A Guide to Developing an
Outcome Logic Model and
Measurement Plan
2
Presentation Outline
Section 1: Overview of Outcome Measurement
Section 2: Use of a Logic Model
Section 3: Developing your Logic Model
Section 4: Developing Your Outcome Measurement Plan
Section 5: Final Examples and a Glossary
Overview of Outcome
Measurement
4
Section 1: Overview of Outcome
Measurement
Outcome Measurement Defined
Answering the Question, “So What?”
Process vs. Outcome
5
Outcome Measurement Defined
Outcome Measurement is the process for assessing, on a
regular basis, the results of an agency’s programs for its
participants.
Those results – OUTCOMES - are the benefits or
changes for individuals or populations during
or after participating in program activities.
The outcomes may relate to changes in knowledge,
attitudes, skills, behaviors or condition. They
are what participants know, think or can do; how they
behave; or what their condition is, that is different following
the program.
6
Outcome-focused planning and
evaluation
Answers the question “what
difference did the program
make”?
…so what?
Outcome measurement puts focus on client.
7
Easy to talk about What we did
(process evaluation)
And we have more control
over our processes – what
WE do.
HARD to explain
So what? What
difference did it
make?
(outcome evaluation)
We can’t CONTROL whether
clients achieve outcome goals.
For human service programs it’s:
8
Our program will provide
emergency shelter to an average of
23 people every night.
Residents of the emergency
shelter will obtain stable
housing and full time
employment.
Our program will provide social
group work for teens after school.
Teens will resist negative peer
pressure.
Our Center will provide child day
care for 80 children age 2.5 to 5
years from 7:30 am to 6:00 pm
Monday - Friday.
Pre-school age children will
demonstrate the knowledge and
skills necessary for successful
entrance into kindergarten.
Our program will serve 40 frail
elderly people Monday - Friday in
an adult day care program.
Elderly participants will
maintain their ability to continue
living in own home.
So what?
Process Goals
Outcome Goals
Use of a Logic Model
10
Section 2: Use of a Logic Model
What is a Logic Model?
Why Create a Logic Model?
Components of a Logic Model
• Inputs
• Activities
• Outputs
• Outcomes
Chain of Outcomes
Examples of Chained Outcomes
Logic Model Examples
11
A Logic Model Provides a Road Map
to Reach Important Outcome Goals
Graphic representation of the theory
of the program
A sequence of “if - then”
relationships
A planning and evaluation tool
13
PROGRAM LOGIC MODEL
INPUTS ACTIVITIES OUTPUTS OUTCOMES
Resources
Needed
Money
Staff
Volunteers
Equipment
Services,
what we do
Train
Shelter
Counsel
Assess
Products,
participation
Classes taught
Sessions
completed
Participants
served
Benefits for
People
New knowledge
Increased skills
Changed
attitudes
Modified behavior
Improved status
Influencing factors
14
Components of a Logic Model
Inputs
Activities
Outputs
Outcomes
15
Inputs
Resources Needed
What we invest to make the program happen
(drives your budget)
•Money
•Staff
•Volunteers
•Equipment
•Collaborative partners
•Specialized facility
•Curriculum
•Sometimes constraints such
as regulations, licensure
requirements, etc.
16
Activities
Services
What we do in our program
•Train
•Shelter
•Counsel
•Assess
•Tutor
•Mentor
•Role play
•Provide educational
speakers
17
Outputs
Products and participation
The “how many’s”
•Number of classes
taught
•Number of sessions
completed
•Number of youth
served
•Number of nights of
shelter provided
•Number of
newsletters sent
18
The benefits for people
The results
The answer to “so what difference did this program make?”
New knowledge
Changed
attitudes
New skills
Changed behaviors
Altered conditions
Changed status
Outcomes
19
Chain of Outcomes
Initial outcomes
Changes in
knowledge, skills,
attitudes, opinions
• Often not ends in
themselves
• Rarely represent major
change
• Are necessary steps but
not desired ends
• Are important indicators
of participants’ progress
toward those ends
Intermediate
Outcomes
Changes in
behavior or
action that result
from
participants’ new
knowledge
Longer term or ultimate
outcomes
Meaningful changes, often in
their condition or status in life
• The most removed benefits that the
program can reasonably expect to
influence
• The longer term the outcome, the less
direct influence a program has over its
achievement
• Should be far enough along the “if-
then” chain to capture the full benefit
and to reflect the full extent of the
program’s influence
20
Initial or
Short Term Outcomes
Intermediate Outcomes Long Term
or Ultimate Outcomes
Seniors increase their
knowledge of diabetes
prevention steps.
