DOCUMENT RESUME

ED 203 070 CE 029 120

TITLE School-to-Work Transition Services--The Initial

Findings of the Youth Career Development Program.

Pre - Employment and Transition Services. Youth

Knowledge Development Report 6.2.

INSTITUTION Educational Testing Service, Washington, D.C.

SPONS AGENCY Employment and Training Administration (DOL),

Washington, D.C. Office of Youth Programs.

PUB DATE May 90

NOTE 127p.: Appendixes will not reproduce w1-11 due to

light, broken print. For related documents see CE 029

106.

AVAILABLE FPOM Superintendent of Documents, U.S. Government Printing

Office, Washington, DC 20402 (Stock No.

029-014-00165-1, $4.251.

EDPS PRICE

DESCRIPTORS

IDENTIFIERS

ABSTRACT

MF01/PC06 Plus Postage.

Blacks: "Career Education: Demonstration Programs:

*Education Work Relationship: Employment Potential:

Employment Programs: Employment Services; Federal

Programs: Followup Studies: Grade 12: High School

Students, Hispanic Americans: Job Skills; Minority

Groups: Outcomes of Education: Program Development:

*Program Effectiveness: Relevance (Education): Sex

Stereotypes: Surveys: *work Environment: *Youth

Employment: *Youth Programs

Employment Service: National Council of Negro Women:

National Urban League: Pecruitment and Training

Program: EER Jobs for Progress: Womens Bureau: *Youth

Career Development Program

A protect examined the effectiveness of the Youth

Career Development (YCO) Demonstration in facilitating the

school -to -work transition of high school seniors. The evaluation

involved a 1755-student test group and a 1684-student control group

from 30 sites funded by six delivery agents (National Urban League,

National Council of Negro Women, SER Jobs for Progress, the

Pecruitment and Training Program, the U.S. Employment Service, and

the Women's Bureau of the Department of Labor). Approaches at these

sites included activities to eliminate sex stereotyping: helping

Hispanic, black, and other minority youth: use of instituional

agencies to facilitate the school-to-work transition; and use of

community- and neighborhood-based groups to accomplish the same task.

Surveys to measure performance outcomes after a tree -month followup

period revealed that the school-to-work transition activities

produced a statistically significant increase in abilities to find

and hold lobs. While postprogram outcomes at the three -month period

are modest, significant gains, probably adequate to justify costs,

are rerlized by certain of the delivery agents and certain subgroups

of the target population. (Related youth knowledge and development

reports are available separately--see note.) (MN)
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ANSITION SERVICES

ServiceiThe Initial

Development Program

U S DEPARTMENT OF HEALTH

EDUCATION A WELFARE

NATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO.

OUCEO EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS

TE0 DO NOT NECESSARILY REPRESENT OFFICIAL NTIONAI INSTITUTE OF

EDUCATION POSITION 0. CLICY

ti' hip
U.S. Department of Labor

Ray Marshall, Secretary

Employment and Training Administration

Ernest G. Green, Assistant Secretary for

Employment and Training Administration

Office of Youth Programs

Material contained in this publication is

in the public domain and may be

reproduced, fully or partially, without

permission of the Federal Government.

Source credit is requested but not

required. Permission is required only

to reproduce any copyrighted material

contained herein.

3
YOUTH KNOWLEDGE DEVELOPMENT REPORT 6.2

SCHOOL-TO-WORK TRANSITION SERVICES -- THE INITIAL FINDINGS OF THE YOUTH CAREER

DEVELOPMENT PROGRAM

Educational Testing Service

For sale by the Superintendent of Doeumentm. U.S. Government Printing Office

Washington. D. C. 20402

4
- i -

OVERVIEW

A large share of both graduates and dropouts leave school without

adequate preparation for the world of work. Reading and

computational deficits are significant and leave lasting scars.

But many employers claim they could utilize youth, even those

with limited academic skills, if they at least knew the rudiments

of work force demands. There are a cluster of basic work skills

which most youth acquire through exposure to family and friends,

as well as periods of work experience part-time and during the

summer. These skills include the ability to make career and

job choices with some intelligence, to know where and how to

look and apply for work, to be motivzted and independent enough

to enter the labor market and to understand the expectations of

employers in regular jobs.

Research has documented unequivocably that youth with more

knowledge of careers, with self-assurance and motivation, as

well as realistic understanding of the damands of the workplace,

are more likely to hold jobs as teenagers as well to have greater

labor market success as young adults. Research has documented

that the gaps in such basic skills for minorities and the poor

begin even before high school and have a cumulative, interactive

impact by limiting the chances of successful work experience

during the teen years. Evaluations have documented the limited

assistance provided during the school years help develop basic

skills. Student counseling and placement activities are college

oriented and spread too thinly; kilewise, cooperative education

tends to serve the most advantaged youth who already have their

career goals.

There are a cluster of services which could be, although they

too rarely are, offered to teenagers, with the school the logical

setting because almost all youth are in school at least to age 16.

These "school-to-work" transition activities include job-search

assistance which teaches methods of job hunting, motivational

activities to build self-esteem and confidence, occupational

information and efforts to overcome sex-stereotyping, career

exploration through classroom instruction,worksite visits, lectures,

and rotational work assignments, placement assistance, workrelated counseling and follow-up on the job. These services, which

go under many different names and have many different approaches,

might be disti"iguished from in-school work experience which can

also be transitional in intent and may be combined with transition

services.

There are also a number of potential delivery agents for such

activities. Within the schools, guidance counselors, cooperative

and vocational education personnel, could all offer such services

if they had adequate resources. Private employers in a few

isolated cases have "adopted" schools; labor unions and apprenticeship systems can do the same. The Employment Service at one time

had placement personnel that worked at least part time in a

5
majority of the high schools in the country. Community and

neighborhood groups and voluntary youth serving agencies are

another alternative.

Finally, there are a number of different potential target groups for scarce services. Emphasis might be placed on

young women to help them overcome sex stereotyping or on the

disadvantaged and minorities to overcome the effects of

discrimination and poverty. Alternatively, all youth in need

of services mifht be reached by spreading resources more thinly.

A fundamental issue is then the targeting and intensity of

services.

The Youth Employment and Demonstration Projects Act of 1977

mandated the expansion of school-to-work transition services,

making all youth eligible, and requiring that every work

experience in-school be combined with counseling, occupational

information, placement assistance and efforts to overcome sex

stereotyping, while requiring that 22 percent of funds under

Youth Employment and Training Programs be set aside for such

services to in-school youth. However, YEDPA also mandated

tests of the effectiveness of such services. The unfortunate

truth is that we know very little about the impacts of these

activities, the effectiveness of alternate delivery agents

or the most appropriate target groups. Generally, these services

on low cost and can be expected to have only a modest measurable

effect. Because the tools to measure impacts are crude and

because few careful experiments have been rndertaken, effectiveness has not been documented.

Under YEDPA's discretionary authority there have been a number

of tests to better measure the impact of transition services.

There are multi-site experiments with job search assistance

and vocational exploration. Statewide private nonprofit

organizations have been established to offer a "non bureaucratic"

approach to the delivery of services. There has been a test of

saturation of transition services in a controlled and experimental

high school. Apprehticeship in-school programs have been initiated

in multiple sites. School-to-work transition programs have been

developed through a competitively funded demonstration project

involving CETA/school cooperation. Finally, structured experiments

have been undertaken in multiple sites utilizing community and

neighborhood groups and the Employment Service as delivery agents. Under all these demonstrations, careful research designs have

been implemented to measure the impacts of services.

This report presents the preliminary findings from the Youth Career

Development demonstration which seeks to measure the impact of

school-to-work transition services as developed and implemented by six separate clusters of delivery agents in a total of 30 sites

in the country. In Each site, a control and experimental group

were tested upon entry into the program at the start of their

senior year, upon completion of the program, and three months

beyond the close of the academic year utilizing the instruments

in the Standardized Assessment System which has been developed

for YEOPA demonstration projects. The experimental groups consisted
of 1755 students and the control group 1684.

The six delivery agents for these projects varied in focus and

approach. The sites operated under the direction of the

National Council on Negro Women and the Women's Bureau stressed

activities to help overcome sex stereotyping; the projects

focused on a female target group. The sites operated by SER Jobs

for Progress concentrated on Hispanic youth, while the National

Urban League and the Recruitment and Training Program focused

on minority, mostly black populations, including both males and

females. The U.S. Employment Service represents the "institutional"

approach in contrast to the other delivery agents which are

community and neighborhood based groups. Generally, however,

these sponsors operated w±thin the same budgets and general

parameters at the local level.

The findings reported in this analysis are extremely tentative.

They apply to the first cohort of youth through projects which

were, in some cases, established during the course of the school

year with all the attendant implementation difficulties. The

treatment group could, at most, get one school year of services

compared with future cohorts in YCD who enter as juniors and

may get two years of treatment.

The 3 month follow-up period comes immediately after the end of

the summer before many of the youth will have settled down.

An eight month follow-up is scheduled which will pick up the

longer-term impacts. Finally, the analysis undertaken in this

report represents only a small portion of that planned for the

YCD. The analysis was prepared to get an initial sense of the

results.

With these caveats, the preliminary findings might be summarized

as follows:

1. There is evidence that the school-to-work transition

activities produce a statistically significant increase in

abilities to find and hold jobs. The Standardized Assessment

System includes a battery of pre-/post psychometric measures.

Experimentals gained relative to controls on vocational attitudes,

job holding skills, work related attitudes, job seeking skills,

job knowledge and in overcoming sex stereotypes about jobs.

Only on the self-esteem measure did there seem to be no positive

impact from participation.

2. The measured levels and gains on the psychometric

instruments are vtatistically correlated with successiul

participation in the projects and positive outcomes at the three

month follow-up point. Even though the measures are crude, they

apparently discern real and important changes.

3. The post-program outcomes at the three-month point are

modest. For every hundred entrants, 2 more of the experimentals

than the controls are employed full-time, 2 more are employed in

skilled or semi-skilled jobs, 4 more aspire to skilled jobs and

1 more is in-school or working. The outcomes are adjusted
- iv -

for initial differentials. Although the differences are

statistically significant it is questionable whether such gains would justify the outlays from a benefit-cost perspective.

It remains to be seen whether the impacts will be greater at the

eight month follow-up or whether they will be more significant

once the projects have stabilized.

4. Significant gains, probably adequate to justify costs, are realized by certain of the delivery agents and certain

subgroups of the target population. This suggests that with

proper delivery and targeting transition services might prove

an effective strategy.

This volume is one of the products of the "knowledge development"

effort implemented under the mandate of the Youth Employment and

Demonstration Projects Act of 1977. The knowledge development

effort consists of hundreds of separate research, evaluation and

demonstration activities which will result in literally thousands

of written products. The activities have been structured from the

outset so that each is self-standing but also interrelated with a

host of other activities. The framework is presented In A Knowledge

Development Plan for the Youth Employment and Demonstration Projects

Act of 1977, A Knowledge Development Plan for the Youth Initiatives

Fiscal 1979 and Completing the Youth Agenda: A Plan for Knowledge

Development, and Die$Amtnatton'and!Arplteaten for'latical 198G,

Information is available or will be coming available from these

various knowledge development efforts to help resolve an almost

limitless aray of issues. However, policy and practical application

will usually require integration and synthesis from Toultple

products, which, in turn, depends on knowledge and availability of

these )roducts. A major shortcoming of past research, evaluation

and demonstration activities has been the failure to organize and

disseminate the produdts adequately to assure the full exploitation

of the findings. The magnitude and structure of the youth knowledge

development effort puts a premium on structured analysis and wide

dissemination.

As part of its knowledge development mandate, therefore, the

Office of Youth Programs of the Department of Labor will organize,

publish and disseminate the written products of all major research,

evaluation and demonstration activities supported directly by or

mounted in conjunction with OYP knowledge development efforts.

Some of the same products may also be published and disseminated

through other channels, but they will be incluaed in the structured

series of Youth Knowledge Development Reports in order to facilitate

access and integration.

The Youth Knowledge Development Reports, of which this is one,

are divi:ded into.tweWe. biToad categoptes
V

1. Knowledge Development Framework: The products in this category

are concerned with the structure of knowledge development activities, the

assessment methodologies which are employed, the measurement instruments

and their validation, the translation of knowledge into policy, and the

strategy for dissemination of findings.

2. Research on Youth Employment and Employability Development: The

products in this category represent analyses of existing data, presentation

of findings from new data sources, special studies of dimensions of youth

labor market problems, and policy issue assessments.

3. Program Evaluations: The products in this category include

impact, process and benefit-cost evaluations of youth programs including

the Summer Youth Employment Program, Job Corps, the Young Adult Conservation Corps, Youth Employment and Training Programs, Youth Community

Conservation and Improvement Projects, and the Targeted Jobs Tax Credit.

4. Service and Participant Mix: The evaluations and demonstrations

summarized in this category concern the matching of different types of

youth with different service combinations. This involves experiments with

work vs. work plus remediation vs. straight remediation as treatment

options. It also includes attempts to mix disadvantaged and more affluent

participants, as well as youth with older workers.

5. Education and Training Approaches: The products in this category

present the findings of structured experiments to test the impact and

effectiveness of various education and vocational training approaches

including specific education methodologies for the disadvantaged, alternative education approaches and advanced career training.

6. Pre -Employment The products in this

category present the findings of structured experiments to test the impact

and effectiveness of school -'_o -work transition activities, vocational

exploration, job-search assistance and other efforts to better prepare

youth for labor market success.

7. Youth Work Experience: The products in this category address the

organization of work activities, their output, productive roles for youth,

and the impacts of various employment approaches.

8. Implementation Issues: This category includes cross-cutting

analyses of the practical lessons concerning "how-to-do-it." Issues such

as learning curves, replication processes and programmatic "batting

averages" will be addressed under this category, as well as the comparative

advantages of alternative delivery agents.

9. Design and Organizational Alternatives: The products in this

category represent assessments of demonstrations of alternative program and

delivery arrangements such as consolidation, year-rouna preparation for

summer programs, the use of incentives, and multi-year tracking of

individuals.

10. Special Needs Groups: The products in this category present

findings on the special problems of and the programmatic adaptations needed

9
vi

For significant sEjments including minorities, young mothers, troubled youth, Indochinese refugees, and the handicapped.

11. Innovative Approaches: The products in this category present the findings of those activities designed to explore new approaches. The subjects covered include the Youth Incentive Entitlement Pilot Projects, private sector initiatives, the national youth service experiment, and energy initiatives in weatherization, low-head hydroelectric dam resto- ration, windpower, and the like.

12. Institutional Linkages: The products in this category include studies of institutional arrangements and linkages as well as assessments of demonstration activities to encourage such linkages wits, education, volunteer groups, drug abuse, and other youth serving agencies.

In each of these knowledge development categories, thk-'e will be a range of discrete demonstration, research and evaluation activities focused on different policy, program and analytical issues. In turn, each discrete

knowledge development project may have a series of written products addressed to different dimensions of the issue. For instance, all experimental demonstration projects have both process and impact eval- uations, frequently undertaken by different evaluation agents. Findings will be published as they become available so that there will usually be a series of reports as evidence accumulates. To organize these products,

each publication is classified in ode of the twelve broad knowledge development categories, described in terms of the more specific i-sue, activity or cluster of activities to which it is addressed, with an identifier of the product and what it represents relative to other products in the demonstrations. Hence, the multiple products under a knowledge development activity are closely interrelated and the activites in each broad cluster have significant interconnections.

