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Young Entrepreneurs Academy (YEA!) Program:

2016 Evaluation Report

Submitted to

Dr. Eliseo Gonzalez

Title V STEM Director, Project ASCENSIÓN

Oxnard College

August 2016

Prepared by

Vanessa Witenko

Office of Education Partnerships

University of California, Santa Barbara

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Executive Summary

Project ASCENSIÓN (Articulating STEM Cooperatives to Enhance Needs, Success,

Integration, Outcomes, & Networking) is a collaborative project at Oxnard College that has

partnerships with the California State University Channel Islands (CSUCI), University of California

at Santa Barbara (UCSB), Oxnard School District (OSD), Oxnard Union High School District

(OUHSD), and community based organizations and is funded by the Department of Education. The

primary goals of Project ASCENSIÓN are to establish an early readiness and awareness for degrees

in Science, Technology, Engineering, and Mathematics (STEM), as well as increase the number of

Hispanic students entering community colleges and successfully transferring into four-year

institutions.

As part of Project ASCENSIÓN’s partnership with UCSB, middle and high school students

were invited to apply to the Young Entrepreneurs Academy (YEA). While the YEA content focus

was on developing business skills, students participated in project-based learning, which is the basis

of the vast majority of STEM professions. Students learned through creating and developing a

business. Students had to work in teams, articulate their ideas to diverse audiences, modify their

project when there was a problem, and ultimately create a final project that could be used by the

general public. Such skills and tasks are also needed for students to succeed in STEM fields, and

thus while the YEA content was not STEM, the underlying skills were very much related to STEM.

Evaluation Objectives. The goal of this summative evaluation is to determine if the established

programmatic goals were met. The evaluation aims to answer the following questions:

1. Which program components have been most effective in accomplishing programmatic

objectives?

2. Has the program been effective in accomplishing the pre-specified goals?

3. Are the program participants satisfied with their experience in the program?

4. How can the program be improved to increase students’ overall experience in the program?

Programmatic Objectives

Through direct consultation with the program director and other program affiliates, the following

immediate objectives were determined:

1. Participants complete the YEA! program

2. Participants increase connections with business/academic contacts

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3. Increased business skills

4. Increased presentation skills

5. Increased networking skills

6. Increased self-efficacy

7. Increased critical thinking and problem solving skills

8. Increased marketing and advertising skills

9. Increased awareness of resources available to launch a business

10. Increased leadership skills among participants

11. Increased support for participants in applications for higher education, internships and jobs.

In addition to these immediate objectives, the program set to achieve the following distal or long-

term outcomes, which align with the broader mission of Project ASCENSIÓN:

1. Develop partnerships between OUHSD, OC, business, and community leaders

2. Create a culture of innovation in schools and communities

3. Participants graduate high school on time

4. Participants enroll in college

5. Participants develop their own businesses

6. Participants become viable in the community

7. Participants are supported in their career pathways

Methodology. The objectives and aims of the evaluation were assessed through qualitative and

quantitative methodological approaches. The summative evaluation findings are based on survey

responses from program participants, as well as observations of the program by the evaluator. Two

surveys were used to gather the quantitative data: a mid-year survey and a post-survey, both

developed by the program evaluator.

Findings. The qualitative data revealed that the program was effective in reaching some goals, and

the quantitative data revealed that the program reached a few goals. The quantitative data should be

used with caution as there was no pre-survey, and only a mid-year survey, thus the quantitative

results were gathered in a methodological manner that is not substantiated by methodologies in

program evaluation.

Quantitative Findings. Four survey questions showed a statistically significant increase: “I know

what I need to start a business,” “I know how to develop a business plan,” “I know about marketing

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and advertising,” and “I can present my ideas clearly to other people.” However, it is important to

note that the non-significant comparisons may have been due to the small sample size (N = 18).

Qualitative Findings. The qualitative findings are based on open-ended survey questions, and

observations conducted by the evaluator. The findings indicate that students increased their business

skills, presentation skills, self-efficacy, and networking skills. Additionally, the qualitative data found

that there was good rapport among staff and the YEA participants, and that the lead YEA teacher

acted as a special advocate for the participants often visiting them at their schools, and texting and

calling them in a supportive and nurturing manner. Further, there is a strong support from the local

community for the program and its participants. Despite these positive finding, the qualitative data

also revealed that there were technical challenges with the YEA software, some guest speakers were

less engaging than others, and that the business experts could be more diverse with respect to race

and gender, especially given that the participants are mostly Latina/o students. Further, several

students indicated that they found meeting at the STEM center each week boring, and would prefer

to go on field trips, or do more hands-on activities.

Recommendations

After a thorough analysis of the quantitative and qualitative aspects of students' mid- and post-

program survey responses and qualitative data, the program is recommended for continuation with

some recommendations for improvement.

Recommendation 1: Adhere to a Program Evaluation Design. A major challenge with

conducting the evaluation was that a pre-survey was not administered. The evaluator and program

directors should meet at least two weeks prior to the start of the program to determine the scope of

the evaluation and the methods that will be used.

Recommendation 2: Racial and Gender Diversity for the Investors’ Panel. During the

evaluator’s observations all three of the four panel speakers were White. Given that the YEA

participants are mostly Latina/o from the Oxnard area, the program should seek out successful

Latina/o business professionals, including women. Research has found that it’s important for

students to be able to see successful leaders who come from similar racial, gender, and socio-

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economic backgrounds. One possible person is a Latino male who attended the YEA event and who

is the operations manager for Bank of America and has experience working with the Latina/o

community in Oxnard.

Recommendation 3: Test Software and Computers. Observations and student comments

revealed that there were technical issues with the YEA software and computers. One solution is to

test the software on the Oxnard College computers prior to the start of the program. During one

observation, students were escorted to a computer lab where the YEA software could not be

accessed resulting in students chatting and playing on their phones, because they could not access

the software needed to do their assignment.

Recommendation 4: Field Trips/Hands-on Activities. Student comments revealed that students

did not like meeting in the STEM center every week, and would prefer some field trips to local

businesses. Additionally, students suggested more hands-on activities. YEA instructors should

consider ways to incorporate more hands-on activities.

Recommendation 5: More Time for Business Plans. Students commented that they needed

more time for their business plans. One suggestion is to have students start working on their

business plans earlier in the program.

