Presentation on theme: "Measuring Financial Success Using Program Evaluation"— Presentation transcript:
1Measuring Financial Success Using Program Evaluation Some Practical Tips for Measuring Financial Success Dr. Angela Lyons University of IllinoisMeasuring Financial SuccessUsing Program EvaluationPresented byDr. Angela LyonsUniversity of IllinoisNovember 2008
2The Million Dollar Question At the end of the day, does financial education make a difference?
3Lessons Learned from Current Research Jump$tart Survey of Financial Literacy Among High School Students – Captures knowledge levelsNEFE High School Financial Planning Program – Impact of formal financial education on confidence levels and behaviors of high school studentsBernheim, Garrett, and Maki (2001) – Effect of mandated financial education during high school (longitudinal study)FDICs Money Smart Program – Moving the unbanked into the financial mainstreamSee “Reading List” for recent research on financial education and program evaluation.
4Becoming a critical evaluator is important! Read media stories carefully.Look at the samples being used.Information vs. education.Planned behavior vs. actual behavior.Avoid focusing only on the successes.Think beyond participants’ finances.Be aware of the barriers and challenges related to measuring program impact.
5An Overview of the Training Session Setting the Stage for Program “Success”The Evaluation Process: Creating Your “Toolkit”Putting It All Together: Sample EvaluationsNEFE Financial Education and Program Evaluation Toolkit ®Barriers and Challenges to Building Successful ProgramsBuilding Program Success: Reporting Program Impact
7Current State of Program Evaluation Current evaluation efforts are still far from satisfactory.General lack of evaluation capacity and understanding of how to conduct effective evaluations.Evaluation is still often treated as an after thought; needs to be built into the design of the program upfront.Lack of attention given to evaluation at all levels.Need for “industry” standards for program evaluation.Source: Lyons, A. C., Palmer, L., Jayaratne, K.S.U., and Scherpf, E. (2006). "Are We Making the Grade? A National Overview of Financial Education and Program Evaluation.” The Journal of Consumer Affairs, 40(2),
8One non-profit administrator commented…. “The people that typically end up [being] told that they have to do evaluation, it’s ‘dumped’ on them and it’s usually not a person that has any experience with financial education or expertise in evaluation. They’re pretty much told here’s your new hat, we’ve been told we have to do this and here’s your new hat, and they don’t know. It’s not for lack of wanting to do a good evaluation or trying to do a good evaluation. They just don’t know—it’s not the right person trying to oversee it.”
9On the front lines…. “What even is an evaluation?” “What do we mean by evaluation?“How do we know if participants are getting better? It’s difficult to assess.”“What are we trying to measure? There’s a lot of confusion out there.”“What constitutes a successful, or even acceptable, evaluation?”
10Getting Started: Thinking like an evaluator…. (Program Planning Guide) Take stock of who you are – What is “your vision?”Conduct a needs assessment.Collect baseline information from your target audience.Identify your signature program(s).Identify your program objectives. Be realistic!Create an evaluation action plan.What do you want to accomplish? At the end of the day, what do you want to show?
11What is an outcome-based evaluation? Outcomes are benefits to clients from participating in the program.What do you want your participants to know or be able to do when they have finished the program?Outcomes are usually in terms of enhanced learning and improved behaviors.Outcomes are often confused with program outputs or units of service (e.g., number of clients who went through the program).
12The Logic Model A picture of the program. Simple representation of the program “theory” or “action” which explains the program and what it is to accomplish.Shows relationships between inputs, outputs, and outcomes.
13The Logic Model (conti.) INPUTSOUTPUTSOUTCOMESResources used to develop the program are called inputs. Time and money are the most common inputs needed to implement educational programs.If inputs are invested into the financial education program, then learning opportunities will be created for the target audience. The created educational materials, services, and opportunities are called the program outputs.Changes in participants’ perceptions, knowledge, and behavior that represent real impact in their lives. The benefits derived by the participants from the program are called outcomes.