Seniors modify their diet
and exercise routines.
Seniors maintain good
health.
Clients learn how to
establish a budget and
savings plan.
Clients follow budget.
Clients put money into a
savings account monthly.
Clients reduce debt and
increase financial
stability.
Pregnant women learn
the importance of early
and regular prenatal
care.
Pregnant women
complete all scheduled
prenatal doctor visits.
Pregnant women and
babies display healthy
indicators.
Examples of chained outcomes
21
Progression of Outcomes
Inputs Activities Outputs Initial
Outcomes
Interm.
Outcomes
Longer
Term
Outcomes
Meeting
space
Interview
space
6 computer
stations
Job
Counselor
Job coaches
Job prep
curriculum
XYZ Job
Asmt. Tool
Complete 1 on 1
intake and job
skills
assessment;
Group training
sessions
conducted
daily;
Link clients with
select
employers;
Hold 1 on 1
meetings
weekly;
Active
recruitment of
partner
companies
# of clients
enrolled;
# of clients
attending
daily group
sessions;
# of clients
completing
initial skills
training;
# of
companies
signing
partner
agreements
Clients learn:
What jobs
match their
skills and
interests;
how to dress
& groom;
how to prep a
resume and
application;
interview
skills
How to
complete a
job search;
Clients prep a
resume;
Clients
demonstrate
strong
interview
skills during
practice;
Clients plan
transportation
and child care;
Clients apply
for jobs that
match their
skills;
Clients appear
well groomed
and neatly
dressed.
Clients
obtain a
full time
job.
Example of a logic model
22
Long Term
Outcome
Children are prepared for successful entrance into Kindergarten.
Intermediate
Outcomes
Children exhibit progress toward developmentally
appropriate:
•cognitive skills ; fine and gross motor skills;
•pre-writing/language skills;
•social skills including ability to develop and maintain
peer and adult relationships;
•sense of self, individual creativity and curiosity about
environment;
•self-help skills; recognition of alphabet and numbers;
•use of basic vocabulary; basic computer skills
Parents:
• demonstrate understanding of
child’s development;
•abide by day care center policies;
•support curriculum outside of class;
• play an active role in childcare
center activities;
•communicate appropriately and
effectively with school, medical and
other professionals involved with
child’s health, safety and welfare
Initial
Outcomes
Children:
•adjust to day care setting
•gain awareness of self, family and environment
•learn how to interact with peers & adults
•learn about self worth
•learn self-help skills
•learn alphabet, numbers, vocabulary
•learn basic computer skills
Parents learn:
•about children’s age appropriate growth
and development
•center policies
•about curriculum
•about program activities and schedules
•importance of involvement
•how to support the curriculum at home
Outputs
# of children enrolled; # of hours of curriculum/days of instruction; # of children receiving transportation
# of parents attending day care center activities; # of parents on committee/advisory group
# of support services provided; # of referrals to other services
Activities
Implementation of structured curriculum; Cultural enrichment activities;
Field trips; Monthly theme-focused activities; Outside play;
Parent participation on Board Program committee;
Daily parent-teacher communication; Parent “drop-in” lunches;
Parent advisory group; Parent education; Family assessments/Social histories
Transportation; Referrals; Parent-Teacher conferences
Inputs
Staff (teachers, aide, driver, cafeteria); Lesson plans; Facility; Volunteers; Computers
Funding; Licensure; Vans; Ongoing staff development training
23
Department/Program: University of Wisconsin-Extension/Agribusiness Incubator Project
Brief program description: In response to the Marathon County Task Force on the Rural Economy report asking that Marathon County create an
agricultural transition program, the Agribusiness Incubator Project was created to facilitate the establishment of new and the transfer of existing
agriculturally related business enterprises.
Mission Statement: The Agribusiness Incubator Project provides opportunities, processes and resources that facilitate the entry of new farmers and farm
businesses into the agricultural community of North Central Wisconsin. Program customer: Primary: current and prospective farmers
Inputs Activities Outputs Initial
Outcomes
Intermediate
Outcomes
Long-term
Outcomes
Lincoln/Marathon
County UWEX Ag
Development
Agent/Office resources
Lincoln/Marathon
County Conservation
Staff/Office resources
Central Wisconsin River
Graziers Farmer
Network
Marathon County
Chamber/Economic
Development Corp.
staff and resources.