This initial report on the Youth Career Development program should be assessed in conjunction with School-to-Work Transition Services--Process Analysis of the Youth Career Development Program which provides some insights into the statistical results in this volume. School-to-Work Transition Services--The Exemplary In-School Project Demonstration provides iless statistically oriented analysis of very similar projects launched as cooperative efforts between local education agencies and CETA prime sponsors. All of the products in the "pre-employment and transition services" category are related but particularly Vocational Exploration- - Interim Findings and Background, and Job Search Assistance--Survey and Experimental Results. The methodologies and instruments applied in this analysis are described in The Standardized Assessment System in the "knowledge development framework" category. Finally, evaluation literature is summarized in Between Two Worlds--Youth Transition from School to Work and Employment and Training Programs for Youth--What Works Best For Whom? in the "research on youth employment employability development" category.

Robert Taggart

Administrator

Office of Youth Programs
TABLE OF CONTENTS

Overview

PAGE

Introduction 1

Psychometric Battery Gain Score Analysis 8

Relationships Between Psychometric and Gains

and 3-month Follow-up Outcomes 23

Who Gains' 29

Analysis of Covariance Adjusted Effects at 3-month

Follow-up 32

Conclusion 43

Appendices A-W 45

Appendices X-1 - X-7 74
1

INIRODUCTION

This paper presents an initial examination of findings regarding the

extent to which the Youth Career Development (YCD) has influenced the

performance of high school seniors enrolled during the 1978-79 academic year.

Six delivery agents peen responsible for the conduct of that

YEDPA, funded program: the ...!clonal Urban League, the National Council of

Negro Women, SER Jobs for Progress, the Recruitment and Training Program,

the Warren's Bureau of the Department of Labor and the U.S. Employment Service.

These agents had oversight and funding responsibility for a total of 30

sites throughout the country and for the collection of all data on which the

evaluation study is based. Those data were obtained from YCD program

participants and control group students an a longitudinal basis; beginning

at the time of initial enrollment early in the high school senior year,

again at the time of completion of high school (i.e., nominal completion

of the program) and continuing for approximately three months beyond the close

of the academic year.

Instruments used by the delivery agents for gathering the data

utilized in the present analyses are contained in a Standardized Assessment

System (SAS) devised for the U.S. Department of Labor's Office of Youth

Programs and intended for use as a cannon "core" of assessment tools

in evaluations of a variety dembnetration program funded under YEDPA. A

technical report has described the background and rationale for the choice

of these instruments (The Standardized Assessment System, April 1980) that

consists of: (a) a battery of seven vocationally-oriented scales used for pre

and posttest gain score assessment over the course of program participation,

designated as the psychometric battery; (b) two survey instruments, one

used to measure performance outcomes (i.e., degree of "successful"

1 -k 4
adjustment by participants) at program completion (Program Completion

Survey), and the other measuring successes achieved at periods of 3 and 8

months following program completion (Follow-up Survey); (c) two instruments

for measurement of participant characteristics--a short (20 item)

wide-range measure of reading ability (STEP Reading Test) and a 49 item

form containing largely demographic or status information about the

participant at the time of program entry and at completion of the training

program (The Individual Participant Profile).

Study Design

Measures of the SAS were applied for data gathering purposes to

YCD participants and (where applicable) to comparable control groups

of students from the same school systems as the participants. The

overall design for an in-school program is summarized in Appendix 0.

Follow-up data used for the analyses presented here extend to the

3 month follow-up period.

Description of the Sample

The samples on which the present analyses are based consist of 1755

YCD high school senior participants and 1684 control group students who

were pretested during the 1978-79 academic year. The total participant

sample was composed of 37% males and 61% females of whom 62% were

classified as Black, 20% Hispanic, 15% white, and 2% of other ethnic

group membership (e.g., Asian, American Indian).* In terms of economic

status, the largest proportion of the sample (49%) fell into the 70%

Where totals for the categories of any variable do not add up to 100%.

The discrepancies are based upon no response (blank) on the IPP form.

1.a
lower living standard income level (LLSIL) or lower, while the next

largest proportion (23%) were classified as in the 71-85% LLSIL.

Seventy-three percent (73%) of the participants were also classified

as economically disadvantaged at the time of program entry.

(See Table 1-A.)

In terms of previous jobs or job training for these students, 31%

were reported to have been CETA participants prior to program entry and

62% to have held some form of employment. Of the group reporting prior

employment, most of them (about 60%) had held jobs at the lower status

occupational levels (e.g., low level service and operative level); as

might be expected for a sample of high school seniors, economically

disadvantaged or not. Their hourly wages were predominantly in the

$2.50 to $3.00 an hour minimum wage range. Interestingly, a large

proportion of these Jobe held (about 74%) were reported as not based on

payment of a subsidized wage.

A major proportion of the sample who were pretested, and for whom

IPP information was supplied, are reported to have remained enrolled for

60 hours or longer (i.e., approximately three-fourths of this sample).

Distributions of some of the key variables discussed above for the total

participant sample are presented in Table 2 for each service delivery agent.

Of the 1755 senior participants pretested, 59% were able to be

posttested and 47% of the original sample were able to be located (who

would also respond to the Program Follow-up Survey) three months after

completion of the academic year.* Among the 833 participants followed-up

Appendices A through C provide sample sizes for a flow-through of

instrument administration by participants and controls within delivery

agent for all possible combinations of the 4 measures (IPP, Pretest,

Pcsttest and three-month follow-up survey).
over a 3-month post-high school period, 24% indicated that they had

obtained employment on a full-time basis and 34% indicated that they

hold, or had held, part -t.ie employment. Enrollment in some form of

formal training was reported by 56% of these former participants, with

78% of that group engaged in such training on a part-time basis. The ,

dominant educational or training settings in which these students were found (full-time or part-time) were college (65%) and post-secondary

business or vocational/technical schools (10%).

Description of the Control Group

The total control group sample was composed of 38% males and

61% females of whom 57% were classified as Black, 21% Hispanic, 18%

White, and 4% of other ethnic group membership. In terms of economic

status, the largest population of the control group (41 %) fell into

the 70% lower living standard income level (LLSIL) or lower, while the

next largest population (16%) were classified as in the 71-85% LLSIL.

Thirteen percent (13%) of the controls were in the 86% or greater

LLSIL category. Fifty-nine percent (59%) of the controls were also

classfied as economically disadvantaged at the time of program entry.

(See Table 1 -B).

Regarding previous jobs or job training, 21% of the controls

reported to have been CETA participants prior to program entry and 58%

to have held some form of employment.

Of the 1684 controls pretested, 59% were posttested, and 38% were

followed-up three months later.
TABLE 1-A

Summary of Participant Sample Composition by Service Delivery Agent

(In Percentages)

Variable USES NUL SER

WOMEN'S

BUREAU NCNW RTP TOTAL

Sex:

M 40 50 41 00 42 40 37

F 60 46 57 99 56 59 61

Blank 0 4 2 1 2 1 2

Race:

Black 63 78 5 67 66 85 62

White 20 19 2 27 8 12 15

Hispanic 13 2 92 00 23 0 20

Other (or not

reported) 4 1 1 6 3 3 3

Economic Status:

70% LLSIL 48 63 31 85 12 45 49

71-85% LLSIL 33 6 46 11 41 14 23

86% or more 6 5 7 1 12 24 9

Blank 13 26 16 3 35 17 19

Employment Prior

to YCD:

(Part-time or 73 70 66 45 48 54 62

Full-time)

26 30 34 55 52 46 38

Blank

Previous CETA

Participation:

Yes 40 34 30 27 29 22 31

No 44 61 68 69 63 74 63

Blank 16 5 2 4 8 4 6
TABLE 1-B

Summary of Control Sample Composition by Service Delivery Agent

(In Percentages)

Variable USES NUL SER

WOMEN'S

BUREAU NCNW RTP TOTAL

Sex:

M 41 47 44 0 3L 41 38

F 59 51 54 99 63 58 61

Blank 0 2 2 1 1 1 1 Race:

Black 57 83 5 27 70 72 57

White 27 16 3 71 22 19 18

Hispanic 12 1 89 0 4 2 21

Other (or not

reported) 4 0 3 2 4 7 4

Economic Status:

70% LLSIL 53 70 22 61 2 45 41

71-85% LLSIL 18 2 29 8 8 18 16

86% or more 5 1 18 22 2 25 13

Blank 24 27 31 9 88 12 30

Employment Prior

to YCD:

(Part-time or 75 67 57 45 46 49 58

Full-time)

25 33 43 55 54 51 42

Blank

Previous CETA

Participation:

Yes 40 26 15 11 24 7 21

No 47 59 74 79 55 89 67

Blank 13 15 11 10 21 4 12

1 7
Data Analyses

The initial analysis of the YCD data is to cover only a portion of

the more extensive analysis plan for YEDPA programs (The Standardized

Assessment System, April 3980). Three analytical phases of that plan are

undertaken here, in a limited way:

(1) Gain Score Analyses - of the SAS psychometric scales, to define

the extent to which the program effected change in the behavioral constructs

measured. This is based on contrasts between participant and control

group performance for the total YCD sample and for pooled data from the

project sites of each of the six delivery agents conducting YCD programs.

An analysis of covariance design (WCOVA) represents the primary approach

to the analysis, with matching or equating variables consisting of level

of reading ability and selected demographic characteristics drawn from the

IPP.

%2) Identification of those tests measures which show relationships

between outcome variables and gain from pre and post - Program related

gains in test scores are relatively meaningless unless these gains can be

shown in turn to be related to subsequent labor market status. This

analysis addresses the question of which attitudinal and knowledge gains

are important for future labor market performances. The four selected labor

market related performances are (1) being employed full-time, (2)

being employed in a skilled or semi-skilled job rather than an unskilled

job, (3) aspiring to a skilled or semi-skilled job rather than an unskilled

job and (4) relative involvement in a positive activity status, e.g., working

full-time, going to school full-time, etc. It is anticipated that the

results of this analysis will provide: (1) further validity information

on the psychometric battery, and (2) policy information regarding
which attitudinal and knowledge areas should receive high priority when

time and talent are being allocated within those YCD programs.

(3) Identif.cation of subgroups or types of participants who

showed the greatest and least test score g.ins - in an attempt to define

the differentiating characteristics of those who were most significantly

affected by the program when contrasted with those affected the least,

(i.e., Is there a pattern of background or status variables that differentiates those who gain the most from YCD from those who gain the least?).

(4) Contrasts between participants and control group students

12y. delivery agents on criterion performance measures - three months

following high school completion, in order to determine the extent of

program impact on vocational and social adjustments. This is based on

adjusted mean comparisons between participant and control groups for key

outcome variables. As is IA gain score analysis, the adjusted means on

the 3-month follow-up are corrected for possible pre-existing group

differences in demographic variables. In an effort to provide results in

a more interpretable format for the policy decision maker, selected

outcomes are presented . po....3ible both in terms of mean differences

as well as probabilities of p.rticular desired events occuring.

Psychcnetric Battery Gain Score Analysis

Interpretntion

The analysis of gnin scores is concerned with participant and

control group compnrison with respect to test score gains. Three

analytical methods will be used to compare the gains made by the treatment and control groups. The first method is the analysis of covariance
(AMM) which compares postest means, controlling for or adjusting

for preexisting differences among the groups on pretest scores and

demographic information. The variables fran the IPP which were controlled

in the ANCOVA approach were: (1) STEP Reading Test, (2) Sex, (3) Family

Income level, (4) Advantaged/Disadvantaged, (5) Ethnic group membership,

(6) Whether or not previously employed, (7) Wage per hour. The second

method for estimating differential group gain is the analysis of variance

of difference scores (ANOVA). The ANOVA approach makes only an adjustment

for pre-existing group differences on the pretest score. The third

method is known as standardized gain score analysis. The adjustments based

on this method attempt to correct for possible differential group growth

rates anl/or preexisting demographic group differences. Although presentation

of the results of all three analytical approaches represents an eclectic approach,

we will emphasize the analysis of covariance (ANOOVA) results in our interpretation,

since it has a stronger statistical basis than the other two methods.

It is possible that "dropouts" in the treatment group may systematically

differ fran "dropouts " in the control population. For example, the more

employable individual may may be more likely to leave the program yielding a

"negatively" selected participant sample with all the measures. In order to

partially control for this, a dummy code was applied to all individuals in

both the participant and control populations. Individuals were scored "1" if

they had information on their IPP, pre and posttest scores and 3-month follow-up

and those with just an IPP and 3-month follow-up were coded "0". The latter

group would include a number of program dropouts. This "dummy" score was

used in the ANC OVA as control variable along with the other demographics.

As before, these ANCOVA's were run for delivery agents as well as for totals.
-10-

Appendix X presents the (Jvariance adjusted effacts. Inspection of these

results are quite similar to those foun"9 in the "uncorrected" ANCONAS

presented in Appendices H-N. An additional analysis which can and should

be done for a final report would be to run the so-called "Belson" ANCONA

model to see if there might be same interactions between program participation

and demographics which haven't surfaced in either the above ANCOVAS or the

participant-control comparisons by subgroups which have been run.

Another possible source of bias which has yet to he evaluated is the

larger number of "non-responses" to the 3 -month follow -up questions which were

involved in the four criteria areas. Since we are making participant-control

group comparisons, we have to assume that the non-respondents in the two

groups have similar characteristics. Fortunately, this is a much weaker

assumption than having to assume that the non-respondents have the same

distributional characteristics as the respondents. Additional investigations

of this possible source of bias would appear to be warranted.

For ease of comparison across measures and program sites, the ANCONA

results are presented as differences between adjusted posttest means, for

participant and control groups, in terms of standard deviations. The

term "adjusted posttest means" refers to estimates of the participant and control

group posttest means, controlling for preexisting mean differences on the

pretest as well as differences in demographic characteristics of the two groups.

If there were truly random assignment and no systematic "drop out" pattern,

the ANCONA test of group differences on the adjusted posttest means would be

approximately the same as a simple "t" test of the unadjusted posttest means.
The differences between adjusted posttest means are presented in

terms of standard deviation units because it makes comparisons between

gains on irstruments having different numbers of items more interpretable.

Without such standardization, a one item gain in favor of the participant

group over the control on a ten item test is not, in general, the same

as a one item gain on a forty item test. In the first case the gain

may represent 20% of a standard deviation, while in the second case

it may only represent 5% of a standard deviation.

Tables 2 through 8 present summary statistics for participant-control

group comparisons from the ANCOVA. The reader will note that the first

four columns present the pretest and posttest means and standard deviations

for the participants. Column five is the participant adjusted posttest

mean, for which the adjustment has been carried out by the analysis of

covariance procedures. The difference between the participant adjusted

posttest mean (Column 5) and the control group adjusted mean (Column 10),

divided by the pooled standard deviation, yields the covariance adjusted

effect in Column 11. Thus the first number in Column 11 Table 2 is

.142, indicating that the participants gained approximately 14% of a

standard deviation more than the control group on the Vocationa.1 Attitudes

Scale. Indication of whether this gain is statistically significant is

shown by a "T" value in Column 15. The asterisked "T" values indicate

that the gain is significant at the .05 level of statistical significance

or greater. It should be kept in mind that statistical significance does

depend on sample size and If the sample iR sufficiently large, we will

almost always reject the null hypothesis of no differential group

gain. Therefore, gains in favor of the participant group (or control

.4.)
-12-

group) of at least 10% of a standard deviation will be interpreted as being small but of some practical significance.