14University of Wisconsin - Extension http://www. uwex
16Another useful framework… Another useful framework…. Transtheoretical Model of Behavior Change (TTM)TTM integrates major psychological theories into a theory of behavior change.Used to identify the state at which individuals are ready and able to change their financial behaviors.Appropriate educational interventions are then tailored to meet individual’s specific needs at that particular stage.
175 Stages of Change Precontemplation Contemplation Preparation Individual not ready to take action and change behavior in the immediate future.Rarely seeks help and rarely uses information.ContemplationIndividual is getting ready to take action and intends to change behavior in next 6 months.Open to education.PreparationIndividual is ready to take action and intends to change behavior in next 30 days.Practices behavior by taking small steps towards the goal.Seeks information and support, but often concerned that changing behavior may be too difficult and they may not succeed.
185 Stages of Change (conti.) ActionIndividual changes behavior and maintains behavior for at least 6 months.Believes they can change.Can control “triggers” that cause them to relapse into old behaviors.Has a support system to get them through challenging times.MaintenanceIndividual has changed behavior and it has lasted for more than 6 months.May relapse into old behaviors, but can overcome temptations so that behavior becomes permanent.Can assess the conditions under which relapse might occur.Can establish successful coping strategies.
19Example: Financial Practice Do not plan to do Plan to do in the next monthPlan to do in the next 2-6 monthsHave been doing for monthsHave been doing for more than 6 monthsSet short and long-term financial goals.Save money regularly.Use a spending plan to track income and expenses.Maintain sufficient balances in bank account(s).Pay bills on time each month.Review bills each month for accuracy.Comparison shop before making purchases.Pay off credit card balances in full each month.
20Identifying Program Objectives Objectives should be:SpecificMeasurableAchievable and observableReasonableTime specificS.M.A.R.T. objective statements should clearly define what you want to achieve with your program.They should list the end outcomes the program intends to affect or change.
21Writing objective statements First-time home buyer education programThe objectives of this program are to:Develop first-time home buyers’ ability to shop for the lowest mortgage interest rate.Teach first-time home buyers how to save money for closing costs.Teach first-time home buyers how to assess affordable housing.Debt reduction education programDevelop participants’ ability to identify needs and wants separately.Develop participants’ ability to control “wants” to reduce expenditures.Develop participants’ ability to avoid impulse and emotional spending.
22Achieving your objectives: Selecting appropriate indicators General Indicators (objective and subjective):Number of programs, participants, etc.Knowledge gainsChanges in attitudes and satisfactionChanges in skills and confidenceChanges in intended and actual behaviorsSpecific Indicators (objective):Actual dollar changes (reduce debt, increase savings)Development of financial plansChanges in spending habitsBuilding or rebuilding credit reports and credit scores
27At the end of the day,what do you want to show?1.2.3.
28Who are your target audience(s)? 220.127.116.11.18.104.22.168.
29What are your delivery method(s) (e.g., in-person, telephone, Internet)?22.214.171.124.
30Who will use the evaluation and how? Who will use it?How will it be used?
31Part II The Evaluation Planning Process: Creating Your “Toolkit”
32What evaluation method should you use to collect impact data? SurveysFocus groupsInterviewsObservationsCase studiesTests of abilitySome examples from financial education….
33Questions to ask yourself …. What are the pros and cons of each method?What is the purpose of the evaluation?Who will use the information – and how?What information do you want to collect?Who is your target audience?What is your primary delivery method?What are your available resources (i.e., time, money, and staff)?What is your timeline?What is your expertise and evaluation capacity?Who are your partners, funders, and stakeholders?
34Common survey methods used to collect impact data Post evaluation onlyRetrospective pre-test (RPT)Pre and post evaluationFollow-upStages to Change (TTM)Control groups and longitudinal studiesKey question to ask:What is the length of your program?