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Introduction

The Young Entrepreneurs Academy (YEA!) is one of many programs that are implemented under

the Oxnard College’s Project ASCENSIÓN (Articulating Cooperatives to Enhance Needs, Success,

Integration, Outcomes, & Networking). Project ASCENSIÓN is funded by the U.S. Department of

Education’s Hispanic-Serving Institutions (HSI) Program. The HSI Program, which is authorized

under Title V, was designed to provide HSIs with economic support to enhance educational

opportunities and improve the academic success and attainment of Hispanic students. With the

support of an HSI STEM and Articulation Grant through the HSI Program, Project ASCENSIÓN

is a collaborative project between Oxnard College, California State University-Channel Islands

(CSUCI), and the University of California, Santa Barbara (UCSB). Under Project ASCENSIÓN, a

range of programs have been developed that focus on the program’s overall mission—increasing the

number of Hispanic/Latino, low-income, and other under-represented students who attain degrees

and careers in the STEM disciplines. All programs are part of Project ASCENSIÓN, including the

YEA program, and are developed to accomplish this overarching mission; however, the short-term

outcomes and objectives vary for each program.

Program Overview

The Young Entrepreneur Academy (YEA) at Oxnard College was a six-month program (October

26, 2015 - May 24, 2016), that taught middle and high school students about the many facets of

entrepreneurship. Students began the program with an idea for a new business, and throughout the

six months learned about the many facets for starting a business. Students learned about developing

a business name, marketing, pitching a business to a potential investor, developing a business plan,

among other business concepts. In addition to the varying lessons on developing a business,

students worked with local community business. Some of the expert panels included banking

experts, tax and business professionals, and a local CEO panel. The program culminates with

students presenting their business to potential investors. In addition to learning hard skills, such as

developing a business plan, students also learned several soft skills, such as the importance of

making eye contact and a firm handshake.

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Program Participants

Twenty-four students began the program, and 19 student completed the program. One student

move away from the area after two weeks in the program, three other students left the program in

March, and the final student left the program in April. According to the YEA teacher, one student

who left was in the 6th grade, and the program became too rigorous for a 6th grader. Another

student had a disability that affected the student’s ability to continue with the program. Although the

program staff created a learning plan with his counselor, teacher, and outreach director to provide

accommodations for his disability, he ultimately left the program in April. Another student left, once

the program schedule conflicted with his sports activities. Lastly, another student left without

explanation. The following demographics of the program participants are based on the students who

completed the program and completed the post-survey, n = 18.

Participants came from local middle and high school, with 19 students completing the program and

18 students completing the post-survey. Of the 18 students who completed the program, nine were

male, and nine were female, 15 students self-identified at Latina/o, two as Asian, and one student as

Latina/o and White (see Table 1). The students represented several different schools, with the

majority (55.6%) attending Channel Islands High School, two students attended Hueneme high

school, two attended Pacifica High School, and one student came from each of the following

schools: Ocean View Junior High School, Fremont Middle School, Vista Real Charter School, and

Rio Mesa high school (see Table 3). The majority of participants were enrolled in high school (see

Table 3), with 50% enrolled in 12th grade and 38.9% enrolled in 11th grade. There were two middle

school students, one in 7th grade and one in 8th grade. (see Table 2). Additionally, of the participants

who will be graduating high school, four will attend Oxnard College, one will attend UCLA, one will

attend CSU Channel Islands, one will attend University of Pennsylvania, one will attend Woodbury

College, and one will attend Ventura College. (see Table 4).

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Table 1: Student Demographics

Race Frequency Distribution

Latina/o 15 83.3%

Asian 2 11.1%

Latina & White 1 5.6%

Native American 0 0.0%

White 0 0.0%

Black 0 0.0%

Gender

Male 9 50.0%

Female 9 50.0%

n = 18

Table 2: Participants Grade Level

Grade Frequency Distribution

7th grade 1 5.6%

8th grade 1 5.6%

9th grade 0 0.0%

10th grade 0 0.0%

11th grade 7 38.9%

12th grade 9 50.0%

n = 18

Table 3: School Attended 2015-2016

Schools Frequency Distribution

Channel Island HS 10 55.6%

Hueneme HS 2 11.1%

Pacifica HS 2 11.1%

Ocean View Jr. HS 1 5.6%

Fremont Middle School 1 5.6%

Vista Real Charter HS 1 5.6%

Rio Mesa HS 1 5.6%

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Table 4: College Attending 2016-2017

Schools Frequency Distribution

Oxnard College 4 22.20%

UCLA 1 5.60%

CSU Channel Islands 1 5.60%

University of Pennsylvania 1 5.60%

Ventura College 1 5.60%

Woodbury University 1 5.60%

Missing 9 50.0%

Recruitment of Participants

Students were required to complete an application form, submit their most recent transcripts, have a

letter of recommendation from a teacher, guidance counselor, religious or community leader mailed

separately, write a response to two of three questions, submit an essay, and attend two interviews:

one with the YEA program manger, and another interview with a panel at the Oxnard College

STEM Center. There was a $20 application fee, however, the application fee was waived for students

who were unable to pay. The cost of the program was free for all students admitted.

Programmatic Objectives

Through direct consultation with the program director and other program affiliates, the following

immediate objectives were determined:

1. Participants complete the YEA! program

2. Participants develop cohort relationships

3. Increased business skills

4. Increased presentation skills

5. Increased self-efficacy

6. Increased critical thinking and problem solving skills

7. Increased marketing and advertising skills

8. Increased awareness of resources available to launch a business

9. Increased leadership role among YEA participants

In addition to these immediate objectives, the program set to achieve the following distal or long-

term outcomes, which align with the broader mission of Project ASCENSIÓN:

1. Develop partnerships between OUHSD, OC, business, and community leaders

2. Create a culture of innovation in schools and communities

3. Create shared resources and partnerships among cohort members

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4. Participants graduate high school on time

5. Participants enroll in college

6. Participants develop their own businesses

7. Participants become viable in the community

A full logic model depicting these short-term and long-term objectives can be found in Appendix

A. The long-term outcomes are neither immediately observable nor measurable; therefore, the

assessment of these objectives is beyond the scope of this evaluation. The YEA set to accomplish

the short-term objectives through a number of program components and activities. These activities

are further described below.

Program Activities

The YEA participants participated in a number of activities that were geared towards accomplishing

the objectives of the program. While the majority of courses occurred at the STEM Center at

Oxnard College, participants also went on different field trips. The class topics focused on the

following business concepts: developing business ideas, creating business names, the financial aspect

of owning a business, marketing, business law, accounting, communication, insurance and risk, and

E-commerce, among others. Students also had a pizza party social to meet each other, and

participate in a food franchise field trip, had mentors visit with them, had a CEO roundtable, visited

a local advertising agency, participated in a YEA tradeshow, and competed in a national college

scholarship competition.

Evaluation Overview

The purpose of the current evaluation is to provide program directors and implementers with a

summative evaluation. This report assesses the extent to which the short-term goals of the program,

as previously defined in the Program Objectives section, have been achieved. These goals were

determined prior to commencement of the program. The summative evaluation findings are based

on survey responses from program participants, as well as interviews with program instructors, and

course observations.

