development of sessions, each requiring an educator who was not just knowledgeable but also motivated and respected. These sessions, in turn, became an output measured by the attendance of parents, raising questions about the efficacy of the designed curriculum. Monthly evaluations prompted a series of questions: Was the curriculum developed as planned? Were all six lessons delivered by an effective, engaging, motivated, respected educator? Did all intended parents attend? The narrative illustrated the importance of probing deeper, asking not just about attendance but also about who did or did not attend, and the measures taken to address barriers or motivate participation. In the midst of this evaluation, Maria, a mentor for Jamal, brought forth a real-world example. Jamal's parent, now incarcerated, faced challenges stemming from a minor traffic violation. The ripple effect on Jamal's academic performance was evident. Now responsible for his siblings, including an infant half-sister, and with the added burden of a parent in jail, Jamal's situation underscored the broader outcomes of the CC&C program. Measuring the success of mitigating Jamal's family situation proved complex. The narrative unfolded with questions about the number of sessions attended by participants, prompting the team to explore community resources for assistance. The intricate dance between outputs and outcomes, such as moving Jamal and his siblings to Tennessee, became a testament to the challenges of capturing these nuances within the confines of a logic model. COMMUNITY CHECK AND CONNECT 44 The narrative concluded by acknowledging the difficulty in encapsulating the success of mitigating Jamal's family situation within a logic model tailored for reporting to funding sources. The ongoing journey of the Parent Education Component showcased the dynamic nature of community-based initiatives, where outputs and outcomes intertwine with real-life complexities, challenging the conventional boundaries of program evaluation. Parent education component evaluation output logic model: COMMUNITY CHECK AND CONNECT 45 In the ongoing journey of the Parent Education Component, the logic model unfolds a narrative rich with outcomes and impact, showcasing the diverse ways in which the CC&C program influences Black students' lives. Before delving into the intricacies of the CC&C logic model, let's explore the unique journeys of Kareem, Lizzo, and Shania—fictional characters whose lives were intricately woven into the fabric of the program. Kareem, with a towering presence on the basketball court, faced the delicate balance of academic achievement and athletic prowess. The program, recognizing his potential, provided tailored support. Mentorship not only improved his grades but also sparked concerns about the unintended consequences of overcompensation. The program learned to navigate the fine line between support and ensuring an authentic educational experience for Kareem. Lizzo, an aspiring musician navigating the challenges of school disengagement, found solace and support through CC&C. Lizzo was referred to CC&C after a failed attempt to end her life. Despite initial struggles, the program facilitated counseling services and community outreach, transforming her life. Lizzo's journey highlighted the multifaceted impact of the CC&C program, extending beyond academic metrics to encompass emotional well-being and family dynamics. Shania, opting for online education, embarked on an unconventional route to graduation. Her story showcased the program's flexibility, acknowledging diverse paths to success. Despite zero response from her parents, Shania's journey underscored the importance of personalized approaches and the program's commitment to meeting students where they are. Shania was able to graduate a full year ahead of her classmates and planed to use a Pell Grant and enroll in early college and pursue a PhD relating to psychology. COMMUNITY CHECK AND CONNECT 46 The initial output of community outreach was the most impactful program input for Kareem. This output reached Kareem's family, addressing concerns about the impact of his talent on his education. Community support ensured a delicate balance between his passion for basketball and academic excellence. Mentor-personal association was the most impactful program input for Lizzo. CC&C was able to make a timely intervention that may have saved Lizzo’s life and undoubtedly changed it trajectory. The mentors, attuned to the unique needs of each student, established vital connections. Lizzo's mentor, Susan, recognized her musical talent, and facilitated outreach to black churches and professional groups, contributing to her emotional well-being and burgeoning musical career. School staff collaboration was employed to revamp Shania’s environment. Shania's online learning path required collaboration with school staff, leveraging the flexibility of the CC&C program to meet her specific needs. The inputs, including training and resources for school staff, ensured the adaptability of CC&C to unconventional educational journeys. As we navigated the CC&C logic model, the faces and stories of Kareem, Lizzo, and Shania was iconic. Each input, output, and outcome intricately contributed to their unique narratives, showcasing the program's holistic commitment to the success, well-being, and engagement of every student. The logic