A negative sign accompanying the adjusted gain in Column 11 would

indicate that the control group gained more than the participant group.

The sign (positive or negative) in Column 11 indicates which group gained

and the accompanying number indicates how much the gain is in terms of

percentages of standard deviations.

Column 12, entitled "raw in", is an estimate of group gain based

on the repeated measures design and is equivalent to the analysis of

variance of difference scores. This estimate may differ somewhat from

the ANCOVA (Column 11) estimate since it does not directly control for

demographic differences among the groups. As in the case of the ANCOVA,

the differential gain is presented in terms of standard deviation

units. Similar to the ANCOVA result, the first number in Column 12 of

Table 2 (.125) has a positive sign, indicating that the participant

group gained approximately 12-13% of a standard deviation more than the

control group on the Vocational Attitude instrument. In general, the

ANOVA result will be quite similar to the ANCOVA if the participants and

controls are relatively well matched with respect to the demographic

characteristics.

Columns 13 and 14 are the results of standardized change score

analysis and present partial correlations between group membership

scores ("1" if participant, "0" if control) and pretest (Column 13)

as well as posttest scores (Column 14). These partial correlations

control for the same demographics as were used in the analysis of

covariance. If there is a gain in favor of the participant group,
-13-

the pretest partial correlation in Column 13 should be less than the

posttest partial correlation in Column 14. A negative sign accompanying

the partial correlation in Column 13 indicates that when controlling for

demographics, the control group member is likely to have a higher pretest

score than the participant group member.

A positive sign at posttest (i.e., following intervention) indicates

that members of the participant group, on the average, have higher

posttest scores than the controls, and therefore the participant group

gained more than the controls. These two columns are only of interest if

they yield different conclusions than the ANCOVA results. If that is the

case, one might have to entertain the notion that the two groups may be

growing at different rates with respect to the knowledge being measured

in the absence of intervention. In addition, it would be difficult to

estimate how much gain is due to program intervention and how much is due

to gains that would take place in the absence of intervention. Comparisons

of the covariance adjusted gain in Column 11 with the results of Column

13 and 14 indicate, for the present data, that both methods generally

lead to the same conclusions.

Changes in participant test performance between the time of entry

into the YCD program and program completion, based on the 7 psycbcmetric)measures

are seen in Table 2 for the combined sample of participants over all YCD

sites. The remaining 6 tables summarize the gain score results separately

for each of the 6 delivery agents.

From Table 2, the general conclusion regarding the effects of the
-14-

YCD Program for the entire sample is reasonaoly unequivocal. That is,

when the participant and control groups are contrasted with regard to

their test score changes, with reading skill and demographic characteristics

controlled, a decided improvement (gain) is found for the YCD participant

group. The T tests in column 15 show that the effect is a statistically

significant one for 5 of the 7 measures of the psychometric battery (Vocational

Attitude, Job Holding Skills, Work Related Attitudes Inventory, Job

Seeking Skills, and Sex Sterotyping of Adult Occupations), with one of

the measures (Job Knowledge) falling very slightly short of

significance. Only one measure (Self Esteem) appears uninfluenced

by program participation,

Somewhat larger in their proportion of gain achieved--as seen from

the covariance adjusted effect of Column 11--are the measures of Job

Seeking Skills and Sex Sterotyping of Adul. .1(.:.urPtion, with changes of

17% and 24% of a standard deviai: respectively between prugran entry

and termination. It is also of interest ro note that 3 of the 4 instruments

on which the participant group gained lore than 10% of a standard deviation

over the control group are clearly attitudinal in content.

This overall effectiveness found for the program is, unfortunately,

not displayed uniformly across the six delivery agents and their local

projects. There are major differences in the degree of effectiveness

achieved for those six subgroups of sites as seen in Tables 3 through 8.

Examination of T tests (Column 15) and mean gains based on covariance

adjustments (Column 11) reveals major gains by participants in

contrast to controls for those enrolled in programs conducted by

(a) National Council of Negro Women (NCNW) which appear in the

form of positive (participant favored) gains for 6

of the 7 measures, of which statistically significant gains were

4 t)
-15-

produced for the Job Holding Skills, Job Seeking Skills and Sex Stereotyping

measures, and (b) Recruitment and Training Program (RTP) with statistically

significant and covariance adjusted effects on all 7 measures of the psychometric

battery.

A weaker tendency toward positive gain for participants is seen for

the Urban League's program on a number of important measures. Although

none quite reach a statistically significant level of change, there are

small yet practical increases (10% of a standard deviation) in favor of

'..he participants for Job Knowledge (10% of a standard deviation), Job

Seeking Skills (12%), and Sex Sterotyping (12%).

The three remaining delivery agents (Tables 6, 7, and 8) show very

spotty and inconsistent changes when participants and control groups are

compared. For the most part, there is no statistically significant

change evidenced by these 3 sets of project sites and without exception,

where a few instances of significant change do occur, they are found to

be in an unfavorable direction such that program participants gain less

than control group students. This can be seen as follows for: (a) U.S.

Employment Service-which shows a significant decline (T 2.20; p < .05)

it the participant adjusted mean for the Job Holding Skills measure in

contrast to the control group adjusted mean, (b) Women's Bureau-with a

highly significant decline on the Vocational Attitude Scale (i.e., some

32% of a standard deviation drop) by participants in contrast to controls

and a distinct tendency toward decline on 4 of the remaining 6 psychometric battery

scales, (c) SER-Jobs For Progress-which shows a significant relative

decline for participants on Self Esteem, while simultaneously showing a

gain in the Vocational Attitude Scale that falls just short of significance

(T 1.93; p .06) but has a marked increase in the proportion of a

standard deviation gained (21% in its covariance adjusted effect).
TAM 2

ALL PROGRAMS COMBINED

P:17:7D!,NTS

CONTROLS EFFECTS

N = 117

PETIT

POSTTEST

N e 864

PRETEST

POSTTEST COVARIANCE CAW CHANGE EFFECTS

ADJUSTED GAIN R R

GAIN EFFECT TX' TX2

(11) (12) (13) (14)

T

(15)

MEAN

(11 M.

(2) MEAN S.O. AOJ MEAN

13) (41 (5) MEAN

(6) S.D.

(7) MEAN S.D. AOJ MEAN

(8) (9) (10)

VOC ATT 11.390 4.270 22.461 4.200 22.492 21.377 4.028 21.923 4.275 21.891 0.142 0.125 0.01 0.08 3.73**

1 JOB Y1:2W 22.446 3.728 21.793 3.643 22.881 22.684 3.353 22.705 3.222 22.617 0.077 0.094 -0.02 0.04 1.92 1

ON

I JOB HOLO 11.735 2.201 30.176 2.434 30.955 30.569 2.239 30.689 2.499 30.710 WRAI

0.099 0.052 0.04 0.07 2.39* 49.083 6.1'61 50.562 6.897 50.773 49.579 6.644 49.920 6.780 49.709 0.:56 0.167 -0.02 0.07 4.5214 JOB SEEK 12.571 2.630 13.115 3.035 13.139 12.564 2.429 12.664 2,672 12.641 0.175 0.165 0.01 0.10 4.4501 SEX BIER 45.821 8.353 47.683 8.434 47.406 44.907 8.142 45.113 8.413 45.390 0.239 0.199 0.07 0.16 6.47114 SELF EST 36.750 2.035 36.123 3.406 36.797 36.716 2.951 36.771 3.212 36.782 0.004 0.001 0.01 0.01 0.11 STEP 16,220 3.131

16.370 3.766 let significant at p 2 .05 confidence level

*!T significant at p .01 confidence 1 level

T just short of significance: p = .06 confidence level
TABLE 3

NATIONAL COUNCIL OF NEGRO WOMEN

1,10T/C/PANTS CONTROLS EFFECTS

N = 82 N = 108 COVARIANCE RAW CHANGE EFFECTS RETEST POSTTEST PRETEST POSTTEST ADJUSTED GAIN R S.O. MEAN 5.0. AOJ MEAN MEAN S.O. MEAN S.O. AOJ MEAN GAIN EFFECT TX1 TX2 T (11 (2) (3) (41 (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15)

:1.190 4.286 23.016 3.338 23.170 21.699 3.928 22.938 3.859 22.784 0.107 0.152 -0.08 0.01 0.94

:2.573 3.088 23.695 2.726 23.720 23.056 2.718 23.352 2.736 23.327 0.144 0.293 -0.10 0.03 1.09

50.604 2.378 31.784 1.599 31.905 30.924 1.737 31.271 1.749 31.150 0.451 0.446 -0.09 0.19 3.51** 0.781 6.651 50.201 6.165 50.384 49.918 6.356 49.895 6.807 49.802 0.090 0.082 -0.02 0.04 0.91

L2.963 2.197 14.634 2.371 14.634 13.009 2.470 13.139 2.374 13.139 0.630 0.655 -0.08 0.32 5.19**

16.985 7.753 50.297 6.833 50.166 46.671 8.884 46.371 8.638 46.502 0.474 0.450 0.02 0.25 4.54**

37.015 3.073 37.669 2.974 37.646 37.468 2.679 37.780 2.812 37.803 -0.054 0.091 -0.12 -0.09 -0.46

16.915 2.742 16.491 3.578

lificant at p = .01 confidence level
TABLE 4

RECRUITMENT AND TRAINING PROGRAMS

13)*TICT02.NTS CONTROLS N c 136 N 197 EFFECTS

PRETEST POSTTEST PRETEST POSTTEST COVARIANCE

ADJUSTED GAIN

RAW

GAIN

EFFECT CHANGE EFFECTS

RTX1 TX2 T MEAN

(11 S.D.

(21 ME:4

(11 S.O. AOJ MEAN MEAN S.O. MEAN S.O. AOJ MEAN (41 (5) (61 171 (8) (91 110) (111 (121 (131 (141 (151

21.271 3.996 22.438 4.639 22.648 21.487 3.922 20.568 4.752 20.358 0.468 0.482 0.01 0.25 5.1044

22.096 3.931 23.257 3.777 23.587 22.701 3.611 22.224 3.445 21.895 0.469 0.444 -0.03 0.24 5.144*

30.759 2.010 31.146 2.011 31.233 30.420 2.260 30.273 3.009 30.166 0.417 0.230 0.11 0.22 3.66** 49.293 6.998 51.237 7.027 51.670 49.644 6.720 49.350 7.185 48.917 0.367 0.320 0.04 0.23 4.76**

12.600 2.719 13.231 2.745 13.281 12.426 2.382 12.321 2.877 12.272 0.359 0.275 0.12 0.23 3.76** 45.346 8.321 48.529 8.421 48.351 44.718 7.848 43.699 9.237 43.877 0.505 0.496 0.07 0.27 5.344*

36.710 2.983 36.759 3.300 36.775 36.503 3.051 35.955 3.633 35.938 0.241 0.184 0.07 0.14 2.27' 16.769 4.056

17.841 3.093 ficant at p = .05 confidence level

ficant at p = .01 confidence level
TABLE 5

NATIONAL URBAN LEAGUE

p,pTITTRANTS CONTROLS N 247 N : 144 EFFECTS

COVARIANCE RAW CHANGE EFFECTS

PRETEST POSTTEST PRETEST POSTTEST ADJUSTED GAIN R hEAN S.O. VEAN S.D. ADJ MEAN MEAN S.D. MEAN S.D. ADJ MEAN GAIN EFFECT TX1 TX2 T 11) (2) (31 (4) (5) (61 (7) (8) (9) (10) (11) (121 (13) (141 (151

1.644 4.294 22.689 4.033 22.101 19.709 4.111 21.727 4.285 22.315 -0.052 -0.233 0.21 0.09 -0.63

'2.437 4.219 2.645 3.680 22.590 22.243 3.619 22.174 3.755 22.231 0.097 0.073 -0.00 0.05 1.09

10.147 2.428 30.382 2.735 30.364 30.194 2.417 30.34 2.604 30.342 0.008 0.041 0.00 0.01 0.0?

18.478 6.649 49.880 6.571 49.608 47.765 6.613 48.723 6.569 48.994 0.093 0.067 0.03 0.07 1.23

.2.698 2.798 12.854 3.030 12.681 12.285 2.629 12.154 2.912 12.326 0.119 0.101 0.06 0.09 1.47

1 r4.643 7.636 45.162 7.774 44.386 42.059 7.958 42.662 7.711 43.438 0.122 -0.011 0.14 0.13 1.34

16.255 3.122. 36.306 3.743 36.329 36.228 3.156 36.343 3.587 36.321 0.002 -0.019 -0.02 -0.01 0.03

15.490 4.057 14.957 4.139

34
TABLE 6

U.S. EMPLOYMENT SERVICE

PA9TICIRANTS CONTROLS

N r 138 N c 166 EFFECTS

PRETEST POSTTEST PRETEST POSTTEST COVARIANCE

ADJUSTED GAIN

RAW

GAIN

EFFECT

CHANGE EFFECTS

RTM TX2 T MEAN S.O. MEAN S.D. ADJ MEAN MEAN S.O. MEAN S.D. ADJ MEAN (1) (2) 131 (41 (51 (6) (7) (8) (9) (10) (111 (121 (131 (141 (15) 0.778 4.015 21.656 4.875 22.014 21.480 3.926 22.104 4.152 21.745 0.060 0.060 -0.06 -0.00 0.71 2.309 3.412 21.701 4.345 21.863 22.608 3.067 22.819 2.892 22.657 -0.220 -0.239 0.00 -0.12 -2.2C'

0.846 2.030 30.710 2.731 30.663 30.535 2.123 30.689 2.412 30.736 -0.028 -0.125 0.09 0.02 -0.28

8.525 6.471 48.837 7.280 49.246 49.388 7.113 49.756 7.108 49.347 -0.014 -0.008 -0.04 -0.04 -0.17

2.365 2.597 12.131 3.215 12.309 12.807 2.111 12.675 2.489 12.497 -0.066 -0.039 -0.07 -0.06 -0.70

5.156 8.377 45.382 7.648 45.435 44.733 7.292 45.058 7.281 45.005 0.058 -0.013 0.08 0.08 0.71

5.882 2.661 36.772 3.229 36.769 16.861 2.860 36.827 2.870 36.830 -0.020 -0.026 0.01 -0.01 -0.21

5.110 3.925 16.428 3.060 Lcant at p = .05 confidence level

36
TABLE 7

WOMENS BUREAU

POTIC/PANTS CONTROLS EFFECTS

PRETEST

N = 141

POSTTEST PRETEST

N = 92

POSTTEST

COVARIANCE

ADJUSTED

GAIN

PAW GAIN EFFECT

CHANGE EFFECTS

R Ept S.D. MEAN S.D. ADJ MEAN MEAN S.D. MEAN S.D. ADJ MEAN TX1 TX2 T

(11 (2) (3) (4) (5) (6) (71 (81 (9) (10) (111 (12) (13) (14) (15)

21.783 4.542 21.835 4.098 21.962 22.428 4.076 23.303 3.848 23.225 -0.318 -0.188 -0.10 -0.21 -3.034*

22.262 3.831 22.007 3.710 22.144 22.609 2.930 22.707 2.998 22.570 -0.127 -0.104 -0.U4 -0.03 -1.12

31.106 2.213 30.952 2.725 30.911 31.164 1.948 31.408 1.664 31.449 -0.245 -0.186 -0.02 -0.11 -1.76 49.683 6.757 50.005 7.133 50.401 50.545 6.096 50.388 6.509 49.992 0.060 0.072 -0.09 -0.03 0.60 12.241 2.554 11.931 3.067 12.037 12.717 2.309 12.622 2.593 12.517 -0.170 -0.082 -0.08 -0.12 -1.49

