statisticsWhen it comes to program statics and evaluation…you have to start somewhere!

In part one of this topic, I introduced the idea of program evaluation and statistics as important information for justification of your programs. You may be rolling your eyes at me thinking, “I know who our kids are and we have a great program…what more does anyone need to know?”

Unfortunately, we live in a “prove it!” society. Whether you are trying to increase your funding for a school program, requesting sponsorships from local business, or applying for a major grant to fund a new inner-city program, your prospects will ask, “Is this good for my community?  Prove it!”

As you read this post, remember my past comments about the political incorrectness of this process. It is important that everyone involved understand why you are collecting certain information, how you plan to use that information, and the level of privacy in who has access to it and how it is presented. My experience is that once people understand and have confidence in your privacy policies, their defenses are lowered.

The following suggestions are just first steps for those administrators not currently tracking their programs on any level and looking for a place to start.

The simplest thing to do immediately is to take an inventory of your current constituents such as your players, coaches, volunteers, etc. You already maintain some sort of database of name and contact information.  Expand that to include age, gender, and ethnicity.

Next, add to your data files easily attainable information about your community. Contact your local school district for demographic information. The district’s information may even include data about the percentage of children in single-parent homes or on subsidized lunch programs and much more. The website of the U.S. Census Bureau (http://www.census.gov/) is also a favorite resource of mine to understand the community my clients serve and as support for grant proposals.

The point of this simple exercise is to have a quantifiable understanding of your program rather than a gut feeling. Be able to show that your program reflects the diversity of the school district or the community at-large or that you fill a gap in services to an underserved community. More importantly, update this information every year to document growth in program diversity or to show that your program evolves as the community evolves. Perhaps it is time to add a Program Evaluation position or committee to your board for this purpose.

Your second step in program evaluation should be reviewing your mission statement. Mission statements tend to be general explanations of your intent in serving the community and rarely contain quantifiable objectives. For example, let’s look again at the sports program mission statements I listed in part one:

  • To encourage the education and development of high school students.
  • To promote physical fitness and health in high school students.
  • To enhance maturity, foster leadership, instill self-esteem, encourage sportsmanship, and create self-discipline.
  • To foster important lifetime virtues and character assets that contribute to the positive development of youth including sportsmanship, teamwork, and academic, social and personal achievement

Now, let’s review them with a “prove it!” attitude.

“To encourage the education and development of high school students.”

Do you work with players, parents, and teachers to track grades and standardized test scores of your students? Through grades, scores, or teacher written reports, can you show improved classroom performance of your players? Do you hold your players to a “no pass/no play” agreement?

“To promote physical fitness and health in high school students.”

Does your program track the general health of your players such as weight, body mass index, or cholesterol level? Do you offer information or programs to players and families regarding making intelligent dietary choices? If working with economically disadvantaged families, are you collaborating with community resources of subsidized meal programs in the school or local food banks?

“To enhance maturity, foster leadership, instill self-esteem, encourage sportsmanship, and create self-discipline.”

Are you identifying community partners to collaborate with you providing instruction or resources in these areas? Do you network with parents, teachers, scout leaders, and others to learn about the personal growth and development of players? Do you have formal programs to allow players to step into leadership and mentoring roles with the team? What method do you have for assessing a benchmark for a new player and tracking his or her progress in these areas over the years?

“To foster important lifetime virtues and character assets that contribute to the positive development of youth including sportsmanship, teamwork, and academic, social and personal achievement.”

Again, do you have any method in place to assess a child when entering and exiting your program? Have you asked parents, teachers, clergy, or others to document any changes they see in a player due to your program?

I can hear you all now…“Hey, we just want to play the game, not change the world!”  Remember that your sports program is one of thousands that is seeking new equipment, better turf, lighted fields, professional coaches, dynamic websites, chartered buses, and a host of other items that cost money in uneasy economic times.  Those who come out on top in the funding game will be those who are serving a diverse population, meeting community needs, and can PROVE IT!