35Post evaluation onlyWhen to use: Short programs that are less than 2 hoursAdvantages:Only need to survey group once.Good for limited-resource audiences and groups that are transient.Relatively inexpensive and less time intensive.Can document participants’ levels of knowledge, skills, and planned behaviors at the end of the program.Disadvantages:With no pre assessment, it’s difficult to document potential and actual changes in knowledge, attitudes, and behavior.Retrospective pre-tests (RPTs); The Post-Then-Pre Evaluation
36Retrospective pre-test (RPTs) When to use: Any program, but typically 2 hours or lessAdvantages:Only need to survey group once.Good for limited-resource audiences and groups that are transient.Controls for “response shift bias.”Can document “relative” change.Disadvantages:Potential for respondent bias (social desirability factor).Self-assessment measures are subjective.
37RPTs (continued) Examples and more info on RPTs: “Collecting Evaluation Data: End-of-Session Questionnaires.” University of Wisconsin-Extension.Lyons, A. C., Y. Chang, and E. Scherpf. “Translating Financial Education into Behavior Change for Low-Income Populations.” Financial Counseling and Planning Journal, 17(2):Chang, Y., and A. C. Lyons. “Are Financial Education Programs Meetings the Needs Financially Disadvantaged Consumers?” Networks Financial of Institute, Indiana State University, 2007-WP-02.
38Pre and post evaluations When to use: Programs that are 2 hours or longerAdvantages:Can compare pre and post responses and document changes in knowledge, attitudes, and behavior.Can be used to document immediate changes in knowledge, skills and planned behaviors following the program.Disadvantages:More time intensive.Identification numbers are needed to match pre and post surveys.May be difficult to show actual behavior change.May be difficult to show that the intervention caused the change.Doesn’t account for other possible reasons for change.Transient populations may lead to low unmatched evaluations.
39Follow-ups When to use: Program is comprehensive enough to potentially result in intermediate and long-term impact.Must have adequate resources and evaluation capacity.Usually administered three to six months after the program.Can document changes in actual financial behaviors, ability to achieve financial goals, and overall financial position.
40Delivery methods for follow-ups Face-to-faceMail (paper survey, post cards)TelephoneInternet ( , website)Group interviews
41Stages to Change (TTM)When to use: Programs that have multiple sessionsAdvantages:Can document intermediate and long-term change.Easier to measure actual behavior change and to control for other factors that may lead to change over time.Can identify stage at which individual is ready and able to change behavior.Behaviors can be recorded at the beginning, middle, and end of the program so that changes in actual behavior can be observed.Disadvantages:Time and resource intensive.May require additional progress reporting and long-term follow-up.Can only be used with multi-session programs.
42Train-the-trainer evaluations Similar to pre and post evaluation, but more content specific.Covers subject material in more detail to ensure that trainers have an adequate level of knowledge to teach the program to others.Can be used to document changes in both the instructors’ teaching skills and personal financial behaviors.Follow-ups can document how the curriculum materials are being used and identify additional programming needs.
43Designing the evaluation instrument: Survey content General reactions to the sessionChanges in knowledgeChanges in motivation, confidence, and abilitiesIntended changes in behaviorActual changes in behaviorFuture programming needs and preferencesDemographicsQualitative / open-ended responses
44General reactions to the session Please rate the instructor(s), materials, and the overall programby checking the box that best applies.Not HelpfulSomewhatHelpfulVery HelpfulInstructor(s)Educational materialsOverall program
45Measuring changes in knowledge Testing KnowledgePlease circle your answer to each of the following statements.1. Fixed expenses are expenses that typically change from month to month such as food, clothing, and utilities.TrueFalseNotSure2. Financial experts recommend having an emergency fundthat is equal to 3-6 months worth of living expenses.3. Goals should only be made for long-term plans such as homeownership, college tuition, or retirement.4. Gross income is defined as income after taxes and other withholdings have been subtracted from net income.5. Credit reports can affect an individual’s ability to get a job, purchase a home, and obtain home and auto insurance.