43.659 9.393 51.076 8.929 51.030 47.985 8.298 50.050 7.525 50.095 0.114 0.041 0.01 0.06 1.14

35.930 2.700 36.952 3.130 36.681 36.336 2.903 36.835 2.919 37.105 -0.140 -0.164 0.07 -0.03 -1.07

15.422 4.491 15.560 4.546

aificant at p = .01 confidence level
TABLE 8

040TICraINTS

SER JOSS FOR PROGRESS

CONTROLS )1= 173 EFFECTS

ti r- 157

COVARIANCE RAW CHANGE EFFECTS P=E-EST F'STTEST PRETEST mo 5.3. rE.t4 S.D. ADJ mo

POSTTEST ADJUSTED GAIN P MEAN S.D. MEAN S.D. 0.1 MEAN GAIN EFFECT TX1 TX2 T

(11 (2) 131 (4) (51 (61 (71 (8) (9) (10) (111 (121 (131 (141 (15) 21.379 4.343 22.988 3.775 22.944 21.833 3.786 22.089 3.744 22.133 0.215 0.346 -0.02 0.09 1.93

1

22. °31 3.099 23.711 2.679 23.392 22.936 3.618 23.223 2.987 23.542 -0.053 0.159 0.00 -0.02 -0.46

31.221 1.813 31.540 1.782 31.180 30.541 2.511 30.717 2.465 31.078 0.048 0.067 0.17 0.09 0.44

49.436 7.440 52.970 6.373 52.719 50.578 6.196 51.656 5.800 51.907 0.133 0.381 -0.03 0.05 1.27

12.618 2.543 14.360 2.572 13.807 12.338 2.573 13.242 2.427 13.795 0.005 r' '31 0.03 0.01 0.08

'45.542 8.127 48.676 8.635 46.793 44.924 7.971 45.542 8.006 47.425 -0.376 0.308 3.03 -0.02 -0.69

7.072 2.2.64 37.070 3.389 36.843 36.982 2.783 37.333 2.676 37.610 -0.233 -0.138 0,15 -0.39 -2.14*

.7.381 3.118 16.049 3.846 ficant at p = .05 confidence level

short of significance: p = .06 confidence level

,10
-23-

Relationships Between "JLArie tric s ild/J3101thE111103P=

up Outcomes

Are test score gains as defined by the psychometric battery valid predictors of key short term labor market outcome variables? Assuming

that test score gains in certain a .tudinal and knowledge areas can be

demonstrated to be related to labor market outcomes, policy makers at

the program level can emphasize ttw development of skills and/or

attitudinal changes in those more promising areas. Table 9 presents, for

each delivery agent, the subset of the psychometric measures which

demonstrated statistically significant relationships between pre-post

gain and one or more of four outcome measures (column 1, 2, 3, and 4)

from the 3-month follow-up questionnaire. Those four labor market outcome measures are (1) Presently working full-time or not, (2) Quality

rating* of the job in which one is presently employed, and (3) Quality

rating of job aspired to, and (4) positive activity status. The positive

activity status is a three point scale where a score of two indicates

one is working or going to school full time or doing both part time a

score of one indicates that one has worked full time and/or is working

part time or going to school part time; and a score of "0" indicates

none of the above activities.

Inspection of Table 9 indicates that with the exception of gains

on Vocatlonni Attitude for the Urban League, none of the pre to post

gnins in nttitudinni and skill areas were related to whether one lH

working full-time. The number inside the parenthesis (.24 in this case)

*Appendix Q renentH lob groupings which nre Rented on n 1-5 point

Rtntun nrnle. "High Stntun" jobs indicated by scale points 3-5 tend to

be semi-nkilled (Heals point 3) skilled (Hcalc point 4) and professional

(scale point 5).
Table 9

Relationships Between Test Score Gains and Selected 341onth PollaPup Outccees by Delivery Agent'

Presently Working

Delivery *its

National Ccuncil

on N o Wan

Quality Rating of Present Full-Time Job

(2) Vocational Attitude * (.30) Sex Stereo pes

Quality Rating of

Job Aspired to

(3) Vocational Attitude * (.33)

.40 Sex Ster ** :.11 32

bployed,

Going to School Full-time

or Doing Both Part-time

(4)

Recruitment and

Training Program

Job Holding ** (.18) Sex Stereotypes ** (.21) Vocational Attitude * (.25)

Job Knowledge ** (.25)

National Urban Vocational

League Attitude (.24)

Job Knowledge * (.22)

Job Holding (.21)

Self Esteem .34

Self Esteem (.22)

U.S. Employment

Service

Job Knowledge (.23)

Job Holding (.23)

Job Seeking (.24)

Self Esteem .31

Wceen's Bureau

SER

Vocational Attitude (.33) Work Relevant Attitudes (.29)

Job Holding (.331 Sex Stereotypes * (.22L

Vocational Attitude * (.16) Job Knowledge (.20)

Job Knowledge (.16)

Work Relevant Attitudes * (.18) Sex Stereotypes (.27)

Self Esteem .37

Totals Voutional Attitude * (.17)

Job Knowledge (.14) Job Holding * (.20)

Work Relevant Attitudes * (.09)

Job Seeking * (.16)

Sex Stereotypes * (.18)

Self Este (.25)

Job Holding (.09) Sex Stereotypes (.09)

Part correlations between gain and the particular cutcare are shown in parentheses. * 'me delivery agent shored a positive differential mean gain over controls of .10 of a standard deviation or greater on this metre,

lhe delivery agent ahmect a statistically significant differential train gain over controls > .10 of

A w a standard deviation.

Vocational Attitude ** (.13)

Job Knowledge (.14)

Job Seeking ** (.12)
-25-

is a part correlation indicating the strength of the relationship between

gains in the particular tested areas 'Vocational Attitude) and whether or

not one is working full-time 3 months after program completion.

When the quality of the present job is the criteria, gains on

almost all the measures appear for one or more of the delivery agents as

valid predictors. The more stable estimates of the importance of gages

in specific attitudinal and skill areas are the part correlations for the

total participant sample. It appears that gains in Self Esteem (.25)

Job Holding Skills (.20), Sex Stereotypes (.18), and Vocational Attitudes

(.17) are the more highly predictive of quality of employment. Of the

remaining measures, the least useful predictor of quality of employment

is the Work Relevant Attitudes Inventory (.09). When one looks at the

relationship between gains in attitudes and skills and jobs "aspired" to,

improvement in occupational sex role perceptions as measured by the Sex

Stereotyping measure appears to be the best and most consistent predictor.

Inspection of the relationship between test score gains and positive

activity status indicates that vocational attitudes, job knowledge,

and job seeking skills are significantly related to positive activity

status for the total YCD population. This index (positive activities)

includes going to school, which in turn requires certain verbal abilities

which are partially measured by the job knowledge and job seeking skills

instruments.

It should be noted here that the fact that delivery agents show that

gnins by their pnrticipants mny be related to desirable lnbor mnrket

outcomes does not necessarily imply that their particular program brought

about significantly greater mean gains than were observed in the control
-26--

group. Because some individuals within a program gain, and their gain

turn is related to a post program outcome, this does not necessarily met

that the program participants on the average gained more than their

controls. For example, participants in the SER program who gained in jo

knowledge are more likely to be employed in a higher level job than thost

who either did not gain or gained less. However, inspection of Column 11

in Table 8, the test score gains analysis, indicates that the SER

participant adjusted mean gain is less than thct controls. In order to

include information on not only whether a particular delivery agent's

participants' gains are related to desirable outcomes, but also whether

that delivery agent succeeded in bringing about a positive mean increment

relative to tht ,r control group, a one and two asterisk legend is used.

One asterisk indicates that there was a program related mean gain of at

least .10 of a standard deviation over that shown by the control group.

If the gain of .10 of a standard deviation or greater is also statistically

significant, two asterisks are placed on the associated tested attitude

or skill.

Table 10 presents the relationship between gains on teat scores

and probabilities of: (1) being employed full-time, (2) being employed

in a semi skilled or skilled job (if working full-time), (3) aspiring to

a semi skilled or skilled job and (4) working full-time, or going to

school full-time, or doing both part time. For each tested attitude or

achievement area, participants are assigned to one of three groups

according to their ndjusted gains on ench renpective tent score. The

three groups are individuals who fall in the upper quartile (top 25%

of the gainers), the middle group of gainers spanning the 26th to 74th
Table 10

PROBABILITIES OF DESIRED LABOR MARKET OUTCOMES OCCURING

DEPENDING ON WHETHER A YCD PARTICIPANT IS A "BIG" GAINER,

"AVERAGE" GAINER, OR "BELOW AVERAGE" GAINER ON EACH OF

THE PSYCHOMETRIC INSTRUMENTS

PROB, OF FULLPROB, OF PRESENT

JOB BEING SEMIPROB, OF ASPIRING

TO SKILLED OR SEMIPROB. OF WORKING OR

GOING TO SCHOOL FULL- SAB TIME EMPLOYED SKILLED OR SKILLED SKILLED JOB TIME OR DO "1G BOTH PART -TIME

INSTRUMENT (1) (2) (3) (4)

VOC. ATT.

Upper Quartile (Q1) 29 62 82 71 Middle (Q, + Q3) 24 51 90 71 Lower (Q4/ 25 35 73 56 JOB KNOWLEDGE

Upper Quartile (Q1) 31 50 84 75 Middle (Ql + Q3) 23 54 84 70 Lower (Q47 25 44 83 52 JOB HOLD SKILLS

Upper Quartile (Q1) 25 53 88 65 Middle (Q,

Q3) 26 51 85 69 Lower (Q47 24 43 74 65 WRAI

Upper Quartile (Q1) 28 55 85 77 Middle (Q,, + Q3) 25 52 82 63

Lower (Q7 26 42 86 64

JOB SEEK/NG SKILLS

Upper Quartile (Q1) 22 54 89 71 Middle (Q Jr, Q3) 28 55 79 70

Lower ((It, J 25 38 89 58 SEX STER6TYPES

Upper Quartile (Q1) 24 58 86 70 Middle (Q7 + Q3) 27 51 85 67

Lower (Q iii 23 40 77 64 SELF ESTEEM

Upper Quartile (Q1) 20 59 83 68 Middle (Q1 + Q3) 25 58 87 67 Lower (Q47 29 26 78 65 tlj

47
-28-

percentile, and the third group of "gainers" in the lower quartile.

Columns 1-4 show the probabilities of the desired event occuring for a

"typical" individual in each of the three groups of gainers.

The quartile groupings in Table 10 are based on percentile ranks

according to gains adjusted for initial status. Raw gains would not

yield gain scores independent of initial status, and thus would favor

the low scoring pretesters. Unfortunately the metric of adjusted gains

is not readily translatable into the raw score point scale. A gross

approximation would be that an individual near the mean on the pretest,

on the average, would need to gain at least .67 of a standard deviation

to move into the upper quartile. Inspection of the probabilities

associated with the top 25% of the test score gains indicates that for

measures such as vocational attitudes and self esteem, an individual in

the upper quartile of gainers could substantially increase his probability

of having a higher skilled job than a person who was in the lower quartile

with respect to gains. One interesting finding here is the reverse

relationship between self esteem and the probability of being employed

full-time. It would appear that gains in self esteem are negatively

related to working full-time, yet appear to be positively related to

getting the higher skilled jobs. This is an example of where increasing

one's self esteem may lead to one rejecting low level "dead end" jobs,

and thus the employment rate for idividnals with increased self esteem

may be lower than those showing no positive change. In general, the

results In terms of prohnhIlltfor are consistent with the presentation in

Table 9 of the correlation of gain on test scores and the four criteria.
-29-

In general, it may be concluded that gains in almost all tested

skill and aptitude areas should be goals of the programs because of

their apparent relationships (i.e., the gain scores) with one or more

relevant employment behaviors. It would seem that special emphasis should

be placed on attitudinal areas, in particular job holding skills, vocational

attitude, self esteem and occupational sex stereotypes, because of their

possible causal effect on quality of present and future employment.

Job knowledge also emerges as a target for change since gains are related

to positive activity status. The next section of this report suggests

however, that program participation does not necessarily lead to positive

gains in self esteem and/or sex role perceptions "across the board", but

many such gains are manifested within certain subgroups of the population.

Who Gains?

Youth training programs may have a dliferential impact on youth

depending on their abilities and previous environmental experiences. The

question here is who seems to profit most, as measured by gains in work

related attitudes and knowledge among the YCD youth. Table 11 shows the

background characteristics and abilities of YCD participants who gained

the most (as measured by the psychometric battery scores) for all programs

combined, These gains are shown by each knowledge and attitudinal construct and are corrected for pretest score levels. This ANCOVA type of

computation yields demographic correlates of gain which are independent

of an individual's pretest score. The profiles of gains are shown within

each column (tested area) and are interpreted as follows. Using the last

column as an example, one would conclude that among those individuals
Table 11

SIGNIFICANT INDIVIDUAL CHARACTERISTICS WHICH PREDICT GAIN FOR EACH ATTITUDE AND KNOWLEDGE MEASURE'

Skill and Attitude Measures

Characteristics Vocational Job Job Holding Work Related Job Seeking Sex Self of Youth Attitude Knowledge Skills Attitudes Skills Sterotypes Esteem

Reading

Ability --- Yes Yes Yes Yes Yes Yes Yes

Sex

Male "1" Female "0"

(b*.26) (b*.30) (b* .28) (b*,27) (b*.42)

* (b .17) (b * ..27)

IN Female

Female Female

(b -.09)

(b ..07) (b -.08) Econstat

* Low

1 11411 (b -.08)

°

4 High

Advantaged 111" Disadvantaged "0"

Ethnic

white "1"

Other 110"

Ever work

Yes . "1"

No "0"

No

Disadvantaged

(b -.06)

non-white non-white

(b -.08) (b -.11)

1 The Blank in a particular row and column indicates that the associated partial regression weight wee not

significant.

51
-31-

with the same self esteem level at pretest time, low economic status

black women with higher reading scores are likely to gain the most. The

second to last column indiciates that positive improvement with respect

to sexual stereotypes is greater for disadvantaged females who have

relatively high reading ability. The overall results of the analysis

suggest that gain in every area requires at least some reading ability

and this is a consistent finding regardless of whether we are talking

about gains in knowledge or attitudinal change. For the most part,

where there is a differential gain it'is in favor of females whether

disadvantaged, black, or both. The reader will note that with the

exception of reading level, the effects of the demographic characteristics

are relatively small (typically less than .10 of a standard deviation)

even though they are statistically significant. With the exception of

Sex Stereotypes and Self Esteem, one would have to conclude that in most

of the measured attitudes and skills, the gains are pretty much across

the board given equivalent reading levels.
-32-

Analysis of Covariance Adjusted Effects at 3-month Follow-up

The participants and control group means were computed for each of a subset of items' on the 3-month program Follow-up Survey. The results

of these comparisons are shown in Table 12 which presents the adjusted

means and the covariance adjusted effects for all programs combined.

