Evaluation of the
Waterbury Police Activity
League (PAL)
AUGUST 2009
Institute for Municipal & Regional Policy
Central Connecticut State University
1615 Stanley St.
New Britain, Ct 06050
Contact:
Andrew Clark, Director
(860) 832 1871
clarkanj@ccsu.edu
Acknowledgements
The State of Connecticut‟s Commission on Racial and Ethnic Disparity in the Criminal Justice System
initiated this evaluation of Waterbury‟s Police Activity League. The Commission was created by the
Connecticut state legislature in 2000 (Public Act 00-154). The stated purpose of that act was "to establish
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a commission dedicated to eliminating racial and ethnic disparity in the criminal justice system." Led by
the current Chair of the Commission, the Honorable Judge Lubbie Harper, Jr., the Commission has
dedicated its service to reducing racial and ethnic disparities in the criminal justice system through
several avenues, one of which is by supporting local programs that deter youth from entering the criminal
justice system. The Institute for Municipal & Regional Policy (IMRP) at Central Connecticut State
University (CCSU) is a contracted consultant to the Commission. At the request of Judge Harper,
researchers and staff from the IMRP met with the chiefs of police in Connecticut‟s larger cities to learn
about their respective departments‟ youth programs and to offer their and the Commission‟s services to
assist them in their efforts to deter youth from the criminal justice system. When the CCSU team, led by
Andrew Clark, Aileen Keays and Dr. Ronald Fernandez, met with Chief Neil O‟Leary of the Waterbury
Police Department, Chief O‟Leary stated his desire to carry out an evaluation of Waterbury‟s PAL
program to determine strengths and weaknesses in an effort to improve the program. The IMRP and the
Commission on Racial and Ethnic Disparity in the Criminal Justice System agreed this was a valuable
opportunity to assist a local police chief who has dedicated his department‟s resources into creating and
building a unique program to benefit the youth and the community-at-large in his district.
Special thanks to:
Waterbury Police Department
Waterbury PAL police officers
Waterbury Board of Education
Ronald Fernandez, Ph.D., CCSU
Chief Neil O‟Leary, WPD
Sgt. Robert Cizauskas, WPD
Authors:
Benjamin Tyson, Ph.D.
Co -Principal Investigator
Professor
Department of Communication
Central Connecticut State University
Stephanie Sfiridis
Research Assistant
Institute for Municipal & Regional Policy
Central Connecticut State University
Shamir Ratansi, Ph.D.
Co-Principal Investigator
Assistant Professor
Department of Criminology & Criminal Justice
Connecticut State University
Aileen Keays, M.S.
Co-Project Manager and Research Assistant
Research & Policy Specialist
Institute for Municipal & Regional Policy
Central Connecticut State University
Contributors:
Andrew Clark
Co-Project Manager
Director
Institute for Municipal & Regional Policy
Central Connecticut State University
1
Lyndsay Ruffolo
Research Assistant
Research & Policy Specialist
Institute for Municipal & Regional Policy
Central Connecticut State University
http://www.ct.gov/redcjs/site/default.asp?
1
TABLE OF CONTENTS
Page
Executive Summary
4
Background
5
Research Objectives
8
Research Methods
9
Focus Group Findings
Police Officers
Teachers
11
14
Interview Findings
Youth
Parents/Guardians
17
20
Survey Findings
Youth
Parents/Guardians
23
41
Findings from Institutional Records
60
Conclusions
Focus Group Findings
Interview Findings
Survey Findings
Findings from Institutional Records
66
68
70
72
References
73
Appendix 1 – Focus Group Questions
74
Appendix 2 – Youth Interview Questionnaire
75
Appendix 3 – Parent/Guardian Interview Questionnaire
76
Appendix 4 – Youth Survey Questionnaire
77
Appendix 5 – Adult Survey Questionnaire
84
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EXECUTIVE SUMMARY
The following research project was conducted for the Waterbury Police Activity League by the Institute for
Municipal & Regional Policy (IMRP) at Central Connecticut State University between March and June
2009. The objectives of the project were to:
Conduct a brief literature review on the history of Police Athletic Leagues in the U.S., the State of
Connecticut, and in Waterbury, Connecticut.
Conduct focus groups, interviews and surveys with key stakeholders (police officers, teachers,
parents/guardians, youth) to assess satisfaction with the PAL program, facilitating factors and
barriers, perceived benefits, perceived problems, and ideas for improvement.
Conduct a comparative analysis of police and school records to assess the possible impacts of
the PAL program on youth.
To form conclusions based on research findings that will help guide improvements in the
Waterbury PAL program.
The following is a summary of these conclusions.
Outcomes of the PAL Program
The PAL program helps keep youth busy with structured activities and therefore they have less idle time
to get into trouble.
The PAL program provides youth with a sense of belonging.
The PAL program provides a context in which they are held accountable for the consequences of their
actions (i.e., the program instills a sense of responsibility in the youth).
The PAL program allows youth to see police officers in a new light – not as adversaries, but as positive
role models.
The PAL program improves academic performance.
PAL youth must maintain good grades to participate in PAL sports.
A significant number of PAL youth…
o have improved their grades since joining PAL.
o go to school more often since joining PAL.
o have improved their homework performance since joining PAL.
Most PAL youth intend to go to college.
The PAL program improves personal life:
A significant number of PAL youth…
o have better communication skills since joining PAL.
o have more self discipline since joining PAL.
o have better interpersonal relationships since joining PAL.
o have better physical health since joining PAL.
o have better team work and sportsmanship skills since joining PAL.
o spend more time exercising since joining PAL.
o spend less time watching television and playing computer games since joining PAL.
The PAL program decreases youth delinquency:
Instances of trouble with other youth reportedly dropped.
Instances of trouble at home reportedly dropped.
Instances of trouble in school reportedly dropped.
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Instances of trouble with police reportedly dropped.
Strengths of the Program
Findings from Institutional Records suggest that PAL is targeting the right youth – youth with slightly
higher than normal arrest rates.
A major strength of the program is the commitment to its success from of all those that support it;
including the Chief of Police, PAL supervisors and coordinators, volunteers, and local program sponsors.
Respondents agree that the PAL program creates positive changes in the community and that these
changes are sustainable and create an atmosphere less conducive to juvenile crime. In the eyes of many
in the community, PAL stands for positive choice.
Nearly all respondents believe that PAL activities are offered at the right place, right time, for the right
duration, and that the instructors, volunteers, facilities, and materials are all good.
Sports programs, especially baseball/softball and basketball, are the most popular programs; but a full
array of other types of programs and events that appeal to everyone are also offered (e.g., arts,
academics, skill-building programs for youth, and community celebrations for families).
Weaknesses of the Program
Nearly all respondents believe that the PAL program is under-resourced - there are approximately 2800
youth in PAL with just five officers dedicated to their supervision. The most critical limiting factor is thought
to be volunteer assistance.
Several respondents suggest that the PAL program needs improved communication with parents.
Several respondents suggest that refereeing is not always good and that coaches should be better
trained.
Respondents believe that it would be beneficial to conduct PAL programs at additional schools in the city,
especially those far away from the PAL Learning Center.
In terms of additional PAL activities, the following ideas garnered support from respondents (please see
conclusion section for the full array of suggestions):
A greater variety of educational and vocational programs for youth not interested in sports
More activities for 15 to 18 year olds.
More Special Olympics activities.
More basketball for younger youth.
More sports for girls such as volleyball, tennis, art programs, and cooking classes.
More activities during the summer and on weekends.
A swimming program.
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BACKGROUND
Introduction
Many studies show a correlation between school drop-out rates and delinquency. Nearly one-third of
United States high school freshmen, and half of African-American and Hispanic students do not earn their
diploma on time. Students of lower socioeconomic status residing in urban school districts have an
approximate 20 percent higher risk of dropping out of high school than students in suburban schools.
High school drop-outs are more likely to be unemployed, receive public assistance, and become teenage
parents compared to those who graduate high school (Sweeten, Bushway and Paternoster, 2009).
High school drop-outs are more likely to be involved in criminal behavior as well. A study by Harlow for
the U.S. Department of Justice (as cited in the article by Sweeten, Bushway, and Paternoster) shows that
around 68% of state prison inmates did not obtain a high school degree. These studies do not show that
dropping out of school causes delinquency, however, they do show a link between youth that have
dropped out of school and criminal acts.
Studies show that youth that are bonded to conventional social activities, including social institutions such
as family and school are less likely to commit delinquent acts (Winfrey and Abadinsky, 2003). The Police
Athletic League (PAL) program builds on this. Through PAL programs, youth are able to become involved
in constructive social activities that encourage education and physical activities. It is believed that
involvement in these activities leads to a stronger belief in social norms which pressure youth to stay in
school and not commit delinquent acts.
The History of PAL
The concept of PAL took root in 1914 in New York City by Police Commissioner Arthur Woods. Woods
used his officers to create a program for youth in the city. The program was designed to give children an
alternative to playing in the streets which Woods believed would lead to a delinquent lifestyle. Woods
converted twenty-nine blocks of vacant lots into playgrounds. He banned traffic from these areas in the
afternoons. The idea caught on and seventy-five new “playstreets” were added during the 1920‟s. In the
late 1920‟s, the New York City Police Department created an organized baseball league designed for
young boys in the city. The league became known as the Twilight Athletic League. It would eventually
form the basis for the PAL program as we know it today.
The New York PAL program quickly grew to include other sports such as football, boxing, and women‟s
basketball. The program‟s popularity increased as legendary baseball great Babe Ruth joined the PAL
steering committee and First Lady Eleanor Roosevelt attended a game. Celebrity endorsements were
numerous and radio stations began to broadcast weekly educational programs featuring PAL members.
A PAL display was showcased at the 1939 World‟s Fair. Eventually the New York City Board of
Education began to work cooperatively with PAL to address truancy issues.
PAL radio programs won two Freedom Foundation awards for their community service program and
received a gold medal from the Foundation for its radio and television work with young children. PAL
members began competing in high-level competitions. New activities outside of sports were added
including career guidance and treatment plans for troubled youth. The PAL program expanded to manage
sixty-nine indoor centers and 70,000 members. By the 1940‟s and 1950‟s, questions of how to replicate
the PAL program were being asked.
Today, the Police Athletic League is a national organization with over 400 chapters nationwide, each
being run in their own communities by local police departments and volunteers. These chapters are found
in over 700 cities, utilize 1,700 facilities, and involve over two million youth. They sponsor athletic,
recreational, and educational activities for youth. The driving force behind PAL is the belief that forming
bonds between youth and police officers at a young age will lead to strong moral character throughout
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life; i.e., if the adolescent respects the officer on the ball field or in the classroom, they are apt to respect
the laws that the officer is charged with enforcing.
Waterbury PAL
The Waterbury Police Athletic League was formed in October of 1966 by Officers John Andrews, Charles
Bordner, William Knuchel, and Frank Chepis. It was started with a $1,500 donation by the Police Mutual
Aid Fund. PAL‟s primary function in the early days was the formation of a marching band, though some
sports activities were also conducted. The PAL marching band traveled and competed against other
bands in the tri-state area. Membership eventually rose to around 700 youth.
By the 1980s, PAL had transitioned from a ceremonial type of program to a competitive athletic program.
Baseball was the biggest focus, but other sports such as boxing and basketball were also included.
During the late 1990‟s, financial problems forced PAL funding to be cut severely. By 2001, the City of
Waterbury was bankrupt and PAL membership had declined to seventy members.
The year 2003 marked a significant change for the Waterbury Police Athletic League. Officer Neil
O‟Leary, acting Chief, and Lieutenant Mike Gugliotti, administrative assistant to the Chief, started to
revive the PAL program. They identified three issues: 1) there were only seventy members and most of
these children were competitive athletes who were recruited to PAL for their sports skills, 2) Latinos
dominated PAL membership which was not representative of the community as a whole, and 3) PAL only
offered sports, primarily baseball.
Chief O‟Leary and Lt. Gugliotti addressed these concerns in their efforts to reorganize the PAL program.
They targeted new children, those who would not normally try-out for sports teams. According to Chief
O‟Leary, they tried to attract kids who would “easily fall through the cracks”. Athletes already had self
confidence; it was the non-athletes he was worried about; those that had no structure in their lives, no
confidence, and needed the most help. The Police Athletic League officially changed its name to the
Police Activity League to signify the change in its mission. Educational programs were added to the
curriculum with the help of Superintendent of Schools, Dr. David Sneed. The new philosophy of PAL put
education, community and athletics on an equal basis.
Teachers were asked to identify “at-risk” children in their classrooms and encourage them to join the PAL
program. Every child was assigned a police officer that acted as a mentor. By 2005, the program had
rapidly expanded and PAL officers had difficulty keeping up with the needs of the program. Member
numbers had risen to between 1,500 and 1,700 children.
Children in the program are required to participate in community sponsored events and educational
programs. Programs on computer safety, nutrition, drug, gang, and peer pressure awareness have all
been created. During this expansion, PAL began its Payroll Deduction Campaign. Aimed at police
officers, the campaign asked for contributions from each officer‟s weekly paycheck. Out of 300 sworn
officers and 70 civilian officers, 97% agreed to take part in this campaign. A year later, this campaign
expanded to include the Board of Education and 500 teachers agreed to the payroll deduction.
Up until this point, school gymnasiums and athletic fields were borrowed as needed. In 2006, the PAL
program acquired Saint Lucy‟s School and recreation center located in the heart of downtown Waterbury.
Funds for the purchase of the school and recreation center were raised from a capital campaign started
by Chief O‟Leary and the PAL officers. By February 2007, the program had raised over $800,000 from
individual and corporate donations. Volunteers and police officers spent several months renovating the
two buildings. The advent of the school/center motivated forty volunteers including teachers and school
principals to create new curriculum and learning modules for the now 2,900 children enrolled in PAL.
New programs are continuously being launched by PAL. For example, PAL now works with the Special
Olympics using PAL children as mentors for the Special Olympics youth. It is believed that Waterbury‟s
PAL program is the only one in the country to have a formal relationship with the Special Olympics.
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Sports are still a large part of PAL, but hardly the only part. Homework Haven works as an after-school
homework assistance program supervised by a teacher volunteer. An ACCUPLACER program was
developed for older high school students to prepare them for college. ACCUPLACER is the placement
exam for students entering the Connecticut Community College System. It determines which courses are
2
appropriate for the new students and whether remedial classes are needed . PAL added this program
upon realizing that many Waterbury youth were unable to score well on SAT exams and were not
continuing on to college. PAL wanted to change this and began offering the PAL ACCUPLACER program
which trains older youth to successfully take the ACCUPLACER test. Youth who participate in this
program are paid an hourly salary for their participation. PAL has also teamed up with the local Health
Department to teach youth about risks that can affect them. Reading and literacy programs for all ages
have been designed. Holiday parties that benefit the community and feed the homeless are also held
frequently.
The Waterbury Police Activity League is now gaining national attention. As evidence of this, Chief Neil
O‟Leary was recently awarded the title of 2008 Volunteer Man of the Year by the national PAL
Association. Waterbury PAL administrators are dedicated to enriching the quality of their program; to
support this effort, the following research project was launched.
2
http://www.commnet.edu/student/Accuplacerinfo.asp
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RESEARCH OBJECTIVES
The following research project was conducted for the Waterbury Police Activity League by the Institute for
Municipal & Regional Policy (IMRP) at Central Connecticut State University between March and June
2009. The objectives of the project were to:
Conduct a brief literature review on the history of Police Athletic Leagues in the U.S., the State of
Connecticut, and in Waterbury, Connecticut.
Conduct focus groups, interviews and surveys with key stakeholders (police officers, teachers,
parents/guardians, youth) to assess satisfaction with the PAL program, facilitating factors and
barriers, perceived benefits, perceived problems, ideas for improvement.
Conduct a comparative analysis of police and school records to assess the possible impacts of
the PAL program on youth.
To form conclusions based on research findings that will help guide improvements in the
Waterbury PAL program.
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RESEARCH METHODS AND PROCEDURES
Research Methods
a) Part 1: Two focus groups with a) PAL staff (police) and b) PAL program teachers to assess
satisfaction with the program, facilitating factors and barriers, perceived benefits, perceived
problems, ideas for improvement.
b) Part 2: Ten, one-hour personal interviews with students enrolled in PAL – students to be
randomly selected and stratified by age (10-18) to assess satisfaction with the program,
facilitating factors and barriers, perceived benefits, perceived problems, ideas for improvement.
c) Part 3: Ten, one-hour personal interviews with parent/guardian of students from Part 2 (above) to
assess satisfaction with program, facilitating factors and barriers, perceived benefits, perceived
problems, ideas for improvement.
d) Part 4: Self-administered survey of youth (age 10-18) enrolled in PAL to assess satisfaction with
the program, facilitating factors and barriers, perceived benefits, perceived problems, ideas for
improvement.
e) Part 5: Self-administered survey of parent/guardian of youth enrolled in PAL to assess
satisfaction with the program, facilitating factors and barriers, perceived benefits, perceived
problems, ideas for improvement.
f)
Part 6: Analysis of police and school data sources (age 5-18) (2007-2008) to compare students
enrolled in PAL with students not enrolled in PAL - evaluation variables: truancy, grades,
disciplinary infractions, contact with police, arrest rates, etc.