model, as a guiding framework, found resonance in the lives it touched, enriching the community, schools, and the futures of these fictional but representative individuals. COMMUNITY CHECK AND CONNECT 47 Parent education component evaluation outcomes-impact logic model: Par ent and student Ki talk more ds Social about skills school taught Stu St Stu dent udent dent grades attendanc Behavior improved. e at at school school improved improved COMMUNITY CHECK AND CONNECT 48 Logic Model Measurable Outcomes/Implication As the implementation of the parent education program unfolded, a comprehensive evaluation plan was set in motion, incorporating a variety of data collection methods tailored to the nature of the data generated. Schedules for data collection were thoughtfully designed, ensuring alignment with the specific characteristics of the information produced. The long-term outcome measures of grades, attendance, and behavior were primarily based on empirical data obtained through both quantitative and qualitative methods within the parent education program. In addition to quantitative measures, parents' perceptions were systematically investigated throughout the process. Experimental research was employed when manipulating a single variable, focusing on parent participation. This approach allowed for a nuanced examination of the impact of varying levels of parental engagement. A longitudinal study design was implemented, with data collection occurring intermittently over the entire school year or the entirety of the high school years. This extended timeframe provided a holistic understanding of the program's effects on students over an extended period. Case studies were conducted to measure skills across various subjects, offering in-depth insights into the specific areas of development influenced by the program. One-on-one interviews were instrumental, providing a platform for mentors to delve into individual stories and experiences. For instance, Kareem's progress in the program was assessed through experimental research on increased parental participation, whereas Lizzo's journey was comprehensively explored through longitudinal studies capturing the evolving impact of counseling services. Shania's case study offered a detailed examination of the effectiveness of one-on-one mentor interactions, showcasing the program's multifaceted influence on her academic and personal development. These diverse methods of data collection not only quantified the program's impact COMMUNITY CHECK AND CONNECT 49 on grades, attendance, and behavior but also provided rich qualitative insights into the intricate stories of participants like Kareem, Lizzo, and Shania. Logic Model Methodology The outcomes derived from the hypothetical logic model in Cityville met all the methodological criteria required for the appropriate use of a logic model in evaluating the CC&C program. The concurrent application of a changing situation and priorities, demonstrated through a hypothetical examination of a single activity, served as a comprehensive representation of the overall CC&C program. The activity outcomes and implications provided a suitable method, aligning with the deduced standards of quality for a CC&C program within this logical framework. The logical framework, supported by data, assumes a pivotal role in addressing three fundamental outcomes/implications: • Substantive Difference: The logic model proves valuable in pinpointing and analyzing the discernible impact generated by the CC&C program. Systematic evaluation of program activities and outcomes enables the identification of tangible differences made in the community, informing future strategies. • Criteria for Evaluation: A critical aspect of the logic model involves forward and backward logic evaluation of activities based on program goals. This method provides vital questions used to deduce the CC&C program's quality of success. Quantitative and qualitative analyses form the basis for informed decision-making, ensuring program efforts align with objectives. • Enhance the Value of Check and Connect: The logic model delves into the unique valueadded elements inherent to the CC&C program. Understanding what sets CC&C apart and contributes to its effectiveness allows the program to enhance these elements. This COMMUNITY CHECK AND CONNECT 50 focus on value addition ensures the program not only meets but exceeds the expectations of the community it serves. Furthermore, the logic model accommodates the inherent heterogeneity of the community and its diverse needs. Through a carefully designed evaluation model, the CC&C program can acknowledge the complexity of human behavior change. The model recognizes the multiplicity of pathways individuals might take, the influence of various personalities, and the dynamics of participation. Embracing this complexity, the evaluation model captures the intricate factors contributing to the desired outcome of change. Crucially, this evaluation model is not static; it evolves based on experiential knowledge, beliefs, and wisdom. It incorporates both implicit and explicit expected outcomes to ensure that the evaluation process remains sensitive to the evolving needs and aspirations of the community. By simultaneously filling the roles of program planning, implementation, and evaluation, the logic model standardizes the quality of a CC&C program. Project