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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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