Research Procedures
a) Part 1: Two focus groups were conducted at the PAL Recreation Center in Waterbury. The first
focus group was with ten police officers involved with the PAL program. The second was with
twelve school teachers involved with the PAL program. Participants were identified by the PAL
director. The focus groups took 90 minutes. Participants were provided with a consent agreement
at the time of the event. Focus group discussion was audio recorded and written transcripts were
developed from the recordings. These transcripts were content analyzed for key themes by two
individuals and their interpretations were reconciled. See Appendix 1 for focus group questions.
b) Parts 2 &3: Approximately thirty students (ages 10-18) enrolled in PAL were identified by the PAL
director. Their parent/guardian was phoned to see if both the student and the parent/guardian had
interest in participating in a one-hour interview to evaluate the PAL program. Ten students and
ten parent/guardians eventually consented to participate. Youth and the parent/guardian were
interviewed separately. The student and the parent/guardian were each provided with a consent
agreement at the time of the interview. Interviews were conducted at the PAL facility in
Waterbury. See Appendix 2 for interview questions for the youth. See Appendix 3 for interview
questions for the parent/guardian. Responses were written down by the interviewer on the
interview instrument at the time of the interview.
c) Parts 4 &5: A survey was conducted of 110 youth (grades 2-12) that are enrolled in PAL and 121
parents/guardians of youth enrolled in PAL. They each completed a self-administered
questionnaire lasting 20 minutes. The questionnaire was administered just prior to a PAL
sponsored Easter celebration event and at a few PAL baseball and basketball games. Students
and parents/guardians were provided with a consent agreement at the time of the survey. See
Appendix 4 for the youth questionnaire and Appendix 5 for the parent/guardian questionnaire.
9
d) Part 6: An analysis of Waterbury juvenile arrest records and Waterbury school data for the years
(2007-2008) was conducted comparing students (ages 5-18) enrolled in PAL with students not
enrolled in PAL – student data from the two sources was initially matched by name and birth date,
then all identifiers were detached and code numbers were assigned to protect anonymity.
Additional data on how many PAL activities students participated in was attained from PAL. The
sample consisted of 1569 students who were in the PAL program for the school year 2007-2008.
A random Non-PAL sample of 2000 was also selected for the same time frame. Arrest records
were examined for the period January 2007 through December 2008.
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PAL PROGRAM POLICE OFFICER FOCUS GROUP FINDINGS
Issue 1: Involvement in PAL program
Three of the focus group participants are program coordinators that work exclusively for the PAL program
on a full-time basis (60-70 hrs/wk). They help coordinate all sport, recreation and learning activities and
have been doing this for between one and three years. Two of the focus group participants are
community relations officers that have been working closely with the PAL program for three years,
approximately five to ten hours per week. The other focus group participants help coordinate specific
events (e.g., martial arts, fishing, basketball, bowling) and have been doing this for various lengths of time
(one week to two years). Their time commitment ranges from two to 16 hours per week.
Issue 2: Program offerings
All focus group participants agreed that the right types of programs are being offered and that they are
using the resources they have as effectively as they can.
Resource limitations (specifically, sports facilities and volunteer assistance) are what limit expansion of
most programs. If additional sports facilities were available, focus group participants agreed that they
would offer more of the same types of programs. Some facilities require repairs that are typically funded
by grants and donations.
It was agreed that volunteer assistance is the most critical limiting factor. All volunteers must go through
background checks and 60% of those that apply cannot pass these reviews. The program presently has
over 200 volunteers helping to serve approximately 2800 PAL youth. Most of these volunteers help with
multiple events. Approximately half are off-duty police officers. Focus group participants agreed that it is
very difficult to find volunteer referees from the neighborhoods for the various sports.
The only expansion of programs that can now take place is with programs that do not require a lot of
resources. These programs tend to be either a) non-team sports such as fishing and bowling or b)
educational programs such as drug awareness and gun awareness. Expansion of the community garden
program and initiation of a swim lesson program is also slated for the future.
Transportation to PAL events can also be a limiting factor. Weekends and weekdays after 6:00 p.m. are
the primary times for PAL programs. Working parents have difficulty getting their children to PAL at other
times. Single working parents have difficulty getting their children to PAL at all times. PAL puts a lot of
effort into providing transportation for those that need it. They will transport youth from home and school.
They also drive the girls‟ basketball team to Amateur Athletic Union events throughout New England.
In addition, conflicts are common on Sunday morning when PAL sports events must be scheduled at the
same time as church services. This is the case with basketball, baseball and bowling (lanes are only open
to PAL on Sunday mornings).
Issue 3: Program effects
When asked about program effects, focus group participants agreed that PAL programs provide youth
with some stability in their lives and positive role models to hopefully emulate. Participants stated that
many PAL youth come from unstable, broken families where they live in multiple homes and are moved
around frequently. Participants agreed that PAL programs provide these youth with a sense of belonging,
a chance to experience working in a disciplined way with a group (team), and a context in which they are
held accountable for the consequences of their actions – all things they may lack at home. In addition, the
youth get to interact closely with PAL program volunteers who are dedicated, caring, hardworking
individuals who provide good role models. Many of these volunteers are off-duty police officers. Focus
11
group participants agreed that it is beneficial for the youth to see them out of uniform as normal, caring
citizens. Participants agreed that this helps to reduce “us versus them” polarization between the
community and the police.
Focus group participants also believe that PAL volunteers are often the only ones that will ever talk to the
youth about the dangers of drugs, guns, and other public health issues. Many of the youth do not get this
message at home. The PAL program offers education about these issues. In the future, PAL hopes to
initiate a program whereby adults who have been incarcerated for related offenses come to speak about
the danger of these actions with PAL Youth.
Focus group participants agreed that another benefit of the PAL program is that it simply keeps the youth
busy. It channels their free time into sports activities. It limits unstructured time on the street corner which
can lead to troublesome behaviors.
Focus group participants also agreed that another positive effect of PAL programs concerns academic
performance. Youth involved in PAL programs must maintain the same grades in school that the schools
require for anyone participating in sports. Because of this, a close link has formed between parents,
teachers and PAL police officers. Focus group participants say they are regularly called to intervene when
a PAL youth acts up and/or their grades drop – at home or at school. Focus group participants state that
youth very much want to participate in PAL activities and work to avoid issues that might threaten this.
Police officers teach that PAL participation is a privilege that comes with responsibility; i.e., that there are
consequences for both good and bad behavior.
Focus group participants used the example of the girls‟ traveling basketball team to show how PAL
involvement can positively affect academic performance. College scouts use Amateur Athletic Union
events as a recruiting venue. Eighty percent of academically eligible youth on the PAL team will be going
to college on scholarships this year.
Issue 4: Strengths of the program
Focus group participants agreed that a major strength of the program is the commitment to its success
from of all those that support it – including the Chief of Police, PAL supervisors and coordinators,
volunteers, and program sponsors. They believe that Chief O‟Leary‟s commitment to the program the last
three years is what is with making the program the largest and most successful in the state – further
reducing the juvenile crime rate. PAL program supervisors and coordinators are credited with achieving
great improvements in communication with the community that has facilitated their working together to
improve conditions for youth. Volunteers are credited with great success in renovating the physical
facilities and conducting worthwhile and effective programs. Local sponsors are credited with supplying
the materials needed to make it all happen. Focus group participants believe that this level of commitment
creates a synergy that will continue to negatively affect crime rates well into the future.
Focus group participants agreed that the PAL program is a way to have a permanent impact on crime.
They see it as a viable alternative to customary enforcement approaches. They agree that the PAL
program, through communication and education, creates fundamental changes in the community and that
these changes are sustainable and create an atmosphere less conducive to juvenile crime. They believe
the PAL approach repositions the police officer in the eyes of the community from a vector of punishment
to a vector of reward. The program places the focus on proactive prevention rather than reactive
enforcement. Focus group participants agreed that this approach is more personally rewarding.
Focus group participants agree that the PAL program is helping to cultivate a better sense of community
in the area. Holidays are typically celebrated with large public gatherings at the PAL facility.
The PAL program is helping youth focus on high order social and esteem issues, something new for
many who still struggle to fulfill more basic physical and safety needs. The youth are encouraged to
develop a sense of commitment and accountability.
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Issue 5: Weaknesses of the program and ideas for improvement
Focus group participants agree that more police officers need to see how the PAL program is a viable
alternative to customary enforcement approaches. They need to see how it can have a better, more
sustained, impact on reducing juvenile crime. Several focus group participants believe that every officer
should be required to work with PAL to some degree so that they can learn this. They recognize that
there are many young officers that may not have the experience to put this lesson into context.
Focus group participants agree that PAL is under-resourced. There are approximately 2800 youth in PAL
with just five officers dedicated to their supervision.
Focus group participants recognize that there is a potentially negative effect on normal patrol
responsibilities when an officer is released for PAL duties. Time taken away for PAL duties can
complicate scheduling of patrols. In addition, some focus group participants admit to receiving criticism
from peers that PAL activities are a “soft” alternative to normal duties.
Focus group participants agree that PAL facilities are good, but could be better. They stated that ideally,
PAL should have its own sports complex with baseball and football fields, locker rooms, etc.
At the conclusion of the focus group, participants were asked why the conversation had focused so much
on sports related programs at the PAL Recreation Center and local gyms/fields. Participants were quick
to point-out the other types of programs that are offered at the PAL Education Center (e.g., choir, plays,
drug education, homework assistance, computer use safety). This lapse might be due to the limited time
set aside for focus group for discussion; but might also be reflective of a bias toward sports to the
possible detriment of other types of programming (e.g., art, crafts, music, academics).
13
PAL PROGRAM SCHOOL TEACHER FOCUS GROUP FINDINGS
Issue 1: Involvement in PAL Program
Teacher involvement in PAL activities and PAL involvement in school activities is truly collaborative. PAL
provides facilities (PAL Learning Center) and a context for after-school and summer activities conducted
by teachers and PAL supports behavioral prevention programs and some after-school activities in
schools.
Teacher involvement in PAL programs is both paid and volunteer. One focus group participant that helps
administrate the programs has worked for PAL approximately eight hours per week for the last two years.
One participant has worked with the Special Olympics program about 1.5 hrs/wk for 1.5 years. Six
participants were employed to work at the Summer Institutes for 20 hrs/wk for six weeks beginning last
summer. Two of these individuals have also volunteered 2-4 hrs/wk for six weeks this school year to work
on the Homework Haven after-school program. Three other focus group participants volunteer to help
with just the Homework Haven program. One participant acts as a general all-program volunteer helping
out where needed.
Issue 2: Program Offerings
According to focus group participants, approximately 2.5 years ago a decision was made to expand the
PAL program beyond sports to include arts and educational programs (Police Chief O‟Leary was credited
with this effort). Instruction on such diverse topics as cheerleading, internet safety, drug/violence
prevention, college preparation, etc. are now offered at the PAL Learning Center and at other venues in
the city by teachers and PAL volunteers. In addition, in the past year, two unique education-based
programs were launched - the a) Summer Institute and b) Homework Haven after-school program. Focus
group participants agreed that all of the programs are working very well and that a great amount of
success has been achieved in a very short time period.
The Summer Institute is funded by a Workforce Connection grant (federal grant). It was first conducted
over a six week period in summer 2008 for youth ages 14-18. Plans are to repeat the program in summer
2009 for youth ages 13-21. The Institute ran three programs – one on carpentry, one on landscaping, and
one on culinary arts. Youth learn and practice a skill for which they receive a salary. Boats were
constructed and sold, neighborhood homes and churches were landscaped and a cookbook was
produced in summer 2008. In addition, the youth receive twelve hours of money management training as
part of the program. In summer of 2009, the program will be expanded to include two levels of training for
the carpentry and landscaping programs (at beginner and at intermediate levels). In 2010 it is hoped that
a third (advanced) level can be added.
The Homework Haven after-school program is conducted for 40 youth who have been identified as at-risk
for low academic performance. It is being piloted for the first time this year at two schools. Instructors are
all volunteers from the schools. The program meets after school two days per week for three hours over a
six week period. Time is spent assisting with homework, doing crafts and engaging in recreational
activities. It is an effective way to promote other PAL programs with the youth. PAL provides the supplies.
The hope is to expand the program to the whole academic year and include other district schools.
In addition to these programs, focus group participants discussed PALs assistance with Special
Olympics. Prior to this assistance, the Special Olympics program was constrained by limited funding and
volunteers. PAL has helped remove these constraints which have allowed the program to grow
considerably. Focus group participants also recognized the efforts that PAL has made to engage families
in the community. PAL frequently hosts large neighborhood celebrations on major holidays providing
food, facilities, volunteer assistance and gifts.
14
Focus group participants also discussed the success of a program that helped 12 students prepare for
college by offering remedial assistance with math, reading and writing, and helping them research and
apply to colleges and learn how to access financial aid. These youth also received instruction in money
management and how to access the Department of Motor Vehicles. Focus group participants agreed that
it would be beneficial if this program could be expanded.
When asked about program needs, focus group participants cautioned that because resources are
always limited, any new program additions must be clearly justified and staffed by qualified persons. One
new program idea that was mentioned that seemed viable was the Lego Robotic Education program.
Focus group participants agreed that the most critical limiting factor is volunteer assistance. Of the
approximately 1200 teachers available, only eight volunteer with PAL. Thirty others are paid to work on
PAL programs at various times of the year. They stated that it is difficult to get teachers to volunteer to
work on PAL programs because of prior commitments at school and their need to supplement school
salaries. They cautioned that the successful expansion of the Homework Haven after-school program will
require volunteer assistance.
Issue 3: Program Effects
When asked about the effects of the PAL programs, focus group participants agreed that one important
benefit to the youth is that the programs instill a sense of responsibility. For instance, youth participation
in the Summer Institute requires them to be at a certain place at a certain time and to perform an
assigned task. For many youth this level of accountability is something new. This type of achievement
can bolster self esteem.
Another benefit of PAL programs mentioned by focus group participants is that that the programs allow
youth to see the police officers in a new light – not as adversaries or sources of punishment, but as more
positive role models who have an interest in their future. One example was discussed of a PAL affiliated
police officer who successfully counseled a student that had been expelled from school. The student was
later admitted to a new school and is now considered a very good student. Another example was
discussed of a mother who requested that a PAL officer counsel her son about his intention to join a
gang. An officer did this and the youth changed his mind. Focus group participants credit Police Chief
O‟Leary with instilling a sense of value for all youth in his officers. He encourages them to take an active
interest in the lives of neighborhood youth.
Focus group participants feel that the PAL program allows youth to interact with caring individuals outside
of school - individuals that value academics - and this has a positive influence on their attitudes. The
youth are led to feel that their efforts are recognized, valued and appreciated. The outcome of this is that
youth become more tolerant and respectful. The one hour of physical education that youth get as part of
the after-school program teaches sportsmanship and reinforces these same values.
Focus group participants discussed the effects of a program in which selected high school youth were
trained to assist summer school teachers as tutors. These youth also supervised the younger students
during lunch and on the bus. The tutors grew with these responsibilities. Teachers reported significant
positive changes in their attitudes and behaviors to the point that many now aspire to be teachers.
Issue 4: Strengths of the Program
Focus group participants agree that the biggest strength of the PAL program has to do with brandingwhat the PAL name represents. They agree that this includes “goodness” and “strength.” They credit
Police Chief O‟Leary with helping to develop this perception. They believe that PAL‟s greatest assets are
the people in the program. They believe that a synergy exists among them that raises the effectiveness
and stature of PAL. Focus group participants believe that in the eyes of many in the community, PAL
stands for positive choice.
15
Focus group participants believe that another strength of PAL is that there are programs and events that
appeal to everyone – sports, arts, academics, skill-building programs for youth, and community
celebrations for families. In accordance with Police Chief O‟Leary‟s vision, the perception that PAL is an
organization that is meant to contribute to the community is a key strength – by helping youth, helping
parents, helping with landscaping, etc.. In addition, focus group participants believe that the effect of
having the community see police officers in a new, more positive light, not as enforcement officers but as
agents for community development, is a key strength of PAL.
Finally, one other strength mentioned by focus group participants is the change that many youth involved
in PAL programs undergo. They learn that there are consequences for their actions and what it means to
be held accountable. They learn what it means to be a contributing member of a family and community.
Issue 5: Weaknesses of the Program and Ideas for Improvement
Focus group participants agree that the main constraint to the PAL program is a shortage of volunteers.
