The Department of Health and Human Services (DHHS) has recognized On Point’s abstinence-centered education curriculum as a “promising program,” achieving positive attitudinal impacts among teen participants.  According to DHHS, “On Point’s evaluation results show significant improvement in key attitudes regarding abstinent lifestyle as well as greater retention of core curriculum information.”  For more information on the DHHS review of On Point's programs, click here. 

The following material provides a brief explanation of On Point's evaluation practices, including goals and outcomes for each of our programs for the 2008-2009 school year:

Think On Point:

1. Outputs - 13,000 students in 62 area schools by June 30, 2009 (7% increase)

2. Outcomes - by June 30, 2009:

• Increase the number of students committed to sexual abstinence outside of marriage by 10%, as indicated by pre/post/post test surveys.
• Increase the number of students who understand that risk behaviors, such as drug and alcohol use, can increase one’s vulnerability to sexual advances, by 10% as indicated by pre/post/post-surveys.
• Increase the teens’ understanding of the social, psychological and health gains to be realized by abstaining from premarital sexual activity by 10%, as indicated by pre/post/post test surveys.

Long-term Impact - The long-term impact of increased abstinence among youth will lead to a:

• Reduction in the incidence of teen pregnancy and sexually transmitted disease (including HIV) among adolescents;
• Increase in the percentage of teens continuing to abstain from sex at intervals post-high school;
• Decrease in linked youth risk behaviors (violence, substance abuse, depression, academic failure, dating violence); and
• Increase in healthy marriage indicators.

Life On Point:

1. Outputs - 1,200 students weekly in 16 schools (42% increase over 2007-2008) and teen parent Life groups expanded from 3 to 4 schools

2. Outcomes - Life On Point outcomes will be measured through the Search Institute’s Developmental Assets Profile.  Year 1 will give a baseline indicator and On Point’s goal is to achieve the following outcomes by Year 3 of the project. 

By June 30, 2011:

• Increase students’ attachment to school achievement and plans for future by 10% as indicated by Search Institute’s Developmental Assets Profile (DAP).
• Increase social skills (conflict resolution, refusal skills, communication and boundaries) that lead to healthy relationships by 15% as indicated by DAP.
• Increase healthy connections to community and positive peers and adults by 15% as indicated by DAP and monthly support reports.

As On Point re-tools the Life On Point curriculum for future use, additional outcomes will be measured through the DAP and a new curriculum-specific tool to measure the students’ ability to set boundaries and possess self-discipline, develop positive personal values, practice key life and leadership skills, and possess a sense of personal identity.


Evaluation Methodology

Students will be evaluated using quantitative and qualitative tools designed to measure changes in attitude, knowledge, and behavior concerning risk behaviors.  Below is a brief description; for a technical description of methodology, please contact our evaluation supervisor, Tammy Bridenstine.

Think On Point Evaluation Methodology:

• 100% of students in the 16 schools will complete a quantitative pre-test which will serve as a base to assess programmatic change.
• 100% sample will complete a post-test at the end of the five days.
• 80% of the same students will take the post-test again six months later to measure long-term retention of the CAP program.

Life On Point Evaluation Methodology:

• 100% sample will take the CAP pre/post Survey Tool, to evaluate differences in students who receive ongoing support from Why Know versus the five-day program only.
• 100% sample will complete the Search Institute’s Developmental Assets Profile (DAP) at the beginning and end of the year to assess changes in six key life skills proven to impact behavior.  (NOTE: The Search Institute research has consistently demonstrated that students possessing a higher number of life skills (assets) were not only more likely to engage in positive attitudes and behaviors, but also were less likely to experience difficulty in school, become involved with illicit drugs and sex, engage in bullying or violence or other high risk behaviors.)
• A random sample of Think On Point students will also complete the DAP to serve as a comparison for Life On Point and non-Life On Point students.

Life On Point participants will also complete monthly self-reports defining whether or not they avoided sexual activity and to assess increased social skills, healthy connections to community and academic success.  All Life On Point evaluation methods are designed to confidentially track individuals throughout the years, allowing for long-term evaluation.