Wisconsin Department
of Agriculture Trade
and
Consumer Protection
Farm Center.
UW-Center of
Integrated Ag Systems.
USDA Dairy Industry
Revitalization Grants
Research, develop, pilot
and educate on:
• Farmstead/farm
business assessment
tools.
• Business planning tools
and training for farm
applications.
• Farm business transfer
alternatives.
Develop Mentor
Network
• Develop mentor
training program and
support materials.
• Develop process for
linking new farmers
with mentors.
One-Stop-Shop (OSS) for
Resources developed.
Regular meetings of
partners for program
development and
coordination.
Number of:
• Farmsteads/farm
businesses evaluated
for determining
transferability.
• Farmers accessing
and/or utilizing
financial and business
planning/management
resources.
• Farms aided in the
transfer of ownership.
Number of :
• Existing farmers
receiving training on
mentoring skills.
• New farmers teamed
up with mentoring
farmers.
• Mentoring support
materials
created/distributed.
Number of hits on OSS
Resources Website
Existing and potential
farm operators will have:
• Increased knowledge
on evaluating the
transferability of
farmsteads/businesses.
• Increased knowledge
of business plan
development.
• Increased knowledge
of ownership transfer
options.
• Existing and potential
farmers will evaluate
farmsteads/businesses
to make objective
transfer and purchase
decisions.
• New farmers will
create and implement
business plans.
• Existing farmers will
create and implement
ownership transfer
plans.
New agribusiness
enterprises have
increased their
ability to stay in
business.
Existing farmers
have improved their
ability to profitably
retain or transfer
their farm
businesses.
Maintain or improve
the contribution of
the rural economy to
the areas economic
base.
University of Wisconsin Extension: Prepared by Extension Educators Tom Cadwallader and Mary Kluz
Example
Developing Your Logic Model
25
Section 3: Developing Your Logic Model
Need and Target Population
Steps to Building your Logic Model
• Long-term Outcomes
• Initial & Intermediate Outcomes
• Activities
• Inputs
• Outputs
Reviewing your Logic Model
26
Who are you trying to influence?
Be clear
Be specific (very)
Be reasonable about how large a group you can truly influence
Before you start:
Be clear on the need and Target Population
Need: Is there a true need for your program?
•Document the need
•How large is the problem?
•Use data to support the need
27
Children in Northside
Children in grades 1 – 5
who attend Carver Elementary School.
New board members of
ABC agency
Board members of ABC agency
who have served less than 1 year.
Men who are homeless
Men in the shelter who meet HUD’s
definition of “chronically homeless”.
Potential donors
Single, working adults between
21 and 40 years old with
incomes of at least $75,000.
Identify your specific
target population
These are better:
more specific
28
Long Term
Outcome
Intermediate
Outcomes
Initial
Outcomes
Outputs
Activities
Inputs
Standard
format
for a
logic
model.
29
Long
Term
Outcome
Step 1: Identify your long term outcome for your client group.
–Put the CLIENT first in your goal – the focus is the clients, not you.
–The goal should be active, not passive voice (what clients will achieve,
not what will be done to them).
–See the next 3 pages for help.
Example of a long term outcome goal:
The pregnant teens, ages 12-17, in the ABC Program, will deliver
healthy babies.
Intermediate
Outcomes
Initial Outcomes
Outputs
Activities
Inputs
30
Developing your outcome goals
Who?
(who are you
trying to
influence?)
Will Do what?
(an active verb)
What is the desired
outcome?
•Clients
•Teens in the
After School
Program
•Participants
•Children
•Older adults
•Neighborhoods
•Residents
Display
Demonstrate
State
Obtain
Maintain
Improve
•Improved conflict
resolution skills
•Adequate self care skills
•A full time job
•Better grades in school
•Knowledge of
components of a logic
model
31
Key Questions to Help Identify
Outcomes for a Program
• What are you trying to achieve with your clients?
• What does success look like, for your clients?
• If you are successful, how will your clients be different
after the program than before?
• What kinds of changes do you want to see?