Volunteers are needed to assist with Learning Center programs but they must be qualified and have the
right type of personality to work with urban adolescents. In addition, volunteers may not be motivated to
assist regularly and this makes programming difficult. There is no problem securing suitable instructors
during the summer when there are grant funds available to pay them, but there are severe limitations
during the school year when funds are more limited. Focus group participants think that it may be time for
Police Chief O‟Leary to issue a new request for volunteer assistance.
Focus group participants report that parents of the students involved in the Homework Haven after school
program want it to be held more than two times per week and for more than 6 weeks.
Focus group participants recognize that PAL programs dealing with drug and violence prevention need to
be taught in person, especially at the high school level. Providing only reading material will have minimal
effects. Yet, many parents do not have the time or ability to transport their children to the PAL Learning
Center for face to face contact. Focus group participants agree that it would be beneficial to conduct PAL
programs at additional schools in the city, especially those far away from the PAL Learning Center.
In addition, some focus group participants stated that they think cooperation between PAL and the school
board could be improved. But others think that cooperation between the two organizations is just fine and
that if an idea for a program is good, it will receive mutual support. They caution that any expansion of
PAL programming should be done carefully to make sure it is sustainable.
16
PAL YOUTH INTERVIEW FINDINGS
Demographics of respondents (n=10)
Average age = 14.4 years
Grade: four in middle school and six in high school
Sex: 50% female, 50% male
Ethnicity: four Hispanic, three White, three African American
Type of supervision at home: 50% two parent families, 50% one parent families, four families
where grandmothers assist.
Half of the respondents have been involved in the PAL program for longer than three years. Three have
been in the program for one year or less. Eighty percent of respondents participate in PAL activities year
round, primarily sports, approximately twice per week, two hours per day.
Basketball was by far the most popular program that they participate in (mentioned by 70% of
respondents). Three respondents stated that they participate in several sports (e.g., baseball, soccer, flag
football). In addition, three respondents stated that they volunteer to help at other PAL events. Two
respondents reported that they are involved in educational programs and one respondent reported they
assist with the Special Olympics program.
Sports activities, primarily basketball, were mentioned as the favored activity. One respondent stated that
educational programs were their favored activity. Another stated that working with the Special Olympics
program tops their list. When asked about least favored activities, 70% of respondents stated that they
enjoyed everything they tried. Soccer and flag football were mentioned by two respondents and one
respondent mentioned The Connecticut Junior Republic program as their least favored activity.
When asked what they get out of the programs they are involved in, the most common response was they
get to be with their friends, mentioned specifically by half the respondents. Leadership skills, team work
and how to work with people were mentioned by four respondents. Two respondents mentioned
education. Pertaining to sports, improved knowledge and skills were mentioned by three respondents as
program outcomes.
When asked if the right types of programs were being offered by PAL, every respondent agreed. One
respondent stated that this was because “they have different sports and offer a combination of school and
sports”. Another respondent stated that this was because “they offer programming when youths get out of
school”.
When asked for suggestions for new programming, 60% of respondents had no suggestions. Three
respondents stated that PAL needed a music program. One respondent stated that they need other
sports like kickball, skateboarding competitions and bike races. This same respondent also mentioned cooking
classes.
When asked if the programs are offered at the right time of day and day of the week, nearly all
respondents thought they were; a common sentiment was “the time programs are offered allows the
participants enough time after school to gather themselves, do homework and get to PAL”. O ne respondent stated
that “sometimes the family needs to rush to get to some events and some events occur at the same time so you
have to choose which events to go to. Sometimes PAL can be disorganized and we sometimes don‟t know when
events are taking place”. Nearly all (90%) of the respondents‟ state that their parents drive them to PAL
events - half live 10 minutes or less away; the other half are 15 minutes away. Respondents have no
problems with this. One respondent stated it is unsafe to walk to/from home.
17
All respondents agreed that the PAL programs that are offered are the right length of time. Eighty percent
agreed that they are at the right location. Two respondents stated that practices are scattered throughout the
city and it can be difficult to find the locations. In addition, all respondents believe the materials and
equipment that are used in PAL programs are fine. When asked about the quality of PAL instructors and
volunteers, all respondents agreed that they are good. One respondent stated that “r eferees sometimes
make bad calls, but they understand that PAL is not a regular league”.
The following list describes respondents’ ideas for PAL program improvements:
Another basketball court is needed.
Develop the forested area into a baseball field.
Last year one of the major problems was that not enough girls were showing up for the games, so the team
would have to forfeit. Need to ensure that enough girls show up so the games can be played.
When asked about their performance in school before and after PAL membership, most felt there was no
change; but three of the ten focus group participants felt that their grades had improved. The following
comments illustrate this sentiment.
Before PAL, I received three D‟s and two F‟s. But with my first report card since joining PAL I placed in 2nd
st
Honors and with my second report card I placed in 1 Honors.
My grades are higher because the school summer league requires youth to show their report card in order
to play.
When asked about their school attendance before and after PAL membership, most focus group
participants agreed that attendance had never been a problem. Two participants believe they go to school
more after joining PAL.
When asked about the time they spend on homework before and after PAL membership, most focus
group participants agreed that doing homework had never been a problem. Two participants credited the
PAL program with improving homework performance.
When asked about their future academic goals, eight out of the ten focus group participants stated that
they intend to go to college. Two participants stated they just want to graduate high school. One
participant stated they want to become a fire fighter.
When asked about incidences of trouble with other youth before and after PAL membership, most focus
group participants (80%) thought there had been no change. One focus group participant agreed this had
gone down, another stated it had gone up.
When asked about incidences of trouble at home before and after PAL membership, eight out of ten
focus group participants agreed that this had never been a problem. One participant stated that there had
been incidences of trouble at home, but that it is better now. Another participant stated that she now
argues with parents about not being able to play PAL basketball when her grades are poor.
When asked about incidences of trouble in school before and after PAL membership, two of the ten
participants believed they are getting into more trouble lately. The others stated that this had never been a
problem.
When asked about incidences of trouble with the police before and after PAL membership, all focus group
participants agreed that this had never been a problem.
When asked about their physical condition before and after PAL membership, half of the ten focus group
participants agreed that it had improved; significantly for two of them. The other participants stated that
there was no change; two of these stated that they had always been in good shape.
18
When asked about how much time they spend getting exercise before and after PAL membership, half of
the focus group participants agreed that they get more exercise now that they are involved in PAL
programs. The other half felt the amount is about the same.
When asked about how much time they spend watching television or playing computer games before and
after PAL membership, half of the focus group participants agreed that they spend less time now (since
joining PAL) watching television and playing computer games. The other half felt the amount is about the
same.
19
PAL PARENT/GUARDIAN INTERVIEW FINDINGS
Demographics of respondents’ children (n=10)
Average age = 14.9 years
Grade: four in middle school and six in high school
Sex: 50% female, 50% male
Ethnicity: four White, three Hispanic, three African American
Type of supervision at home: 50% two parent families, 50% one parent families.
Nearly all (90%) of the respondents‟ children have been involved in the PAL program for longer than three
years. Eighty percent of respondents stated that their children participate in PAL activities year round,
primarily sports, approximately three times per week, two hours per day.
Basketball was by far the most popular program that their children participated in (mentioned by 90% of
respondents). Three respondents stated that their child participates in several sports (e.g., baseball,
soccer, flag football). In addition, three respondents stated that their children like to volunteer at PAL
charity events. One respondent reported that their child was involved in the summer TAFT educational
program and another respondent reported their child assisted with the Special Olympics program.
Sports activities, primarily basketball, were mentioned as the favored activity. One respondent stated that
“school programs” were their child‟s favored activity. Another stated that working with the Special
Olympics program tops their child‟s list. When asked about least favored activities, 60% of respondents
stated that they enjoyed everything they tried. Baseball was mentioned by two respondents and one
respondent mentioned karate as their children's least favored activity.
When asked what their child gets out of the programs they are involved in, the most common response
was better communication skills, mentioned specifically by four respondents and implied by several more.
Leadership skills, better self-esteem, more self discipline, and better interaction with others were related
concepts that were mentioned. Pertaining to sports, better physical health, team work, sportsmanship,
and a competitive mindset were also listed as program outcomes.
When asked if the right types of programs were being offered by PAL, every respondent agreed. Several
respondents stated that they were impressed with the amount and different types of programs offered by
PAL. One respondent stated that “it would be nice to have more educational programs offered especially
a tutoring program and more computers”. Another respondent stated that they would like to see more
programs for 15 to 18 year olds because there are few and this is the age when kids get into trouble.
When asked for suggestions for new programming, several respondents stated that PAL needed more
programs for older youth (after age 15). Several respondents also mentioned the need to offer a variety
of educational and vocational programs for those kids not interested in sports, including tutoring. One
respondent stated that lessons learned by their children in PAL programs need to be reinforced at home
and suggested that parent training classes be offered. Suggestions for additional sports activities included
volleyball, swimming, and a spring basketball league for girls.
When asked if the programs are offered at the right time of day and day of the week, nearly all
respondents thought they were and believe that PAL does its best to accommodate parent‟s schedules.
However, two respondents suggested that they should stop holding practices on Sunday mornings
because of conflicts with church attendance. Nearly all (90%) of the respondents‟ state that they drive
their children to PAL events - half are about 10 minutes away; the other half are 15 minutes away.
Respondents have no problems with this. If there is a conflict, then several respondents stated that a
coach or other PAL staff would provide transportation.
20
All respondents agreed that PAL programs are offered for the right length of time and at the right
locations. In addition, nine out of ten respondents believe that the materials and equipment that are used
in PAL programs are suitable. One respondent feels that more equipment is needed; especially
basketballs and icepacks. When asked about the quality of PAL personnel, all respondents agreed that
the coaching staff was good. Two respondents think that PAL officers sometimes try to juggle too much
and that the inexperience of some referees creates a “safety issue” on the court/field. One respondent
stated that “the police should stick to policing not refereeing or coaching”.
The following list describes respondents’ ideas for PAL program improvements:
More parent participation is needed.
PAL should provide leadership programs for parents.
PAL should establish a parent committee to facilitate communication between parents and
coaches.
Communication needs to be improved between parents and PAL staff.
PAL used to have a parent volunteer program to get more of the parents involved. They need to
resume this.
Bathrooms need to be improved at the PAL Recreation Center.
Do not use police officers for refereeing sports activities.
Increase the number of children involved in PAL programs.
Have more Special Olympics games.
Have more basketball for younger kids.
Have more sports for girls such as volleyball, tennis, art programs, and cooking classes.
Increase the number of activities during the summer and on weekends.
Increase the number of children involved in PAL programs.
When asked about their child’s performance in school before and after PAL membership, six of the ten
focus group participants agreed that their children’s grades had improved, often significantly. The
following comments illustrate this sentiment.
This child received mostly D‟s and C‟s prior to PAL and had a very low self-esteem to the point
which he tried to commit suicide. Once this child started PAL there was a noticeable increase in
their self-esteem and the tantrums stopped. Today, this child is an honors student.
Prior to PAL, this child was a „D‟ student but she really wanted to play PAL basketball. As the PAL
coaches check grades, progress reports and report cards, she knew she had to buckle down. It is
required that students keep at least a „C‟ average. This child has been getting „B‟s for the last 3
years since PAL.
The other focus group participants stated that their children‟s grades had always been good; yet they
believe that their child‟s ability to manage themselves and balance family, school and recreation
responsibilities had improved.
When asked about their child‟s school attendance before and after PAL membership, nearly all focus
group participants agreed that attendance had never been a problem. One participant credited the PAL
program with improving school attendance.
When asked about the time their child spends on homework before and after PAL membership, most
focus group participants agreed that doing homework had never been a problem. One participant credited
the PAL program with improving homework performance.
21
When asked about their child‟s future academic goals, eight out of the ten focus group participants stated
that their child intends to go to college. One participant stated their son wants to play for the NBA; another
stated they want to become a police officer.
When asked about incidences of trouble with other youth before and after PAL membership, all focus
group participants agreed that this had never been a problem.
When asked about incidences of trouble at home before and after PAL membership, eight out of ten
focus group participants agreed that this had never been a problem. Two participants stated that there
had been incidences of trouble at home, but that it is better now because of their involvement in PAL.
When asked about incidences of trouble in school before and after PAL membership, all focus group
participants agreed that this had never been a problem.
When asked about incidences of trouble with the police before and after PAL membership, all focus group
participants agreed that this had never been a problem.
When asked about their child‟s physical condition before and after PAL membership, six out of ten focus
group participants agreed that it had improved; significantly for three children. The other four participants
stated that there was no change; two of these stated that their child had always been active/athletic.
When asked about how much time their child spends getting exercise before and after PAL membership,
all focus group participants agreed that they get significantly more exercise now that they are involved in
PAL programs.
When asked about how much time their child spends watching television or playing computer games
before and after PAL membership, nearly all focus group participants agreed that their child now spends
about one hour per day. Five out of ten participants stated that their child‟s television viewing and
computer game playing had dropped off significantly since PAL involvement.
22
PAL YOUTH SURVEY FINDINGS
Respondent Demographics
1) Age
N
Minimum Maximum
99
5
21
Mean
12.27
Std.
Deviation
2.52
2) Grade in School
Frequency
Percent
2
3
3.1
3
1
1.0
4
9
9.4
5
21
21.9
6
24
25.0
7
10
10.4
8
11
11.5
9
6
6.2
10
2
2.1
11
3
3.1
12
6
6.2
Total
96
14
110
100.0
Frequency
Percent
Female
59
59.6
Male
40
40.4
Total
99
11
110
100.0
Grade
Missing
Total
3) Sex
Sex
Missing
Total
23
4) Race
Race
Frequency
Percent
White
22
25.3
Hispanic
32
36.8
Black
25
28.7
Mixed
8
9.1
Total
87
23
110
100.0
Missing
Total
5) Main guardians (respondent could pick more than one)
Frequency
Percent
Birth father
44
21.1
Stepfather
12
5.7
Mother‟s boyfriend
3
1.4
Birth mother
87
41.6
Foster mother
2
.9
Grandmother
18
8.6
Grandfather
Aunt
Uncle
Brother
Sister
Other
Total
2
5
1
24
8
3
209
.9
.5
.5
11.5
3.8
1.4
100
As can be seen in the above tables in response to questions 1 through 5, the average age of youth
th
th
that responded to the survey was 12.27. About two thirds (68.8%) are in 5 through 8 grade (46.9%
th
th
are in 5 and 6 grade). They are 60%/40% female/male. Most (36.8%) identified themselves as
Hispanic, though Blacks and Whites were also represented significantly (28.7% and 25.3%
respectively). The birth mother is the most common guardian (mentioned by 41.6% of respondents),
followed by the birth father (mentioned by 21.1%). Siblings were also identified as guardians fairly
frequently (by 15.3% of respondents).
24
PAL Program Involvement
1) How long have you been in the PAL program?
Frequency
Percent
Less than 1 month
22
21.6
1-3 months
14
13.7
4-6 months
7
6.9
6-12 months
10
9.8
12-18 months
3
2.9
18-24 months
7
6.9
2-3 years
23
22.5
12
11.8
4
3.9
102
100.0
3-4 years
5-6 years
Total
Missing
Total
8
110
As can be seen in the above table in response to question 1, approximately half of the youth
surveyed (52.0%) have been in the program for 12 months or less and approximately one third
(34.3%) have been in the program for two to four years.
2) How often do you participate in PAL events during the school year?
Frequency
Percent
None
11
11.2
Once or twice per year
27
27.6
3 to 6 times per year
9
9.2
6-12 times per year
5
5.1
2-3 times per month
5
5.1
Once per week
10
10.2
2-3 times per week
26
26.5
5
5.1
98
100.0
4-7 times per week
Total
Missing
Total
12
110
As can be seen in the above table in response to question 2, approximately one third of youth
surveyed (31.6%) participate in PAL events frequently (at least twice per week); a little more than one
third (38.8%) participate very infrequently (twice per year or less).
25
3) How often do you participate in PAL events during summer vacation?
Frequency
Percent
None
31
31.6
1-2 times per summer
20
20.4
1-2 times per month
9
9.2
3-4 times per month
10
10.2
2-3 times per week
22
22.4
4-7 times per week
6
6.1
Total
Missing
Total
98
100.0
12
110
As can be seen in the above table in response to question 3, approximately one third (31.6%) of the
youth surveyed do not participate in PAL summer events; close to another third (32.6%) participate
about one to three times per week.
4) How long do you usually stay when you attend a PAL program?
Frequency
Percent
Less than 1 hour
3
3.1
1 to 2 hours
66
68.0
2 to 4 hours
22
22.7
4 to 6 hours
4
4.1
More than 8 hours
2
2.1
Total
Missing
Total
97
100.0
13
110
As can be seen in the above table in response to question 4, approximately two thirds of the youth
surveyed (68.0%) stay 1 to 2 hours at PAL events. In total, about nine out of ten youth (90.7%) spend
between 1 and 4 hours.
