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Assessing a Theory of Change for the Choice to Be Sexually Abstinent: Testing a Conceptual Model of Behavior Choices Among Adolescents
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| Presenter(s):
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| Amy Laura Arnold, University of Georgia, alarnold@uga.edu
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| Virginia Dick, University of Georgia, vdick@cviog.uga.edu
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| Ann Peisher, University of Georgia, apeisher@uga.edu
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| Robetta McKenzie, Augusta Partnership for Children Inc, rmckenzie@arccp.org
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| Katrina Aaron, Augusta Partnership for Children Inc, kaaron@arccp.org
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| Don Bower, University of Georgia, dbower@uga.edu
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| Abstract:
Over the past two years, a collaborative partnership in Augusta-Richmond County, Georgia has implemented a comprehensive saturation approach in order to reduce premarital sexual activity and pregnancy among middle school youth. With the second wave of data collected during the fall of 2009, the evaluation team has statistically tested and examined the Theory of Change for the Choice to be Sexually Abstinent. Using regression analysis and Structural Equation Modeling (SEM), the direct effects as well as the mediating and moderating effects of key variables were tested. This paper will present the findings from the regression analysis and SEM, which both validate the proposed theory of change. In general youth decisions to become and remain abstinent are influenced by the intervention (comprehensive programming) and are mediated by maternal communication and conceptual understanding of the benefits and risks.
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Quantitative Content Analysis for Developing a Competitive Grant’s Program Theory From its Request for Applications
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| Presenter(s):
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| Elena Polush, Iowa State University, elenap@iastate.edu
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| Carl Roberts, Iowa State University, carlos@iastate.edu
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| Abstract:
This paper reports on a single-case study aimed at designing a meaningful evaluation of a federal competitive grants program. The study’s main question was, “What constitutes a good evaluation for a competitive grants program?” The premise was that a good evaluation plan begins with explicating the program’s essential conceptual underpinnings, namely the program theory. Theory-based evaluation is of emerging importance in evaluation practice and is generally recognized as enhancing the quality of evaluation. However, the theory-based approach remains underutilized in evaluations of federal competitive grant programs. This research used quantitative content analysis to systematically study the texts of Request for Application (RFA) for the Higher Education Challenge grants program. The analysis centered on examining linear changes and continuity in emphasis during eleven years of the HEC’s implementation. In the analysis, eight themes are identified indicating trends toward program continuity. These themes are used to draw inferences about HEC’s program theory.
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