Category Archives: Learning2

What Are Performance Measurement and Evaluation?

Welcome to Module Two! In this module, you will learn: What performance measurement and evaluation are. Seven key steps in the evaluation process. How to properly identify and show evidence for a problem in your community. How to select and … Continue reading

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What Are Performance Measurement and Evaluation?

Performance measurement and program evaluation are two ways juvenile justice program managers and staff members can assess what a program is trying to accomplish, how it is functioning, and what results are being achieved.   Performance measurement is a means … Continue reading

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Why Do We Evaluate Juvenile Justice Programs?

It is important that juvenile justice programs be evaluated for several reasons. Evaluation demonstrates whether a program is successful in meeting its goals and objectives. Evaluation takes performance measurement a step further by ruling out other explanations for program results. … Continue reading

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The Evaluation and Performance Measurement Process

There are seven key steps in the evaluation and performance measurement process.  In Module 1, we will focus on Steps One and Two: Define the problem. Implement evidence-based programming. Develop program logic. Identify measures. Collect and analyze data. Report findings. Reassess … Continue reading

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Step One: Define the Problem

In the juvenile justice field, programs and policies are developed to address the prevention or reduction of delinquent behavior. This tutorial presents program evaluation concepts through the use of a fictional city called Devonville. Devonville is a mid-sized, semi-urban metropolitan area with … Continue reading

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Step One: Define the Problem

CITY OF DEVONVILLE From the Office of Mayor Justice T. Smith Dear Ms. Austen, We regret to inform you that the Northwest Community Center is at risk for closure due to its failure to demonstrate the provision of effective, structured … Continue reading

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Step One: Define the Problem

Darcy has a lot of work to do.  First, she needs to demonstrate the magnitude and nature of the problem by providing data. To adequately define the problem, a program manager like Darcy needs to get a broad picture of all … Continue reading

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Step One: Define the Problem

As stated earlier, residents in the NW quadrant of Devonville have been complaining about unsupervised juveniles hanging out in the neighborhood and committing crime during the day. Darcy needs to provide solid evidence of an actual problem to support their … Continue reading

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Step One: Define the Problem

In addition to justifying a problem in the community, program managers should also be able to identify characteristics of the juveniles they are targeting for particular interventions– the program’s target population.  Because the effectiveness of many interventions depends on how … Continue reading

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Step One: Define the Problem

Darcy makes a trip down to the Devonville Police Department and meets with a crime analyst who pulls juvenile arrest statistics from their database. Darcy and and the crime analyst note that a large number of juvenile arrests in the … Continue reading

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Step Two: Implement Evidence-Based Programming

Once Darcy has properly described the magnitude and nature of the problem in her community, she is ready to move on to the next step: implementing evidence-based programming. The program Darcy chooses to implement should have previously demonstrated success in … Continue reading

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Step Two: Implement Evidence-Based Programming

The best question to ask when implementing evidence-based programming is: What is the linkage between the identified problem and the program you want to implement?  What evidence-based programs, practices, policies, or principles have addressed this type of problem successfully? Darcy … Continue reading

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Step Two: Implement Evidence-Based Programming

Not all programs and practices have the same amount of evidence.  Here are some frequently used terms to describe the level of support that exists for an evidence-based program or practice: Exemplary/model/best—clear evidence of effectiveness with multiple, rigorous evaluations; Promising—some … Continue reading

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Step Two: Implement Evidence-Based Programming

Darcy’s center is already well-attended by youth in the area, but she needs to focus the center’s activities to address the problems of truancy and dropout that seem to be contributing to the juvenile crime problem. From her search of … Continue reading

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Step Two: Implement Evidence-Based Programming

Darcy’s next step is to find programs that make use of these strategies to address delinquency. Darcy compiles available information on evidence-based programs that target juvenile delinquency and are well-suited for high school youth in NW Devonville. She uses online … Continue reading

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Step Two: Implement Evidence-Based Programming

Let’s take a look at some of the specific benefits of a mentoring program like Darcy has chosen: Bonding with positive role models Provision of structured and constructive activity during otherwise unsupervised hours Emphasis on the importance of staying in … Continue reading

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