26
5) How do you usually get to the PAL programs (check one response)?
Frequency
Percent
Walk
9
9.4
Bike
1
1.0
Car
84
87.5
PAL Bus
2
2.1
Total
Missing
Total
96
100.0
14
110
6) How long does it usually take you to get to the PAL programs?
Frequency
Percent
Less than 5 minutes
20
19.2
5-10 minutes
40
38.5
10-20 minutes
36
34.6
20-30 minutes
3
2.9
More than 30 minutes
5
4.8
104
100.0
Total
Missing
Total
6
110
As can be seen in the above tables in response to questions 5 and 6, cars are the most common way
to get to/from home and the PAL Center (mentioned by approximately nine out of ten (87.5%) of the
youth surveyed) and nearly three quarters (73.1%) live between five and twenty minutes away.
27
7) What programs do you participate in? (Check all that apply)
Frequency
Percent
Baseball /softball
66
28.7
Cheerleading
7
3.0
Karate
11
4.8
Computers
3
1.3
Chorus
5
2.2
Summer School
2
0.9
Basketball
58
25.2
Boxing
9
3.9
Flag football
24
10.4
Fishing
9
3.9
Homework help
4
1.7
Education Programs
6
2.6
Baton twirling
2
0.9
Soccer
10
4.3
Arts and Crafts
1
0.4
Bowling
2
0.9
Drug, Alcohol and Gang Awareness Class
9
3.9
Special Olympics Athletes/Volunteers
1
0.4
1
230
0.4
100.0
Hip Hop Dance
Total
28
8) What program do you like best? Why?
Frequency
Percent
Baseball /softball
20
23.3
Cheerleading
1
1.2
Karate
2
2.3
Chorus
3
3.5
Basketball
38
44.2
Boxing
4
4.7
Flag football
8
9.3
Fishing
2
2.3
Homework help
1
1.2
Education Programs
2
2.3
Baton twirling
1
1.2
Soccer
1
1.2
Hip Hop Dance
2
2.3
Landscaping
1
1.2
Total
86
100.0
Missing
Total
24
110
Reasons given:
Basketball is a great sport, fun to play against other teams and have teammates
Boxing helps me stay out of trouble in school and helps keep me fit
Loves coach chic and the game
Softball because Dave is cool
Baseball because I like to meet other people
Landscaping, taught me to work well with my hands
29
9) What program do you like least? Why?
Frequency
Percent
Baseball /softball
7
15.6
Cheerleading
1
2.2
Karate
2
4.4
Chorus
4
8.9
Basketball
3
6.7
Boxing
4
8.9
Flag football
3
6.7
Fishing
4
8.9
Baton twirling
1
2.2
Soccer
13
28.9
Arts and Crafts
2
4.4
Summer School
1
2.2
Total
45
100.0
Missing
Total
65
110
Reasons given:
Soccer is worse because there are boys on the team and that is not fun
As can be seen in the above tables in response to questions 7, 8 and 9, baseball/softball and
basketball are by far the two most popular PAL programs; mentioned by over one quarter of the youth
that responded to the survey (28.7% and 25.2%, respectively) . Flag football, karate and soccer follow
this; mentioned by between 4.3% and 10.4% of respondents. The only non-sport related activity that
was mentioned by a significant number of youth was the Drug, Alcohol and Gang Awareness Class;
mentioned by 3.9% of respondents. Basketball was identified as the favorite activity followed by
baseball/softball. For some youth this is because of the team aspects of the games and the chance to
meet other people. Soccer and baseball/softball were identified as the least favorite activities. One
respondent mentioned that this was because boys and girls play on the same team and this made it
less fun.
30
10) Listed below are several possible benefits of the PAL programs you’re involved in. Please
indicate how important these benefits are to you.
1 = not important
2 = moderately important
3 = very important
Make new friends
Spend time with friends
Learn new things
Get exercise
Spend free time safely
Help stay out of trouble with other
youth
Help stay out of trouble at home
Help stay out of trouble at school
Help stay out of trouble with police
N
Mean
Std.
Deviation
80
82
82
82
78
2.59
2.59
2.80
2.79
2.67
.57
.67
.46
.44
.57
80
2.61
.68
78
79
77
2.68
2.66
2.70
.59
.66
.63
As can be seen in the above table in response to question 10, all the potential benefits of participating
in PAL programs ranked above the scale midpoint of 2.0, meaning they are all at least moderately
important. Learning new things and getting exercise were seen as the most important benefits.
11) Listed below are several ideas for new PAL programs. Please indicate how important you think
it would be to add these new programs.
1 = not important
2 = moderately important
3 = very important
N
Mean
Std.
Deviation
Tennis
Swimming
Skateboarding
77
85
81
1.68
2.40
1.88
.79
.82
.81
Book club
78
1.86
.86
Personal counseling
Chess Club
Volleyball
Jump Rope Team
78
1.95
.82
79
78
80
1.38
1.91
1.79
.63
.86
.84
As can be seen in the above table in response to question 11, only one new program idea
(swimming) ranked above the scale midpoint of 2.0, meaning that it is the only idea perceived as
being at least moderately important. It should be noted that personal counseling and volleyball were
rated close to the scale midpoint.
31
12) Are the programs offered at the right time of day and day of the week?
Yes = 93.6% (n=94)
If “No”, why not?
Mom‟s at work
I‟m busy doing things and its early or too late
Sometimes too early and on Sundays when children should be in church
No time for other stuff
Times can be difficult at times because parents at work
13) Are the programs that are offered the right length of time?
Yes = 95.8% (n=94)
If “No”, why not?
Not long enough
Too short
14) Are the locations for these programs the right locations?
Yes = 93.8% (n=96)
If “No”, why not?
Too far from house
No way to get there
Sometimes I can‟t make it because of locations
Kind of out of the way, could be in an easier place to find
15) Are the buildings, rooms or outdoor facilities that are used for these programs suitable?
Yes = 95.8% (n=95)
If “No”, why not?
Toilet paper, soap and paper towels not always available
Slippery floors
Too hot in location
Some places have too much animal poop
Goose droppings
16) Are the materials and equipment that are used in the programs suitable?
Yes = 100.0% (n=97)
17) Are the instructors that run these programs good?
Yes = 100.0% (n=97)
18) Are the volunteers that help run these programs good?
Yes = 99.0% (n=97)
If “No”, why not?
Refereeing is not good
As can be seen in the findings described above in response to questions 12 through 18, over 93% of
youth that responded to the survey believe that the PAL programs are offered at the right place, right
time, for the right duration, and that the instructors, volunteers, facilities, and materials are all good.
Noteworthy criticism from those that do not agree includes:
32
The fact that some program are too early on Sundays when children should be in church
The fact that some programs are too short.
Toilet paper, soap and paper towels not always available
Some places have too much animal poop/goose droppings
Refereeing is not always good
19) Do you have any ideas for improving the PAL Program?
More programs for all the other people
Doing every program you can do
Help the kids understand more
More summer programs
Transportation with those without a car
Add swimming, volleyball, and jump rope team
Better equipment
More time to practice
Aerobics and Zumba should be added for kids
Special qualifications to enter program should apply
Improve communication about timing and places of activities
Football team would be great
More coaches and volunteers
Advertising could help PAL become more popular and noticed
PAL needs improvement in advertisement, registration times and places, and communication
More equipment
As can be seen in the findings described above in response to question 19, suggestions for
improvements include the need for a) more types of programs, b) more/better equipment, c) improved
communication, and d) more coaches/volunteers.
Effects of PAL Program
1) Academic performance before PAL membership
Frequency
Percent
Mostly As
13
15.5
About half As and half Bs
28
33.3
Mostly Bs
8
9.5
About half Bs and half Cs
22
26.2
Mostly Cs
10
11.9
About half Cs and half Ds
1
1.2
Mostly Ds
2
2.4
84
26
110
100.0
Total
Missing
Total
33
2) Academic performance after PAL membership
Frequency
Percent
Mostly As
17
20.5
About half As and half Bs
29
34.9
Mostly Bs
10
12.0
About half Bs and half Cs
18
21.7
Mostly Cs
5
6.0
About half Cs and half Ds
2
2.4
Mostly below Ds
2
2.4
Total
Missing
Total
83
100.0
27
110
As can be seen in the above tables in response to questions 1 and 2, 58.3% of respondents report
getting mostly Bs or better before PAL membership and 67.4% report achieving this after PAL.
3) School attendance before PAL membership
Frequency
Percent
Miss school once per week or more
5
5.6
Miss school 2-3 times per month
10
11.1
Miss school once per month
12
13.3
Never miss school
63
70.0
Total
Missing
Total
90
20
110
100.0
Frequency
Percent
4) School attendance after PAL membership?
Miss school once per week or more
3
3.4
Miss school 2-3 times per month
7
7.9
Miss school once per month
7
7.9
Never miss school
72
80.9
Total
Missing
Total
89
100.0
21
110
As can be seen in the above tables in response to questions 3 and 4, 70.0% of respondents report
never missing school before PAL membership and 80.9% achieving this after PAL.
34
5) Average time spent on homework each night before PAL membership
Frequency
Percent
None
12
13.5
Half hour or less
25
28.1
Between half and one hour
25
28.1
About one hour
12
13.5
Between one and two hours
6
6.7
About two hours
6
6.7
Between two and three hours
2
2.2
About three hours or more
1
1.1
Total
Missing
89
100.0
Total
110
21
6) Average time spent on homework each night after PAL membership
Frequency
Percent
None
11
12.2
Half hour or less
27
30.0
Between half and one hour
25
27.8
About one hour
10
11.1
Between one and two hours
8
8.9
About two hours
6
6.7
Between two and three hours
2
2.2
About three hours or more
1
1.1
90
20
110
100.0
Total
Missing
Total
As can be seen in the above tables in response to questions 5 and 6, respondents report doing about
equal hours of homework both before and after PAL membership.
35
7) Future academic goals? (check one)
Frequency
Percent
Quit school as soon as possible
3
3.3
Finish high school
8
8.7
Get some college education
12
13.0
Finish a 2 year college degree
6
6.5
Finish a 4 year college degree
27
29.3
Finish a graduate degree
36
39.1
92
18
110
100.0
Total
Missing
Total
As can be seen in the above table in response to question 7, over two thirds of youth that responded
to the survey plan to earn at least a four year college degree.
8) Have you had any trouble with other youth before PAL membership?
Yes = 10.5% (n=95)
Description:
Fights
Fighting
People in my class start trouble with attitude
Talk smack for no reason
9) Have you had any trouble with other youth after PAL membership?
Yes = 4.1% (n=73)
Description:
Fights
As can be seen from the above findings in response to questions 8 and 9, instances of trouble with
other youth dropped from 10.5% to 4.1% after PAL membership.
10) Have you had any trouble at home before PAL membership?
Yes = 15.5% (n=71)
Description:
Not busy
Listening
Brother gets on nerves sometimes
Arrested
Talking back to Mom
36
11) Have you had any trouble at home after PAL membership? (please explain)
Yes = 6.0% (n=67)
Description:
Listening
As can be seen from the above findings in response to questions 10 and 11, instances of trouble at
home dropped from 15.5% to 6.0% after PAL membership.
12) Have you had any trouble in school before PAL membership? (please explain)
Yes = 21.3% (n=75)
Description:
I would never be nice
Grades, other kids gang affiliated
Trouble following directions and lying a lot
Complain, sometimes have nothing to do
They keep using PAL against me
Fighting
Suspended
Getting along with others
Need a lot of help
13) Have you had any trouble in school after PAL membership? (please explain)
Yes = 8.5% (n=71)
Description:
I was good
Talk too much
As can be seen from the above findings in response to questions 12 and 13, instances of trouble in
school dropped from 21.3% to 8.5% after PAL membership.
14) Have you had any trouble with police before PAL membership?
Yes = 6.4% (n=71)
Description:
A lot of people called the police on me
15) Have you had any trouble with police after PAL membership?
Yes = 0.0% (n=77)
As can be seen from the above findings in response to questions 14 and 15, instances of trouble with
police dropped from 6.4% to 0% after PAL membership.
37
16) How do you rate your physical condition before PAL membership?
Frequency
Percent
Very out of shape (value = 1)
3
3.1
Moderately out of shape (value = 2)
14
14.4
Slightly out of shape (value = 3)
13
13.4
Neither out or in-shape (value = 4)
5
5.2
Slightly in-shape (value = 5)
11
11.3
Moderately in-shape (value = 6)
21
21.6
Very in-shape (value = 7)
30
30.9
Total
Missing
97
100.0
Total
110
13
Average scale value = 4.96 (SD = 1.97)
17) How do you rate your physical condition after PAL membership?
Frequency
Percent
Very out of shape (value = 1)
3
3.3
Moderately out of shape (value = 2)
4
4.3
Slightly out of shape (value = 3)
8
8.7
Neither out or in-shape (value = 4)
4
4.3
Slightly in-shape (value = 5)
9
9.8
Moderately in-shape (value = 6)
24
26.1
Very in-shape (value = 7)
40
43.5
Total
Missing
92
100.0
18
Total
110
Average scale value = 5.65 (SD = 1.71)
As can be seen in the above tables in response to questions 16 and 17, 52.5% of respondents report
being in at least moderately good physical shape before PAL membership and 69.6% achieving this
after PAL.
38
18) Average number of hours per day watching TV or playing computer games before PAL
membership?
Frequency
Valid Percent
None ( value 1)
5
5.1
One (value = 2)
9
9.2
Two (value = 3)
23
23.5
Three (value = 4)
16
16.3
Four (value = 5)
12
12.2
Five (value = 6)
12
12.2
Six (value = 7)
6
6.1
Seven (value = 8)
3
3.1
Eight (value = 9)
1
1.0
Ten (value = 11)
1
1.0
More than ten (value = 12)
10
10.2
Total
Missing
98
100.0
Total
110
12
Average scale value = 5.04 (SD = 3.00)
19) Average number of hours per day watching TV or playing computer games after PAL
membership?
Frequency
Valid Percent
None ( value 1)
8
8.6
One (value = 2)
19
20.4
Two (value = 3)
25
26.9
Three (value = 4)
10
10.8
Four (value = 5)
9
9.7
Five (value = 6)
8
8.6
Six (value = 7)
4
4.3
Seven (value = 8)
2
2.2
Eight (value = 9)
1
1.1
More than ten (value = 12)
7
7.5
Total
Missing
93
100.0
Total
110
17
Average scale value = 4.20 (SD = 2.86)
As can be seen in the above tables in response to questions 18 and 19, 37.8% of respondents report
watching 2 or less hours of television or computer games per day before PAL membership and 55.9%
achieving this after PAL.
39
20) Average number of hours per day getting exercise before PAL membership?
Frequency
Valid Percent
None (value = 1)
21
22.1
One (value = 2)
23
24.2
Two (value = 3)
17
17.9
Three (value = 4)
14
14.7
Four (value = 5)
7
7.4
Five (value = 6)
5
5.3
Seven (value = 8)
3
3.2
Eight (value = 9)
5
5.3
Total
Missing
95
100.0
15
Total
110
Average scale value = 3.24 (SD = 2.17)
21) Average number of hours per day getting exercise after PAL membership?
Frequency
Valid Percent
None (value = 1)
5
5.3
One (value = 2)
14
14.9
Two (value = 3)
24
25.5
Three (value = 4)
12
12.8
Four (value = 5)
15
16.0
Five (value = 6)
7
7.4
Six (value = 7)
7
7.4
Seven (value = 8)
2
2.1
Eight (value = 9)
8
8.5
Total
Missing
94
100.0
16
Total
110
Average scale value = 4.33 (SD = 2.21)
As can be seen in the above tables in response to questions 20 and 21, 53.7% of respondents report
exercising two or more hours per day before PAL membership and 80.9% report achieving this after
PAL.
40
PAL ADULT SURVEY FINDINGS
Respondent Demographics
1) Your child’s age
N
Minimum Maximum
99
4
17
Mean
10.19
Std.