46Measuring changes in knowledge (conti.) Format can be True/False or multiple choice.True/False is reliable indicator for low literacy audiences and youth.The more questions you ask, the greater the reliability measure.May include a “don’t know” option to control for guessing.Post-test: 10 questions (established standard)Pre- and post-test: questionsTrain-the-trainer: questions
47Changes in motivation, confidence, and abilities Building Skills/Confidence IndicatorsPlease check the box that best describes your confidence to dothe following:Your confidence to:Not ConfidentA little confidentSomewhat confidentConfidentVery confidentSet short and long-term financial goals.Save money regularly.Use a spending plan to track income and expenses.Pay bills on time each month.
48Changes in motivation, confidence, and abilities (conti.) Recording Participants’ AttitudesPlease check the box that best describes how much you agreewith the following statements.StatementStrongly DisagreeDisagreeUndecidedAgreeStronglySaving money regularly is important to me.Keeping track of spending is a good habit.Planning my personal budget is a priority.
49Intended changes in behavior Taking Charge IndicatorsPlease check the box that best describes your answer.As a result of this program,you plan to:NoMaybeYesAlready doing thisDoes not applySet short and long-term financial goals.Use a spending plan to track income and expenses.Pay bills on time each month.
50Actual changes in behavior Financial Behavior IndicatorsPlease indicate how often you are currently doing each of the followingfinancial practices. There is no “right” or “wrong” answer. (Choose only one)Financial PracticeNeverRarelySometimesUsuallyAlwaysSetting short and long-term financial goals.Saving money regularly.Using a spending plan to track income and expenses.Paying bills on time each month.
51Using TTM scale (general categories) Financial Behavior Indicators For each financial practice, please check the box that best describes your current behavior.Financial PracticeI am not considering thisI am considering thisI am doing this sometimesI am doing this most of the timeI am doing this all of the timeSetting short and long-term financial goals.Saving money regularly.Using a spending plan to track income and expenses.Paying bills on time each month.
52Using TTM scale (specific categories) Financial Behavior IndicatorsFor each financial practice, please check the box that best describesyour current behavior.Financial PracticeDo not plan to doPlan to do in the next monthPlan to do in the next 2-6 monthsHave been doing for monthsHave been doing for more than 6 monthsSetting short and long-term financial goals.Saving money regularly.Using a spending plan to track income and expenses.Paying bills on time each month.
53Capturing behavior change with follow-ups Since completing the program, please check the box that best describeshow often you are doing each financial practice. There is no “right” or“wrong” answer. (Choose only one)Financial PracticeI am not doing thisI am doing this sometimesI am doing this most of the timeI am doing this all of the timeSetting personal financial goals.Saving money regularly.Keeping track of income and expenses.Paying bills on time each month.Finding ways to decrease expenses.
54Capturing behavior change with follow-ups (conti.) Financial Progress IndicatorsPlease indicate how the following numbers have changed for you personally since completing the program.DecreasedStayed about the sameIncreasedAmount of change,if any(% or $)Monthly incomeMonthly expensesAmount saved monthlyCurrent credit card debt
55Capturing behavior change with follow-ups (conti.) Progress ReportingPlease record your financial position based on your current progress inthe program.Financial PositionAt the beginning of the programIn the middle of the programAt the end of the programHow much credit card debt do you owe? ($)How many credit cards do you have? (#)What is the highest interest rate on your credit cards? (%)How much do you have in savings? ($)
56A few words about train-the-trainer programs…. Testing knowledgeBuilding teaching skillsShaping personal skillsTaking action for teachingTaking action for personal financial successFollow-ups
57Qualitative / Open-Ended Questions (common examples) “Post Evaluation Only” and “Pre and Post Evaluation”What did you like the most about this program?What did you like the least about this program?How could this program be improved?Would you recommend this program to others?“Stages to Change Evaluation”What has made it easier for you to improve your financial practices?What has prevented you from improving your financial practices?With respect to the overall program, what did you like the most?What did you like the least?Have you shared what you learned with others?
