Evaluating youth development programs: Progress and promise

JL Roth, J Brooks-Gunn

Abstract

Advances in theories of adolescent development and positive youth development have greatly increased our understanding of how programs and practices with adolescents can impede or enhance their development. In this paper the authors reflect on the progress in research on youth development programs in the last two decades, since possibly the first review of empirical evaluations by Roth, Brooks-Gunn, Murray, and Foster (1998). The authors use the terms Version 1.0, 2.0 and 3.0 to refer to changes in youth development research and programs over time. They argue that advances in theory and descriptive accounts of youth development programs (Version 2.0) need to be coupled with progress in definitions of youth development programs, measurement of inputs and outputs that incorporate an understanding of programs as contexts for development, and stronger design and evaluation of programs (Version 3.0). The authors also advocate for an integration of prevention and promotion research, and for use of the term youth development rather than positive youth development.

Relevance to scouting

WOSM has conducted rigorous comparative studies. In 2018, Scouts aged 14–17 from Kenya, Singapore, and the United Kingdom outperformed non-Scouts in nearly all measures of personal development, including active citizenship, life skills and employability, leadership, and empathy. In 2019, similar findings were observed in France, Mexico, the Netherlands, and Saudi Arabia, confirming these differences. Research into positive youth development—including measurement of inputs and outputs, and program contexts—directly demonstrates that Scouting achieves key developmental outcomes. Improving definitions and evaluation methods further enables Scouting to sharpen its impact, tailor programs, and generate stronger evidence for stakeholders and funders.