Deviation
3.59
2) Your child’s grade in school
Grade
Frequency
Percent
1
10
10.0
2
15
15.0
3
7
7.0
4
15
15.0
5
13
13.0
6
7
7.0
7
3
3.0
8
5
5.0
9
10
10.0
10
10
10.0
11
5
5.0
100
21
121
100.0
Frequency
Percent
Female
69
61.6
Male
43
38.4
Total
112
9
121
100.0
Total
Missing
Total
3) Your child’s sex
Sex
Missing
Total
41
4) Your child’s race
Race
Frequency
Percent
White
28
27.5
Hispanic
28
27.5
Black
36
35.3
Mixed
10
9.8
Total
102
19
121
100.0
Missing
Total
5) Your child’s main guardians (respondent could pick more than one)
Frequency
Percent
Lives on own
17
7.9
Birth father
52
24.2
Stepfather
13
6.0
Mother‟s boyfriend
4
1.9
Boyfriend
2
0.9
Birth mother
83
38.6
Foster mother
1
0.5
Grandmother
Grandfather
Aunt
Uncle
Brother
Sister
Other
Total
9
2
2
2
15
7
6
215
4.2
0.9
0.9
0.9
7.0
3.3
2.8
100.0
As can be seen in the above tables in response to questions 1 through 5, the average age of the
respondents‟ children was 10.19. One quarter are in grades 1 and 2 and one quarter are in high
school. Slightly more than one quarter (28%) are in grades 4 and 5. They are about 60%/40%
female/male. Most (35.3%) identified themselves as Black, though Hispanic and Whites were also
represented significantly (each at 27.5%). The birth mother is the most common guardian (mentioned
by 38.6% of respondents), followed by the birth father (mentioned by 24.2%). Siblings were also
identified as guardians fairly frequently (by 10.3% of respondents).
42
PAL Program Involvement
1) How long has your child been in the PAL program?
Frequency
Percent
Less than 1 month
19
17.0
1-3 months
16
14.3
4-6 months
4
3.6
6-12 months
13
11.6
12-18 months
8
7.1
18-24 months
13
11.6
2-3 years
23
20.5
13
11.6
3
2.7
112
100.0
3-4 years
5-6 years
Total
Missing
Total
9
121
As can be seen in the above table in response to question 1, approximately half of the adults
surveyed (46.5%) report that their child has been in the program for 12 months or less and
approximately one third (34.8%) have been in the program for two or more years.
2) How often does your child participate in PAL events during the school year?
Frequency
Percent
None
11
10.4
Once or twice per year
25
23.6
3 to 6 times per year
11
10.4
6-12 times per year
10
9.4
2-3 times per month
5
4.7
Once per week
13
12.3
2-3 times per week
26
24.5
5
4.7
106
100.0
4-7 times per week
Total
Missing
Total
15
121
As can be seen in the above table in response to question 2, slightly less than one third of adults
surveyed (29.2%) report that their child participates in PAL events frequently (at least twice per
week); another third (34.0%) participate very infrequently (less than twice per year).
43
3) How often does your child participate in PAL events during summer vacation?
Frequency
Percent
None
28
28.0
1-2 times per summer
24
24.0
1-2 times per month
8
8.0
3-4 times per month
10
10.0
2-3 times per week
26
26.0
4-7 times per week
4
4.0
100
100.0
Total
Missing
Total
21
121
As can be seen in the above table in response to question 3, slightly less than one third of the adults
surveyed (28.0%) report that their child does not participate in PAL summer events; close to another
third (30.0%) participate two times per week or more.
4) How long does your child usually stay when you attend a PAL program?
Frequency
Percent
Less than 1 hour
8
7.6
1 to 2 hours
67
63.8
2 to 4 hours
27
25.7
4 to 6 hours
2
1.9
More than 8 hours
1
1.0
105
100.0
Total
Missing
Total
16
121
As can be seen in the above table in response to question 4, approximately two thirds of the adults
surveyed (63.8%) report that their child stays 1 to 2 hours at PAL events. In total, about nine out of
ten children (89.5%) spend between 1 and 4 hours.
44
5) How does your child usually get to the PAL programs (check one response - the most common
way)?
Frequency
Percent
Walk
4
3.8
Bike
1
.9
Car
98
92.5
City Bus
1
.9
PAL Bus
2
1.9
Total
Missing
Total
106
100.0
15
121
6) How long does it usually take your child to get to the PAL programs?
Frequency
Percent
Less than 5 minutes
12
10.5
5-10 minutes
47
41.2
10-20 minutes
46
40.4
20-30 minutes
6
5.3
More than 30 minutes
3
2.6
114
100.0
Total
Missing
Total
7
121
As can be seen in the above tables in response to questions 5 and 6, cars are the most common way
to get to/from home and the PAL Center (mentioned by approximately nine out of ten (92.5%) of the
adults surveyed and slightly more than three quarters (81.6%) live between five and twenty minutes
away.
45
7) What programs does your child participate in? (Check all that apply)
Frequency
Percent
Baseball /softball
72
26.0
Cheerleading
11
4.0
Karate
20
7.2
Computers
1
0.4
Chorus
2
0.7
Summer School
2
0.7
Basketball
72
26.0
Boxing
6
2.2
Flag football
25
9.0
Fishing
9
3.2
Homework Help
3
1.1
Education Programs
7
2.5
Baton twirling
3
1.1
Soccer
26
9.4
Arts and Crafts
2
0.7
Bowling
2
0.7
Drug, Alcohol, Gang Awareness Classes
9
3.2
Special Olympics Athletes/Volunteers
4
1.4
Golf
1
0.4
Total
277
100.0
46
8) What program does your child like best? Why?
Frequency
Percent
Baseball /softball
23
26.1
Cheerleading
3
3.4
Karate
3
3.4
Basketball
29
33.0
Boxing
3
3.4
Flag football
8
9.1
Fishing
4
4.5
Baton twirling
1
1.1
Soccer
10
11.4
Bowling
1
1.1
Special Olympics Athletes/Volunteers
1
1.1
Golf
1
1.1
Track and Field
1
1.1
Total
88
100.0
Missing
33
Total
121
Reasons given:
Great instructor
Best coach since starting baseball
Coaches, new friends made, learn more about each as the years go by and sportsmanship
Learning patience and discipline
Good coach
Lots of parent participation, team spirit, and they loved Coach Gregory
Likes goals that are set for child and reaching them
Likes going out of town
Team involvement
Peer interaction
Staying active and learning to be part of team
47
9) What program does your child like least? Why?
Frequency
Percent
Baseball /softball
5
17.9
Cheerleading
1
3.6
Karate
3
10.7
Chorus
1
3.6
Basketball
5
17.9
Boxing
1
3.6
Flag football
1
3.6
Fishing
1
3.6
Homework Help
2
7.1
Baton twirling
2
7.1
Soccer
4
14.3
Bowling
1
3.6
Drug, Alcohol, Gang Awareness Classes
1
3.6
Total
28
100.0
93
121
Reasons given:
Doesn‟t teach full amount of class
Child didn‟t get time on court because of older kids on team
Unorganized
A lot of pressure
Received similar classes in school (drug, alcohol, gang awareness) & found it repetitive
As can be seen in the above tables in response to questions 7, 8 and 9, baseball/softball and
basketball are by far the two most popular PAL programs; each mentioned by over one quarter (26%)
of the adults that responded to the survey. Flag football, karate and soccer follow this; mentioned by
between 7.2% and 9.4% of respondents. The only non-sport related activity that was mentioned by a
noteworthy number of adults was the Drug, Alcohol and Gang Awareness Class; mentioned by 3.2%
of respondents. Basketball was identified as the favorite activity followed by baseball/softball. For
some this is because of the quality of the coaching and the chance to interact with peers.
Interestingly, basketball and baseball/softball were also identified as the least favorite activities. For
some this was because of excessive pressure and older youth getting more court time.
48
10) Listed below are several possible benefits of the PAL programs your child is involved in.
Please indicate how important you think these benefits are to your child.
1 = not important
2 = moderately important
3 = very important
Make new friends
Spend time with friends
Learn new things
Get exercise
Spend free time safely
Help stay out of trouble with other
youth
Help stay out of trouble at home
Help stay out of trouble at school
Help out of trouble with police
N
Mean
Std.
Deviation
103
98
103
101
97
97
2.56
2.45
2.72
2.70
2.74
2.70
.62
.71
.51
.58
.53
.63
97
98
98
2.41
2.46
2.36
.83
.84
.88
As can be seen in the above table in response to question 10, all of the potential benefits of
participating in PAL programs ranked above the scale midpoint of 2.0, meaning they are all at least
moderately important. Spending free time safely, learning new things, getting exercise, and helping
youth stay out of trouble were seen as the most important benefits.
11) Listed below are several ideas for new PAL programs. Please indicate how important you think
it would be to add these new programs.
1 = not important
2 = moderately important
3 = very important
N
Mean
Std.
Deviation
Tennis
Swimming
Skateboarding
94
95
87
2.10
2.56
1.92
.72
.68
.82
Book club
90
2.58
.70
Personal counseling
Chess Club
Volleyball
Jump Rope Team
92
2.58
.77
89
88
91
1.90
2.08
2.12
.85
.71
.77
As can be seen in the above table in response to question 11, three program ideas ranked highest
(ranging from 2.56 to 2.58) meaning that they are considered important; these include: swimming,
book club, and personal counseling.
49
12) Are the programs offered at the right time of day and day of the week?
Yes = 90.2% (n=102)
If “No”, why not?
People work
Sunday is not a good day for games due to religious services
Conflicts because of short notice of schedule change
Sometimes practice is too late in school nights
More on weekends-not just late at night
Times can be difficult because of work
13) Are the programs that are offered the right length of time?
Yes = 97.1% (n=103)
If “No”, why not?
More time to practice
Should be longer
14) Are the locations for these programs the right locations?
Yes = 98.0% (n=102)
If “No”, why not?
Some are too far
Wants one on east end
15) Are the buildings, rooms or outdoor facilities that are used for these programs suitable?
Yes = 95.1% (n=103)
If “No”, why not?
More equipment needed
Bathrooms
Parks need to be upgraded
State St. School gym is dirty
Need outside lights in parking lot
Toilet paper, soap, and paper towels not always available
16) Are the materials and equipment that are used in the programs suitable?
Yes = 98.2% (n=111)
If “No”, why not?
Shortage of proper sized shirts
17) Are the instructors that run these programs good?
Yes = 93.6% (n=110)
If “No”, why not?
Dave is unfair but everyone else is really good
Some are too competitive
Some have attitudes
Coaches should be trained
50
Some make up own rules as they go along
18) Are the volunteers that help run these programs good?
Yes = 97.3% (n=111)
If “No”, why not?
Some coaches are out of control when it comes to yelling at children during games
Refs should be trained better
Some are better than others; they do the best they can under some circumstances
As can be seen in the findings described above in response to questions 12 through 18, over 90% of
adults that responded to the survey believe that the PAL programs are offered at the right place, right
time, for the right duration, and that the instructors, volunteers, facilities, and materials are all good.
Noteworthy criticism from those that do not agree include:
The fact that some program are too early on Sundays when children should be in church
The fact that sometimes practice is too late on school nights
The fact that some programs are too short; more time for practice is needed
Toilet paper, soap and paper towels not always available
Parks need to be upgraded
State St. School gym is dirty
Need outside lights in parking lot
Shortage of proper sized shirts
Refereeing is not always good
Coaches should be better trained
19) Do you have any ideas for improving the PAL Program?
Getting more organized
Be consistent in teaching the class for full amount of time
Summer activities for children 4-17 who are too old for summer camp
Saturday programs, drum corps, sex education, sewing, crocheting
th
Basketball should have a time limit on a team bringing in new players - after 4 week the full
roster is turned in the team is complete
Tighten age range of kids in same class
Offer more classes for younger children, 3 & 4yr olds
Recruit more people and utilize parents
Need to be consistent and punctual
Playing fair and having right age group
Better communication about program time and activities
Better notification of programs available
Mentoring program
Van to pick kids up
Website & newsletters
Parent participation
More time given for schedule, having it set so parents can plan accordingly
Smaller groups with the kids
More scheduled practices
Give parents list of all activities offered and at what point during year
Basketball clinic for boys and girls, one that is all year round, more programs w/ tutoring and
computers
Those that are in the administrative part of PAL should only be involved as administrators not
referee‟s or coaches
51
Communication is poor - need better communication system with parents & coaches, need a
parent liaison to deal with administrators
More volunteers so there won‟t be a wait list
As can be seen in the findings described above in response to question 19, suggestions for
improvements include the need for a) more types of programs (especially on Saturdays and in
summer), b) improved communication, and c) more trained coaches/volunteers.
Effects of PAL Program
1) Your child’s academic performance before PAL membership
Frequency
Percent
Mostly As
30
31.3
About half As and half Bs
24
25.0
Mostly Bs
18
18.8
About half Bs and half Cs
19
19.8
Mostly Cs
4
4.2
Mostly Ds
1
1.0
96
25
121
100.0
Total
Missing
Total
2) Your child’s academic performance after PAL membership
Frequency
Percent
Mostly As
28
30.1
About half As and half Bs
29
31.2
Mostly Bs
17
18.3
About half Bs and half Cs
14
15.1
Mostly Cs
3
3.2
About half Cs and half Ds
1
1.1
Mostly below Ds
1
1.1
93
28
121
100.0
Total
Missing
Total
As can be seen in the above tables in response to questions 1 and 2, 75.0% of respondents report
their child getting mostly Bs or better before PAL membership and 79.6% report achieving this after
PAL.
52
3) Your child’s school attendance before PAL membership
Frequency
Percent
Miss school once per week or more
7
6.9
Miss school 2-3 times per month
4
4.0
Miss school once per month
20
19.8
Never miss school
70
69.3
Total
Missing
Total
101
20
121
100.0
4) Your child’s school attendance after PAL membership? (check one)
Frequency
Percent
Miss school once per week or more
4
4.2
Miss school 2-3 times per month
3
3.1
Miss school once per month
15
15.6
Never miss school
74
77.1
Total
Missing
Total
96
25
121
100.0
As can be seen in the above tables in response to questions 3 and 4, 69.3% of respondents report
their child never missing school before PAL membership and 77.1% achieving this after PAL.
5) Amount of homework your child had on average each night before PAL membership
Frequency
Percent
None
4
4.0
Half hour or less
23
23.2
Between half and one hour
23
23.2
About one hour
22
22.2
Between one and two hours
16
16.2
About two hours
6
6.1
Between two and three hours
4
4.0
About three hours or more
1
1.0
99
22
121
100.0
Total
Missing
Total
53
6) Amount of homework your child had on average each night after PAL membership
Frequency
Percent
None
6
6.3
Half hour or less
18
18.9
Between half and one hour
27
28.4
About one hour
22
23.2
Between one and two hours
13
13.7
About two hours
5
5.3
Between two and three hours
4
4.2
95
26
121
100.0
Total
Missing
Total
As can be seen in the above tables in response to questions 5 and 6, respondents report their child
doing about equal hours of homework both before and after PAL membership.
7) Your child’s future academic goals? (check one)
Frequency
Percent
Quit school as soon as possible
4
4.1
Finish high school
8
8.2
Get some college education
14
14.3
Finish a 2 year college degree
5
5.1
Finish a 4 year college degree
34
34.7
Finish a graduate degree
33
33.7
98
23
121
100.0
Total
Missing
Total
As can be seen in the above table in response to question 7, over two thirds of respondents believe
their child plans to earn at least a four year college degree.
54
8) Did your child have any trouble with other youth before PAL membership?
Yes = 8.4% (n=95)
Description:
Constant school fights
Bossiness
Peer pressure
Fights almost every week
Trouble with classmates
Bullying by others
Mood disorder, argument management
Son is picked on because he is autistic
Fights
9) Has your child have any trouble with other youth after PAL membership?
Yes = 4.3% (n=92)
Description:
Some improvement in school fights
Child has learned a lot about peer pressure
Still has trouble with classmates
Being bullied at school
Mood disorder, argument management
As can be seen from the above findings in response to questions 8 and 9, instances of trouble with
other youth dropped from 8.4% to 4.3% after PAL membership.
10) Did your child have any trouble at home before PAL membership?
Yes = 10.0% (n=90)
Description:
Attitude
Respect
Mood swings
Quiet, shy, fearful
Difficulty with listening
11) Has your child had any trouble at home after PAL membership? (please explain)
Yes = 3.6% (n=83)
Description:
Child has learned discipline
Mood disorder
As can be seen from the above findings in response to questions 10 and 11, instances of trouble at
home dropped from 10.0% to 3.6% after PAL membership.
55
12) Did your child have any trouble in school before PAL membership? (please explain)
Yes = 9.7% (n=93)
Description:
Use of profanity
Arguing with friends
Child follows a lot
Fighting
Bullying, low grades
Difficulty with attention
Mood disorder
13) Has your child had any trouble in school after PAL membership? (please explain)
Yes = 3.4% (n=89)
Description:
Still uses profanity
Learned how to socialize and get along with others by working out differences
Child is learning independence
Trouble in school b/c child can‟t control anger
Mood disorder
As can be seen from the above findings in response to questions 12 and 13, instances of trouble in
school dropped from 9.7% to 3.4% after PAL membership.
14) Did your child have any trouble with police before PAL membership?
Yes = 2.1% (n=94)
Description:
Fighting on school bus
15) Has your child had any trouble with police after PAL membership?