Conclusion CC&C Program Standards of Quality Meaningful: A Logic Model Provides a Framework to Build a CC&C The assumptions used for the framework of the logic model were analyzed during a reflective workshop, and participants scrutinized assumptions underlying parental involvement. By constantly asking, "Why do we think this is true?" The team uncovered implicit beliefs about the positive influence of parental engagement. This critical reflection ensured that assumptions were well-founded and aligned with the program's goals. The stakeholder priorities within their COMMUNITY CHECK AND CONNECT 51 situation were analyzed by engaging the intended participants in a recent mentoring session, Maria, a program coordinator, shared a success story about a student named Jamal. The activities designed to engage students in the CC&C program were based on Maria’s direct understanding of Jamal's homelife, and attitudes about school. His effective mentoring indicated that personalized mentoring sessions did positively impact student participation. Jamal's active involvement and improved attendance validated this approach. The connection between engaging activities and short-term outcomes became evident through Jamal's increased attendance and active participation in school activities. The unintended outcome of the teachers reducing his academic performance expectations was brought to light. The story of Lizzo helped the team evaluate the logical relationship between parent education component and its direct impact on student success as measured by grades, attendance and behavior. Lizzo’s story was reviewed during a team meeting, the team identified a potential gap in the logic model related to the parental involvement component. By revisiting the logic model, the team recognized that the link between parental engagement strategies and improved academic performance needed strengthening. Findings from research on successful projects elsewhere provide insights into strengthening this relationship, ensuring a more logical progression from activity to outcome. Shania’s story helped separate outcomes from outputs. In a training session, Susan, a mentor, emphasized the importance of distinguishing between outcomes and outputs. Using the example of mentoring sessions (an output), she illustrated how they contribute to short-term outcomes like improved academic performance. This clarification helped the team understand and refine the logic model, ensuring that each outcome listed represented real change as a result of the planned activities. COMMUNITY CHECK AND CONNECT 52 Plausible: The Logic Model Makes Sense There are three questions to explore as a check whether or not a logic model is plausible to evaluate a CC&C program. The first question is “Why?” In a planning session, the team questioned the need for specific input – additional training for mentors. Through discussion, they realized that enhanced mentor qualifications directly impacted the quality of mentoring sessions and, consequently, short-term outcomes. By working backward, the second question is “How?” When evaluating long-term outcomes, the team worked backward to understand how high school graduation rates were influenced. This backward analysis revealed the crucial role of mid-term outcomes, emphasizing the interconnectedness of each level in the logic model. Asking the third question “What else?”: precipitated a brainstorming session. The team discussed the components necessary for achieving improved social skills among students. By asking again "What else?" The team identified the need for additional interventions beyond mentoring, such as workshops on communication and conflict resolution. Doable: The Logic Model Can Be Carried Out Ensuring that a logic model is not only theoretically sound but also feasible in practice is crucial for successful program implementation. Several questions need to be asked to evaluate the doability of the logic model. The key questions are about resource availability. Are there human, financial, political, technical, and institutional resources on hand to carry out the initiative? Do you have all the resources you need? Can you get the needed resources? Are the resources realistic? The anecdotal examples were used to explore if all instruments for resources available were used. COMMUNITY CHECK AND CONNECT 53 Story: During a budget planning session, the team discussed the financial resources required for mentor training programs. By conducting a thorough review of available funds and exploring potential funding sources, they ensured that the necessary financial resources were feasible. The tools used are financial audits and budget forecasts. External factors and stakeholder involvement can be doable if the team has identified the external factors that are likely to affect implementation. Can any external factors be brought within your control by the addition of other activities? Does the logic model reflect the opinions and support of key stakeholders? Were any stakeholders left out? Story: In a stakeholder engagement meeting, the team sought input from community leaders on potential external factors influencing the program. This collaborative discussion, captured through meeting minutes and surveys, provided insights into community dynamics and external influences on program feasibility. Story: Building on the engagement session, the team