58Qualitative / Open-Ended Questions (conti.) “Train-the-Trainer Evaluation”What was the most helpful information you received during this training program?How could this training program be improved?How do you plan to share this information with your target audience(s)?What information and materials from this training do you plan to share with your target audience(s)?Will you share what you learned with other instructors and colleagues?Would you recommend this training program to other instructors and colleagues?
59Demographic Questions AgeGenderRace, Ethnicity, and LanguageMarital StatusEducationEmploymentFamily StructureHealth StatusIncome, Assets, and DebtsRegion/LocationFinancial ExperienceStudents/YouthInstructors/Educators
60Common types of survey questions Yes/No questionsTrue/FalseAgree/DisagreeMultiple choiceOne best answerMultiple answersRating and ranking questionsQualitative / open-ended questions
61Choosing measurement scales and scoring Example:Resource:“Collecting Evaluation Data: End-of-Session Questionnaires.”University of Wisconsin-Extension, pStrongly DisagreeDisagreeNeutralAgreeStrongly
62Other helpful tips on survey design Think carefully about how to write the questions given your target audience. Use plain language.Make the evaluation form easy to complete (i.e., white space and font).Include simple instructions.Start with non-threatening questions.Keep the evaluation as short as possible.Cluster similar items to save time and space.Protect the participant’s identity.
63A few words of caution when selecting indicators…. Measurement error and validity of indicators.Financial knowledgeConfidence levelFinancial behaviorEXAMPLE: Which of the following are valid indicators of behavior change?Participant opened a bank account.Participant increased savings.Participant avoided bankruptcy.Participant did not default on mortgage payments.
64Other measurement issues Self-reports are subject to bias.Social desirabilityNorms and “rules of thumb”Misperceptions and over-optimismMemory distortion and recall biasSamples may not be representative.Non-response biasProgram attritionSelf-selectionLow response rates (e.g., follow-ups)
65Environmental factors may affect outcomes. Unexpected life eventsProgram incentives (e.g., rewards, special benefits, enrollment programs)Individualized financial advice or “coaching”Psychological factors.Inherent motivationAbilityAttitudes
66Solutions for measurement issues Longitudinal data?Control groups?Randomized experiments?
67There are numerous behavior indicators. Here are some examples…. Increases in savings.Decreases in debt.Maintaining a regular budget.Comparison shopping.Increases in new accounts opened.Improved credit scores.Improved communication with spouse/partner/parents about finances.Other common indicators?
68How do these indicators change for various target populations? Youth?Underserved?Adults?Members of your organization?
69Putting It All Together! Sample Evaluations Part IIIPutting It All Together! Sample Evaluations
70ACTIVITY: Selecting Your Evaluation Methods (Evaluation Action Plan – Part B)
71Think about your signature program, what is the most appropriate evaluation method?Post-test onlyRetrospective pre-testPre and post-testFollow-up surveyStages-to-changeFocus groupsInterviewsCase studiesObservationsStories/anecdotal evidenceTests of abilityOther
72What types of questions will the evaluation seek to answer? I would really like to know….1.2.3.
73What types of indicators will you use to document this impact? Changes in satisfaction levelsChanges in knowledgeChanges in skills and confidence levelsChanges in attitudesChanges in aspirationsAnticipated or intended changes in behaviorActual changes in behaviorSocio-economic changesOther
74List some specific indicators for knowledge. 126.96.36.199.
75List some specific indicators for skills and confidence.188.8.131.52.
76List some specific indicators for anticipated and actual changes in behavior.184.108.40.206.
77Useful references for evaluation design NEFE® Financial Education Evaluation Toolkit“Collecting Evaluation Data: End-of-Session Questionnaires.”University of Wisconsin-Extension.“A Step-by-Step Guide to Developing Effective Questionnairesand Survey Procedures for Program Evaluation & Research.”Rutgers Cooperative Research & Extension, #FS995.