Yes = 0.0% (n=91)
As can be seen from the above findings in response to questions 14 and 15, instances of trouble with
police dropped from 2.1% to 0% after PAL membership.
56
16) How do you rate your child’s physical condition before PAL membership?
Frequency
Percent
Very out of shape (value = 1)
4
3.8
Moderately out of shape (value = 2)
10
9.5
Slightly out of shape (value = 3)
18
17.1
Neither out or in-shape (value = 4)
7
6.7
Slightly in-shape (value = 5)
10
9.5
Moderately in-shape (value = 6)
30
28.6
Very in-shape (value = 7)
26
24.8
105
16
121
100.0
Total
Missing
Total
Average scale value = 4.96 (SD = 1.88)
17) How do you rate your child’s physical condition after PAL membership?
Frequency
Percent
Very out of shape (value = 1)
3
3.0
Moderately out of shape (value = 2)
6
6.1
Slightly out of shape (value = 3)
6
6.1
Neither out or in-shape (value = 4)
5
5.1
Slightly in-shape (value = 5)
11
11.1
Moderately in-shape (value = 6)
33
33.3
Very in-shape (value = 7)
35
35.4
99
22
121
100.0
Total
Missing
Total
Average scale value = 5.57 (SD = 1.67)
As can be seen in the above tables in response to questions 16 and 17, 53.4% of respondents report
their child being in at least moderately good physical shape before PAL membership and 68.7%
achieving this after PAL.
57
18) Average number of hours per day your child spent watching TV or playing computer games
before PAL membership?
Frequency
Percent
None ( value 1)
4
3.8
One (value = 2)
10
9.4
Two (value = 3)
25
23.6
Three (value = 4)
26
24.5
Four (value = 5)
15
14.2
Five (value = 6)
9
8.5
Six (value = 7)
10
9.4
Seven (value = 8)
2
1.9
Eight (value = 9)
1
.9
Nine (value = 10)
0
0
Ten (value = 11)
1
.9
More than ten (value = 12)
3
2.8
106
15
121
100.0
Total
Missing
Total
Average scale value = 4.47 (SD = 2.22)
19) Average number of hours your child spends watching TV or playing computer games after
PAL membership?
Frequency
Percent
None ( value 1)
4
3.8
One (value = 2)
26
25.0
Two (value = 3)
28
26.9
Three (value = 4)
23
22.1
Four (value = 5)
11
10.6
Five (value = 6)
3
2.9
Six (value = 7)
6
5.8
Seven (value = 8)
2
1.9
Eight (value = 9)
0
0
Nine (value = 10)
0
0
Ten (value = 11)
1
1.0
More than ten (value = 12)
0
0
104
17
121
100.0
Total
Missing
Total
Average scale value = 3.60 (SD = 1.73)
58
As can be seen in the above tables in response to questions 18 and 19, 36.8% of respondents report
watching 2 or less hours of television or computer games per day before PAL membership and 55.7%
achieving this after PAL.
20) Average number of hours per day your child spent getting exercise before PAL membership?
Frequency
Percent
None (value = 1)
25
23.6
One (value = 2)
30
28.3
Two (value = 3)
32
30.2
Three (value = 4)
11
10.4
Four (value = 5)
1
.9
Five (value = 6)
3
2.8
Six (value = 7)
2
1.9
Seven (value = 8)
1
.9
Eight (value = 9)
1
.9
106
15
121
100.0
Total
Missing
Total
Average scale value = 2.63 (SD = 1.55)
21) Average number of hours per day your child spends getting exercise after PAL membership?
Frequency
Percent
None (value = 1)
10
9.8
One (value = 2)
16
15.7
Two (value = 3)
29
28.4
Three (value = 4)
20
19.6
Four (value = 5)
14
13.7
Five (value = 6)
6
5.9
Six (value = 7)
6
5.9
1
1.0
102
19
121
100.0
Seven (value = 8)
Eight (value = 9)
Total
Missing
Total
Average scale value = 3.59 (SD = 1.67)
As can be seen in the above tables in response to questions 20 and 21, 48.1% of respondents report
their child exercising two or more hour per day before PAL membership and 74.5% report achieving
this after.
59
FINDINGS FROM INSTITUTIONAL RECORDS
Demographic Characteristics of all PAL and Non-PAL Students in the Study
PAL
1569
N
Average age
Male
Female
Non-PAL
2000
10
11
1048
(66.8%)
521
(33.2%)
966
(48.3%)
1034
(51.7%)
245
(15.6%)
588
(37.5%)
666
(42.4%)
6
(0.4%)
7
(0.4%)
57
(3.6%)
1.65
Free
474
(23.7%)
580
(29.0%)
836
(41.8%)
47
(2.4%)
4
(0.2%)
59
(3.0%)
Ethnicity
White
African American
Hispanic/Latino
Asian American
American Indian
Other
Average number of PAL Activities
Most frequently mentioned student lunch type
Free
The average age of students in the PAL sample was 10 years compared to 11 for the Non-PAL
sample. The PAL sample had 66.8% male students, almost 20% more than the Non-PAL sample
(48.3%). The majority of students in PAL and the Non-PAL sample (over 70%) were African American
or Hispanic. Students in the PAL sample participated in 1 or 2 activities during their tenure in the
program.
60
Number of Arrests in 2007 & 2008
2007
2008
63 (4.0%)
22 (1.1%)
84 (5.4%)
60 (3.0%)
50 (79.4%)
13 (20.6%)
61 (72.6%)
23 (27.4%)
13.9
(SD =1.7)
13.2
(SD= 1.6)
13 (59.1%)
9 (40.9%)
27 (45.0%)
33 (55.0%)
14.0
(SD=1.47)
13.3
(SD=1.3)
42 (66.7%)
12 (19.0%)
9 (14.3%)
56 (66.7%)
15 (17.9%)
13 (15.4%)
Non-PAL
19 (86.3%)
2 (9.1%)
One
1 (4.5%)
Two
More than Two
*Total number of arrests (percentage of the total sample with an arrest)
46 (76.7%)
12 (20.0%)
2 (3.3%)
Total*
PAL
Non-PAL
Gender & Age
PAL
Male
Female
Average age
Non-PAL
Male
Female
Average age
Number of Arrests
PAL
One
Two
More than Two
As can be seen in the table above, 4% of the PAL sample had an arrest in 2007 compared to 1.1% of
the Non-PAL sample. This trend continues in 2008 with 5.4% of the PAL sample having an arrest
compared to 3% of the Non-PAL sample. Over 70% of those arrested in the PAL sample were male,
both in 2007 and 2008. In the Non-PAL sample, the distribution along gender lines is more equal in
2007. In 2008, females accounted for more of the arrests (55%). In 2007, 33.3% of the students who
were arrested in the PAL sample had more than two arrests compared to 13.6% of the Non-PAL
sample. In 2008 those with multiple arrests in the PAL sample remained the same (33.3%), however
students in the Non-PAL sample with multiple arrests increased to 23.3%.
61
Re-arrests in 2008 (for those with a prior arrest in 2007)
Arrests in 2007
PAL
Students with no arrests in 2007
Students with one arrest in 2007
Students with two arrests in 2007
Students with >2 arrests in 2007
Non-PAL
Students with no arrests in 2007
Students with one arrest in 2007
Students with two arrests in 2007
Students with >2 arrests in 2007
Arrests in 2008
67
10
5
2
(79.8%)
(11.9%)
(6.0%)
(2.3%)
57
1
1
1
(95.0%)
(1.7%)
(1.7%)
(1.7%)
As can be seen in the table above, of the 84 students in the PAL sample with an arrest in 2008,
79.8% were new arrests. However, the remaining 20.2% had prior arrest(s) in 2007 and continued
with arrest(s) in 2008. Only 5% of the Non-PAL sample that were arrested in 2008 also had an arrest
in 2007.
PAL & Non-PAL School Grade Characteristics
Grade
K
1
2
3
4
5
6
7
8
9
10
11
12
Total
PAL
Count %
120 (7.6)
148 (9.4)
152 (9.7)
157 (10)
178 (11.3)
145 (9.2)
152 (9.7)
136 (8.7)
134 (8.5)
128 (8.2)
66
(4.2)
51
(3.3)
2
(0.1)
1569
Non-PAL
Count %
203 (10.2)
163 (8.2)
164 (8.2)
174 (8.7)
169 (8.4)
178 (8.9)
170 (8.5)
194 (9.7)
155 (7.8)
163 (8.2)
125 (6.2)
134 (6.7)
8
(0.4)
2000
The table above shows the distribution of students in the PAL and Non-PAL sample and their
respective grade levels. Both samples have a similar distribution with the Non-PAL sample having a
slightly higher number of students in high school.
62
Elementary School Characteristics for 2007-2008
PAL
Mean (SD)
24.72 (9.47)
2.01 (3.79)
6.16 (4.86)
0.47 (1.07)
3.70 (4.96)
Mean (SD)
26.67 (8.91)
2.01 (3.33)
6.28 (4.81)
0.37 (0.96)
3.38 (5.05)
Mean (SD)
26.32 (8.21)
1.87 (3.59)
5.60 (4.07)
0.41 (1.14)
2.60 (4.30)
Mean (SD)
24.92 (8.74)
2.04 (3.25)
5.69 (4.34)
0.25 (0.67)
2.57 (3.50)
Mean (SD)
24.50 (9.04)
2.97 (4.43)
5.66 (4.41)
0.37 (0.96)
2.81 (4.50)
Mean (SD)
25.43 (8.89)
2.17 (3.69)
5.87 (4.50)
0.37 (0.97)
2.99 (4.47)
Grade 1
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grade 2
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grade 3
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grade 4
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grade 5
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grades 1-5
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Non-PAL
Mean (SD)
24.48 (10.0)
1.60 (2.23)
5.97 (4.46)
0.30 (0.77)
2.46 (4.12)
Mean (SD)
24.23 (10.0)
2.01 (3.93)
5.70 (4.12)
0.42 (1.16)
2.66 (4.45)
Mean (SD)
25.47 (9.37)
1.78 (3.68)
5.94 (4.44)
0.46 (1.39)
2.76 (4.31)
Mean (SD)
24.71 (8.54)
1.79 (3.16)
5.55 (4.22)
0.31 (1.10)
2.52 (3.96)
Mean (SD)
25.11 (8.36)
1.71 (3.07)
5.39 (4.31)
0.31 (0.92)
1.38 (2.56)
Mean (SD)
24.81 (9.28)
1.78 (3.26)
5.71 (4.31)
0.36 (1.09)
2.35 (3.95)
The above table shows that in general the distribution is very similar in terms of absences and
tardiness among the PAL and Non-PAL group for grades 1-5. Overall, although very similar, the NonPAL group is slightly lower in every category.
63
Middle School Characteristics for 2007-2008
PAL
Mean (SD)
756.17 (136.54)
2.86 (4.49)
6.54 (5.94)
0.31 (0.79)
3.51 (3.94)
Mean (SD)
770.40 (65.11)
7.17 (9.86)
7.86 (6.64)
0.46 (1.78)
4.33 (5.43)
Mean (SD)
785.05 (66.73)
6.84 (9.88)
7.26 (6.45)
0.37 (1.24)
3.56 (4.74)
Mean (SD)
769.92 (97.95)
5.51 (8.56)
7.19 (6.34)
0.37 (1.37)
3.79 (4.72)
Grade 6
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grade 7
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grade 8
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grades 6-8
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Non-PAL
Mean (SD)
752.88 (187.87)
2.90 (5.20)
6.88 (5.46)
0.24 (0.65)
2.98 (4.66)
Mean (SD)
776.52 (155.44)
4.10 (5.90)
7.46 (6.13)
0.23 (0.69)
3.04 (4.37)
Mean (SD)
782.55 (157.47)
3.30 (5.18)
7.08 (4.89)
0.20 (0.55)
3.59 (5.44)
Mean (SD)
770.58 (167.48)
3.47 (5.48)
7.16 (5.56)
0.22 (0.64)
3.18 (4.80)
The above table reveals that a similar trend in terms of absences and tardiness exists for both
samples at the middle school level. Overall, the Non-PAL group is slightly lower in every category
except for GPA, in which it‟s higher.
64
High School Characteristics for 2007-2008
PAL
Mean (SD)
4.36 (2.76)
6.24 (8.89)
8.98 (7.12)
0.87 (1.34)
10.58 (10.92)
Mean (SD)
4.82 (2.23)
4.68 (7.65)
8.12 (5.21)
0.80 (1.89)
10.59 (11.68)
Mean (SD)
4.81 (1.98)
3.75 (6.28)
10.76 (10.80)
0.73 (1.04)
10.08 (9.29)
Mean (SD)
1.13 (1.16)
6.00 (7.07)
17.50 (9.19)
0
15 (5.65)
Mean (SD)
4.55 (2.49)
5.31 (8.09)
9.19 (7.68)
0.81 (1.45)
10.51 (10.75)
Grade 9
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grade 10
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grade 11
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grade 12
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Grades 9-12
GPA (metric unique to district)
Excused Absences
Unexcused Absences
Excused Tardiness
Unexcused Tardiness
Non-PAL
Mean (SD)
4.78 (2.95)
3.56 (6.28)
8.95 (10.0)
0.71 (1.12)
7.57 (8.99)
Mean (SD)
4.85 (2.67)
3.46 (5.41)
8.50 (6.55)
0.62 (0.98)
9.63 (11.39)
Mean (SD)
5.28 (2.41)
2.60 (3.74)
8.75 (5.98)
0.84 (1.26)
10.10 (9.46)
Mean (SD)
4.32 (2.36)
2.75 (4.62)
14.75 (12.99)
0.38 (0.52)
1.50 (2.45)
Mean (SD)
4.95 (2.70)
3.22 (5.31)
8.87 (8.04)
0.72 (1.12)
8.84 (9.91)
The table above shows that the difference between the number of Excused Absences between the
two groups is more apparent. On average the Non-PAL students had two fewer absences compared
to the PAL students. The GPA still remains higher at every grade for the Non-PAL students.
65
CONCLUSIONS
FOCUS GROUPS FINDINGS
PAL Police Officer Focus Group Conclusions
Program Outcomes
When asked about program outcomes, focus group participants agreed that a benefit of the PAL program
is that it simply keeps the youth busy. It channels their free time into sports activities. Focus group
participants also agreed that PAL programs provide youth with a sense of belonging, a chance to
experience working in a disciplined way with a group (team), and a context in which they are held
accountable for the consequences of their actions. They believed that PAL volunteers are often the only
ones that will ever talk to the youth about the dangers of drugs, guns, and other public health issues.
In addition, they agreed that it is beneficial for the youth to see them out of uniform as normal, caring
citizens.
Focus group participants also agreed that another positive outcome of PAL programs concerns academic
performance. Youth involved in PAL programs must maintain the same grades in school that the schools
require for anyone participating in sports. Police officers teach that PAL participation is a privilege that
comes with responsibility; i.e., that there are consequences for both good and bad behavior.
Strengths of the Program
Focus group participants agreed that a major strength of the program is the commitment to its success
from of all those that support it – including the Chief of Police, PAL supervisors and coordinators,
volunteers, and local program sponsors. Chief O‟Leary‟s commitment to the program the last three years
is credited with making the program the largest and most successful in the state. Focus group participants
see the PAL program as a viable alternative to customary enforcement approaches. They agreed that the
PAL program, through communication and education, creates fundamental changes in the community
and that these changes are sustainable and create an atmosphere less conducive to juvenile crime.
Weaknesses of the Program
Focus group participants believed that more police officers need to see how the PAL program is a viable
alternative to customary enforcement approaches. They believe that PAL is under-resourced - there are
approximately 2800 youth in PAL with just five officers dedicated to their supervision.
Focus group participants agreed that volunteer assistance is the most critical limiting factor. All volunteers
must go through background checks and 60% of those that apply cannot pass these reviews. Focus
group participants agreed that it is very difficult to find volunteer referees from the neighborhoods for the
various sports.
In addition, transportation to PAL events can be a limiting factor. Single working parents have difficulty
getting their children to PAL at times. PAL puts a lot of effort into providing transportation for those that
need it. In addition, conflicts are common on Sunday morning when some PAL sports events must be
scheduled at the same time as church services.
66
PAL Program School Teacher Focus Group Conclusions
Program Outcomes
According to focus group participants, the PAL program now includes arts and education instruction on
topics such as cheerleading, internet safety, drug/violence prevention, college preparation, etc.. In
addition, two education-based programs are conducted: a) the Summer Institute and b) the Homework
Haven after-school program. Focus group participants agreed that all of the programs are working very
well and that a great amount of success has been achieved in a very short time period.
Focus group participants agreed that an important benefit to youth is that the programs instill a sense of
responsibility. Several programs require students to be at a certain place at a certain time and to perform
an assigned task. For many youth this level of accountability is something new.