Appendices H-M present the same comparisons within delivery agent. As

in the previous analysis, the group means were adjusted for preexisting

differLnces on reading scores and demographics. Inspection of the "T"

values indicate that the participant and control groups differ significantly

on items 13, 15, 25, 26, 47, and 53. Inspection of the sign of the

adjusted effects associated with the significant "T's" suggest that

program participants differ from control group members in that if they

are presently a full-time employee they have: (1) a higher status level

job, and (2) filled out more applications and had more interviews to get

their first full-time job. Also they (the participants) are more likely

to express confidence in their knowledge of a hypothetical job that they

"might be looking for", and to report that they are more likely to

buy things on credit than those in the control group.

It would appear that while participation in the YCD program did not

significantly increase your chances of being a full-time employee 3-months

after the program, (item 10), it (program participation) did increase the

likelihood that you would have a "better" job (item 13), More discussion

of this result follows in the next section. These preliminary results

1 Certain items were omitted from the analysis because they were inappropriate for the control group and/or preliminary data editing

procedures suggested there were serious inconsistencies with the

responses. r
Table 12

DIALYSIS OF VARIANCE ADJUSTED El= PM PARTICIPANT PM OX TIROL QUIP CORMS QV 34110 FOLICW-UP

PARTICIPANTS ONES

VARIANCE

ADJUSTED EFFECT T

WAN S.D. ADJ. WAN MEAN S.D. ADJ. WAN

10 hbrking full-time now? .246 .430 .255 .251 .434 .242 .031 .56

13 Job title? 2.388 .862 2.389 2.259 .892 2.258 .149 2.88**

15 Sours worked per week? 39.360 0.039 39.429 40.316 7.268 40.247 -.123 -2.317*

16 Number weeks an job? 9.315 5.61f, 9.524 9.310 5.688 9.102 .075 1.37

17 Hourly sage? 3.337 3.397 3.471 .944 3.41i -.017 - .40

25 Number applications for jobs? 2.874

, 2.913 2.561 3.471 2.521 .110 2.03*

26 Number of interviews? 1.497 2.017 1.482 1.225 1.486 1.240 .139 2.45* 29A Number of raises? .447 .738 .460 .457 .750 .444 .023 .41 31-35 Feelings about job? 10.894 2.373 10.935 11.048 2.254 11.007 -.031 - .56

38 N74 in school or training? .565 .496 .565 .565 .496 .565 -.001 - .02 41 Employed; Highest pay expected? 4.216 1.532 4.286 4.311 1.417 4.242 .030 .59 42 splayed; Six months plans? 1.596 .794 1.579 1.495 .846 1.512 .082 1.50 47 How much do you km about job? 2,335 .642 2.34! 2.199 .676 2.189 .237 4.37**

51 How such do you give your family? 19.322 22.084 18.991 20.361 22.514 20.692 -.076 -1.44

52 Howciten do you save? .946 .226 .950 .935 .247 .930 .085 1.55 53 lb you buy on credit? 1.123 .343 1.131 1.080 .285 1.073 .185 3.37** 55 hbo is giving you a hard time? 13.427 .720 13.432 13.500 .709 13.494 -.087 -1.59

57 Important to keep out of trouble? 2.939 .245 2.938 2.930 .268 2.931, .027 .49

Activity Status' 1.273 .705 1.288 1.274 .715 1.259 .040 .75

1 Aderived variable coded as follows:

0 never worked full time or part time since leaving the program, and not going to school

1 previously wodwad full, or worked part time since leaving the program, or got; to school part time

2 now working full time, or going to school full tins, or doing both part time

54

55
-3 4-

suggest that the overall productivity of the participant group is increased

more easily by improving their skill levels rather than increasing the

total number employed. The fact that participants filled out significantly

more applications and attended more interviews is consistent with what

appears to be a greater tendency to aspire to, and to obtain higher

status jobs. The fact that participants report that they feel that they

know more about the job that they would like to have is suggestive that

the program is increasing their confidence and know1Pdge of the world of

work.

Table 13 presents participant and control group comparisons by

delivery agent in terms of relative probabilities of: (1) being employed

full-time, (2) being employed in a skilled or semi-skilled job rather

than an unskilled job, (3) aspiring to a skilled or semi-skilled job

rather than an unskilled job AND (4) being involved full-time in a

positive activity. These participant and control group probabilities

are adjusted for group differences in reading level and the previously

specified demographics. Because of the ANCOVA adjusted dichotomous

criterion variable, e.g., working vs not working, the usual statistical

tests of significance of the resulting probabilities are not appropriate

and thus not shown. This dichotomization of the follow-up outcomes

allows one to report the strength of relationship between program

participation and certain desired behaviors in terms of easily

understood probabilities. For example, the entries for the National

Urban League suggest that while the program participants are less likely

to be working full-time three months after the program, those that are working are more likely to be in a skilled or semi-skilled job (P=.38)

than those in the control group (P=.17). That is, out of every 100
TABLE 13

Participant-Control Group Comparisons with Respect to

Selected 3-month Follow-up Outcomes by Delivery Agent

Outcome Probabilities

a

Probability of Probability of Present Probability that Job Probability of Working

Delivery being presently Job Being Skilled or Aspired to is Skilled or Going to School Full

Agents Employed Full-time Semi-Skilled or Semi-Skilled Time or doing both Part Time

Partic Control Partic Control Partic Control Partic Control

National Council

of Negro Women .13 .27 .61 .46 .80 .81

4111MMI,M11.

.80

olIIMe

.84

Recruitment and

Training Program .19 .14 .40 .38 .73 .66 .69 .68

National Urban

League .24 .28 .38 .17 .78 .74 .55 .48

U.S. Employment

Service .30 .32 .51 .40 .84 .80 .53 .69

Women's Bureau .23 .15 .48 .30 .90 .66 .76 .39

SER .37 .32 .58 .72 .92 .90 .78 .67

Totals .26 .24 .51 .46 .82 .78 .67 .67

a Entries in this table are probabilities adjusted for pre-existing differences between groups

and demographics.

5d
-36.-

participants who were in the program and subsequently working full time,

38 will be in skilled or semi-skilled jobs. Similarly, out of every 100

non-participants (control group members), only 17 will have jobs at

comparable skill levels.

Inspection of Table 13 indicates that RTP and Women's Bureau have

the better success rates on all four criteria. It is interesting to

note that while SER participants are slightly more likely to be working

full-time, they are the only delivery agent which shows a greater

likelihood that their participants will be in 16w level jobs than

comparable non-participants. The Women's Bureau probabilities are interesting in that they show the greatest discrepancy from the control

group in their probabilities of aspiring to a skilled or semi-skilled

job. It would appear that female participants are a good target group

for improving job aspirational levels. Undoubtably, much of this

improvement in job aspirations of Women's Bureau participants is due to

changing their perception of sex roles. This result is consistent with

the fact that women tend to gain more on the sex stereotype measure (see

previous discussion on "who gains"). Also, the only measure on which

the Women's Bureau participants gained more than .10 of a standard

deviation was the sex stereotype measure.

In summary, the results in Table 13 show that participation in YCD

programs leads to: (1) approximately a 2% gain in full-time employment,

(2) a 2% increase in the number of people employed in skilled and semiskilled jobs, (i.e., the product of .26 x .51 and .24 x .46), (3) a 4%

increase in the number of people aspiring to skilled and semi-skilled

jobs and (4) a 1% increase in those occupied working or going to school
-37-

full-time or doing both part time. Within delivery agent, there are

considerable differences among the success rates with respect to these

four criteria. At the top we have RTP and Women's Bureau and at the

bottom we have National Council of Negro Women. One additional caution

is in order here. It may well be that the criteria of placement in a

full-time job within 3 months of program completion may have little

to do with long-run program impact. In fact, placement in low level

dead-end jobs, or in jobs where the working conditions are poor, may lead

to heavy turnover rates when considered on a long term basis. Conversely,

those individuals who will search for jobs in which they use skills

acquired in their training and which offer real long term opportunities

are going to be the more productive members of our society. Gay and

Borus (1980), in their study of validiation of performance indicators for

employment programs, present data suggesting that relatively immediate

job placements withct regard to the quality of placement may not be

useful indicators of program effectiveness.

Table 14 presents a summary of program related gains in the test

score areas (Columns 1 and 2), as well as a summary of program impacts on

the three selected criteria areas from the 3-month Follow-up Survey

(Columns 4 and 5). The entries in columns 1 and 2 are simple counts of

the number of times the participant groups adjusted posttest mean scores

were higher than the control group's adjusted posttest mean scores.

The column 2 entries simply reflect the more stringent criterion that

the participant gain mast be at least 10% of a standard deviation greater

than that of the control group. If a delivery agent's participant group

gained more than the controls on all seven measures, then that delivery

agent would have a score of seven in column 1.

61/
Table 14

Indices of Merit and Rankings by Delivery Agent

Merit Indices of Test Gains

a Merit Indices for iollow-up

b

Number of

Positive

Gains

Number of

Positive

Gains > .10

Rank

Based on

Column 2

Number of

Positive

Differences

Number of Positive

Differences > .10

Rank

Based on

Column 5 Delivery Agent

(1) (2) (3) (4) (5) (6)

U.S. Employment

Service 2 0 6 2

2 2

National Urban

League 6 3 3 3

2

2 Women's Bureau 2 1 5 4

4

1 National Council of

Negro Women 6 5 2 1 1 3

SER

4 2 4 3

1 3 RTP

7

7 1 4

2

2 a

Entries in Column 1 are simple counts of the number of times the participant mean is higher than the adjusted post-test

control group's mean. The entries in Column 2 are counts of the number times the participant of adjusted post-test mean is at least .10 of a standard deviation the control group's mean. greater than Since there are seven measures, a perfect score would be seven.

b

Entries in Column 4 are simple counts of the number of tiles the participant of (1) having a full time job, (2) adjusted probabilities having a skilled

or semi-skilled job, and (3) aspiring skilled or semi-skilled to a job, and (4) working or going to school full time or doing both are greater than those part time of the control group. The entries in Column 5 require

probability to be the participant at least .10 of a standard deviation

greater than the control score here is 4. group. A perfect
-39-

Column'. 4 and 5 are parallel counts for the four selected areas from

the 3-month Follow-up. A score of four in column 4 for a particular

delivery agent indicates that members of the participant group are more

likely than the control group (1) to have a full-time job, (2) to be

working at a skilled or semi-si,ilied job, (3) to aspire to a skilled

or semi-skilled job and (6 he occupied full-time in a positive activity.

The column 5 entrees, as befot(a, simply add the more stringent requirement

that the participant group effect be at least .10 of a standard deviation.

Inspection of Table 14 indicates that, with the exception of RTP,

delivery agent's perfornanze it achieving pre to post gains gives little

hint regarding how well they (the delivery agent) will do with respect to

job placement, job quality, and job aspiration. This result is not

unexpected since gains on the test scores were unrelated to whether or

not one was working full-time (see e.g., Table 9).

The seeming lack of systematic relationships between participant mean

gain on the test scores and quality of job placement and aspirational level

may be due to (1) mean gains and correlation between gains and outcomes

can be relatively independent,* (2) most of the participant mean gains

were relatively small (with the exception of RTP), (3) the test battery

The correiak:ion of test score gain with outcomes is the relationship

between individuals changing their rank order from pretest to posttest

and the relationship of this change in rankings to the outcomes. A

mean level change from pretest to posttest could reflect the fact that

everyone gained approximately the same amount and thus their rank

orderings wouldn't change from pre to posttest. In such a case, there

would be no correlations between test score gains and outcomes yet

there would or could be a significant mean change from pre to posttest.

This would be likely to occur if a delivery agent decided to "teach to

the test." Then we would expect gains "across the board" but no

changes in rank order, and thus no correlation between gain and

positive outcomes.
-4 0-

does not measure vocational-technical skill levels, (4) community resistance

to hiring minority youth in these age groups regardless of their training,

and (5) three months is not a sufficient time lapse to evaluate impact of

mean test score changes on labor market outcomes.

To test out the hypothesis in (4) above, the demographic profile of

the individuals who (1) find work, (2) have skilled jobs, and (3) have

high job aspirations and (4) involvement in "positive activities full

time" were investigated. Inspection of significant partial regression

weights associated with demographic variables suggests that:

(1) Those presently working differ from those not working in that

they are more likely to be classified as advantaged rather than

disadvantaged, have had previous employment, and are more likely to

be males.

(2) Those working on the more highly skilled jobs are more likely to be

participants of a YCD program, have higher reading levels, high

economic status, and be females.

(3) Those aspiring to highly skilled jobs are likely to have higher

reading levels.

(4) Those more likely to be engaged in full-time schooling or work

were more likely to be of higher economic status white and have had

a past work history.

In general, however, the prediction of the above four criteria from

the demographic, was relatively low. That is, the multiple correlations

range from n law of. R....07 for nspirotions to the middle thirties (R°.37)

for quality of present job. It would appear that a good part of the

variance in why certain delivery agents do better than others on the
-41-

3-month follatup is relatively unexplained by program related score

changes and demographics of the ind-Aduals. It would appear that both

job placement and quality of job placement may depend to a great extent

on (1) post program counseling and placement services and (2) community

availability of jobs.

Table 15 presents additional participant control subgroup comparisons

with respect to the our 3-month follow -up outcomes for the total YCD

sample. Appendices R-W present the same results by delivery agent. The

entries in the tables are probabilities of the four outcomes occurring,

but which are not adjusted for preexisting group differences on demographics.

It is interesting to note that while males in both participant as well as

control groups are more likely to be working full-time then females, the

females are more likely to have more highly skilled jobs if they are

working. Similarly, both white participants and controls are more likely

to be working then are non-whites. These unadjusted percentages yield

much the same conclusions as the regression approach to identifying the

demographics of individuals who do well on the four criterion areas.
Variable Probability of

Being Presently

Employed

Full-Time

TABLE 15

PARTICIPANT - CONTROL SUBGROUP COMPARISIONS WITH RESPECT TO

SELECTED 3 -MONTH FOLLOW-UP OUTCOMES

(In Percentages)* PARTICIPANTS

Probability of Probability of

Being Presently Aspiring to

in Skilled or Skilled or semiSemi-Skilled Skilled Job

Job

for TOTAL YCD

Probability of

Being Employed

Full-time, Going

to School Fulltime or Being

Both Part-time

Probability of

Being Presently

Employed

Full-Time

CONTROLS

Probability of Probability of

Being Presently Aspiring to in Skilled or Skilled or semi- Semi-Skilled Skilled Job

job

Probability of

Being Employed

Full-time, Going to School Fulltime or Being Both Part-time

SEX:

.29 .38 .79 .10 ,32 .35 .72 .76 F .22 .64 .83 .61 .21 .58 .82 .61 RACE: Non-White .23 .53 .81 .64 .24 .49 .78 .65 White .35 .52 .88 .72 .29 .39 .81 .75 ECONOMIC STATUS: 70% LLSIL .25 .51 .81 .63 .18 .33 .74 .57 71-85% LLSIL .27 .63 .84 .68 .18 .65 .84 .72 86% or more .16 .36 .80 .67 .32 .50 .71 .76 UAPLOYKENT PRIOR, TO YCO: Employment .29 .51 .83 .66 .30 .50 .18 .71 No Prior

Employment .16 .61 .80 .60 .15 .37 .79 .58 PREVIOUS CETA

,PARTICIPATION; YES .26 .55 .86 .64 .27 .61 .76 .65 NO .24 .53 .82 .65 .24 .44 .79 .67 TOTALS .25 .53 .81 .64 .25 .47 .65

1
-43-

Conclusion

What have we learned from this preliminary analysis? We hive

learned in a modest way what seems to work, but we have little information

on why some things worked and others did not. We have found that one

delivery agent (RTP) improved the knowledge and attitudes measured by

test scores and also demonstrated positive outcomes in the four selected

criteria from the 3-month Follow-up. One agent (Women's Bureau) performed

well on the 3-month Follow-up Four criteria areas but apparently did

little in the way of changing measured attitudes and knowledge, with

the exception of sex stereotyping. Others did fairly well in bringing

about changes in the test scores but demonstrated mediocre performance on

both the 3-month Follow-up criteria (e.g., National Council of Negro

Women and National Urban League). The U.S. Employment Service was

characterized by relatively uneven performance on the test score changes

and the four 3-month Follow-up outcomes., SER participation increased the

likelihood that you would have a full-time job but the jobs were more

likely to be of a low skilled category. However, SER participants, like

Women's Bureau, did perform well on the positive activity index.

