Reach Out Iowa
Final Project Evaluation Summary
Prepared by the
Research Institute for Studies in Education
Iowa State University
August 2012
INTRODUCTION
The Research Institute for Studies in Education (RISE), Iowa State University served as
external evaluator for the “Reach Out Iowa” (ROI) project funded by the Corporation for National
and Community Service under its Learn and Serve America initiative. This report presents a
final summary of evaluation activities and findings of the ROI project. During Year One RISE
finalized the project evaluation plan, developed the youth participant and recipient organization
surveys, and developed on-line instruments for ROI staff to collect project and demographic
survey data. Evaluation activities during Years Two and Three included (1) evaluation of the
training provided for leaders of service learning projects, (2) data collection from youth who
participated in ROI service learning activities, (3) data collection from ROI recipient
organizations, (4) focus groups and interviews with youth and adults who had been involved in
ROI service learning projects, and (5) a survey of project leaders about partnering with Iowa
State University Extension (ISUE). A summary of the evaluation activities and their findings
follows. Complete details of the evaluation can be found in interim and annual reports provided
to project staff.
EVALUATION OF SERVICE LEARNING TRAINING
ISUE conducted 4-H Youth Development Volunteer Training in all 99 counties
throughout the state in Year Two of the project. After the training was completed, participants
were asked to complete an evaluation instrument designed and distributed by the trainers that
included: level of agreement with statements about their knowledge and skills for leading
service learning projects, recommendation of the training for other volunteers, and suggestions
for improving the training and/or future training topics. RISE received and analyzed results from
343 respondents representing 27 counties.
This training was very effective in preparing volunteers to apply the service learning
approach (IPARDC process) to ROI community projects. Most of the volunteer leaders
understand service learning, the process, and resources available for carrying out projects.
They are confident in their ability to use their training and adopt the framework for future service
projects. Almost all participants would recommend the training to other volunteers.
YOUTH PARTICIPANT SURVEY
During Years Two and Three of the project youth participants were asked to complete a
brief survey after completing their service learning project. The instrument was developed by
the evaluation team and project staff and was available in both paper and online versions. Part
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I asked youth to indicate whether statements were definitely or mostly false or mostly or
definitely true in describing themselves before and after their service learning experience.
Statements were related to civic knowledge, leadership, community attachment, community
responsibility, and perceptions of personal skills. Part II asked about their perceptions of the
experience and its effects on them. RISE received and analyzed 2093 surveys representing
101 projects.
Youth participants experienced significant changes as a result of their participation in
service learning projects over the course of the ROI project. Civic knowledge, leadership,
community attachment, community responsibility, and perceptions of personal skills were
greater after the experience as compared to before. There was little difference in youth
responses from Year Two to Year Three of the project, with most youth stating they benefitted
for working with others and felt included and valued in the projects. Youth respondents
consistently stated that their ROI experiences made them care more about needs in their
communities and they plan to do other service or volunteer projects. In both Years Two and
Three the project met a key performance measure that at least 50 percent of youth would
increase their civic knowledge.
RECIPIENT ORGANIZATION SURVEY
During Years Two and Three of the ROI project, leaders of organizations that were
recipients of services from the youth projects were asked to complete a brief survey about
project planning and implementation and their perceptions of the youth participants. The
instrument was developed by the evaluation team and ROI project leaders and was available in
both paper and online versions. RISE received and analyzed surveys from 107 respondents
representing 49 projects.
Overall, recipient organizations were extremely positive about the planning and
implementation process. They consistently indicated that the service learning projects were
beneficial to their clients/recipients and that they, too, benefitted from their interaction with the
youth and are now more interested in working with youth in the future. In both Year Two and
Year Three of the project, a key performance measure was met that at least 75 percent of
recipient organizations would report that the clients/recipients are benefitting from and/or finding
the activities provided by the service learning participants to be useful.
YOUTH AND ADULT FOCUS GROUPS AND INTERVIEWS
RISE conducted eleven focus groups and three interviews assessing the experiences of
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adults and youth involved with Reach Out Iowa during Years Two and Three of the project. The
focus groups and interviews were conducted at project locations across Iowa during May and
June of 2011 and 2012. Most locations held both a youth focus group and an adult focus group;
some held a youth focus group and/or an adult interview. The focus groups and interviews
covered the following topics:

The IPARDC Process

Roles and responsibilities of adults and youth in ROI projects

Accomplishments and benefits of ROI projects

Differences between ROI and other service learning projects

Strengths and challenges of working with ISU extension

Sustainability of ROI projects
Overall, group members were very pleased with their ROI projects, experiences, and
results. Themes that emerged over Years Two and Three of the project included:
Successes:

Youth experienced increased positive outcomes of the ROI projects; they felt proud of
their work and reported an eagerness to continue to be engaged in their communities.

For most projects, youth were successful in completing the bulk of ROI projects
themselves.

Projects created a sense of community responsibility in youth and had a positive impact
on the community and community residents and created community partnerships,

Adults in the community, including teachers and project leaders, began to see youth as
capable, responsible, and generous when provided the opportunity.

Youth learned communication, teamwork, leadership, and other practical skills.

Youth enjoyed their experiences with Reach Out Iowa and experienced a sense of
accomplishment.

Participants felt that ROI projects were significantly different than other project they had
been involved with in the past, and adults and youth alike expressed the desire to
continue to engage in service learning projects and felt that they would be able to do so
without Reach Out Iowa funding.

ISU extension staff provided a useful curriculum and was helpful and supportive.
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Challenges:

Youth who were not as engaged in all phases of the IPARDC process experienced less
positive outcomes; they did not feel as proud of their work, they did not express desires
to continue to engage in service learning, they reported learning less, and they did not
report feeling an increased connectedness to their communities.

Adults maintained major roles in a couple of the projects due to short timelines.

Some adults in the community, including teachers and project leaders, were resistant to
seeing teenagers as capable, responsible, and generous people.

Some adults found the paperwork and reimbursement processes associated with the
grant to be burdensome.

Certain aspects of the IPARDC process were not fully utilized; for instance, few adults
and youth reported celebrating their accomplishments at the end of the project and a few
students did not know what focus group facilitators meant when asked about “reflection.”
EXTENSION PARTNERSHIP SURVEY
In order to ensure that all project leaders had an opportunity to comment on their
experiences working with Iowa State University Extension partners, RISE prepared a brief
online survey to gather feedback about their perceptions of ISUE as a partner and the likelihood
they would continue using service learning as a tool in their organizations. Project staff emailed
an invitation with the survey link to 39 potential respondents. RISE received and analyzed the
nine responses. Eight of the nine said they had worked directly with a youth planning team.
Five had served as ISUE’s primary contact for the project. Four had helped with project
logistics or completed paperwork.
Leaders’ experiences with ISUE were very positive, especially regarding communication,
ISUE’s response to questions, and materials provided for youth training. Most thought ISUE
provided valuable suggestions and was important to the success of the projects. Over three
fourths are likely to continue using service learning in the future.
OVERALL SUMMARY
Overall, the Reach Out Iowa project was very successful in providing leadership and
support for both adult volunteers and youth participants in service learning projects. The
IPARDC process has been consistently implemented with fidelity. In most cases, youth have
assumed primary roles in the investigation, planning, and action phases. The demonstration
and celebration phases are being implemented, but youth aren’t necessarily playing as great a
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role as the adults in these areas. The reflection phase is being implemented, but youth aren’t
necessarily aware that it is occurring or familiar with the term for what they are doing.
ROI project staff and Iowa State University Extension have been excellent partners with
service learning project leaders throughout the project. Leaders commended ISUE staff for their
communication, responsiveness, and supporting materials, although a few noted that
reimbursement procedures were slow and reporting requirements burdensome.
Youth learned a great deal about themselves and their communities through planning
and carrying out ROI service learning projects. As a result of their involvement, they are more
aware of and care more about needs in their communities and plan to be involved in future
volunteer or service projects. Adult leaders found the IPARDC service learning model to be
effective. Leaders from recipient organizations learned that youth are more capable and caring
than they thought, benefitted from their interactions with the youth, and intend to work with them
on future projects. Key performance measure targets for increasing the civic knowledge of
youth and meeting needs of recipients were met.
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