78Part VI NEFE Financial Education Evaluation Toolkit ®
79NEFE Financial Education Evaluation Toolkit® DatabasePost evaluation only with option for follow-upPre and post evaluation with option for follow-upStages to Change EvaluationTrain-the-TrainerTesting KnowledgeBuilding SkillsTaking ChargeManualHow-to-guide for grass-roots level organizationsExamples (survey instruments, executive summary, reports)Guidance on how to organize and present impact data
109Part V Implementing Your Evaluation: Putting Your “Tools” into Action
1105 Biggest Evaluation Challenges 1. Identifying the “ideal” approach to evaluation.Evaluation methods and measures vary widely across programs and academic disciplines.Wide variation in financial outcomes across programs.Significant differences in financial needs across consumers.Some participants unable toimplement certain financial behaviors.
1115 Biggest Challenges (conti.) 2. Defining “program success.”Setting realistic expectations for program participants.Choosing appropriate outcomes and indicators based on participants’ financial situation or other external constraints.Identifying participants’ individual financial needs and applying appropriate educational interventions.Finding “the teachable moment.”
1125 Biggest Challenges (conti.) “What is driving this financial education movement? Why is it so important? What are we ultimately trying to address? Is it reducing the poverty gap in this country? Between those that have and those that don’t have. And it’s widening. And those at the bottom end of the spectrum….what we’re asking them is to build wealth. And at the same time, what we’re asking people in this country who make $20,000 or less is: ‘Absent us raising your wages in this country, we’re asking you to build wealth, to participate in IDA programs. We’re asking you to save with the little amount of money you’re making. We’re asking you to reduce your debt burden, learn how to manage your money, and clean up your credit history with the little amount of money you’re working with. And we want you to get from point A to point B with all those constraints.”Source: Lyons, A. C., Palmer, L., Jayaratne, K.S.U., and Scherpf, E. (2006). "Are We Making the Grade? A National Overview of Financial Education and Program Evaluation.” The Journal of Consumer Affairs, 40(2),
1135 Biggest Challenges (conti.) 3. Collecting impact data from program participants.Little incentive to complete evaluations (like “pulling teeth”).Reluctance to divulge personal information (surveys “too personal”; lack of trust).High drop out rates, low response rates, and difficult to track.Literacy levels (i.e., ESL, reading level).Collecting sensitive data and information.Tradeoff between participation and evaluation rigor.
1145 Biggest Challenges (conti.) 4. Designing and implementing effective program evaluations.Evaluation process is cumbersome.Lack of time, staff, and financial resources.The “PUSH” for increased rigor and “the rush to the finish line.”Rigor vs. Reality (e.g., measurement issues)The limitations of “one-shot” evaluations.(pre- and post-tests; intended vs. actual behavior change)The reality of conducting longitudinal studies with control groups.(follow-ups and tracking of program participants)
1155 Biggest Challenges (conti.) 5. Conducting more rigorous, theory-based evaluation research.We need to back up and spend more time trying to understand financial behavior and why people do what they do.Until then, financial education will onlyserve as a “band-aid” rather thana long-term solution, and we willcontinue to struggle with howto define financial success.
116Simple Steps to Overcoming the Barriers Increase rigor by planning more strategically.Focus on signature programs and on multi-session programs.Partner and pool resources.“We’re jumping into evaluating everything, instead of…taking a couple of projected outcomes or a subset of all that we work with and trying to do evaluations with those.”
117Overcoming the Barriers (conti.) Identify available resources – financial and non-financial.Understand funders’ needs and how they fit into your evaluation plan.Take into consideration program delivery methods.
118Overcoming the Barriers (conti.) Establish a consistent and workable set of standards for measuring program impact.Create evaluation tools that are flexible to account for the wide range in programs (i.e., one-stop shop with survey instruments, best practices, online training workshops, etc.)Reality of program evaluation at all levels (disconnect; need better awareness of resource constraints; continued recognition of traditional evaluation methods).