Focus group participants also agreed that a benefit of the programs is that it allows youth to see the
police officers in a new light – not as adversaries or sources of punishment, but as more positive male
role models who have an interest in their future. Focus group participants credit Police Chief O‟Leary with
instilling a sense of value for all youth in his officers.
Strengths of the Program
They believe that PAL‟s greatest assets are the people in the program. They believe that a synergy exists
among them that raises the effectiveness and stature of PAL. Focus group participants believe that in the
eyes of many in the community, PAL stands for positive choice.
Focus group participants believe that another strength of PAL is that there are programs and events that
appeal to everyone – sports, arts, academics, skill-building programs for youth, and community
celebrations for families.
Weaknesses of the Program
Focus group participants agreed that the most critical limiting factor is volunteer assistance. Of the
approximately 1200 teachers available, only eight volunteer with PAL. There is no problem securing
suitable instructors during the summer when there are grant funds available to pay them, but there are
limitations during the school year when funds are more limited (i.e., prior commitments at school and their
need to supplement school salaries). Focus group participants think that it may be time for Police Chief
O‟Leary to issue a new request for volunteer assistance.
Focus group participants recognize that PAL programs dealing with drug and violence prevention need to
be taught in person. Yet, many parents do not have the time or ability to transport their children to the
PAL Learning Center for face to face contact. Focus group participants agree that it would be beneficial to
conduct PAL programs at additional schools in the city, especially those far away from the PAL Learning
Center.
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INTERVIEW FINDINGS
PAL Youth Interview Conclusions
Interview respondents closely mirror PAL members as a whole. The average age of youth that were
interviewed was 14.4. They are 50%/50% female/male and a racially mixed group (40% Hispanic, 30%
African American, 30% White). All respondents said their birth mother and/or father are the most common
guardians. Both relatively new members and youth that have been in the PAL program for more than two
years were adequately represented. Respondents as a group are probably more active than many in the
program on an annual basis – 80% participate in PAL activities year round; yet their weekly participation
is more normal – primarily sports, approximately twice per week for two hours per day. They are driven to
PAL events and live less than 15 minutes away.
Basketball is by far the most common PAL program. Baseball, soccer, flag football, Special Olympics and
educational classes were also mentioned. Basketball was by far the most favored activity. When asked
about least favored activities, 70% of respondents stated that they enjoyed everything they tried.
Getting to be with their friends, learning leadership skills, and learning about team work were mentioned
as important benefits of PAL activities. A music program was the one new program idea that several
respondents mentioned.
Nearly all respondents believe that the PAL programs are offered at the right place, right time, for the right
duration, and that the instructors, volunteers, facilities, and materials are all good. When asked to suggest
improvements, the following ideas were proposed: a) develop the forested area into a baseball field, and b) the
need to ensure that enough girls show up so the games can be played (not forfeited).
The following findings suggest that the PAL program is making a difference in the academic lives of
respondents: a) three out of ten participants felt that their grades had improved, b) two participants
believe they now go to school more often, and c) two participants credited the PAL program with
improving homework performance. Eight out of the ten interview respondents stated that they intend to go
to college.
In addition, the PAL program appears to be making a difference in their personal lives as well. Half of the
ten interview respondents agreed that they are spending more time exercising and that their physical
condition had improved since joining PAL. Half also agreed that they are now spending less time
watching television and playing computer games.
PAL Parent/Guardian Interview Conclusions
Though the average age of the respondents‟ children in PAL is slightly higher than normal (14.9 years),
other characteristics closely mirror the population of PAL members. They are 50%/50% female/male and
a racially mixed group (40% White, 30% African American, 30% Hispanic). All respondents said the birth
mother and/or father are the most common guardians. Nearly all respondents (90%) stated that their
children have been involved in the PAL program for longer than three years – this is an above average
figure probably reflective of the higher than normal age of the children. The respondents‟ children as a
group are probably more active than many in the program on an annual basis as well. Eighty percent
participate in PAL activities year round and their weekly participation is slightly above normal – primarily
sports, approximately three times per week for two hours per day. They use personal cars to get to PAL
events and live less than 15 minutes away.
Basketball is by far the most common PAL program. Baseball, soccer, flag football, Special Olympics and
the TAFT educational program were also mentioned. Sports activities, primarily basketball, were by far
the most favored activities. When asked about least favored activities, 60% of respondents stated that
68
their children enjoyed everything that they tried. Baseball was mentioned by two respondents and one
respondent mentioned karate as their children's least favored activity.
Better communication skills were the most commonly mentioned benefit of PAL activities. Learning
leadership skills, gaining better self-esteem, more self discipline, and better interaction with others were
related concepts that were mentioned. Pertaining to sports, better physical health, team work,
sportsmanship, and a competitive mindset were also listed as program outcomes. Several respondents
mentioned the need for more programs for 15 to 18 year olds. Several respondents also mentioned the
need to offer a variety of educational and vocational programs for those kids not interested in sports.
Nearly all respondents believe that the PAL programs are offered at the right place, right time, for the right
duration, and that the instructors, volunteers, facilities, and materials are all good. However, two
respondents suggested that they should stop holding practices on Sunday mornings because of conflicts
with church attendance and two respondents think that PAL officers should spend less time refereeing or
coaching. When asked to suggest improvements, the following ideas were proposed:
More parent participation is needed - PAL should provide a volunteer leadership program for
parents.
PAL should establish a parent committee to facilitate communication between parents and
coaches - communication needs to be improved between parents and PAL staff.
Bathrooms need to be improved at the PAL Recreation Center.
Have more Special Olympics games.
Have more basketball for younger kids.
Have more sports for girls such as volleyball, tennis, art programs, and cooking classes.
Increase the number of activities during the summer and on weekends.
The following findings suggest that the PAL program is making a difference in the academic lives of their
children: a) six of the ten interview respondents felt that their children‟s grades had improved since joining
PAL and b) eight out of the ten participants stated that their children intend to go to college.
In addition, the PAL program appears to be making a difference in their personal lives as well. Two
respondents stated that instances of trouble at home dropped after PAL membership. All ten interview
respondents agreed that their children are spending more time exercising and six out of ten believe that
their physical condition has improved since joining PAL. Half also agreed that that their children are now
spending less time watching television and playing computer games.
69
SURVEY FINDINGS
PAL Youth Survey Conclusions
Respondents to the survey closely mirror PAL members as a whole. The average age of youth that
responded to the survey was 12.27. They are 60%/40% female/male and a racially mixed group (36.8%
Hispanic, 28.7% African American, 25.3% White). Approximately two thirds of respondents say their birth
mother and/or father are the most common guardians. Both relatively new members and youth that have
been in the PAL program for more than two years were adequately represented. The degree of
participation of respondents was also wide ranging, both during the school year and during summer
(seldom to frequently). Most respondents spend about two hours at PAL events. They are driven
to and from PAL events and live less than 20 minutes away.
Baseball/softball and basketball are by far the two most popular PAL programs. This is because of the
team aspects of the games and the chance to meet other people. Flag football, karate and soccer follow
in terms of popularity. The only non-sport related activity that was favored by a significant number of
youth was the Drug, Alcohol and Gang Awareness Class. Learning new things and getting exercise are
seen as the most important benefits of PAL activities. Swimming is the only new program idea that ranked
important.
Nearly all respondents (over 93%) believe that the PAL programs are offered at the right place, right time,
for the right duration, and that the instructors, volunteers, facilities, and materials are all good. When
asked to suggest improvements, the most common responses were: a) more types of
programs/equipment, b) improved communication, and c) more coaches/volunteers. When asked to offer
criticism, the most actionable suggestions included:
The fact that some program are too early on Sundays when children should be in church
The fact that some programs are too short.
Toilet paper, soap and paper towels not always available
Refereeing is not always good
The following findings suggest that the PAL program is making a difference in the academic lives of
respondents: a) 58.3% of respondents report getting mostly Bs or better before PAL membership and
67.4% report achieving this after PAL and b) 70.0% of respondents report never missing school before
PAL membership and 80.9% achieving this after PAL. Over two thirds of youth that responded to the
survey plan to earn at least a four year college degree.
In addition, the PAL program appears to be making a difference in their personal lives as well:
Instances of trouble with other youth reportedly dropped from 10.5% to 4.1% after PAL
membership.
Instances of trouble at home reportedly dropped from 15.5% to 6.0% after PAL membership.
Instances of trouble in school reportedly dropped from 21.3% to 8.5% after PAL membership.
Instances of trouble with police reportedly dropped from 6.4% to 0% after PAL membership.
52.5% of respondents report being in at least moderately good physical shape before PAL
membership and 69.6% achieving this after PAL.
37.8% of respondents report watching two or less hours of television or computer games per day
before PAL membership and 55.9% achieving this after PAL.
53.7% of respondents report exercising two or more hour per day before PAL membership and
80.9% report achieving this after PAL.
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PAL Parent/Guardian Survey Conclusions
Though the average age of the respondents‟ children in PAL is slightly low (10.19 years), other
characteristics closely mirror the population of PAL members. The children of respondents are 60%/40%
female/male and a racially mixed group (35.3 African American, 27.5% Hispanic, 27.5% White).
Approximately two thirds of respondents say the birth mother and/or father are the most common
guardians. The degree of participation of respondents‟ children is wide ranging, both during the school
year and during summer (seldom to frequently). Most respondents state that their children spend about
two hours at PAL events. They are driven to PAL events and live less than 20 minutes away.
As with the youth that were surveyed, baseball/softball and basketball were listed by respondents as the
two most popular PAL programs. This is because of the quality of the coaching and the chance to interact
with peers. Flag football, karate and soccer again follow in terms of popularity. The only non-sport related
activity that a significant number of respondents favor is the Drug, Alcohol and Gang Awareness Class.
Spending free time safely, learning new things, getting exercise, and helping youth stay out of trouble
were seen as the most important benefits of PAL activities. Swimming, book club, and personal
counseling are the three new program ideas that respondents ranked important.
Nearly all respondents (over 90%) believe that PAL programs are offered at the right place, right time, for
the right duration, and that the instructors, volunteers, facilities, and materials are all good. When asked
to suggest improvements, the most common responses were: a) more types of programs (especially on
Saturdays and in summer), b) improved communication, and c) more trained coaches/volunteers. When
asked to offer criticism, the most correctable suggestions include:
The fact that some program are too early on Sundays when children should be in church
The fact that sometimes practice is too late on school nights
The fact that some programs are too short; more time for practice is needed
Toilet paper, soap and paper towels not always available
Parks need to be upgraded
State St. School gym is dirty
Need outside lights in parking lot
Shortage of proper sized shirts
Refereeing is not always good
Coaches should be better trained
The following findings suggest that the PAL program is making a difference in the academic lives of
respondents‟ children: a) 75.0% of respondents report their child getting mostly Bs or better before PAL
membership and 79.6% report achieving this after PAL and b) 69.3% of respondents report their child
never missing school before PAL membership and 77.1% achieving this after PAL. Over two thirds of
youth for whom the parents were responding plan to earn at least a four year college degree.
In addition, the PAL program appears to be making a difference in the personal lives of respondents‟
children as well:
Instances of trouble with other youth dropped from 8.4% to 4.3% after PAL membership.
Instances of trouble at home dropped from 10.0% to 3.6% after PAL membership.
Instances of trouble in school dropped from 9.7% to 3.4% after PAL membership.
Instances of trouble with police dropped from 2.1% to 0% after PAL membership.
53.4% of respondents report their child being in at least moderately good physical shape before
PAL membership and 68.7% achieving this after PAL.
36.8% of respondents report watching two or less hours of television or computer games per day
before PAL membership and 55.7% achieving this after PAL.
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48.1% of respondents report their child exercising two or more hours per day before PAL
membership and 74.5% report achieving this after PAL.
FINDINGS FROM INSTITUTIONAL RECORDS
Arrest Rate Conclusions
Overall, both in 2007 and 2008, PAL youth in the sample had more arrests than the Non-PAL group.
However, both groups showed an increase in the percentage of arrests from 2007 to 2008. The PAL
youth increased from 4.0% to 5.4% and the Non-PAL group went from 1.1% to 3.0%. Although, only
slightly, the average age of those arrested decreased from 2007 to 2008.The PAL group went from an
average age of 13.9 to 13.2 and the Non-PAL group from 14.0 to 13.3. Additionally, over 70% of those
arrested in the PAL sample were male, both in 2007 and 2008. Interestingly, in 2008, the percentage of
females arrested (55%) in the Non-PAL group exceeded males (45%).
The percentage of those with only one arrest stayed the same at 66.7% for the PAL sample for both
years examined. For those with two arrests in the PAL sample, the percentage decreased slightly from
19% to 17.9% in 2008. Those with more than two arrests increased from 14.3% to 15.4%. In the Non-PAL
sample, the percentage of individuals with one arrest decreased from 86.3% to 76.7% in 2008. The
largest increase was for those with two arrests which increased from 9.1% to 20%.
In terms of re-arrest, findings show that the majority of arrests in 2008 were new arrests for both groups.
For the PAL group, 79.8% were new arrests and for the Non-PAL group 95% were new arrests. For the
PAL group, only 10 youth that were arrested in 2008 had also been arrested in 2007. Additionally, only 7
students in the PAL group who had two or more arrests in 2007 were arrested in 2008. For the Non-PAL
group only 5% of those that were arrested in 2007 were again arrested in 2008.
These findings suggest that PAL appears to be targeting the right youth. These youth generally have
higher arrest rates and therefore may benefit greatly from PAL. Given the limited time frame of this study,
the long-term benefits of PAL for these youth still needs to be ascertained. As reported, youth in the
sample stated that they only participate in one or two PAL activities. The benefits of greater participation
in PAL activities, especially by those likely to commit crimes, warrants investigation. In addition, an
examination of other factors affecting the youths‟ lives (e.g., family, housing) and the types of crimes they
commit may contribute to better understanding of the causes and possible solutions.
School Performance Conclusions
In terms of school performance, five factors were examined: GPA, Excused and Unexcused Absences,
and Excused and Unexcused Tardiness. Both groups showed very similar trends in terms of Absences
and Tardiness. Only the GPA variable was slightly higher for the Non-PAL group. This was true at each
grade level. Given the higher number of arrests for youth in the PAL group and the disruption in school
activities that would be caused by this, it is surprising not to find greater differences amongst the two
groups.
72
References
Information on the history of Police Athletic Leagues used in the construction of this report was found at
http://www.palnyc.org/800-PAL-4KIDS/History.aspx
Information on the history of Waterbury‟s Police Activities League was based on an interview with Police
Chief Neil O‟Leary.
Literature cited:
Sweeten, Gary, Bushway, Shawn & Paternoster, Raymond. (2009). Does Dropping Out of School Mean
Dropping Into Delinquency?. Criminology, 47, 49-50.
Winfrey, Thomas, & Abadinsky, Howard. (2003). Understanding Crime: Theory and Practice. Thomson
Wadsworth.
73
Appendix 1: PAL Focus Group Questions
1) How long have you been involved in the PAL program?
2) On average, how many hours per week do you devote to the PAL program
3) What is your role in the PAL program?
4) Overall, how satisfied are you with the PAL program? Why?
5) What do you perceive as the strengths of the program?
6) What factors do you think helps the program work as well as it does?
7) What do you perceive as the weaknesses of the program?
8) What factors do you think are barriers to program performance?
9) What ideas do you have for program improvement?
74
Appendix 2: PAL Youth Interview Questionnaire
1) How long have you been in the PAL program?
2) How often do you participate in PAL events during the school year?
3) How often do you participate in PAL events during summer vacation?
4) How long do you usually stay when you attend a PAL program?
5) How do you get to the PAL programs?
6) How long does it take you to get to the PAL programs?
7) What programs do you participate in?
8) What programs do you like best? Why?
9) What programs do you like least? Why?
10) What do you get out of the programs you‟re involved in? What do you learn?
11) Do you think the right types of programs are offered by PAL? Why do you think this?
12) Do you think that there are new programs that should be offered? Which?
13) Are the programs offered at the right time of day and day of the week? Why/why not?
14) Are the programs that are offered the right length of time? Why/why not?
15) Are the locations for these programs the right locations? Why/why not? 19) Are the buildings, rooms or outdoor
facilities that are used for these programs suitable? Why/why not?
16) Are the materials and equipment that are used in the programs suitable? Why/why not?
17) Are the instructors that run these programs good? Why/why not?
18) Are the volunteers that help run these programs good? Why/why not?
19) Ideas for improvement of PAL Program?
20) Age:
21) Grade:
22) Sex:
23) Race/ethnicity:
24) Type/extent of adult supervision at home?
25) Academic performance in school before/after PAL membership?
26) School attendance before/after PAL membership?
27) How much time spent on homework before/after PAL membership?___
28) Future academic goals?
29) Any trouble in school before/after PAL membership?