With respect to the test measures themselves, additional evidence

was gathered on their usefulness as a preliminary indicator of program

success. That is, it was demonstrated that gains were significantly

related to quality of employment, positive activity status, and to n

lesser extent future job aspirations. They (the test score mina) were

not related to whether or not one was full-time employed three months

after the program completion. While it was demonstrated that pre-post

test Keine were related to quality of job placement, mos, delivery agents

didn't appear to bring about moan gains of sufficient magnitude 'o

significantly impact job placement.
-44-

It may be conjectured that certain urban communities are

differentially capable with respect to supporting jobs for youth in

either the low skilled categories and/or the semi-skilled categories.

Delivery agents working in such communities could be expected to change

test scores but the test score changes would be likely to have little

impact on job placement criteria, especially aft..r a 3-month post high

school period. In such communities, one would have to bring about larger

mean score changes than were generally observed (say about .5 of a

standard deviation) before one could expect to overcome the local community

resistance with respect to job placement. RTP was the only delivery

agent which consistently showed gains of this magnitude.

It is further conjectured that the magnitude of gain must be in some sense proportionate to the availability of jobs to bring about the

desired outcomes. That is, delivery agi s in urban ghetto communities

would have to bring about proportionately larger gains in order to bring

about the same positive job placement outcomes as delivery agents in 1,1ss

resistant communities. The fact tat our conclusions are based on

participant-control group comparisons does not completely solve this

problem in the sense that a particular community may only be physically

able to accommodate 25% of the youth in full-time jobs, regardless of

their attributes. In such a case, one would not expect that only three

months after program completion the participants would have placements

above the community's physical limits and/or above that of the control

group. Conversely, communities that have the resources to enlarge the

"employment pie" can absorb increased numbers of adequately trained youth

and are thus more likely to show proportionately more positive outcomes.
APPENDICES A-G
APPENDICES A -G

Summary Frequencies on Flow-Through of Students Tested

All

Programs USES NUL SER

-,- Women's

Bureau NCNW RTP

A. Participant Group N

1155

1043

914

581

1684

991

863

529

N334

146

138

110

291

166

166

111

N

412

333

247

* 81

420

248

144

*

24

N

285

199

112

158

282

167

156

140

N

207

140

139

77

176

100

92

32

N

162

89

82

43

195

113

57

51

N

279

136

136

112

320

197

197

171

(1) Total pretested

(2) Total pre- and posttested

(3) Total pre- and posttested

with IPP's

(4) Total pre- and posttested

with IPP and Follow-up

B. Control Group

(1) Total pretested

(2) Total pre- and posttested

(3) Total pre- and posttested

with IPP's

(4) Total pre- and posttested

with IPP and Follow-u p

*F2 ,fliie.onAl nnticinant Follow-u- Surveys and 49 additional control groT1 Follow-Up surveys were not originally

korunchce. lrcauso o! '.rte uri7n1 (after Dauber 27). Will ho adenfl to 'JUL snmnlo ir. analyses for latnr 7rc!ect

rc-ort.
INSTRUCTIONS FOR APPENDICES A-G

The tables in appendices A-G are used in the following way. If

one wanted to know how many U.S. Employment Service participants have

pre and post-test measures, one would sum the numbers in the last column

of appendix A for those rows that have a yes in the treatment column

and yes's in the pre-test and post-test columns. Following this rule

we find that there are 5 + 3 + 28 + 110 = 146 U.S. Employment Service

participants with pre and post-test measures. Sample counts can be

estimated for any combination of measures.
48

APPENDIX A

YCI) I rjS r ktl'iL.4 F

U.S. EAPEur1I-N1

S

SEVV1GF

TREAT41-.M1 1)kl 1E:>1 rlSITEST 17P Frt. L CWUP 4 CASES

1411 4..) NU NO NO 1

NG tl. \113 No YES 1 NO Nr WI YES NO 0

NO Np NO YES YES 0

ivi NI. yrs NI) NI; 0

NU N;1 YES NO YES 0

Nu! Ni! V FS YES NO 24

mr NI U. YES YFS YES 17

NG YES NO Nu Nn 54

Nu YES NU NO YES 10

No ycs NH YES

3

39 No Y'S NU YES YES 1, NO YES YES NU NO 0

NU Y:S YES LW YES 0

NO Y ES YES YES NO.) 55

Ni. YES YES YES YFS 111

YES NI! NU NU NU 0

YES ."''' AO Nfi NO YES 0

Y c'S No Nr1 YES NO 2

YES

YES

11U

AiL

N('

YES ,r'Egsi YES

NU

2

1 YES NH YES

.5:.1) Y5S 0

YES .\;li YES NO 1 YES N. YES yYrEE:S., YES 5

YES YES NU NO 75

YLS YrS NCI NO YES 34

YES YES NO Y:s Nr 44

YES `0- Nc YES YES 35

YES YFS YES NO NC r)

YES Y CS YES NO YES 3

YES YE" YES YES NO 28

YES YPs ' S YES YLS 110
APPENDIX B

YCD NT

NATIONAL O"G:,N ILAIAff

TREAT14EN1 P7:::I!:ST rtSTTEST IPP FOLLOWUP 4 CASES

Nu Iv', Nn NO NO 1 NO !.1i., No No YES 0

NO No NO YES NO 0

No .:o No YES YES 0

mn *1r YES NU NO 5

NC "41, YES NE' YES 0

N : %If YES YES mn 0

No .IG YES YES YES 0

NO YrS Ni.) NO NO 172

NI, YLS NO NO YES 0

NO YES NO YES NO 0

NO Y,.S No YES YES 0

In YES YES Nn NO )04

NH YLS YES NO YES 0

NU YrS YES YES NO 120

Nh YES YES YES YES 24

YEs NO NO NO Nn 0

YES n NO NO YES 0

YES No Ni YES NO 25

YES NO NO YES YES 0

YES Ni? YES Nn NU 4

YES NU YES NC YES 0

YES Nu YES YES mn 1 YES NO YES YES YES 2

YES YFS NO NO NO 129

YU'S YES NI) Nri YES 0

Y E S Y I_ S '11' ) YES. "!(1 14

YES 111.:S NI) YES YES 0

YES YLS YES NO NI) 86

YES yrs YES NO YES 0

YFS Yr.S YES YES Nn 166

YI% yr% YES YES YES 111
(CD INSP<UVEN1 CfrX1 1 s

S ER JeoS rj6kf J

TREATMENT is:I.T.'';'1

NI) Ni.

Nu ''`J La NLI '40

NC N')

Nu 11

NO N1,

Nr: .10

NI Nc

NC Y f-S

NO Y FT S

NO YLS

NO YES

No YES

NO YES

NO YES

NO YES

YES 1\111 YES Ni .

YES 1.1f.

YES mu

YES Nu

YES :JO

YE; "II'

YES NO

YES YLS

YES YES

YES Y1 S

YES YES

YES Yr S

YES Yr S

YES YES

YES Yi S

50

APPENDIX C

or.:STTE ST I PP FOLLOWUP # C,:SFS

NO Ni NI) 0 N, Ni Yi'S 0

NO YES NO 0 NI, YES YES 1

YES III] NO 0

YES NO YES 0

YES YES NO I)

YES YES YES 17

NO NO NO 77

NO NU YES 4

NO YES NG 11 Nil YES YES 23

YES 1111 NO 10

YES NE, YES 1

YES YES NO 16

YES YFS YFS 140

NO NG NO 0

NO NU YES 4

NO YFS NO 0

Nil yrs YES 0

YES NO NO 0

YES PIC YES 0

si rs YFS NEI 3

YES YES YES 4

NO NO NO 69

NO NO YES 2

No YLS NO 12

?If , YES YtS 3

YFS NI' NO 23

YES NO YES 4

YES YES Nn 14

Yf S Yf. S YFS 158
-- 51

APPENDIX D

YCD INSTPV4Llil

womEms ilunt AU

COU1TS

IKEATNIENI 11![l !: ST PoSTTE. ST IPP FOLLOWUP O CASES

NO '16 NP.; NO NO 0 No No NO NC YES n

NE "IC \In YES No 0,, NC Ni Nil YES YES 0

NO NO YES NO N6 ,

e Nr' r,i0 NES mr. YES 0

No :46 YCS YES NO 1 NO NE: `f FS YES YES 0

rot: YES NO NC NO 66

Ni.) YES No NC YES 1 NG YES NO YES NO 5

NO YES NO YES YFS 4

NC YCS YES NO NO 8

MC YFS YES NO YES 0

Ni: YES YES YES N0 60

NC YES YES YES YES 32

YES NO No mr NO 0

YES ;.4(1 NO NC YES ()

YES NO No YES NE) 1 YES 04o No YES YCS 0

YES '41-, YES tr NO 1 YES Ni YES NC YES 0

YES i411 YES YES NO 0

YES NI. YFS YrS YES 0

YES YES No NO NII 44

YES YI:S NI NC YCS 4

YCS Yl.!.; NH YES NO 5

YES YI:S N,, YES YES 14

YES YES YFS NO NE; 1 YES YES YES NC YFS 0

YES sf I S YES YES Nil 62

YES 11 !'. V I. s YI S Yrs 71
52.

APPENDIX E

YCU :i.sirumENT crunTs

NATIONAL cmIcIL Of fit ,R(, womEN

TREATMEN1 PI'LRST PCSTTUSI 1PP FuLLUWUP a CASES

NU NO NC NO NI) 0

NE NI, No NO YLS 0 :ir, Alr No YES Ni) 0

Nt; r,c. NO YES YES 0

rn. 1( YES NI; NO n NC ,...ji. YES NO YES 0

NO rsic YES YES NI) 0

NO V' YES YES YES 0

No YES NU NH NC; 4R

NO YES NJ NO YCS 4

NO YES NO YLS Nt; 23

NO YES NU YES YES 7

NI; YEc, YES NU Nn I NC) YES YES NO YES 4

Ni) YES YES YES NU 57

MC YES YES YES YES 51

YES NU NU NU NC 0

YES NO NO NU YES 1. YES h!r:: NO YES Nn 0

YES NO NC) YFS YFS 0

YES NC YES NU NO I YES kin YES NU YFS 1 YFS NG YES YCS Nfl 0

YFS NO YES YES YES C

YES YLS NO NU NO 17

YES YLS NC NC) YES 10

YES YES No YES mn 16

YES YES NO YES YFS 30

YES YES YES Nn NO 3 YES YrS YES NC YUS 4

YEs YES YUS YFS NO 3ri YES YI S YFS YFS YUS 43
53

APPENDIX F

YCt) INS T'Nl.:1.11

RECP U I T .1F NI

t...,IIPAS

10, AINI (1:, Pi AM

TREATMENT rlmLT EST ri.1S1 (ES! 17!) FOLLOWUP H CASES NO 'ii.; rIll NO NO o Mil ,,,- Mn 1!r7 YES 0 NO of, Ni YES NO 0 MI ';, Nt: YES YES 0

NM "!(1 YES NO NO 0 NO ss;I. YES NO YES ()

NIA Nr. YES YES nin fl NI, No r ES YES YE. S () No YES NO NI) NO 139

NO Y1.: S NO NO Y1- S 4 Nu YES N1! YES NO 28

Ni ) YES NU YES Y!..'S 22 Ni. YES YFS NO NO 0

NO Y! IS YES NO YES 0

NO yr:s Yr S YES NO 26

NU YLS 10 S YES YES 171

YES NO NU NO NO 0

YES ,: f; NO Nr: YES 0

YES NC NO YES NO 1 YES NI, Ni YFS YES 0

YES ''In YES NO 1,;.; 1 YES 141j YES NO YES 0 YES Ni) YES YES NO ()

YES 4) YES YES YFS 5

YES YES NO NO NI: 37

YE .3 YES NO NO YES 14

YES YE.; ir., vFc NO 13

YES `r::S NO YES YES 79

YLS Yl_s YES NO NO 0

YES YES YES NI? YES 0

YES Y i. S YES YE.S NI) 24

YES YiS Y1. S YES YES 112
- 54 -

APPENDIX G

YCO 1NSTI,Lr'!-.11

ALL PkAut,'A 'S

C01.1;11;

1'11.;;

TPEATME^.1 PI..i.-.T!,. ST OuS T IL ST It'll rdi.L (IwUP # .6SFS

Nit '11' Pin non Nn 2

Nt. 4, I N0 NI1 YES 1 Nt; NU IT) YES N r 0

NG "Iri too YES YES 1

Nil \ILI YLS Nil Nci 7

i\P) l' ;1 YES NO YES 0

NC kin YES YES Nil 25

Nil :a YES YES YFS 34

NO Y LS NO Ntl NO 486

Nll Yi:S NI Ni YFS 43

NU Y LS N0 YES NO 105

NO YLS tIt) YES YIS 59

Ni.. st, LS YLS NI) Nfl 123

NI; YES Y r S Nf) YFS 5

Nr. Y L. S Yi: S YES Nil 314

id'. YES YES YFS YES 52P'

YES 'ill NO Ntl N11 0

YES 7.11.1 Ni NO YES 9

YE-' t.T NU YFS NC 29

YES "!! fl() YLS YES 2

YES ri t.i YES NG NI! 6

YLS '+(1 YES "Ill YES 1

YLS !NI YES YES Nil r)

YES s,i.. YES YES YFS 16

YE S l'!. s NO No NO 361

YES y1::. S NH P.VI Y CS 64

YES yl:c, '4(1 YES NI) 1()4

YES 1'(_S NC YES YES 161

YES YES VI S NN NO 118

YES YE S YFS !'411 YFS 11

YES YES YES YES Nfl 331

YFS `r I `; YES YFS YES r)til
APPENDICES H-N
APPENDIX H O.S. EMPLOYMENT SERVICE

;.ALYsIS rF L(oivilWC 40JuStFO EFFECTS rua 0AarICIP4N1 AND CoNTRUL GRlP Cl i,ARISONS UN 3-MONTH FOLLOW-UP

MEAN 5.0.

ADJ. MEAN MEAN

-flIBOLS

S.D. AUJ. MEAN

COVARIANCE

ADJUSTED EFFECT 1 ILL-Wq NU 0.29U 0.454 0.300 0.325 0.468 0.316 -0.035 -0.29 Ju., TITLE? 2.369 (1.775 2.307 1.944 0.941 2.006 0.150 1.180 Huv.S PL' WLEn? NUAIER It7KS 1% J04?