– Adapted from Patton: Utilization-focused Evaluation
32
Program Outcome Filter Questions
• Can your program really influence the outcome in
a meaningful way?
• Is this outcome truly important to you?
• Is this outcome important and valid to others?
• Is the outcome written using language that most
people will understand?
• Are there unintended consequences?
33
Long Term
Outcome
Intermediate
Outcomes
Step 3: What are the behaviors or changes that you will see
clients exhibit or practice because of the new knowledge that they have
gained?
List those behaviors, actions and changes here.
Initial
Outcomes
Step 2: Identify the initial outcomes (new knowledge, skill
development) that clients need to reach the Long Term Outcome that has
been identified. As in
Clients learn:
xxxxx
xxxxxx
Outputs
Activities
Inputs
34
Long Term
Outcome
Intermediate
Outcomes
Initial Outcomes
Outputs
Activities
Step 4: Activities
Now that you have identified the initial and intermediate outcomes that clients need to achieve
to reach their long term goal, you need to identify the ACTIVITIES that will take place to help
the clients gain the knowledge and skills needed.
What activities happen routinely? Try to include enough detail that the reader can
understand your approach and method.
(for example: home visits are completed weekly for one hour; a home safety check is
completed at intake and every 6 months; parents attend weekly support and education
sessions, etc.)
Inputs
35
Long Term
Outcome
Intermediate
Outcomes
Initial Outcomes
Outputs
Activities
Inputs Step 5: Inputs
Now that you have identified the activities that will take place, list here the inputs needed to
make those happen. What do you need to effectively run your program? Often these are
things that you need to spend money on.
Inputs could include things like:
–2 Master’s level social workers
–4 12-passenger vans
–Kitchen and Health Department License
–XYZ Curriculum and web-based assessment tool
–Weekly staff meetings with training
–Lunch time volunteers (at least 5)
36
Long Term
Outcome
Intermediate
Outcomes
Initial Outcomes
Outputs Step 6: Outputs
As a result of those activities, what will be delivered or “put out”? This is usually a count of
something. Outputs are important for reporting and for analyzing your outcome results.
Typical outputs that could be tracked are:
–Number of children attending each day
–Number of educational sessions presented to parents; Parent attendance at educational
sessions;
–# of 3-year olds served, # of 4 year olds served (other demographics);
Activities
Inputs
37
Reviewing Your Logic Model
Is the NEED for the program clear?
Is the Target Population clear?
Are the outcomes focused on the client (not what the program will
do)?
Are the outcomes within the scope of influence of the program ?
Is this outcome truly important to you? to others?
Is the outcome written using language that most people will
understand?
Are there unintended consequences?
38
Reviewing Your Logic Model:
Check to make sure there are
LOGICAL connections
Can you see the connections of all parts of the logic
model - the resources, activities, outputs and the
outcomes?
In examining the relationship between each part ask
-- If this is done, then is it more likely that will happen?
{if these activities take place, it is more likely that the clients will
learn abc? If the clients learn abc, is it more likely that they will
demonstrate the behavior of xyz? If they demonstrate those
behaviors regularly, is it likely they are getting to the long term
outcome? }
39
Reviewing Your Logic Model
Are the activities doable given the program’s
resources?
Are the activities sufficiently described to provide a
good understanding of what staff does?
duration and intensity?
Is your logic model presented on one page? This
makes it easier to see the theory and linkages.
References: E. A. Balcerzakm The Bruner Foundation; United Way of Dickinson
40
INPUTS
OUTPUTS OUTCOMES
Program
investments
Activities
Participation
Short
Medium
What
we
invest
What
we do
Who
we
reach
What results we achieve
Long-
term
Programs are not linear!
University of Wisconsin Extension
Remember, a logic model is a
representation. In real life:
Developing Your Outcome
Measurement Plan
42
Section 4: Developing Your Outcome
Measurement Plan
Outcome Measurement Plan: What to Include
Building your Outcomes Framework
• Indicators
• Relevant Clients
• Performance Targets
• Data Sources
• Methods
43
An Outcome Measurement Plan
For each outcome, the measurement plan should include:
1. Specific measurable INDICATOR(s)
2. A clear definition of RELEVANT CLIENTS: exactly
which clients will be measured on each indicator
3. A PERFORMANCE TARGET for each indicator
4. A DATA SOURCE
5. A METHODS plan for data collection
44
Outcome Indicators Relevant
Clients for
the
Indicator
Performance
Target
Data Source Methods
(the long
term
outcome
from your
logic model
can be
repeated
here)
Outcomes Framework
Need: (this is a good place to briefly describe the community need being addressed by your program)
Target Population:
45
Outcome
Indicators
Relevant
Clients for the
Indicator
Performance
Target
Data Source Methods
(the long
term
outcome
from your
logic model
can be
repeated
here)
Step 1: Identify one or
more measurable
indicators for the
outcome goal. Indicators
should be specific and
quantifiable.
Indicators are usually
expressed as the
Number & Percent of the
clients who…
See the next 4 pages for
suggestions.
Outcomes Framework
46
Outcome indicators are the specific items of
information that track a program's success on outcomes. They
describe observable, measurable characteristics or changes
that represent achievement of an outcome.
For example, a program whose desired outcome is that
participants pursue a healthy lifestyle could define "healthy
lifestyle" as not smoking; maintaining a recommended weight,
blood pressure, and cholesterol level; getting at least two hours of
exercise each week; and wearing seat belts consistently. The
number and percent of program participants who demonstrate
these behaviors then is an indicator of how well the program is
doing with respect to the outcome.
47
Observable
What does the outcome LOOK like? What can
you SEE that is different?
Measurable
What can you count, weigh, measure?
Specific, Clear, Not Ambiguous
Client Focused (generally)
Quantitative
Number and percent of clients who…
Outcome Indicators should be:
48
Outcome indicators should be:
• the most direct evidence of the result or
condition
• defined the same way over time
• collected in the same way over time
• based on data that will be available
• based on data that’s cost effective
• important to most people
– adapted from Harvard Family Resource Center article.
49
TYPE OF
PROGRAM
OUTCOME
INDICATORS
Smoking cessation
class
Participants stop smoking. Number and percent of participants who report that
they have quit smoking by the end of the course
Number and percent of participants who have not
relapsed six months after program completion
Tutorial program
for 6
th
grade
students
Students' academic
performance improves
Number and percent of participants who earn better
grades in the grading period following completion of
the program than in the grading period immediately
preceding enrollment in the program
Family planning for
teen mothers
Teen mothers have no
second pregnancies until
they have completed high
school and have the
personal, family and
financial resources to
support a second child.
Number and percent of teen mothers who comply with
family planning visits
Number and percent of teen mothers using a
recommended form of birth control
Number and percent of teen mothers who do not have
repeat pregnancies prior to graduation
Number and percent of teen mothers who, at the time
of next pregnancy, are high school graduates, are
married, and do not need public assistance to provide
for their children
Source: Measuring Program Outcomes: A Practical Approach
© Copyright 1996 United Way of America
Examples of Outcome Indicators
50
Outcome Indicators
Relevant Clients for
the Indicator
Performance
Target
Data
Source
Methods
Step 2: identify the group
of clients that will be
measured on each indicator.
Sometimes ALL participants
will be measured on an
indicator but sometimes only
subset will be included.
See next page for examples.
Outcomes Framework
51
Relevant Clients for the Indicator
Very important to think this through
Is every client you serve going to be measured on every indicator?
If not, this needs to be defined.
Examples of how relevant clients might be defined:
• Only mothers who have been in the home visiting program for at
least 6 months (as opposed to ALL mothers in the program)
• Only the homeless shelter residents with a mental health diagnosis
(as opposed to ALL the clients in the shelter)
• Students in grades 1 – 5 who attend the youth development
program at least 10 times per month (as opposed to those that
have only attended one session)
52
Outcome Indicators Relevant
Clients for
the
Indicator
Performance Target
Data Source Methods
Step 3: Targets are
numerical objectives for a program's
level of achievement on its outcomes.
After a program has had experience with
measuring outcomes, it can use its
findings to set targets for percent of
participants expected to achieve desired
outcomes in the next reporting period. It
also can set targets for the amount of
change it expects participants to
experience.
Outcomes Framework
53
Set a target for your indicator
Example: 80% of the
participating parents will score
in the Strong Range on the ….
54
Outcome Indicators Relevant
Clients for
the Indicator
Performance
Target
Data Source
Methods
Step 4: Identify the
data source for each of
the indicators.
Outcomes Framework
55
Identify Data Sources
Use existing data sources if possible
Possible data sources:
Existing files or databases
Intake and exit records
Case notes
Follow up calls and notes
Surveys (validated if possible)
Of participants
Of staff
Of family members, teachers,
mentors, etc.
Tests or measurement Instruments (validated if possible)
56
Outcome Indicators Relevant
Clients for
the Indicator
Performance
Target
Data Source
Methods
Step 5: document
the basic method and
plans for data collection
Outcomes Framework
57
Design your measurement and data
collection process:
When will data be collected?
• When entering the program? When completing
the program? Fixed interval after entering? Fixed
interval after completing?
Who will collect the data? Who will analyze it?
Where will the data be stored? A database? How will
data quality be assured?
58
Outcome Indicators Relevant
Clients for the
Indicator
Performance
Target
Data Source
.
Methods
Youth in
the
Norwich
Youth Club
will
improve
their
school
grades.
Of youth
participants
who attend at
least 5
sessions, the
#/% who get
at least a C in
English,
Math, Soc.
Studies &
Science
A participant
is any youth
in Grades 3-5
who attends
at least 5
Homework
Helper
sessions
during the
school year
80% of youth
participants
Grades are
taken from the
participants
report cards.
Parent
permission on
annual
enrollment
form.
Report cards
copied on each 9
week reporting
day. Incentives
used. Baseline
grades are from 1
st
report card. Year
end report from
last report card.
Grades are entered
into client
database by
Program Manager
within 2 weeks.
Final Examples and a Glossary
60
G. Harris
West End After School Program
LOGIC MODEL
Longer term
or Ultimate
Outcomes
Students in the West End After School Program will improve their grades in
school.
Intermediate
Outcomes
Academic skills: Children will:
Take tests with more confidence
Complete homework assignments and reduce error rate
Turn homework in on time
Study during assigned time block utilizing tutors and mentors;
Demonstrate good time management
Use the computer for homework and research
Have more communication with teachers.
Demonstrate improved study skills.
Ask for help when needed.
Initial
Outcomes
Academic skills: Children learn:
Study and comprehension improvement skills
Test taking skills
Time management and organizational skills
Basic computer skills
How to research
Keep better track of assignments.
Become better organized.
Learn how to ask for help.
Outputs
# of youth attending tutoring / homework time each day
# attending regularly
# tutors and source and hours
# parent and teacher contacts
Activities
Supervision of after school time
Study time and homework assistance
One to one tutoring from trained tutors
Skill building through computer games
Reading activities and games
Library time and visits
Guest speakers
Field trips
Inputs
Two full time staff plus part time.
Trained volunteers present Monday - Thursday after school
incentive and rewards systems in place.
Regular contacts from staff with parents and teachers.
Funding
Licensure
Vans
Ongoing staff development training
Tutor training sessions
Parent resource center
Rewards and incentives
Lesson plans
Up to date computers and software
Example of a completed logic model
61
West End After School Program OUTCOME FRAMEWORK
Describe the specific need that is being addressed by this program:
Many youth in the after school program get poor grades. Study skills are weak and many youth don’t do their homework and this contributes to their poor grades.
Describe the specific target group that is served in this program:
Youth in the program are in grades 3 to 5 and are primarily from lower income families in the West End neighborhood of Ithaca.
Outcome
(This should be the
same as the long term
outcome on your logic
model)
Indicator/s
(Generally stated as: the
number and percent of
clients who …)
Relevant Clients for this
indicator
Performance Target
(The percent of success that
you are aiming for on the
indicator. For example: 75%
of the youth in the program
will …)
Data Source
Data Collection Method
# / % of students
with at least a C in
Language Arts at
baseline vs. year
end
All clients enrolled in the
after school program by
at least October 1
st
and
still attending in June.
Target for year end
is 75%
Report cards;
first report from
October is
captured for
baseline grades.
Permission for obtaining grades is
obtained from all parents on the intake
forms. Grades are obtained through
Smith and Wood Elementary schools.
Grades are recorded by the Program
Director in the Access Database within
2 weeks of getting the grades.
# / % of students
with at least a C in
Math at baseline vs.
year end
All clients enrolled in the
after school program by
at least October 1
st
and
still attending in June.
Target for year end
is 75%
Report cards;
first report from
October is
captured for
baseline grades.
Permission for obtaining grades is
obtained from all parents on the intake
forms. Grades are obtained through
Smith and Wood Elementary schools.
# / % of students
with at least a C in
Social Studies at
baseline vs. year
end
All clients enrolled in the
after school program by
at least October 1
st
and
still attending in June.
Target for year end
is 75%
Report cards;
first report from
October is
captured for
baseline grades.
Permission for obtaining grades is
obtained from all parents on the intake
forms. Grades are obtained through
Smith and Wood Elementary schools.
Students in the
West End After
School Program
will improve their
grades in school.
# / % of students
with at least a C in
Science at baseline
vs. year end
All clients enrolled in the
after school program by
at least October 1
st
and
still attending in June.
Target for year end
is 75%
Report cards;
first report from
October is
captured for
baseline grades.
Permission for obtaining grades is
obtained from all parents on the intake
forms. Grades are obtained through
Smith and Wood Elementary schools.
Example of a completed outcomes framework
62
Indicators of Success:
the number / percent of participants who can name important installation factors;
the number / percent of participants who can demonstrate correct installation.
the number / percent of participants’ children’s safety seats that are properly installed
during a spot check approximately one month after instruction
Targets
90% of participants who can name important installation factors;
75% of participants who can demonstrate correct installation.
65% of participants’ children’s safety seats will be properly installed during a spot check
approximately one month after instruction
Outcome Results (example)
following a 30 minute class, 83% (25 out of 30) of the participants could name at least 5 of
the 6 critical installation rules.
following a 30 minute class, 70% (21 out of 30) of the participants could independently
install a child safety seat at an acceptable level as judged by the instructor.
during a spot check approximately one month after instruction, 43% (13 out of 30) of
participants’ children’s safety seats were properly installed
Example of Outcome Goal, Indicators, Targets and Results
Program Outcome Goal: Parents will correctly install and use child
safety seats.
63
Glossary of Selected Outcome Measurement Terms
Inputs are resources a program uses to achieve program objectives. Examples are staff, volunteers, facilities, equipment, curricula, and
money. A program uses inputs to support activities.
Activities are what a program does with its inputs-the services it provides-to fulfill its mission. Examples are sheltering homeless families,
educating the public about signs of child abuse, and providing adult mentors for youth. Program activities result in outputs.
Outputs are products of a program's activities, such as the number of meals provided, classes taught, brochures distributed, or
participants served. Another term for "outputs" is "units of service." A program's outputs should produce desired outcomes for the
program's participants.
Outcomes are benefits for participants during or after their involvement with a program. Outcomes may relate to knowledge, skills,
attitudes, values, behavior, condition, or status. Examples of outcomes include greater knowledge of nutritional needs, improved reading
skills, more effective responses to conflict, getting a job, and having greater financial stability.
For a particular program, there can be various "levels" of outcomes, with initial outcomes leading to longer-term ones. For example, a
youth in a mentoring program who receives one-to-one encouragement to improve academic performance may attend school more
regularly, which can lead to getting better grades, which can lead to graduating.
Outcome indicators are the specific items of information that track a program's success on outcomes. They describe observable,
measurable characteristics or changes that represent achievement of an outcome. For example, a program whose desired outcome is that
participants pursue a healthy lifestyle could define "healthy lifestyle" as not smoking; maintaining a recommended weight, blood pressure,
and cholesterol level; getting at least two hours of exercise each week; and wearing seat belts consistently. The number and percent of
program participants who demonstrate these behaviors then is an indicator of how well the program is doing with respect to the outcome.
Outcome targets are numerical objectives for a program's level of achievement on its outcomes. After a program has had experience with
measuring outcomes, it can use its findings to set targets for the number and percent of participants expected to achieve desired
outcomes in the next reporting period. It also can set targets for the amount of change it expects participants to experience.
Benchmarks are performance data that are used for comparative purposes. A program can use its own data as a baseline benchmark
against which to compare future performance. It also can use data from another program as a benchmark. In the latter case, the other
program often is chosen because it is exemplary and its data are used as a target to strive for, rather than as a baseline.
Source: Measuring Program Outcomes: A Practical Approach
© Copyright 1996 United Way of America
64
For additional information on outcome measurement, evaluation or
human service research, please contact:
United Way of Greater Richmond & Petersburg
igi Amateau, Chief Impact Officer
804-
775
-6436
Michael Mallett, Director of Research & Evaluation
804-771-5870; [email protected]
www.yourunitedway.org