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Evaluation Questions

In addition to assessing the overall objectives of the program, this report will answer the following

evaluation questions.

1. Which program components have been most effective in accomplishing programmatic

objectives?

2. Has the program been effective in accomplishing the pre-specified goals?

3. Are the program participants satisfied with their experience in the program?

4. How can the program be improved to increase students’ overall experience in the program?

The objectives and aims of the evaluation were assessed through several qualitative and quantitative

methodological approaches.

Methodology

The two forms of data that were collected to address the evaluation aims and questions were survey

and classroom observation data (n = 18). The following sections further describe participants

involved in the evaluation and the methods employed to collect these forms of data.

Quantitative Data Components

A pre- and post-test methodological design was implemented in the current study to gauge the

effectiveness of various aspects of the program. However, due to scheduling conflicts, a pre-survey

was unable to be administered. As a result, only a mid-year survey and post-survey data were

collected. This is a limitation in the evaluation. While the initial design was to have a pre-survey,

there were challenges in gathering pre-survey data, thus only mid-year survey data could be collected.

All program participants, except one student, (n = 18) successfully completed both of these surveys.

The survey items were ranked on a 5-point Likert scale, where Strongly Disagree = 1, Disagree =2,

Neither Agree/Disagree = 3, Agree = 4, and Strongly Agree =5.

YEA Mid-Year Survey. The Mid-Year Survey was composed of 29 items to assess the different

programmatic goals. For example, problem solving skills were measured by three items: “I can solve

problems that require multiple steps,” “I typically make a work plan before approaching complex

problems,” and “I know how to create a plan to solve complex problems.” Additionally,

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demographic data was collected to determine the descriptive composition of the YEA cohort, such

as age, gender, grade, race, and schools attended.

Qualitative Evaluation Components

The qualitative data collected in the current evaluation consisted of open-ended questions on the

mid-year and post-program survey as well as program observations.

Post-Program Qualitative Survey Components. The qualitative data collected in the surveys

consisted of open-ended questions: “What did you like about the YEA program?” “What did you

not like about the YEA program?” “How can the YEA program be improved?” “Any additional

comments/suggestions?” Students provided detailed responses that helped with the evaluation of

the program.

Teacher and Student Informal Interviews. Throughout the observation of the program,

informal interviews occurred before the start of the program, during the program, and during

breaks. An example of an informal interview is when students were working on their business plan,

and the evaluator asks, “So, how’s it going?” “Could you explain to me what you’re doing?” “So,

how do you like the program?” “Anything you would change so far?” Such informal comments

provided information about the specific tasks of the program, and again allowed the evaluator to

have a more truthful understanding of students’ experiences using the program. Informal interviews

are more casual and can often result in more veracious comments about participants’ perceptions of

the program.

Classroom Observations. Field observations or ethnographic methodological approaches often

work in conjunction with informal interviews. The evaluation included field observations on five

days of the program. The evaluator sat in the back of the STEM Center and took field notes on a

computer. Additionally, during activities, the evaluator walked around the classroom observing how

students worked with the programs, and periodically asking questions such as, “Could you explain to

me what you’re doing here?” These small interactions provided rich detail for the evaluation of the

program.

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Data Collection Procedures

Students completed the paper surveys in the STEM Center at Oxnard College.

Analytical Procedures

Since the current evaluation incorporated a mixed-method design, the process of analyzing data

differed based on the style of data collected. The analytical procedures are detailed in the following

sections.

Statistical Procedures. All quantitative data cleaning and analyses were conducted using SPSS 18.0.

A Wilcoxon signed-rank test was incorporated into the current evaluation. The purpose of the

Wilcoxon signed-rank test is to examine significant changes from students' quantitative pre-program

survey responses to the quantitative post-program survey responses. While these findings cannot be

treated as causal reasons for the changes in student responses, they do indicate changes that occur in

students' perceptions after their involvement in the program. Descriptive statistics were also

generated using the same statistical application.

Qualitative Analytical Procedures. The open-ended survey questions, student informal interviews,

and program observations were analyzed using a grounded theory approach. This approach consists

of allowing themes to emerge from the data as opposed to pre-defining themes prior to analysis.

Findings & Interpretation

The following section details the findings from the Wilcoxon signed-rank test, in which the mid-year

and post-surveys responses are compared to determine if there were statistically significant

differences as a result of the programs.

Wilcoxon Signed Rank Test Findings

Twenty-nine items were included on both the mid- and post-program surveys that investigated the

programmatic goals: Increased self-efficacy, increased critical thinking and problem solving skills,

increased business resource skills, increased business leadership, increased internship and job skills,

increased post-secondary information, increased presentation skills, and increased networking skills.

Of the 29 matched mid- and post-survey items showed, four of the items showed a statistically

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significant increase in average means from the pre- to the post-survey: “I know how to start my own

business,” “I know how to develop a business plan,” “I know about marketing and advertising,” and

“I can present my ideas clearly to other people.”

Immediate Goals.

The following immediate goals were measured by both the pre and post-surveys: increased self-

efficacy, increased critical thinking skills, increased problem solving skills, and increased awareness

of resources available to launch a business.

Self-Efficacy.

Self-Efficacy was measured by three items. The first item was “I can do most things if I try.” Three

students increased on this item from the mid- to post-tests, and two students decreased, while 13

students did not change their score. As a result, while the mean score increased, from 5.28 to 5.33, it

was not statistically significant. (see Table 4.) The item, “There are many things I do well,” has

similar results, with three student increasing their scores, while one student decreased, and 14

students had no change from the mid to post-survey. As a result the mean score increased slightly

from 4.89 to 5.00. The final item: “I feel confident in my ability to start my own business,” show

greater variability with five students increasing, seven decreasing and six not changing their scores.

As a result, the mean scores did not change. Thus the quantitative findings reveal the students’ self-

efficacy did not improve between the duration of the YEA program.

Critical Thinking Skills.

Three items were used to measure critical thinking skills. Two items have lower average scores, and

one item showed no change between the mid and post-year surveys. Both “I know how to

determine if something is truthful,” and “It is important to use facts when arguing my point of

view,” showed a decrease in mean scores, the first 4.72 to 4.41, the second 5.83 to 5.67. (see Table

4.) Further, there was no change on the item “It is important to get information from multiple

sources,” in which on the mid-test, students scored 5.78, and on the post-test 5.78. None of these

items were statistically significant. Thus the quantitative findings reveal that the students’ critical

thinking skills did not improve between during the duration of the YEA program.

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Problem-Solving Skills.