39.943 4.011 39.801 40.222 5.779 40.364 -0.114 9.000 5.810 8.821 9.233 6.174 9.412 -0.098 -0.82 HT0J.LY Alf? 3.814 0.524 1.253 3.654 1.072 3.719 -0.583 -5.4941' vaLiCarioNS JOST 2.141 2.551 2.162 2011 2.291 -0.050 -0.42 NvILA iF

1.010 1.134 0.944 1.241 1.103 1.297 ..2.72** NU 14' Li kAiSFS?

Juti? 11.317 0.528 0.866 0.511 0.559 0.811 0.576 -0.077 -0.69 2.415 11.362 11.301 2.185 11.754 0.047 0.39 Nu. r SChL L 1

EIPLOYF): i ,1 PAY EXPECTE07

0.44? 0.447 0.449 0.529 0.499 0.527 -0.157

t. 4.146 2.326 4.173 4.102 1.654 4.116 -0.078

AjLn ,kljd ",50V j011? 1.552 2.408 0.813 0.645

1.519 2.398 1.468 2.354

0.856

0.656

1.500 2.363

0.023

0.055

0.21

NUN .!Jol Vc !;.:J(t 44ILY7 14.511 0.45 C 18.174 19.08) 24.390 23.570 23.825 -0.224 HC4 AY'? 0.930 0.255 0.925 0.900 0.300 0.905 0.069 0.58 OG Y;'1 '"Jv , :iolT1 1.220 0.454 1.214 1.102 0.302 1.108 0.282 2.26' Wit! VUU 4 1'..3 114E? 1EZP n9T CF TROUBLE?

13.250

2.904 0.912 13.250 13.374 0.877 13.374 - 0.140 -1.14 0.249 2.902 2.497 0.305 2.902 0.002 0.02 FUlf-L Jli TITLE?

2.970 0.141 2.966 2.857 0.769 2.861 0.118 1.14 ACTIVITY Sratii 11) 1.207 0.723 1.207 1.451 0.636 1.453 -3.00t$

I OF =I0 I iAiiARIE CrJ11 AS FMACWS:

.zmAEO IJLL TIME 014 PAR1 TIME SINCE LEAVING TILL PKJUAM. 1 . PFv16JS1Y AND NOT GOING 10 SCHOOL Full TIME, OR WORKEU PART T1E SINCE LEAVING THE PROGRAM. OR GOING TO SCHOOL PART TIME 2 = vjw .6;0(11; PILL .'ME, OR GOING TO SCHOOL FULL TINE. UR DOING SOIN PART TIME

v 3
APPENDIX I NATIONAL URBAN LEAGUE PSIS ar COARIANLE AlJiTED EFFECTS FOR PARTICIPANT ANO CONTROL GROUP COMPARISONS ON 3 -MONTH FOLLOW-UP

PABIILLEASES- -COBIBOLS

MEAN S.O.

ADJ. MEAN MEAN S.D.

ADJ. MEAN

COVARIANCE

ADJUSTED

EFFECT FULL-TIIE MCW? 0.272 0.445 0.236 0.250 0.433 0.286 -0.114

o6 TITLE? 2.049 0.785 2.170 1.667 0.943 1.544 0.725 3.99**

iJUPS wUPo:E9 ?E1 AELn? 42.143 11.369 40.946 40.000 0.0 41.196 -0.044 -0.05 WhiFri WEEKS ON Jar? 9.309 5.511 8.913 2.667 0.471 3.062 1.956 5.60**

PUALY 'AA:JF? 3.125 1.055 3.186 2.757 0.525 2.696 0.620 11.33** UntIER An1LICATIOIS FIA JC3S? 4.053 4.861 2.875 2.600 1.356 3.778 -0.291

UP INTER41E'.6? 1.684 1.779 1.705 1.200 0.400 1.100 0.482 1.49 wiEF OF RAISES? 0.105 0.307 .0.077 0.400 0.800 0.582 -1.190

EFLIN;s AROUT J03? 10.513 2.028 13.349 9.800 2.088 9.965 0.187 0.82

OF' IN SCHOOL Of! TRAINP? 0.452 0.458 0.442 0.333 0.471 0.343 0.204 0.82 MFLOYEJ: HISHEST PAY ExPECTED? 3.701 1.080 3.694 3.537 0.585 3.544 0.180 0.47 MPLOYE): SIX MINIM PLANS? 1.697 0.717 1.542 2.000 0.0 2.155 1.711 -4.51** On uoi In YOU ArUT J01? 2.407 0.653 2.425 2.133 0.699 2.315 0.163 0.63

MJC!! rOJ GIVE YON FAMILY? 33.346 28.181 31.516 40.000 10.000 42.330 -0.566

LA UTE. DU YJU SAVE? 1.03u 0.0 1.000 1.000 0.0 1.000 0.0 0.0

0 76.1 CI CPEOIT? 1.136 0.363 1.161 1.048 0.213 1.043 0.407 1.47 MO IS YJU A HAF0 TIME? 13.470 0.781 13.466 13.875 0.331 11.879 -0.744 -2.29*

MPOkT.V.T TU NEED OUT LE TROUBLE? 2.910 0.286 2.909 3.000 0.0 3.002 -0.649 -1.50

UTJP.E J TITLE? 2.930 0.856 2.976 3.077 0.828 3.031 -0.065

CTIVITY STAIJS II/ 1.253 0.789 1.188 1.167 0.687 1.232 -0.060 -0.26

EPIVU VALII4nLE CCDEJ AS FOLLWAS:

0 NEVER .r7eKED FULL TIME OP PAPT TIME SINCE LEAVING THE PROGRAM, AND NOT GOING TO SCHOOL

1 = PREVIO6LY iGqxF1 FULL TIME, OR WORKED PART TIME SINCF LEAVING THE PROGRAM, OR GJ1NG TO SCHOOL PART TIME

2 = NOR RURKIN; FULL TI1E, CR GOING TO SCHOOL FULL TIME. OR GOING BOTH PART TIME

L.'4
APPENDIX SER Joss FOR PROGRESS

.PSIS OF CLVARIANCE ADJUSTED EFFECTS FOR PARTICIPANT ANO CONTROL GROUP COMPARISONS ON 3-MONTH FOLLOW-UP

EARILLIELYIS

AOJ. MEAN S.0. MEAN MEAN

CONIROLS

S.O.

AOJ. MEAN

COVARIANCE

AOJUSTEO

EFFECT URKro; FAL-TI1E Nwi? 0.382 0.496 0.390 0.305 0.462 0.311 0.145 1.21 08 TITLE?

2.579 0.154 2.417 2.700 0.728 2.902 -0.428 -3.841* IOU,; 4ORKED PE? wEEK?

iumES WEEKS ON J007

10.981 5.513 39.191 41.625 9.237 41.417 -0.302 -2.48' 9.000 5.502 8.643 9.500 5.025 9.857 -0.231 -1.87 CURLY wA;;.? ApAp APRWATI1NS Eup JOSS?

3.416 :.138 0.589 3.5E9 3.639 1.040 3.486 0.103 1.11 Um3Ek INTERVIEwS?

2.801 2.063 1.P65 3.481 1.940 0.033 0.32 1.536 2.5J0 1.357 1.152 1.793 1.330 0.013 0.10 imoc RAISES? EELINGS ASCII J047

0.509 0.757 0.482 0.522 0.327 0.548 -0.094 -0.69

nh IN sCw.:QL NP TRAINI'G?

11.056 0.587 2.635 11.093 11.243 2.195 11.216 -0.055 -0.44

MPLoE): HIGHEST PAY EXPECTED? 4.489

0.492 0.585 0.506 0.500 0.508 0.755 1.26 1.438 4.625 4.525 1.306 4.389 M0L.JYFJ: SlY 0.oNTH PLANS? 1.53

iiJE6 OG 1".:0 KNO AaJUT J04?

1.468

2.301 0.877 1.507 1.432 0.902 1.393 0.i.. L.05 JCH OU YCJ GIVE rookh FAMILY? 25.091 0.636 2.333 2,073 0.698 2.041 0.4.8 3.681*

Ow UFTE;: CC YCU SAVE? 0.891 22.563 25.725 23.416 22.245 22.701 0.131 1.09 0.311 0.907 0.949 0.220 f.933 -0.099 -.82 D YuJ eJY CREDIT? HO IS GIVING YO0 A HARD TIME?

1.122 0.350 1.164 1.112 0.334 1.070 0.276 4P,RTiT TC KEEP UUT CF MOLE?

13.572 0.563 13.591 13.549 0.788 13.531 0.088 J.70 JTUE J00 TITLE? 2.928 0.283 2.909 2.910 0.324 2.928 -0.063 -6. :TIVITY STATUS 111

3.011 0.594 3.01 3.087 0.743 3.104 -0.135 -1 1.460 0.659 1.453 1.213 0.800 1.220 0.319 .7.68"

:ER1111) v4PIA8LE CO)E0 AS FOLLOWS:

0 . NO LW WU;SED FULL TIME OR PART TIME SINCE LEAVING THE

1 PROGRAM, AND NOT GOING TO SCHOOL . PKEVICOSLY KUkKEO FULL TIME, CR WORKED PART TIME SINCE LEAVING THE. PROGRAM, OR GOING TO SCHOOL PART TIME 2 wORKIN:1 FULL TIDE, OR GOING TO SCHOOL FULL TIME, OR 00.NG 80TH PART TIME
APPENDIX K WO INIS 11.JRUJ LYSIS CF C1VAR14NCE ADJUSTED EFFECTS FOR PARTICIPANT AND CONTROL GROUP COMPARISONS ON 3-MONTH FOLLOW-UP

_____EARLILIEMIS COIRULI

MEAN S.D. ADJ. MEAN MEAN S.D.

ADJ. MEAN COVARIANCE

ADJUSTED

EFFECT f FALL -TI1E Nq'4? 0.156 0.302 0.232 0.222 0.416 0.146 0.221 0.81 mn TITLE? 2.286 0.795 2.17o 1.825 0.599 1.994 0.275 4.92 *' iCUNS WHO 37.400 4.005 36.938 35.429 4.371 35.891 0.250 1.11 41J4i1P AELKS ON J03? 9.304 3.445 10.365 14.286 6.776 13.244 -0.571 -5.90** 10jkLY wc,;E? 3.110 0.579 3.398 3.000 0.661 2.912 0.284 3.29** 11P3Ek AP1LIC!TI1NS FOP JUS? 2.571 2.296 3.092 6.125 5.988 5.605 -0.572 -2.78** 4Ume:-; iF INTERVIEwS? 1.333 1.374 1.39b 2.250 2.046 2.187 -0.463 -2.14* qUor.- 6F RAISES? 0.545 0.656 0.628 0.333 0.471 0.250 0.671 3.88** 10CJT J01? 13.948 2.096 10.409 10.000 1.871 10.539 -0.066 -0.19

lub4 11 SO,40(L Lk TRAINING? 0.612 0.437 0.719 0.441 0.497 0.334 0.782 2.91 *' :MPLUVED: HI,..EST PAY EXPECTED? 3.008 1.496 3.969 3.400' 0.655 3.240 0.681 1.93 :MRL.YE): SIX M'INTN 1.647 0.762 1.774 1.556 0.831 1.429 0.433 1.88 iUn muc-I ,'OUT JIM? 2.170 0.576 2.429 2.333 0.596 2.274 0.264 0.96 iCi IJC-1 DO ylu GIVE Y1U1 FAMILY? 10.,87 1o.956 10.394 8.958 20.915 9.351 0.055 0.22 IN r:FTEN DO YOU SAVE? 0.971 0.168 0.985 1.000 0.0 0.986 -0.002 -0.01 IC YOU 3UY (J!; CREDIT? 1.126 0.332 1.144 1.086 0.290 1.068 0.245 0.84 OIL IS GIVIN; YC.0 A HALO TIME? 13.215 0.813 13.355 13.389 0.678 13.308 0.063 0.20 ImPUrTINT TO KEP (AT OF TD:WRLE? 2.978 0.148 2.965 2.912 0.284 2.924 0.188 0.77

:LULF.F J._:0 TITLE? 3.011 0.643 3.055 2.742 0.670 2.701 0.539 1.94 ICTIIITY STATUS III 1.222 0.711 1.483 1.194 0.810 0.933 0.723 2.895*

JERIVcL) VAAIA1LE CODED AS FILLnwS:

0 = NEVER WURKE0 FAL TI'' LR PART TIAE SINCE LEAVING THE PROGRAM. AND NOT GOING TO SCHOOL

I = P;.EVINJSLY WAKED FULL 1I E. UR WORKED PART TIME SINCE LEAVING THE PROGRAM. OR GOING TO SCHOOL PART TIME 2 = NO0 OORKI1G FULL TI%E. Ok PINS TO SCHOOL FULL TIME. OR DOING 110TH PART TIME
APPENDIX L NATIONAL COUNCIL OF NEGRO WOMEN ;15 OF CCVAAIANCE OUSTED EFFECTS FOR PARTICIPANT AND CONTROL GROUP COMPARISONS ON 3 -MONTH FOLLOW-UP EAUICIEMIS COJ1R0LS

MEAN S.O. AOJ. MEAN MEAN S.D. AOJ. MEAN

COVARIANCE AMSTED

EFFECT

TI TLE?FAL-TIE NC? 0.113 0.316 0.124 0.246 0.452 0.274 -0.391 -1.92

irS W.KE) WIE0

2.521 0.914 2.669 2.214 0.860 2.117 0.625 4.09**

IQ FA 4EEKS 3% JOI?

37.125 3.407 36.520 38.429 2.921 39.034 -0.794 -10.46**

..ASE? 6.000 4.637 6.168 8.200 3.655 8.032 -0.450 -2.49*

?E! 12011:ATIL,NS J9S?

3.666 0.806 3.773 3.071 0.317 2.964 1.443

tEk r:F INT45.V1.1S7 2.625 2.497 2.403 1.750 2.165 1.972 0.185 LF NAISES?

2.000 1.291 2.295 0.818 1.029 0.513 1.528 12.54**

1.1!US Ad:; ,T J:!? 0.125 0.331 0.128 0.077 0.766 0.073 0.184 1.18 IN SC-1., TKAIN14?

10.81d 2.08 11.357 10.825 1.943 10.286 0.516 1.86** LYE): HI:JIEST PAY Ex0ELTEO?

0.750 0.433 0.735 0.722 0.448 0.718 -0.007 0.09 PLANS? 4.2b5 1.529 4.334 3.796 0.963 3.728 0.486 5.21**

!JC-% .M 0:1 14LUT J04? 1.600 0.800 1.475 1.688 0.583 1.813 -0.489 -3.73**

Ju f -lU ;IVE Y;;JR FAMILY? 2.453 0.636 2.460 2.50 0.702 2.508 -0.072 -0.30

hET:.. (LU SAVE?

19.091 22.444 19.662 31.429 20.392 30.857 -0.523 -2.45* L CREDIT?

1.000 0.0 1.000 1.000 0.0 1.000 0.0

I; GIVE: '01 A NA :) TIME?

1.015 0.121 1.016 1.042 0.200 1.040 -0.148 -0.82

;RTANT TU .EE? CF MAU?

13.726 0.533 13.707 13.828 0.378 13.846 -0.306 -1.45 Jh JQi TITLE?