30) Any trouble with police before/after PAL membership?
31) Any violent trouble with peers before/after PAL membership?
32) Frequency of using drugs or alcohol before/after PAL membership?
33) Physical condition (overweight-underweight) before/after PAL membership?
34) Hours per day watching TV or playing computer games before/after PAL membership?
35) Hours per day getting exercise before/after PAL membership?
75
Appendix 3: PAL Parent/Guardian Interview Questionnaire
1) How long has your child been in the PAL program?
2) How often does your child participate in PAL events during the school year?
3) How often does your child participate in PAL events during summer vacation?
4) How long does your child usually stay when you attend a PAL program?
5) How does your child get to the PAL programs?
6) How long does it take your child to get to the PAL programs?
7) What programs does your child participate in?
8) What programs does your child like best? Why?
9) What programs does your child like least? Why?
10) What does your child get out of the programs they‟re involved in? What do they learn?
11) Do you think the right types of programs are offered by PAL? Why do you think this?
12) Do you think that there are new programs that should be offered? Which?
13) Are the programs offered at the right time of day and day of the week? Why/why not?
14) Are the programs that are offered the right length of time? Why/why not?
15) Are the locations for these programs the right locations? Why/why not?
16) Are the buildings, rooms or outdoor facilities that are used for these programs suitable? Why/why not?
17) Are the materials and equipment that are used in the programs suitable? Why/why not?
18) Are the instructors that run these programs good? Why/why not?
19) Are the volunteers that help run these programs good? Why/why not?
20) Ideas for improvement of PAL Program?
21) Your child‟s age:
22) Your child‟s grade:
23) Your child‟s sex:
24) Your child‟s race/ethnicity:
25) Type/extent of adult supervision for your child at home?
26) Your child‟s academic performance in school before/after PAL membership?
27) Your child‟s school attendance before/after PAL membership?
28) How much time your child spends on homework before/after PAL membership?___
29) Your child‟s future academic goals?
30) Has your child had any trouble in school before/after PAL membership?
31) Has your child had any trouble with police before/after PAL membership?
32) Has your child had any violent trouble with peers before/after PAL membership?
33) Frequency of your child using drugs or alcohol before/after PAL membership?
34) Your child‟s physical condition (overweight-underweight) before/after PAL membership?
35) Hours your child spends per day watching TV or playing computer games before/after PAL membership?
36) Hours your child spends per day getting exercise before/after PAL membership?
76
Appendix 4: PAL Youth Survey Questionnaire
Please read the following questions carefully and check or circle the best response. Thank you.
1) How long have you been in the PAL program?
Less than 1 month___
1-3 months___
4-6 months ___
6-12 months ___
12-18 months___
18-24 months___
2-3 years___
3-4 years___
5-6 years___
2) How often do you participate in PAL events during the school year?
None ___
Once or twice per year ___
3 to 6 times per year___
6-12 times per year ___
2-3 times per month___
Once per week ___
2-3 times per week___
4-7 times per week___
3) How often do you participate in PAL events during summer vacation?
None ___
1-2 times per summer___
1-2 times per month___
3-4 times per month___
2-3 times per week ___
4-7 times per week___
4) How long do you usually stay when you attend a PAL program?
Less than 1 hour____
1 to 2 hours____
2 to 4 hours ____
4 to 6 hours____
6 to 8 hours____
More than 8 hours ____
5) How do you usually get to the PAL programs (check one response - the most common way)?
Walk ___
Bike___
Car___
City Bus___
PAL Bus___
77
6) How long does it usually take you to get to the PAL programs?
Less than 5 minutes ___
5-10 minutes___
10-20 minutes___
20-30 minutes___
More than 30 minutes___
7) What programs do you participate in? (Check all that apply)
Baseball /softball___
Cheerleading___
Karate___
Computers___
Chorus___
Summer School___
Basketball___
Boxing___
Flag football___
Fishing___
Homework Help___
Education Programs___
Baton twirling___
Soccer___
Arts and crafts___
Bowling___
Drug, Alcohol and Gang Awareness Classes___
Special Olympics Athletes/Volunteers___
8) What program do you like best? Why? (Please list the program by name and state your reasons)
Program name: ____________________________________________
9) What program do you like least? Why? (Please list the program by name and state your reasons)
Program name: ____________________________________________
10) Listed below are several possible benefits of the PAL programs you‟re involved in. Please indicate how important
these benefits are to you.
Place a 1 in the blank if it is not important.
Place a 2 in the blank if it is moderately important.
Place a 3 in the blank if it is very important.
Make new friends ____
Spend time with friends____
Learn new things____
Get exercise ____
Spend free time safely____
Get better grades ____
Help stay out of trouble with other youth____
Help stay out of trouble at home____
Help stay out of trouble at school____
Help out of trouble with police____
78
11) Listed below are several ideas for new PAL programs. Please indicate how important you think it would be to add
these new programs.
Place a 1 in the blank if it is not important.
Place a 2 in the blank if it is moderately important.
Place a 3 in the blank if it is very important.
Tennis___
Swimming___
Skateboarding___
Book club___
Personal counseling___
Chess Club___
Volleyball___
Jump Rope Team___
12) Are the programs offered at the right time of day and day of the week?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
13) Are the programs that are offered the right length of time?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
14) Are the locations for these programs the right locations?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
15) Are the buildings, rooms or outdoor facilities that are used for these programs suitable?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
79
16) Are the materials and equipment that are used in the programs suitable?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
17) Are the instructors that run these programs good?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
18) Are the volunteers that help run these programs good?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
19) Do you have any ideas for improving the PAL Program?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
20) Your age: ____ (fill in)
21) Your grade: _____ (fill in)
22) Your sex: male___ female ____ (check one)
23) Your race/ethnicity: _____________________________________________________________ (fill in)
24) Who are the main adults that live in your home that are most responsible for you? (check all that apply)
I live by myself___
my boyfriend___
my girlfriend___
my brother___
Real father___
Real mother___
Grandmother___
my sister___
Stepfather___
Stepmother___
Grandfather___
other___
Foster father___
Foster mother___
Aunt___
please describe:______________
Mother‟s boyfriend ___
Father‟s girlfriend___
Uncle___
____________________________
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25) Academic performance in school before PAL membership? (check one)
Mostly As___
Mostly Cs___
About half As and half Bs ___
About half Cs and half Ds ___
Mostly Bs___
Mostly Ds___
About half Bs and half Cs ___
Mostly below Ds ___
26) Academic performance in school after PAL membership? (check one)
Mostly As___
Mostly Cs___
About half As and half Bs ___
About half Cs and half Ds ___
Mostly Bs___
Mostly Ds___
About half Bs and half Cs ___
Mostly below Ds ___
27) School attendance before PAL membership? (check one)
Miss school once per week or more___
Miss school 2-3 times per month___
Miss school once per month___
Never miss school___
28) School attendance after PAL membership? (check one)
Miss school once per week or more___
Miss school 2-3 times per month___
Miss school once per month___
Never miss school___
29) Amount of homework on average each night before PAL membership? (check one)
None___
Half hour or less___
Between half and one hour ___
About one hour___
Between one and two hours___
About two hours___
Between two and three hours___
About three hours or more___
30) Amount of homework on average each night after PAL membership? (check one)
None___
Half hour or less___
Between half and one hour ___
About one hour___
Between one and two hours___
About two hours___
Between two and three hours___
About three hours or more___
31) Future academic goals? (check one)
Quit school as soon as possible___
Finish high school___
Go to vocational or trade school after high school___
Get some college education___
Finish a 2 year college degree___
Finish a 4 year college degree___
Finish a graduate degree___
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32) Have you had any trouble with other youth before PAL membership?
Yes___ No___ (check one response) Please explain:__________________
33) Have you had any trouble with other youth after PAL membership?
Yes___ No___ (check one response) Please explain:__________________
34) Have you had any trouble at home before PAL membership?
Yes___ No___ (check one response) Please explain:__________________
35) Have you had any trouble at home after PAL membership?
Yes___ No___ (check one response) Please explain:__________________
36) Have you had any trouble in school before PAL membership?
Yes___ No___ (check one response) Please explain:__________________
37) Have you had any trouble in school after PAL membership?
Yes___ No___ (check one response) Please explain:__________________
38) Have you had any trouble with police before PAL membership?
Yes___ No___ (check one response) Please explain:__________________
39) Have you had any trouble with police after PAL membership?
Yes___ No___ (check one response) Please explain:__________________
40) How do you rate your physical condition before PAL membership?
Very out of shape___
Moderately out of shape___
Slightly out of shape___
Neither out or in-shape
Slightly in-shape ___
Moderately in-shape ___
Very in-shape ___
41) How do you rate your physical condition after PAL membership?
Very out of shape___
Moderately out of shape___
Slightly out of shape___
Neither out or in-shape
Slightly in-shape ___
Moderately in-shape ___
Very in-shape ___
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42) Average number of hours per day watching TV or playing computer games before PAL membership?
None___
One___
Two ___
Three___
Four___
Five___
Six___
Seven___
Eight___
Nine___
Ten___
More than 10___
43) Average number of hours per day watching TV or playing computer games after PAL membership?
None___
One___
Two ___
Three___
Four___
Five___
Six___
Seven___
Eight___
Nine___
Ten___
More than 10___
44) Average number of hours per day getting exercise before PAL membership?
None___
One___
Two ___
Three___
Four___
Five___
Six___
Seven___
Eight___
45) Average number of hours per day getting exercise after PAL membership?
None___
One___
Two ___
Three___
Four___
Five___
Six___
Seven___
Eight___
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Appendix 5: PAL Adult Survey Questionnaire
Please read the following questions carefully and check or circle the best response. Thank you.
1) How long has your child been in the PAL program?
Less than 1 month___
1-3 months___
4-6 months ___
6-12 months ___
12-18 months___
18-24 months___
2-3 years___
3-4 years___
5-6 years___
2) How often does your child participate in PAL events during the school year?
None ___
Once or twice per year ___
3 to 6 times per year___
6-12 times per year ___
2-3 times per month___
Once per week ___
2-3 times per week___
4-7 times per week___
3) How often does your child participate in PAL events during summer vacation?
None ___
1-2 times per summer___
1-2 times per month___
3-4 times per month___
2-3 times per week ___
4-7 times per week___
4) How long does your child usually stay when they attend a PAL program?
Less than 1 hour____
1-2 hours____
2-4 hours ____
4-6 hours____
6-8 hours____
More than 8 hours ____
5) How does your child get to the PAL programs (check one response - the most common way)?
Walk ___
Bike___
Car___
City Bus___
PAL Bus___
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6) How long does it take your child to get to the PAL programs?
Less than 5 minutes ___
5-10 minutes___
10-20 minutes___
20-30 minutes___
More than 30 minutes___
7) What programs does your child participate in? (Check all that apply)
Baseball /softball___
Cheerleading___
Karate___
Computers___
Chorus___
Summer School___
.
Basketball___
Boxing___
Flag football___
Fishing___
Homework Help___
Education Programs___
Baton twirling___
Soccer___
Arts and crafts___
Bowling___
Drug, Alcohol and Gang Awareness Classes___
Special Olympics Athletes/Volunteers___
8) What program does your child like best? Why? (Please list the program by name and state your reasons)
Program name: ____________________________________________
9) What program does your child like least? Why? (Please list the program by name and state your reasons)
Program name: ____________________________________________
10) Listed below are several possible benefits of the PAL programs that your child is involved in. Please indicate how
important these benefits are to your child.
Place a 1 in the blank if it is not important.
Place a 2 in the blank if it is moderately important.
Place a 3 in the blank if it is very important.
Make new friends ____
Spend time with friends____
Learn new things____
Get exercise ____
Spend free time safely____
Help stay out of trouble with other youth____
Help stay out of trouble at home____
Help stay out of trouble at school____
Help out of trouble with police____
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11) Listed below are several ideas for new PAL programs. Please indicate how important you think it would be to add
these new programs.
Place a 1 in the blank if it is not important.
Place a 2 in the blank if it is moderately important.
Place a 3 in the blank if it is very important.
Tennis___
Swimming___
Skateboarding___
Book club___
Personal counseling___
Chess Club___
Volleyball___
Jump Rope Team___
12) Are the programs offered at the right time of day and day of the week?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
13) Are the programs that are offered the right length of time?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
14) Are the locations for these programs the right locations?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
15) Are the buildings, rooms or outdoor facilities that are used for these programs suitable?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
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16) Are the materials and equipment that are used in the programs suitable?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
17) Are the instructors that run these programs good?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
18) Are the volunteers that help run these programs good?
Yes___ No___ (check one response)
If No, why not?_________________________________________________________________________________
_____________________________________________________________________________________________
19) Do you have any ideas for improving the PAL Program?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
20) Your child‟s age: ____ (fill in)
21) Your child‟s grade: _____ (fill in)
22) Your child‟s sex: male___ female ____ (check one)
23) Your child‟s race/ethnicity: ___________________________ (fill in)
24) Who are the main adults that live in your home that are most responsible for your child? (check all that apply)
I live by myself___
my boyfriend___
my girlfriend___
my brother___
Real father___
Real mother___
Grandmother___
my sister___
Stepfather___
Stepmother___
Grandfather___
other___
Foster father___
Foster mother___
Aunt___
please describe:______________
Mother‟s boyfriend ___
Father‟s girlfriend___
Uncle___
____________________________
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25) Your child‟s academic performance in school before PAL membership? (check one)
Mostly As___
Mostly Cs___
About half As and half Bs ___
About half Cs and half Ds ___
Mostly Bs___
Mostly Ds___
About half Bs and half Cs ___
Mostly below Ds ___
26) Your child‟s academic performance in school after PAL membership? (check one)
Mostly As___
Mostly Cs___
About half As and half Bs ___
About half Cs and half Ds ___
Mostly Bs___
Mostly Ds___
About half Bs and half Cs ___
Mostly below Ds ___
27) Your child‟s school attendance before PAL membership? (check one)
Miss school once per week or more___
Miss school 2-3 times per month___
Miss school once per month___
Never miss school___
28) Your child‟s school attendance after PAL membership? (check one)
Miss school once per week or more___
Miss school 2-3 times per month___
Miss school once per month___
Never miss school___
29) Amount of homework on average your child did each night before PAL membership? (check one)
None___
Half hour or less___
Between half and one hour ___
About one hour___
Between one and two hours___
About two hours___
Between two and three hours___
About three hours or more___
30) Amount of homework on average your child did each night after PAL membership? (check one)
None___
Half hour or less___
Between half and one hour ___
About one hour___
Between one and two hours___
About two hours___
Between two and three hours___
About three hours or more___
31) Your child‟s future academic goals? (check one)
Quit school as soon as possible___
Finish high school___
Go to vocational or trade school after high school___
Get some college education___
Finish a 2 year college degree___
Finish a 4 year college degree___
Finish a graduate degree___
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32) Did your child have any trouble with other youth before PAL membership?
Yes___ No___ (check one response) Please explain:__________________
33) Has your child have any trouble with other youth after PAL membership?
Yes___ No___ (check one response) Please explain:__________________
34) Did your child have any trouble at home before PAL membership?
Yes___ No___ (check one response) Please explain:__________________
35) Has your child had at home in school after PAL membership?
Yes___ No___ (check one response) Please explain:__________________
36) Did your child have any trouble in school before PAL membership?
Yes___ No___ (check one response) Please explain:__________________
37) Has your child had any trouble in school after PAL membership?
Yes___ No___ (check one response) Please explain:__________________
38) Did your child have any trouble with police before PAL membership?
Yes___ No___ (check one response) Please explain:__________________
39) Has your child had any trouble with police after PAL membership?
Yes___ No___ (check one response) Please explain:__________________
40) How would you rate your child‟s physical condition before PAL membership?
Very out of shape___
Moderately out of shape___
Slightly out of shape___
Neither out or in-shape
Slightly in-shape ___
Moderately in-shape ___
Very in-shape ___
41) How do you rate your child‟s physical condition after PAL membership?
Very out of shape___
Moderately out of shape___
Slightly out of shape___
Neither out or in-shape
Slightly in-shape ___
Moderately in-shape ___
Very in-shape ___
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42) Average number of hours per day your child watched TV or plays computer games before PAL membership?
None___
One___
Two ___
Three___
Four___
Five___
Six___
Seven___
Eight___
Nine___
Ten___
More than 10___
43) Average number of hours per day your child watches TV or plays computer games after PAL membership?
None___
One___
Two ___
Three___
Four___
Five___
Six___
Seven___
Eight___
Nine___
Ten___
More than 10___
44) Average number of hours per day your child got exercise before PAL membership?
None___
One___
Two ___
Three___
Four___
Five___
Six___
Seven___
Eight___
45) Average number of hours per day your child gets exercise after PAL membership?
None___
One___
Two ___
Three___
Four___
Five___
Six___
Seven___
Eight___
90