Three items were used to measure problem-solving skills. Two items showed a decrease on mean

scores from the mid to post-tests, and one item showed an increase. On the item, “I can solve

problems that require multiple steps,” students decreased their mean scores from 5.06 to 4.94. (see

Table 4.) Four students increased their scores, five decreased, and four did not change. For the item,

“I typically make a work plan before approaching a complex problems,” students also decreased

their mean scores from 4.50 on the mid-test to 4.17 on the post-test. While four students increased

their scores, 10 students decreased their scores, and four students did not change their scores.

Although none of these changes are statistically significant, the findings did change to a negative

direction. As a result, the quantitative findings reveal that the students’ problem-solving skills did

not improve between the duration of the YEA program.

Business Resource Skills.

Seven items assessed students’ business resources skills. Three items showed statistically significant

improvements: “I know how to develop a business plan,” “I know how to start my own business,”

and “I know about marketing and advertising.” The item with the largest increase was “I know how

to develop a business plan,” which showed 13 students increasing their scores, resulting in an

average increase on mean scores from 4.28 to 5.28. “I know what resources I need to start a

business” has the second largest increase with 10 students increasing their score, resulting in a mean

score improvement from 4.11 to 4.83. (see Table 4.) The third largest statistically significant item

was “I know about marketing and advertising,” which showed a mean score increase from 4.22 to

4.83. While not statistically significant, the other four items showed increased on the mean scores:

“I’m aware of the different resources available to start a business,” increased from 4.39 to 4.83, “I

know about business finances,” increased from 4.06 to 4.44, “I feel confident in my ability to

determine what resources I need to start my business,” increased from 4.56 to 4.65, and “I know

about business law increased from 3.33 to 3.83. As a result, the quantitative findings reveal that the

students’ business resources skills improved between the duration of the YEA program.

Business Leadership Skills.

Two items assessed students’ business leadership skills. While both items showed increasing in mean

scores, neither was statistically significant. Nine students showed increases on the item “I know

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about the benefits of doing an internship,” while six showed a decrease and three did not change,

resulting in a mean score increase from 4.67 to 5.11. (see Table 4.) “I know how to get an

internship” resulted in eight students increasing their scores, seven decreasing, and three not

changing, with a mean score increase from 4.00 to 4.28. Although these items were not statistically

significant, it can be concluded that there were some improvements in business leadership skills

among the participants, however, they were not large.

Internship and Job Skills.

Three items assessed students’ internship and job skills. Although the items were not statistically

significant, all items did show a positive mean score increase from the mid-year to post-test surveys.

“I know about the benefits of doing an internship,” showed a mean score increase from 4.67 to

5.11; “I know about the benefits of doing an internship,” showed a mean score increase from 4.00

to 4.28, and “I feel confident in my ability to successfully apply for a job,” with a mean score

increase from 4.72 to 5.06. (see Table 4). Although these items were not statistically significant, it

can be concluded that there were some improvements in business leadership skills among the

participants, however, they were not large.

Post-secondary Information.

Two items assessed students’ information about post-secondary education. Although the items were

not statistically significant, one item showed a positive mean score increase from the mid-year to

post-test surveys, while another item has a decrease in mean scores. “I know what is required to

apply to a 4-year college,” showed a decrease in mean scores from 5.28 to 5.06, while “I know a lot

about financial aid, scholarships, and grants for college,” increased from 4.11 to 4.28. These findings

highlight that while students have a better understanding on ways to fund their post-secondary

education, they still lack information on the necessary requirements to apply to a four-year college.

Such information may include, how to write a personal statement, communicating with a guidance

counselor, application deadlines, college interviews, SAT and ACT requirements, etc.

Presentation Skills.

Three items assessed students’ presentation skills. One item showed a positive increase in mean

scores that was statistically significant: “I can present my ideas clearly other people,” has a significant

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increase from 4.72 to 5.22, with seven students increasing their scores and no students having

lowered their scores. While the two other items were not significantly different, one item should an

overall mean score increase, while the other items showed a decrease. “I feel confident in presenting

in front of an audience that is not familiar with my topic,” showed a mean score increase from 4.94

to 5.06. The item “I’m confortable speaking in front of strangers,” showed a mean score decrease

4.83 to 4.78. Overall, it can be concluded that students increased their presentation skills.

Networking Skills.

Three items assessed students’ networking skills. While the items did not show statistically

significant changes from the mid- to post-surveys, two items showed increases in mean scores with

one item showing a decrease. “I know what it means to "network,"” showed a mean score increase

from 4.11 to 4.72, with nine students increasing their scores. (see Table 4). “I know how to meet

with a potential investor,” had a mean increase from 3.89 to 4.44, with ten students increasing their

scores. The item “I feel confident in contacting new people to help me with my business, career, or

college goals,” showed a mean score decrease from 5.22 to 4.83. These findings show that students

did improve on their networking skills, however, the increases were not large enough to result is a

statistically significant difference. Additionally, students’ confidence levels as it relates to contacting

new people to help them with their business, career, or college goals decreased.

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Table 5: Wilcoxon Signed Rank Test

Survey Item Wilcoxon Signed-Rank Test Mid-Test Post-Test

Increase Decrease No Change M SD M SD

Self-Efficacy

I can do most things if I try. 3 2 13 5.28 0.83 5.33 0.69

I feel confident in my ability to start my own business.

5 7 6 5.00 0.91 5.00 0.97

There are many things that I do well. 3 1 14 4.89 0.68 5.00 0.69

Critical Thinking Skills

I know how to determine if something is truthful.

2 5 10 4.72 0.75 4.41 1.06

It is important to get information from multiple sources.

2 2 14 5.78 0.43 5.78 0.43

It is important to use facts when arguing my point of view.

1 4 13 5.83 0.38 5.67 0.59

Problem Solving Skills

I can solve problems that require multiple steps.

4 5 4 5.06 0.64 4.94 1.00

I typically make a work plan before approaching a complex problem.

4 10 4 4.50 1.10 4.17 0.86

I know how to create a plan to solve complex problems.

6 5 7 4.39 0.92 4.44 1.04

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Note. * p < .05, ** p < .01

Survey Item Wilcoxon Signed-Rank Test Mid-Test Post-Test

Increase Decrease No Change M SD M SD

Business Resource Skills

I know how to start my own business. *

10 3 5 4.11 0.90 4.83 0.86

I'm aware of the different resources available to start a business.

9 5 4 4.39 1.09 4.83 0.71

I know how to develop a business plan. **

13 3 2 4.28 1.02 5.28 0.90

I know about marketing and advertising. *

8 3 7 4.22 1.17 4.83 0.79

I know about business finances. 9 6 3 4.06 1.47 4.44 0.92

I feel confident in my ability to determine what resources I need to start my business.

3 3 11 4.56 0.78 4.65 0.70

I know about business law. 9 5 4 3.33 0.97 3.83 1.15

Business Leadership Skills

I know what skills are required to be an effective leader.

6 6 6 4.94 1.06 5.28 0.75

I feel confident in my leadership skills.

8 7 3 4.83 1.04 5.06 0.73

Internship and Job Skills

I know about the benefits of doing and internship.

9 6 3 4.67 1.14 5.11 0.83

I know how to get an internship. 8 7 3 4.00 1.24 4.28 0.96

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Survey Item Wilcoxon Signed-Rank Test Mid-Test Post-Test

Increase Decrease No Change M SD M SD

Internship and Job Skills

I feel confident in my ability to successfully apply for a job.

7 4 4 4.72 1.18 5.06 0.87

Post-secondary Information

I know what is required to apply to a 4-year college.

2 6 8 5.28 1.13 5.06 1.00

I know a lot about financial aid, scholarships, and grants for college.

6 4 8 4.11 1.23 4.28 1.18

Presentation Skills

I can present my ideas clearly to other people. *

7 0 11 4.72 0.75 5.22 0.55

I feel confident in presenting in front of an audience that is not familiar with my topic.

6 5 7 4.94 1.00 5.06 0.80

I'm comfortable speaking in front of strangers.

6 7 5 4.83 1.15 4.78 0.81

Networking Skills

I know what it means to "network." 9 4 5 4.11 1.53 4.72 1.53

I know how to meet with a potential investor.

10 5 3 3.89 1.37 4.44 1.04

I feel confident in contacting new people to help me with my business, career, or college goals.

6 9 3 5.22 1.11 4.83 1.10

Note. * p < .05, ** p < .01

21

Post-Survey Measurement.

Given the statistical errors associated with conducting statistical analyses that are traditionally

reserved for data that is collected prior to the start of a program, additional questions were asked in

the past tense to ascertain whether students perceived that the program had met certain goals.

Survey responses showed that the program met its goals around developing business skills,

presentation skills, leadership roles, and developing partnerships. Overwhelming, students agreed

with the item “I strengthened my business skill,” with 1/3 “agreeing” and 2/3 “strongly agreeing,”

with a mean score of 5.67 on a Likert scale of 1-6. (see Table 6). Additionally, the vast majority of

the students agreed (27.8%) or strongly agreed (66.7%) with the statement “I developed my own

business.” While there was more variability around the statement: “I strengthened my presentation

skills,” 11.1% somewhat agreed, 22.2% agreed, and 66.7% strongly agreed, the overall mean score

was 5.56, indicating that overall students believed they had strengthened their presentation skills as a

result of participating in the YEA program. There was further variability around the statement: “I

increased my leadership role among YEA participants,” with 27.8% somewhat agreeing, 44.4%

agreeing, and 27.8% strongly agreeing. Thus a majority of students perceived they had strengthened

their leadership role.

Liked YEA!

Four items assessed the overall satisfaction with the YEA program. The survey item, “I like

participating in YEA!,” was developed to measure students’ overall perception of the program.

Thirteen students, (72.2%) strongly agreed with the statement, while the other five students (27.8%)

somewhat agreed. (see Table 7.) Such statistics indicate that those students who completed the

program enjoyed the program. The highest mean score of 5.94 went to the item: “I liked working

with the YEA staff,” with 94.4% of students strongly agreeing and 5.6% agreeing with this

statement. Thus, it should be concluded that the YEA staff created supportive and healthy

relationship with the students. Students also enjoyed the guest speakers. More than half of the

participants, 55.6% strongly agreed with the statement “I liked the guest speakers,” while 38.9%

agreed, and 5.6% somewhat agreed. Lastly, often a good indicator of a successful program is

whether the participant would recommend the program. All students either agreed or strongly

agreed with the item: “I would recommend the YEA program to a friend.” Thus the quantitative

findings reveal that the students’ who completed the YEA program liked participating in the YEA

program.

22

Table 6: Post-Survey Programmatic Goals

Strongly Disagree

Disagree Somewhat Disagree

Somewhat Agree

Agree Strongly Agree M SD

Survey Item (1) (2) (3) (4) (5) (6)

I developed new partnerships with other YEA Oxnard students.

11.1% (2) 11.1% (2) 44.4% (8) 33.3% (6) 5 0.97

I increased my leadership role among YEA participants.

27.8% (5) 44.4% (8) 27.8% (5) 5 0.77

I strengthened my presentation skills.

11.1% (2) 22.2% (4) 66.7% (12) 5.56 0.71

I strengthened my business skills.

33.3% (6) 66.7% (12) 5.67 0.49

I developed my own business. 5.6% (1) 27.8% (5) 66.7% (12) 5.61 0.61

Table 7: Liked YEA!

Strongly Disagree

Disagree Somewhat Disagree

Somewhat Agree

Agree Strongly Agree

M SD

Survey Item (1) (2) (3) (4) (5) (6)

I liked participating in YEA. 27.8% (5) 72.2% (13) 5.72 0.46

I liked working with the YEA staff.

5.6% (1) 94.4% (17) 5.94 0.24

I liked the guest speakers. 5.6% (1) 38.9% (7) 55.6% (10) 5.5 0.62

I would recommend the YEA program to a friend.

22.2% (4) 77.8% (14) 5.78 0.43

23

Long-term Goals.

In addition to the short-term goals, the YEA program aimed to achieve seven long-term goals.

Given that the duration of the program was six months, determining whether some long-term goals were

achieved is not possible, e.g. whether the middle school participants will enroll in college. Nonetheless,

survey items were developed to gather additional information from participants on some of the long-term

goals. The following long-term goals were measured by the post-survey: (1) developed partnerships

between OUHSD, OC, businesses, and community leaders, (2) participants graduate high school on time,

and (3) participants enroll in college.

Students ranked the long-term goals favorably, with the majority of mean scores ranking between

somewhat agree and strongly agree. Unfortunately, one student who is in the 12th grade “strongly

disagreed” with the statement “I am scheduled to graduate high school on-time.” (see Table 8.) Despite

this, all 12th graders in the program plan to enroll in college next year. Additionally, there was greater

variability around the item “I developed new partnerships with Oxnard businesses or community leaders,”

with 22.2% somewhat disagreeing, 27.8% somewhat agreeing, 27.8% agreeing, and 22.2% strongly

agreeing. Although, there are several limitations in assessing long-term programmatic goals, the findings

reveal variability in these goals. The program was successful in having students enroll in college, and all,

except one student will graduate on time. The program, however, was less successful in developing

partnerships with Oxnard businesses or community leaders.

In addition to these finding, the full Likert-scale items are provided in the following page for review. (see

Table 9.) They provide specific results related to each question that were calculated in the Wilcoxon

statistical analyses.

24

Table 8: Long-term Goals

Strongly Disagree

Disagree Somewhat Disagree

Somewhat Agree

Agree Strongly Agree

Missing M SD

Survey Item (1) (2) (3) (4) (5) (6)

I developed partnerships with Oxnard businesses or community leaders.

22.2% (4) 27.8% (5) 27.8% (5) 22.2% (4) 4.50 1.10

I am scheduled to graduate high school on-time.

5.6% (1) 5.6% (1) 88.9% (16) 5.67 1.19

I will enroll in college next year.

16.7% (3) 5.6% (1) 11.1% (2) 55.6% (10) 11.1% (2) 4.44 2.16

25

Table 9:Post Survey

Strongly

Disagree Disagree

Somewhat

Disagree

Somewhat

Agree Agree

Strongly

Agree Missing M SD

Survey Item (1) (2) (3) (4) (5) (6)

Self-Efficacy

I can do most things if I try. 11.1% (2) 44.4% (8) 44.4% (8) 5.33 0.69

I feel confident in my ability to

start my own business. 5.6% (1) 27.8% (5) 27.8% (5) 38.9% (7) 5.00 0.97

There are many things that I do

well. 22.2% (4) 55.6% (10) 22.2% (4) 5.00 0.69

Critical Thinking Skills

I know how to determine if

something is truthful. 5.6% (1) 11.1% (2) 27.8% (5) 38.9% (7) 11.1% (2) 5.6% (1) 4.41 1.06

It is important to get information

from multiple sources. 22.2% (4) 77.8% (14) 5.78 0.43

It is important to use facts when

arguing my point of view. 5.6% (1) 22.2% (4) 72.2% (13) 5.67 0.59

Problem Solving Skills

I can solve problems that require

multiple steps. 5.6% (1) 16.7% (3) 50.0% (9) 27.8% (5) 4.94 1.00

I typically make a work plan

before approaching a complex

problems.

5.6% (1) 5.6% (1) 61.1 % (11) 22.2% (4) 5.6% (1) 4.17 0.86

I know how to create a plan to

solve complex problems. 5.6% (1) 5.6% (1) 44.4% (8) 27.8% (5) 16.7% (3) 4.44 1.04

26

Strongly

Disagree Disagree

Somewhat

Disagree

Somewhat

Agree Agree

Strongly

Agree Missing M SD

Survey Item (1) (2) (3) (4) (5) (6)

Business Resource Skills

I know how to start my own

business. 5.6% (1) 27.8% (5) 44.4% (8) 22.2% (4) 4.83 0.86

I'm aware of the different

resources available to start a

business.

33.3% (6) 50.0% (9) 16.7% (3) 4.83 0.71

I know how to develop a

business plan. 5.6% (1) 11.1% (2) 33.3% (6) 50.0% (9) 5.28 0.90

I know about marketing and

advertising. 38.9% (7) 38.9% (7) 22.2% (4) 4.83 0.79

I know about business finances. 5.6% (1) 50.0% (9) 33.3% (6) 11.1% (2) 4.44 0.92

I feel confident in my ability to

determine what resources I need

to start my business.

44.4% (8) 38.9% (7) 11.1% (2) 5.6% (1) 4.65 0.70

I know about business law. 5.6% (1) 44.4% (8) 22.2% (4) 16.7% (3) 11.1% (2) 3.83 1.15

Business Leadership Skills

I know what skills are required

to be an effective leader. 16.7% (3) 38.9% (7) 44.4% (8) 5.28 0.75

I I feel confident in my leadership

s skills. 22.2% (4) 50.0% (9) 27.8% (5) 5.06 0.73

Internship and Job Skills

I know about the benefits of

doing and internship. 5.6% (1) 11.1% (2) 50.0% (9) 33.3% (6) 5.11 0.83

I know how to get an internship. 5.6% (1) 5.6% (1) 55.6% (10) 22.2% (4) 11.1% (2) 4.28 0.96

I feel confident in my ability to

successfully apply for a job. 33.3% (6) 27.8% (5) 38.9% (7) 5.06 0.87

27

Strongly

Disagree Disagree

Somewhat

Disagree

Somewhat

Agree Agree

Strongly

Agree Missing M SD

Survey Item (1) (2) (3) (4) (5) (6)

Post-secondary Information

I know what is required to apply

to a 4-year college. 5.6% (1) 11.1% (2) 50.0% (9) 33.3% (6) 5.06 1.00

I know a lot about financial aid,

scholarships, and grants for

college.

5.6% (1) 5.6% (1) 55.6% (10) 16.7% (3) 16.7% (3) 4.28 1.18

Presentation Skills

I can present my ideas clearly to

other people. 5.6% (1) 66.7% (12) 27.8% (5) 5.22 0.55

I feel confident in presenting in

front of an audience that is not

familiar with my topic.

27.8% (5) 38.9% (7) 33.3% (6) 5.06 0.80

I'm comfortable speaking in

front of strangers. 44.4% (8) 33.3% (6) 22.2% (4) 4.78 0.81

Networking Skills

I know what it means to

"network." 5.6% (1) 5.6% (1) 11.1% (2) 5.6% (1) 33.3% (6) 38.9% (7) 4.72 1.53

I know how to meet with a

potential investor. 5.6% (1) 5.6% (1) 44.4% (8) 27.8% (5) 16.7% (3) 4.44 1.04

I feel confident in contacting

new people to help me with my

business, career, or college

goals.

5.6% (1) 5.6% (1) 16.7% (3) 44.4% (8) 27.8% (5) 4.83 1.10

28

Qualitative Findings.

The qualitative findings are based on one open-ended survey question, and observations conducted by

the evaluator. The findings indicate that students enjoyed the program and that the programmatic goals

that can be assessed by the qualitative data were met.

Program Observations.

Four observations were conducted on the following dates: December 1st, December 8th, January 12th,

January 26th, and April 12th. The observations provided more in-depth details in the ways that some

aspects of the program were met. Additionally, the observations highlighted areas in which the program

could be improved. The following themes emerged from observation data: good teacher-student rapport,

and pedagogical cohesiveness, student engagement, guest speakers, panels, and racial and gender

diversity, business skills, and community support for YEA and investors’ panel night.

Good Teacher-Student Rapport, and Pedagogical Cohesiveness. Overall there was a positive and

supportive teacher-student rapport. The lead YEA teachers often brought snacks for students and

engaged in supportive dialogue. Students appreciated these extra food treats, and often there was a fun,

joking, banter between the lead YEA teacher and the students. While the lead YEA teacher was often

checking in with the students, and following up on their lives, she did so in a light, gentle, informal

manner that resonated with students. Students also commented that they felt that the YEA staff cared

about them and helped them with their projects. Additionally, there was a good balance among the

pedagogical styles of the YEA lead teacher, the Oxnard College professor, and the business professional

the blended into an effective learning environment. During one observation, the program began with a

warm-up question written on the white board: “If you had up to $1,000 to buy something for someone

for Christmas, what would you buy and who would you buy it for?” The lead YEA teacher led a

discussion based on the student responses about giving money to charities, and whether students should

send money abroad where the U.S. dollar has greater value. The teacher then asked the business

professional about his perspective: “Instead of just giving the money away, as an entrepreneur, I think

how I can create a business that would create even more money.” After the discussion, the Oxnard

professor, summarizes their discussion an explains that what they just did is called “mind-mapping.”

Overall, the program provided a safe and comfortable environment for students.

29

Student Engagement.

Student engagement levels varied based on the specific assignment. Group projects and activities

garnered the most engagement, while some tasks involving the YEA software in which students worked

on their business plans and some guest speakers, had lower levels of student engagement. During one

observation in which students had to use YEA software to work on their business plans, the engagement

levels dropped. Several students became confused and reverted to using their phones to chat with friends

or browse the Internet. For some students, even when they had the software working properly, it was

difficult for them to remain focused on working on their business plans.

Guest Speakers, Panels, and Racial Diversity.

The program had several guest speakers who were experts in different business content areas. Some

speakers were more engaging than others. In particular, a young man from Proctor and Gamble received

a lot of enthusiastic questions from the students regarding internships and college, while another speaker

who discussed different types of liability insurance resulted in many disengaged students talking and

doodling. Although the topic was important, the delivery was not the most effective for high school

students. Additionally, during the evaluator’s observations all guest expert speakers were White males.

Given that the YEA participants are mostly Latina/o from the Oxnard area, the program should seek out

successful Latina/o business professionals, including women. Research has found that it’s important for

students to be able to see successful leaders who come from similar racial, gender, and socio-economic

backgrounds. This was also seen on the day of the pitches. During this day, students pitch a business idea

to a panel of business investors who will decide whether to invest in their business. The panel was

composed of three White males, and one female. The panel should be more diverse. In fact, there was a

Latino male who works as the operations manager at Bank of America in Oxnard that attended the event.

During the break, he spoke with several students and discussed the importance of trust in a business,

especially business that serve Latina/os. He explained: “In the Latino community it’s about developing

trust between you and the client. You can have a basic product, but if you have the trust with the client,

they’ll come back to you. Too many business people focus on the product and not on developing a good

relationship with the client.” There was an ease in which he was able to connect with the students, and

within a few minutes, a table of students surrounded him, asking numerous business questions. He gave

excellent suggestions to students about their businesses. When talking to the cake company, he told

students about a local champagne festival and how it would be great for them to market there. He also

30

mentioned the local farmer’s market on Sunday. He talked about marketing strategies related to the local

Oxnard neighborhood. His suggestions were local and incorporated how to do business in the local area.

He also purchased a cake from one of the students’ business, and spoke to another student, who created

a business in order to reupholster his chair. He mentioned that he would gladly be a guest speaker or

serve on the investors’ panel. It’s important that the YEA program seek out such leaders within the

Latina/o Oxnard business community. Although the above finding are based on the evaluator’s

observations, however the evaluator was provided a supplemental document indicating that six guest

speakers were females. The program director also stated that 75% of the business owners at the YEA

trade shower were Hispanic.

Business Skills.

The program taught several business skills. Some skills that were taught during observations were soft

skills such as the importance of a firm handshake, making eye contact, standing tall and projecting one’s

voice, and how to dress professionally. Other business skills that were taught were how to develop a

business idea, creating a business name, developing a business plan, marketing, and how to articulate a

business idea to a potential investor, among others. Students stated that they were learning new business

skills that they hadn’t already known, such as developing a business plan. They found the YEA template

for developing a business plan to be helpful.

Community Support for YEA and Investors Panel Night.

Throughout the program, it was evident that there is strong community support for the YEA program.

During the investors panel night, teachers, parents, business professionals, academic, community

members, and former YEA participants attended to support the participants. One teacher commented

“[The Lead YEA teacher] has really gone out of her way to support these students. She’s calling

them…coming to school…constantly checking in on them….she really goes out her way to support

these kids.” A parent commented about her son’s participation in the program: “He has grown so much

in this program. His confidence level has really jumped. He now talks to me and his dad more directly.

He says what’s on his mind, and communicates with a lot more confidence.” Additionally, during this

event, the investors provided helpful feedback to the students. Lastly, the program celebrated with an

apple cider toast in champagne glasses. Although the event was very positive, some suggestions for

improvement would be to start promptly at 5 p.m. or 5:30 p.m. The event didn’t start until 5:55 p.m. and

ended at 10 p.m. This is a very late night for middle and high school students, especially since it is a

31

school night. Modifications to the evening should be made to ensure students are heading home at an

age-appropriate time for a school night.

Open-ended Survey Question.

Four open-ended questions were asked on the post-survey: (1) “What did you like about YEA?” (2)

“What did you not like about YEA?” (3) “How can the YEA program be improved?” and (4) “Additional

Comments/Suggestions.” The themes that emerged were relationship building, creating a business, staff

appreciation, program schedule, program structure, increase business focus, and improving hands-on

experiences. These comments support some of the qualitative findings, such as students found the staff

to be very supportive, suggestions on improving the program schedule, and computer software

challenges. The following student quotes are presented verbatim, and placed within each survey question

and the corresponding theme that emerged from the data.

(1) What did you like about YEA? Relationship Building

“I developed new friendships and met many interesting people. This was an experience I liked, from beginning to end.”

“I liked how everyone got close to each other and the staff were amazing and the help we got from the teachers. I really enjoyed this program.”

“What I love about YEA was of getting the opportunity of getting an being able to start our business. Also, being able to meet so many new friends.”

“I enjoy meeting new people in this program and getting to know them these past months.”

“I really enjoyed meeting new people and building great relationships among us. I am grateful for the sponsors we had and for the opportunities that I got to receive through this program.”

“I loved the staff, atmosphere and how I learned so much about how to start a business. It provided me with opportunities I wouldn't have gotten otherwise. I developed new friendships and met many interesting people. This was an experience I liked, from beginning to end.”

“I enjoy meeting new people in this program and getting to know them these past months.” Creating a Business

32

“I like that I was to create a business that I had passion for.”

“What I love about YEA was of getting the opportunity […] to start our business.”

“Being in the YEA really helped me and several others with the steps on developing a business for future reference.”

Staff Appreciation

“Professors were great and very helpful. They dedicated a lot of time to us students.”

“I liked how […] the staff were amazing and the help we got from the teachers. I really enjoyed this program.”

“I liked hearing from multiple success stories and having a great amount of support from the YEA staff in turning my business into a reality.

“What I liked about YEA! was how friendly and welcoming the teachers were.” (2) What did you NOT like about YEA? Program Schedule

“Although, this is a small thing that isn't really a problem, I would have liked to meet more often, one day a week didn't feel like enough for me.”

“What I didn't like was that the classes were not longer.”

“The fact that it starts at 5:15-7:30 pm on a school night.”

“I didn't like the class being two and a half hours long.” Program Structure

“Some aspects of YEA that I would take out or minimize would be having class less in the STEM center and more at businesses and other locations.”

“I did not like [being] limited to only one location for the majority of the time. I wish there were more field trips-like activities involving business.”

“I did not like all the work that had to be put in the business plan, but at the end of the day it all worked out just fine.”

“There should have been less speakers and more working on the [business] plan.”

33

“Also, maybe have more computers.”

“I did not like some of the repetitive questions in the business plan and when you check on the graphs for financial you couldn't write on them.”

(3) How can the YEA! Program be improved? Program Schedule

“If this was okay with others, maybe we could have met twice a week. [Meeting] one day a week didn't feel like enough to me.”

“Switch the day, and meet more days than usual.”

“Become an after school program from 3:30-5:15 pm” Program Structure

“YEA! Can be improved by focusing on the hard part in the business plan and then moving [on] to the easier stuff.”

“The way the YEA program can be improved is by adding more speakers and more field trips.”

“YEA! Can be improved by adding a guaranteed internship, or something along the lines of that, to serve as an incentive to students.”

Increase Business Focus

“ Much more depth into business areas.”

“Be more focused on the plan.”

“Starting on the business plan earlier.” Improving Hands-On Experience

“I think the computer work, can be updated.”

“It can be improved by having more computers and also a better class environment.”

“It can be improved by adding more field trips, however, the bulk of YEA is great as is.” (4) Any additional comments/suggestions?

“I loved the time I spent at YEA and would recommend it to others.”

34

“It's a great program and a great experience.”

“I really enjoy being a part of this program and also it was a great experience.”

“YEA program should have past students who experienced this program talk to others to join and have presentations.”

“Thank you for letting me be a part of this program.”

“Thank you for giving me this opportunity and for believing in me.”

“[The staff] were extremely helpful and nice. A big thank you to them and the Oxnard Chamber of Commerce.”

Recommendations

After a thorough analysis of the quantitative and qualitative aspects of students' mid- and post-program

survey responses and qualitative data, the program is recommended for continuation with some

recommendations for improvement.

Recommendation 1: Adhere to a Program Evaluation Design. A major challenge with conducting

the evaluation was that a pre-survey was not administered. The evaluator and program directors should

meet at least two weeks prior to the start of the program to determine the scope of the evaluation and the

methods that will be used.

Recommendation 2: Racial and Gender Diversity for Investors’ Panel. During the evaluator’s

observations three of the four panelists were White males. Given that the YEA participants are mostly

Latina/o from the Oxnard area, the program should seek out successful Latina/o business professionals,

including women. Research has found that it’s important for students to be able to see successful leaders

who come from similar racial, gender, and socio-economic backgrounds. One possible person is a Latino

male who attended the YEA event and who is the operations manager for Bank of America and has

experience working with the Latina/o community.

35

Recommendation 3: Test Software and Computers. Observations and student comments revealed

that there were technical issues with the YEA software and computers. One solution is to test the

software on the Oxnard College computers prior to the start of the program. During one observation,

students were escorted to a computer lab where the YEA software could not be accessed resulting in

student chatting and playing on their phones, because they could not access the software needed to do

their assignment.

Recommendation 4: Field Trips/Hands-on Activities. Student comments revealed that students did

not like meeting in the STEM center every week, and would prefer some field trips to local business.

Additionally, students suggested more hands-on activities. YEA instructors should consider ways to

incorporate activities.

Recommendation 5: More Time for Business Plans. Students commented that they needed more

time for their business plans. One suggestion is to have students start working on their business plans

earlier in the program.

Evaluation Limitations

As with any evaluation, there are limitations. The first limitation is that a pre-survey was not

administered. This significantly limited quantitative analysis and determining whether the program

achieved its stated goals. The evaluator had scheduled to administer the pre-survey on the first day of the

program, however, because of scheduling conflicts, all parties could not meet in-person until one month

after the program started. As a result a pre-survey could not be administered until January, at which point

students had already been exposed to the treatment of the program, and thus the statistical analyses that

were conducted are not supported by program evaluation methodology. Another limitation with all

program evaluation is determining causality. During this six-month program, students were exposed to a

multitude of variables, such as experiences in their schools and families. Such experience may affect the

survey results. Without a control group, via a quasi-experimental design, the evaluation cannot fully

determined if the statistical findings are a result of the program or other external influences.

36

Logic Model for Young Entrepreneurs Academy

Oxnard Chamber of Commerce

Oxnard College STEM Center

Ventura County Community College District STEM Grant

Community and Industry leaders

Kauffman Foundation

American Free Enterprise

Proctor and Gamble

Local MESA programs

Oxnard Elementary School District

Vista Real Public Charter School

Local NAF Academies

OUHSD

Linked Learning Alliance

Activities (Intentional processes, tools,

events, technology, & actions,

used to bring change/intended

results)

Resources (Human, financial,

organizational, and

community resources to

direct the work)

Outputs (Direct products of program

activities, may includes type,

levels, and targets of services to be

delivered by the program)

Phases:

- Participants develop

innovative business plans

- Participants present their

business plan

- Participants create

Students work in groups to

share ideas

Participants experience

various business applications

through guest speakers and

field trips

Students learn how to get

funding for their businesses

Participants provide support

to one another

Outcomes (Specific changes in program participants’ behaviors, knowledge,

skills, status and level of functioning)

Immediate Medium-term

Participants complete

the YEA! Program

Increase STEM

connections with

business/academic

contacts

Increase business,

presentation and

networking skills

Increased self-efficacy

Increase critical thinking

and problem solving

skills

Increase marketing and

advertising skills

Increase awareness of

resources available

launch a business

Build leadership skills

among participants

Support students in

applications for higher

education, internships,

and jobs

1. Develop partnerships

between OUHSD,

Oxnard School District,

Oxnard College,

business, and community

leaders

2. Create a culture of

innovation in schools

and communities

3. Participants graduate

high school on time

4. Participants enroll in

college

5. Participants develop

their own businesses

6. Participants become

viable in the community

7. Support career pathways

Weekly 2 ½ hour class

meeting Tuesdays 5-8pm

Phases:

- Generating the idea

- The pitch

- Starting the business

Lectures

Project-based activities

Guest speakers (i.e.,

attorney, accounting, risk

management, e-

commerce, niche

marketing, government

resources, taxes &

business, and social

entrepreneurship) and

interactions with STEM

related successful

entrepreneurs

Field trips including

county clerk’s office and

innovative businesses and

industries.

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