initiated a survey to gather feedback from parents, mentors, and school staff regarding the feasibility of proposed parental involvement strategies. This survey tool helps gauge stakeholder perspectives and refine program components accordingly. Story: Stakeholder support was evaluated in a series of focus group discussions, and mentors shared their views on the feasibility of implementing personalized mentoring sessions. The insights they gained through qualitative interviews demonstrated strong mentor support and validated the practicality of the proposed activities. To ensure key stakeholders were not left out, a comprehensive stakeholder analysis was conducted, mapping individuals and organizations with a vested interest in the program. This COMMUNITY CHECK AND CONNECT 54 analysis, documented through a stakeholder matrix, identified gaps and enabled targeted engagement strategies. Summary: Ensuring that a logic model is doable requires meticulous examination of available resources, consideration of external factors, and active involvement of key stakeholders. Through financial audits, stakeholder surveys, and comprehensive analyses, the team can confidently assert the practicality and feasibility of the CC&C program's logic model. Testable: The Logic Model Can be Verified Ensuring that the logic model is testable is essential for meaningful evaluation and tracking of progress. To achieve this, clarity, specificity, and completeness are key aspects that were validated by various data collection methods. Improved Academic Performance (Short-Term Outcome): Data Collection Method: Quantitative data on students' grades and test scores. Verification: Progress in academic performance can be verified by comparing baseline grades and test scores with subsequent assessments after the implementation of targeted interventions. Clear numerical improvements will indicate the effectiveness of the program. Enhanced Social Skills (Short-Term Outcome): Data Collection Method: Qualitative data obtained through interviews and observations. Verification: Social skills' improvement can be verified through narratives from mentors and qualitative observations of students' communication, teamwork, and conflict resolution abilities. Specific anecdotes and behavioral examples will provide a nuanced understanding. Increased School Engagement (Short-Term Outcome): Data Collection Method: Attendance records and participation in school activities. Verification: School engagement can be verified by comparing attendance records before and after program implementation. COMMUNITY CHECK AND CONNECT 55 Additionally, active participation in extracurricular activities or school events will serve as tangible indicators of increased engagement. Reduction in Behavioral Issues (Mid-Term Outcome): Data Collection Method: Disciplinary records and incident reports. Verification: Reduction in behavioral issues can be verified by analyzing disciplinary records and incident reports over time. A decrease in documented incidents will indicate the program's impact on mitigating behavioral challenges. Improved Family-School Relationships (Mid-Term Outcome): Data Collection Method: Surveys and feedback from parent-teacher meetings. Verification: Improved family-school relationships can be verified through survey responses from parents and teachers, capturing their perceptions of strengthened connections. Anecdotal feedback from parent-teacher meetings will complement quantitative data. Enhanced Emotional Well-being (Mid-Term Outcome): Data Collection Method: Pre and post-assessments of students' emotional states. Verification: Changes in emotional well-being can be verified by comparing pre-program and post-program assessments. Quantifying shifts in emotional states will provide measurable evidence of the program's impact. The logic model is an effective tool for the evaluation of a CC&C because it is meaningful, plausible, doable and testable. COMMUNITY CHECK AND CONNECT 56 Appendix B: Challenges and Suggested Recommendations for Structural Racism Measures Domain Definition Challenge Conflation of structural racism with other levels and types of racism Recommendations Identify the level(s) at which racism is operating and be precise about which are (or are not) being measured. Agree on a definition and be accountable to using that definition. Measurement Failure to capture multidimensional and interacting elements of racism Use index measures Existing measures’ having applicability to a limited number of racial/ethnic groups Develop measures with indicators that are specially targeted to how structural racism presents itself in other racial/ethnic groups. Need for better assessment across units of time and space Use psychometric evaluation to test measures for relevance over historical eras and life-course time Develop structural racism measures for use at different levels of geography of exposure or unit of intervention. Interpretation Choosing which structural racism measure to use Use theory and frameworks to guide the choice of measure for your study. Studies erroneously labeled as measuring structural racism leading to mixed interpretation of structural racism’s impact on health Prior to conducting a study or review, establish and state definitional criteria for what qualifies as structural racism and what does not. 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