119You first need to ask…. If resources were not a constraint, what would your ideal program evaluation look like?
120Then, the reality check…. What challenges do you facein trying to implementyour “ideal” evaluation?
121Thinking outside of the box…. How can you overcome these challenges?What financial and non-financial resources are available (e.g., time, money, staff, expertise)?Are there others who can help (e.g., partners, stakeholders, funders, volunteers)?What financial and non-financial resources do they have available?Given constraints, what can you realistically do?
122ACTIVITY: Overcoming Your Challenges (Evaluation Action Plan - Part C)
123Part VI Building Program Success: Reporting Program Impact
124The common fear of evaluation It will show what we’re doing wrong!Learning from the successes and the failures.
125Putting it all together Look for themes.Work with what you’ve got.Learn as you go and be flexible.“Tell the story,” which can be the most powerful depiction of the benefits and services of your program.Use the findings to improve your program.
126Tips for “telling your story” Know your audience.Use simple descriptive statistics (i.e., counts, percentages, and averages) when analyzing and interpreting data.Don’t use jargon. Be straightforward and clearly state major findings.Use language that is suggestive rather than decisive (i.e., “the data suggest” rather than “the data show”). Be careful not to overstate your findings.
127Blend the presentation with quantitative and qualitative data. Do not generalize the findings to the entire group. Report the results in terms of the “program participants” rather than “all U.S. families” or “all New York residents.”Clearly describe who the results represent. Provide information and demographics on the sample of program participants.Be honest about your program’s strengths and weaknesses, while highlighting the positive.
128Writing Impact Statements - Examples Statements that reflect intentions:As a result of participating in this financial education program, [X] percent reported that they….plan to do/use/adoptare more knowledgeableare more confident in their ability to doare more likely to do/use/adoptwill do/use/adopt….a particular attitude, piece of information, or behavior.
129Statements that reflect actual actions: As a result of participating in this financial education program, [X] percent reported that they….are now doingdidusedincreased knowledge ofadopted….a particular attitude, piece of information, or behavior.
130Analyzing the findings How will you use the findings for program improvement and internal reporting?How will the evaluation findings be communicated and shared with others?
131Disseminating the findings Written reportsShort summary statementsMedia releasesInternet postingsGraphs and visualsPresentationsDisplays, posters, etc.
132How will you analyze the data? And, how will you use the findings? ACTIVITY: Analyzing and Reporting Your Findings (Evaluation Action Plan - Part D)How will you analyze the data?And, how will you use the findings?
133What do you hope to learn from the findings? What are the potential impacts?As a result of participating in this program….
134How will you disseminate the findings? Who will you share the findings with?How?With Who?
135Useful references for reporting impact “Collecting Evaluation Data: Surveys.”University of Wisconsin-Extension.“Taking Stock: A Practical Guide to Evaluating Your OwnPrograms.”Horizon Research, Inc.Tipsheets #66, #80, #81.Penn State Cooperative Extension.
136Where do we go from here? Online resources at your fingertips
140Reading ListLyons, A. C., Palmer, L., Jayaratne, K.S.U., and Scherpf, E. (2006). "Are We Making the Grade? A National Overview of Financial Education and Program Evaluation.” The Journal of Consumer Affairs, 40(2),Lyons, A. C. (2005). “Financial Education and Program Evaluation: The Challenges and Potentials for Financial Professionals.” Journal of Personal Finance, 4(4),US Government Accountability Office. (2004). The Federal Government’s Role in Improving Financial Literacy, #GAO-05-93SP.Financial Literacy & Education Commission. (2006). Taking Ownership of the Future: The National Strategy for Financial Literacy.
141Contact InformationDr. Angela LyonsAssociate ProfessorDepartment of Agricultural and Consumer EconomicsUniversity of IllinoisPhone: