Adapted from Jones, K.R. (2006). Youth-adult partnerships: Are you there yet? How to evaluate your youth 

development program. Cooperative Extension Service. Lexington, KY: University of Kentucky. 

1

Youth Involvement and Engagement Assessment Tool 

A key component to positive youth development is to make sure youth not only have quality experiences, but 

are also fully engaged as active participants. However, this process takes time. It is suggested that organizations 

and community-based partnerships should assess their programs every six months. Please take a moment to 

respond to the statements below. Please indicate at what level you agree or disagree.

Youth Involvement Strongly 

Disagree Disagree Neutral Agree 

Strongly 

Agree 

1. Youth take lots of initiative working on projects. ○ ○ ○ ○ ○

2. Youth are always busy with things to do. ○ ○ ○ ○ ○

3. Youth arrive to meetings/events on time. ○ ○ ○ ○ ○

4. Youth take ownership when responding to specific 

 tasks. ○ ○ ○ ○ ○

5. Youth rely on themselves to make key decisions. ○ ○ ○ ○ ○

6. Youth always share ideas about things that matter to 

 them. ○ ○ ○ ○ ○

7. Youth help one another learn new skills. ○ ○ ○ ○ ○

8. Youth are fully committed to their duties. ○ ○ ○ ○ ○

9. Youth are very excited about their involvement with 

 this project. ○ ○ ○ ○ ○

10. Youth are involved at all levels of program 

 development. ○ ○ ○ ○ ○

Youth Engagement (within the Community) Strongly 

Disagree Disagree Neutral Agree 

Strongly 

Agree 

11. Youth display a willingness to accept leadership 

 responsibilities in their community. ○ ○ ○ ○ ○

12. Youth have full access to information that is 

 needed to make decisions. ○ ○ ○ ○ ○

13. Youth express a genuine interest in the community. ○ ○ ○ ○ ○

14. Youth display a desire to help others in their 

 community. ○ ○ ○ ○ ○

15. Youth display a desire to mentor other youth. ○ ○ ○ ○ ○

16. Youth take part in discussions at community 

 forums/hearings. ○ ○ ○ ○ ○

17. Youth are applying what they learn by getting 

 involved in other community activities. ○ ○ ○ ○ ○
Adapted from Jones, K.R. (2006). Youth-adult partnerships: Are you there yet? How to evaluate your youth 

development program. Cooperative Extension Service. Lexington, KY: University of Kentucky. 

2

18. Youth take pride in their community. ○ ○ ○ ○ ○

19. Youth seek the advice of adults in the community. ○ ○ ○ ○ ○

20. Youth come up with their own ideas for improving 

 the community. ○ ○ ○ ○ ○

21. Youth are involved in several community-based 

 projects. ○ ○ ○ ○ ○

22. Youth express a sense of belonging toward their 

 community. ○ ○ ○ ○ ○

23. Youth are very concerned about community change. ○ ○ ○ ○ ○

Youth Retention Strongly 

Disagree Disagree Neutral Agree 

Strongly 

Agree 

24. Youth are recruiting their peers to join the program. ○ ○ ○ ○ ○

25. A majority of the projects are led by youth. ○ ○ ○ ○ ○

26. Youth consult with adults on project activities. ○ ○ ○ ○ ○

27. Staff/volunteers (adults) have the skills to serve as 

 mentors to youth. ○ ○ ○ ○ ○

28. The ideas of this project were generated mostly by 

 youth. ○ ○ ○ ○ ○

29. Most youth have no difficulty in getting to the 

 meetings. ○ ○ ○ ○ ○

30. Adults feel comfortable working with assertive 

 youth. ○ ○ ○ ○ ○

31. Youth make decisions based on their own 

 experiences. ○ ○ ○ ○ ○

32. Some youth have been involved in this project for 

 one year or more.

○ ○ ○ ○ ○

33. As older youth leave the program, they are replaced 

 by their younger peers. ○ ○ ○ ○ ○

34. Youth see this experience as a chance to socialize 

 with friends. ○ ○ ○ ○ ○

35. Youth choose to work on this project instead of 

 other activities (playing sports, watching TV). ○ ○ ○ ○ ○

36. Youth are routinely recognized for their 

 accomplishments. ○ ○ ○ ○ ○

37. Youth make efforts to attend every meeting. ○ ○ ○ ○ ○

38. Most of the youth return to this program year after 

 year. 

○ ○ ○ ○ ○

39. Youth are passionate about the issues addressed 

 through this project. ○ ○ ○ ○ ○

40. Youth recognize their strengths in working as a 

 member of the team. ○ ○ ○ ○ ○

41. Youth feel challenged to do their best. ○ ○ ○ ○ ○
Adapted from Jones, K.R. (2006). Youth-adult partnerships: Are you there yet? How to evaluate your youth 

development program. Cooperative Extension Service. Lexington, KY: University of Kentucky. 

3

Instructions for Using the Youth Involvement and Engagement Tool

1. Youth development professionals (e.g., youth workers, teachers, 4-H agents/educators) who work 

closely with youth should complete the assessment tool after the group has been working together for 

awhile (i.e., near the middle of the project/program). This will give those completing the assessment an 

opportunity to more thoroughly examine the extent to which youth are involved as leaders. 

Administering the scale too soon will not allow for accurate perceptions or experiences. 

2. Examine the computed mean scores (averages) to determine whether there are high or low levels 

of youth involvement or community engagement, and whether retention of youth is at risk. The 

items on the scale are grouped accordingly. 

The scale ranges from 1(strongly disagree) to 5(strongly agree), indicating whether the program 

provides positive or negative experiences within each of the three areas. A mean score for each category 

between 1 and 2.4 would be classified as “low”, while scores between 2.5 and 3.4 could be considered 

“average” and 3.5 or above would be classified as “high”. Compare these scores to the table below to 

determine which areas may need improvement. The arrows in the table only signify whether levels are 

“low” (↓), or “high” (↑). 

Descriptions of high levels of youth involvement, community engagement and youth retention are 

provided below the table. Low levels would be the opposite of these descriptions. Details on the 

potential causes of low or average levels are also explained. 

Level of Youth Involvement, Community Engagement and 

Youth Retention existing within Community Programs 

Youth 

Involvement 

Community 

Engagement 

Youth 

Retention 

Description 

↑ ↑ ↑

This is the optimal result for positive youth 

development. It indicates a program that is 

youth-driven, being led by young people who 

are empowered to promote change. They are 

beyond mere involvement, and are putting 

into practice those leadership skills that have 

been developed and mastered over time. 

Programs reflecting youth participation at 

this level are likely implementing practices 

that are not episodic, but instead are 

consistent and sustained. This is apparent due 

to the high number of youth willing to 

remain active in the program. Youth are able 

to assume roles as decision-makers, and 

therefore have opportunities to develop their 

skills and abilities. 

↑ ↓ ↑ Low engagement. See tips on increasing 

community engagement among youth. 
Adapted from Jones, K.R. (2006). Youth-adult partnerships: Are you there yet? How to evaluate your youth 

development program. Cooperative Extension Service. Lexington, KY: University of Kentucky. 

4

↓ ↑ ↑ Low levels of involvement. See tips on 

increasing youth involvement. 

↑ ↓ ↓

Low engagement and youth retention. This 

could be a situation where most of the youth 

participants are younger and the older youth 

are leaving for various reasons. Take time to 

determine if the youth are disengaged 

because of bad experiences. At the same 

time, be sure to focus on the youth who are 

involved, and build their skills in hopes of 

preparing them for deeper engagement. 

↓ ↑ ↓

High engagement only. This is what can 

happen when older youth are leaving the 

program and are getting involved in broader 

roles throughout their community. Follow up 

with them to determine if your program had a 

role in their desire to pursue higher levels of 

community engagement. If so, take pride in 

knowing that this is truly a major goal of 

positive youth development, especially if 

youth are serving in leadership roles within 

other groups and organizations. 

↑ ↑ ↓

High involvement and engagement, with low 

retention. This can occur when youth are 

forced to choose other options (e.g., jobs, 

organized sports, graduation), despite having 

positive experiences within a particular 

program. 

↓ ↓ ↑

This can occur when youth are allowed to 

serve as only passive participants. They may 

be a part of a program, but they have no role 

in decision-making. This is most common 

with a younger audience. Teens would rarely 

settle for and remain in such settings. 

It may be time to get on board with new 

strategies! Form community collaborations to 

determine what youth in the area really need. 

Solicit the help of caring adults willing to 

mentor and partner with youth. Most 

importantly, ask youth for advice! 

↓ ↓ ↓

It may be time to get on board with new 

strategies. Form community collaborations to 

determine what youth in the area really need. 

Solicit the help of caring adults willing to 

mentor and partner with youth. Most 

importantly, ask youth for advice! 

 Note. ↓ (1-2.4) = Low; ↑ (3.5 - 5) = High. A score from 2.5 - 3.4 is considered “average”. 
Adapted from Jones, K.R. (2006). Youth-adult partnerships: Are you there yet? How to evaluate your youth 

development program. Cooperative Extension Service. Lexington, KY: University of Kentucky. 

5

s 

s 

e 

t 

High Youth Involvement: Youth demonstrate high levels of active participation. They are willing to work with 

others while also taking on leadership roles. They feel a sense of belonging and are therefore at ease in sharing 

their ideas, while welcoming the opinions of others. At high levels of involvement, youth have full access to 

details that assist in their social, intellectual and leadership development. Also, programs with high involvement 

are not controlled by adults, but foster a youth-led approach, allowing young people to take ownership. Youth 

are intrinsically motivated to embrace the responsibilities of projects and take advantage of the opportunity to 

have their ideas heard, considered, and implemented. 

Low or average youth involvement scores (1 through 3.4) 

Youth development programs may be designed with the best intentions, but youth play a critical role in 

determining the success of their involvement level. Often they may be excited to serve as community leaders, 

but are lukewarm towards a project idea. On the other hand, youth may be the driving force behind a new 

concept or initiative that can benefit the community. However, the demands on their time due to school, other 

extra-curricular activities, or work may inhibit their participation. 

These and many additional factors can contribute to a mediocre or average rating for youth involvement. This is 

common when programs/projects are new or if youth are just beginning to gain first-hand experiences as 

engaged citizens. They may not feel comfortable taking the initiative to lead projects or rely on their own 

capabilities to make key decisions. Therefore, youth development practitioners must decide if this outcome 

appears to be only temporary, or if it is time to move forward with implementing strategies to support and 

encourage youth in this area of their development. A few techniques are listed below that may help address low 

to average youth involvement. 

Steps to improve youth involvement: 

• Recruit youth who are experienced leaders and pair them with those who are younger and les

experienced. 

• Make sure youth are afforded opportunities for independence. Give them chances to make decision

and express their opinions. 

• Whenever possible, allow youth to decide what project they want to implement. When they hav

ownership, commitment levels increase. 

• Have adult support in place to assist when it is solicited. Despite their independence, youth still wan

help from adults when needed. 

High Youth Engagement: Youth Engagement refers to youth contributing to their own development by 

applying learned life skills and being afforded the chance to function as effective decision-makers. Youth have 

the confidence to take on leadership roles and the competence to make informed decisions. Therefore, they seek 

out opportunities to participate in youth-driven programs and initiatives. Youth are also applying their skills by 

getting involved in other organizations, participating in civic affairs and serving on boards and councils. 

Low or average youth engagement scores (1 through 3.4)

Perhaps the youth participants need more training in this area. Don’t get discouraged if they seem disinterested 

in promoting change. It takes time for young people to develop the unique, transferable skills required to 
Adapted from Jones, K.R. (2006). Youth-adult partnerships: Are you there yet? How to evaluate your youth 

development program. Cooperative Extension Service. Lexington, KY: University of Kentucky. 

6

ss 

re not passionate about a particular 

e 

e 

s can balance the responsibilities between youth and 

eir leadership and social skills, through involvement, 

in order to equip them for civic engagement. 

 of sports or going home 

t foster retention include, but are not limited to: 

cialize with peers; 

ecognized as community decision-makers; 

 program due to graduation, jobs, etc., other youth are encouraged to join the 

team to sustain efforts. 

function effectively as confident and competent leaders. Less than desirable results may be revealing an 

opportune time to provide training on basic principles of needs assessments (what does our community need?), 

asset mapping (what resources do we already have?), or how to facilitate meeting discussions. Youth, as well as 

adults, should be knowledgeable on these topics if they are to develop a stronger sense of community. 

It is also important to nurture skills and attributes that promote goal setting, communication, critical thinking, 

and the ability to manage conflict. All are necessary if youth are to perform efficiently within the realm of civic 

engagement. Unfortunately, these are not typical lessons that are always taught to young people in formal 

educational settings (e.g., school). However, with some assistance from caring, more experienced adults, and 

those youth who are more engaged, youth can emerge as leaders who are equipped to serve and be valued for 

their efforts and opinions. 

Steps to improve youth engagement: 

• Take time during program meetings to discuss issues affecting the community. Both youth and 

adults should bring topics to the meeting. One way to stimulate discussion is to have everyone bring 

a copy of the local paper (no more than two weeks old), then identify pertinent articles and discu

the topics in detail, including a discussion on whether the group can address a topic of interest and 

how. 

• Invite community leaders to come and speak to youth about issues in the community. 

• Let youth decide if they want to develop action plans to address any specific concerns. This allows 

the youth to have ownership from the very beginning. If they a

issue, their willingness to become engaged decreases substantially. 

• Youth-adult partnerships are very useful in promoting youth engagement. A partnership can provid

youth with several adult mentors who may have a better understanding of the community and can 

impart this wisdom to youth. On the other hand, youth can provide their expertise on those issues 

that are important to them and their peers. Also, social change can be a daunting process for thos

new to community organizing. Partnership

adults as they strive to make a difference. 

• In some cases, youth may not be ready to take on issues on a broader scale. If so, don’t force them. It

may be wise to spend more time developing th

High Youth Retention: Success in retaining youth in programs is demonstrated by youth consistently returning 

to the program on a daily, weekly, monthly, and yearly basis. It should be clear that they are making a choice to 

participate when they have other options to choose (i.e., serving in this program in lieu

to play video games). Key factors tha

• Caring, supportive adults; 

• Opportunities for youth to connect/so

• Recognition of youth for their efforts; 

• Opportunities for youth to make decisions; 

• Youth enjoyment of the challenge of serving and being r

• Genuine youth interest in the issues being addressed; and 

• As older youth leave the
Adapted from Jones, K.R. (2006). Youth-adult partnerships: Are you there yet? How to evaluate your youth 

development program. Cooperative Extension Service. Lexington, KY: University of Kentucky. 

7

ow or average youth retention scores (1 through 3.4)

outh want to be amongst their peers, and working within the community can serve as an ideal setting. 

s well. 

ty 

ortable forming friendships with adults who are willing to 

and in as mentors and role models. 

o 

ect. 

, causes disappointment among the leaders of the group, who ultimately shift their energies 

lsewhere. 

ng meeting locations periodically to 

ccommodate participants may help address issues with attendance. 

teps to improve youth retention may include: 

ve 

oup of youth can tell others about opportunities that 

rusting relationships with them. Bonding time 

ve in recruiting younger participants who can gain experience while being mentored by 

lowing them to work with youth to help create and 

L

This can be interpreted in multiple ways. It could reflect weaker relationships and a disconnect between those 

involved. At times, the strategies adults put into action to recruit youth may not be the most effective. That is 

why it is important to solicit the advice of youth, inquiring what they believe to be useful in recruiting others. 

Y

Retention rates could also be influenced by a low sense of camaraderie between youth and adults. Although 

youth have a strong desire to associate with peers, they need to form affirming relationships with adults a

Youth development practitioners must always realize that some youth may have limited encounters with 

positive adults and are looking for those with whom they can form a bond. Occasionally, they may deem a 

relationship to be threatened or non-existent if they don’t feel a supportive connection with adults, or if adults 

seem too preoccupied with other youth or responsibilities. As a result, a young person may decide that the only 

option is to seek the desired attention elsewhere. Although it is critical that youth learn to deal with communi

issues, it is equally important for them to be comf

st

Another cause for low to average retention could be related to some lack of a vested interest. Adults may be

passionate about a project that is of no relevance to youth. This could also hold true for youth who want to 

implement an idea, but who have little support from skeptical peers or adults. In both scenarios, those with n

interest may begin to feel pressured to get on board or they may become convinced that they have no say in 

decision making. The end result in both cases is that participants eventually abandon the program or proj

This, in turn

e

 

Lastly, location of programs and events can affect retention. It may be a challenge to consistently attend 

meetings or events if a youth lives several miles away. Often, changi

a

S

• Allowing time for socializing among peers. Youth need to recognize the program as a venue to ha

fun. The news will spread quickly when a gr

build confidence while having a good time. 

• Giving youth a chance to get to know adults and form t

can occur during field trips or other scheduled events. 

• Being sure youth are involved from beginning to end. This contributes to feeling valued. 

• Being asserti

older peers. 

• Using the expertise of adult volunteers by al

enhance programs that are more appealing. 

• Recognizing youth for their efforts on a regular basis, both formally and informally. 
Adapted from Jones, K.R. (2006). Youth-adult partnerships: Are you there yet? How to evaluate your youth 

development program. Cooperative Extension Service. Lexington, KY: University of Kentucky. 

8

ace 

cause 

e of their time. 

• Changing the focus. If the youth keep changing (coming for a short time and then leaving the 

program), then it may be time to change the program or project! 

• Considering the location of the program, and making sure all youth feel as though the meeting pl

is a safe, welcoming, and inclusive environment. 

• Trying not to demand too much or expect too little from young people. Heavy demands can 

stress and frustration. Asking too little can be perceived as a wast