2.958 0.201 2.971 3.001 0.0 2.987 -0.166 -0.53

IYITY STATS 111

2.944 0.756 2.986 3.000 0.568 2.958 0.042 0.18 1.181 0.5:5 1.217 1.393 0.646 1.356 -0.225 -1.08

IVES VArIYAE,CC-E.I AS FULLOwS:

NFVFF FAL TILE UR PAPT TIME SINCE LEAVING THE PROGRAM. AND NOT GOING TO SCHOOL Pc,Eirj3LY W1P{L7 FULL TIME, UR. /NUKE() PART TI1E SINCE LEAVING THE PROGRAM. OR GOING TO SCHOOL PART TIME %Cr: WC -4,4I; FULL TIME. OR GOING TO SCHOOL FULL TIME. OR GOING 80TH PART TIME
APPENDIX M RECRUITMENT AND TRAINING PROGRAMS

1I.YSt5 ¶r CIN3FIACE AOJJSTED EFFECTS FUR PARTICIPANT ANO CONTROL GROUP COMPARISONS ON 3-MONTH FOLLOW-UP

nalIMMIS _LAIROLS

MEAN S.D.

ADJ. MEAN MEAN S.O.

ADJ. MEAN COVARIANCE

AOJUSTED

EFFECT WOR;113 FULL-TIME KO 0.182 0.186 0.193 0.147 0.354 0.136 0.153 1.49 JJr! TITLE? 2.303 1.029 2.329 2.120 0.816 2.094 0.255 2.49 HOU:6 PEc. wE4? 38.690 3.131 38.733 40.455 7.30, 4.4411 -0.322 -3.00** VEKS ON Jfn? 11.036 5.949 11.089 8.889 5.301 8.835 0.401 4.03** HU;7LY 3.281 0.591 3.290 3.-54 0.626 3.345 -0.090 -1.25 Nu":71 1PPLI4TIONS FOR JOBS? 4.424 4.753 4.257 3.652 2.913 3.820 0.113 1.37 LF 1%7E4VIEI.S? 1.719 2.035 1.742 1.190 1.096 1.167 0.367 3.31** 4U:1":4 nr 0.41;ES? 0.500 0.764 0.494 0.435 0.648 0.441 0.076 0.72 FEELI.S Ali-JT Jo? 10.422 2.240 10.467 10.990 2.492 10.945 -0.202 -1.99* NCn 1'1 784.4IN:a 0.586 0.492 0.595 0.640 0.480 0.632 -0.075 -0.74 EmPLGYEC: H1SHEST P!,1 EXPECTED? 4.401 1.291 4.485 4.4191 1.416 4.341 0.107 1.13 EMPL..YJ: SI' 4J4TH PLA4S? 1.740 0.658 1.713 1.471 0.848 1.497 0.286 2.90** Hr.,6 AJCH YOU 0.2'd 43cu1 Jut 2.201 0.655 2.229 2.081 0.619 2.054 0.275 2.71** Hrs "'JS-1 1C. Y1'.J IIVE Y'JK FAMILY? 12.877 18.634 12.297 10.278 16.844 10.858 0.081 0.79 HO UTE; JC 1",?j SA/Et 0.953 0.212 0.953 0.897 0.305 0.896 0.219 2.14* oJY G. CPcC:11? 1.195 0.279 1.087 1.049 0.243 1.047 0.151 1.46 14HL IS GIVIN-J YCU 4 mARD TIME? 13.383 0.562 13.371 13.415 0.552 13.426 -0.097 -0.95 IMPC;TANT Tr KEEP GIJT OF TROUBLE? 2.957 0.204 2.959 2.944 0.229 2.942 0.074 0.72 FUTJ.E .1;8 TITLE? 2.942 0.734 2.847 2.838 0.815 2.834 0.017 0.17 ALTI:11Y SIATUS 111 1.233 0.700 1.251 1.203 0.658 1.185 0.098 1.00

DE.Niv) VAklAql, CC)Et) AS FULLnWS:

0 . ':EVER cer-AEJ full TIME OR PART TImF SINCE LEAVING THE PROGRAM, AND NOT GOING TO SCHOOL

1 = P=LV1tJJSLY FULL TIME, UR WORKED PART TIME SINCE LEAVING THE PROGRAM. OR GOING TO SCHOOL PART TIME

2 = !)CW 10;.1/M FJLL TImF, 08 GOING TO SCHUOL FULL TIME, OR DOING BOTH PAP!. TIME

3
APPENDIX N ALL PROGRAMS COMBINED

'SI; LIE COvI.,IANCE A0JUSTED EFFECTS FOR PARTICIPANT AND CONTROL GROUP COMPARISONS ON 3-MONTH FOL:.01I -UP

EARIILICALIIS

MEAN S.O. ADJ. MEAN MEAN S.O.

ADJ. MEAN COVARIANCEADJUSTE0

EFFECT

FULL-IPP. 0.246 0.430 0.255 0.251 0.434 0.242 0.030 0.56 TITL:? 2.388 0.862 2.389 2.259 0.802 2.258 0.149 2.88** pL0, KLK? 39.360 6.039 39.429 40.316 7.268 40.247 -0.123 -2.30* 4E[Ki 307'.1 9.315 5.616 9.524 9.310 5.648 9.101 0.075 1.37 3.337 0.675 3.397 3.471 0.944 3.411 -0.017 -0.40

1.'1:3= AP-ILI:ANTIS FOA J00 2.873 3.646 2.913 2.561 3.471 2.521 0.110 2.03 lay ,;F p.TFRVIWS" 1.497 2.017 1.482 1.225 1.486 1.240 0.139 2.451 1-15,; 11F k4ISE3? 0.447 0.738 0.460 0.457 0.750 0.443 0.023 0.41 JOR? 10.894 2.373 10.935 11.048 2.254 11.007 -0.031 -0.56

S;.11;.L OP TR1IAN5? 0.565 0.496 0.565 0.565 0.496 0.565 -0.001 -0.02

1PL.:fL1: HI;AEST PAY t (PECTEO? 4.216 1.532 4.286 4.311 1.417 4.242 0.030 0.59

Slx "C.Nim PLAS? 1.596 0.794 1.579 1.495 0.846 1.512 0.082 1.50 , .,:. lit y.,u 101M. AYUT JOB? 2.335 0.642 2.345 2.199 0.676 2.189 0.237 4.37** 4J:1 A; CAJ GIVE yUUP FAMILY? 19.322 22.084 18.991 20.361 22.513 20.692 -0.076 -1.44

0J. YOU SAVE? 0.94E 0.226 0.950 0.935 0.247 0.930 0.085 1.55

'77.) Ci:EDIT? 1.123 0.343 1.131 1.080 0.285 1.073 0.185 3.37**

C I; DIVING YOU A HARD TIME? 13.427 0.720 13.433 13.500 0.709 13.495 -0.087 -1.59

r:)T4'ct TP KTEt, OUT CF TROUBLE? 2.939 0.245 2.938 2.930 0.268 2.931 0.027 0.49 TJ.F J21 TITLE? 2.953 0.713 2.956 2.927 0.769 2.923 0.044 0.80 Ti4ITi, STATUS III 1.273 0.705 1.288 1.274 0.715 1.259 0.040 0.75

UNE.) VAlIA3LE CE) AS FOLLOWS:

C = NEvEk sA<E0 FULL TI4E OR PART TIME SINCE LEAVING THE PROGRAM, AND NOT GOING TO SCHOOL

1 = PPEMJSLY 14UPKE.) FULL TIME, OP WORKED PART TIME SINCE LEAVING THE PROGRAM, OR GOING TO SCHOOL PART TIME 2 = IviRKING FULL TIME, UR GOING TO SCHOOL FULL TIME, OR DOING BOTH PART TIME

0i
14

APPENDIX 0
- 64 -

Sequenc6 of Instrument Administration

for In-School or Summer-Only Programs

Three Months3 Eight Months

During First At Exit From (or After Exit After Exit

Week of Program End of) Program From Program From Program

Those who remain in

program for less than

10 program days

Those who remain in

program for 10 or more

program days, but less

than 60 program hours

Those who remain in

program for 60 or

more program hours

Control Group

.Participant's

Characteristics-

(IPP)

STEP

Pretests

.Program Status-

(IPP)

.Program

Follow-Up

Survey

.Program

Follow-Up

Survey

.Participant's .Progrim Status- .Program .Program

Characteristics- (IPP) Follow-Up Follow-Up

(IPP) Posttests Survey Survey

STEP

Pretests

.Participant's .Progrim Status- .Program .Program

Charactcristics- (IPP) Follow-Up Follow-Up

(IPP) Posttests Survey Survey

STEP Program Completion

.Participant's .Posttests .Control .Control

Characteristics- Control Group Group Group

(IPP) Status Follow-Up Follow-Up

STEP 2 Survey Survey Survey

Pretests

1 If you can determine when a participant will leave the program, test in last 2 weeks

prior to leaving. If the youth leaves before testing has taken place, locate youth for

testing and, if necessary, pay youth $5.00 to complete testing (this includes both the

Posttests and the Program Completion Survey, if required).

2Date set in consultation with ETS staff.

3 Pay $5.00 to each youth who completes the 3 month Follow-Up Survey.

4 If necessary, you may pay control group youth for participating testing. $5.00 for

Pretests, and $5.00 for Posttests and Control Croup Status Survey.

NOTE: YCD Demonstration Project requires posttesting for any youth who has been in the

program for 60 or more program hours.
APPENDIX P
Gain (or Loss) in Standr.rd Deviation Units I I I I Z Z L Z 4, 1 - I - .. - ,-, 1 1 -.3 ,/-- ,z .LN / . S'. \ \ S ...., ..- I.. .. \ \. ILA. 4r....... ; 4 ..---... 4.. yam* cs-, 1 / /- L, 0 A k,4 Y --'- Y...../ AY. ..../ 4-....... P. I it 1 // ',--4. /Y> -- .18 -- i ; .....-- '4 ..... / ; Vocational Ap-''a - Job Knowledge - Job Holding Skills __Work Related Attitudes Inventcry ---;7_ Job Seeking Skills _ Sex Stereotyping - Self Esteem
- 67 -

APPENDIX Q

Occupational Status Scale Coding

Level 5

High Level Professional and Technical--(e.g., Physician, Dentist, Physical

Scientist, Engineer, College or University Professor, Librarian, Pharmacist)

Level 4

Technical, Managerial and Administrative; Middle Level Professional--(e.g.,

Engineering and Science Technicans, Social and Welfare Worker, Nurse,

Surveyor, Police Officer, Detective or Sheriff, Office Manager, Computer

Programmer)

Level 3

Clerical, Crafts and Kindred--(e.g., Sales Clerk or Salesperson, Bank

Teller, Brickmanson, Plumber, Welder, Bookkeeper, Secretary, Tool and Dye

Maker, Tailor, Dental Assistant)

Level 2

Service Workers; Lower Level Crafts and Operatives--(e.g., Bottling and

Canning Worker, Seamstress, Fork Lift Operator, Sailor and Deck Hand,

Watchman, Waiter, Waitress, Factory Assemblers, Meat Cutters)

Level 1

Laborers and Low-Level Service Workers--(e.g., Freight Handler, Garbage

Collector, Carwasher or Equipment Cleaner, Farm or General Laborers,

Busboy, Dishwasher, Baggage Porter or Bellhop)
APPENDIX R

PARTICIPANT - CONTROL SUBGROUP COMPARISIONS

WITH RESPECT TO

SELECTED 3 -MONTH FOLLOW-UP OUTCOMES

for US EMPLOYMENT SERVICE

(In Percentages)* PARTICIPANTS

Probability of Probability of Probability of

Being Presently Being Presently Aspiring to

Employed in Skilled or Skilled or SemiFull-Time Semi-Skilled Skilled Job

Job

Probability of

Being Employed

Pull -time, Going to School Fulltime or Being

Both Part-time

Probability of

Being Presently

Employed

Full-Time

CONTROLS

Probability of

Being Presently

in Skilled or

Semi-Skilled

Job

Probability of

Aspiring to

Skilled or SemiSkilled Job

Probability of

Being Employed

Full-time, Going

to School Fulltime or Being Both Part-time

kite

STATUS:

t LLSIL

: more :NT PRIOR

tment or meat

1 CETA APATION:

.34 .47 .83 .52 .47 .11 .64 .80

.26 .61 .86 .50 .24 .61 .84 .60

.25 .56 .81 .47 .28 .30 .78 .67 .41 .50 .96 .65 .41 .50 .83 .67

.33

.25

.37 .86 .51 .28 .18 .69 .66 .73 .81 .44 .18 .33 .87 .53 .10 1.0 1.0 .60 .33 1.0 1.0 .67

.29 .57 .84 .50 .33 .32 .79 .67

.30 .33 1.0 .58 .22 1.0 .75 .70

.26 .60 .82 .44 .24 .42 .73 .61 .32 .50 .87 .56 .42 .35 .85 .72

.32 .49 .81 .51 .32 .33 .77 .62 in this table are probabilities which were not adjusted for pre-existing ditferences between groups and demographics.
le

APPENDIX S

PARTICIPANT - CONTROL SUBGROUP COMPARISIONS

WITH RESPECT TO

SELECTED 3-MONTH FOLLOW-UP OUTCOMES

for NATIONAL URBAN LEAGUE

(In Percentages)* PARTICIPANTS

Probability of Probability of Probability of

Being Presently Being Presently Aspiring to

Employed in Skilled or Skilled or Semi -

Full -Time Semi-Skilled Skilled Job

Job

Probability of

Being Employed

Full-time, Going

to School Fulltime or Being

Both Part-time

Probability of

Being Presently

Employed

Full-Time

CONTROLS

Probability of

Being Presently

in Skilled or

Semi-Skilled

Job

Probability of

Aspiring to Skilled or SemiSkilled Job

Probability of

Being Employed

Full-time, Going to School Fulltime or Being Both Part-time

.27 .10 .76 .69 .50 .40 .33 .70

.28 .55 .75 .46 .07 0.0 .90 .29

White .28 .33 .75 .59 .29 .33 .75 .43

e 0.0 1.0 0.0 0.0 1.0 .47

IC STATUS:

LLSIL .27 .39 .76 .58 .32 .33 .70 .37 6% LLSIL .20 0.0 .60 .40 0.0 0.0 or more .40 0.0 1.0 .80 MENT PRIOR

CD: oyment nor

oyment

.29

.18

.28

.67

.76

.73

.65

.29

.28

.17

.40 0.0

.67 1.0

.56

.17 US CETA

ICIPATION: ES .25 .50 .94 .63 .33 1.0 1.0 .33 0 .29 .27 .69 .57 .23 0.0 .71 .46

.27 .33 .75 .58 .25 .33 .7: .46 ea in this table are probabilities which were not adjusted for pre-existing differences between groups and demographics.

1:33
able

APPENDIX T

PARTICIPANT - CONTROL SUBGROUP COMPARISIONS

WITH RESPECT TO

SELECTED 3-MONTH FOLLOW-UP OUTCOMES

for

SER -JOB FOR PROGRESS (In Percentages)*

PARTICIPANTS

Probability of Probability of Probability of

Being Presently Being Presently Aspiring to

Employed in Skilled or Skilled or semiFull-Time Semi-Skilled Skilled Job

Job

Probability of

Being Employed

Full-time, Going

to School Fulltime or Being Both Part-time

Probability of

Being Presently

Employed

Full-Time

CONTROLS

Probability of

Being Presently in Skilled or

Semi-Skilled

Job

Probability of

Aspiring to

Skilled or semiSkilled Job

Probability of

Icing Employed

Full-time, Going

to School Fulltime or Being

Both Part-time

.42 .54 .88 .85 .28 .52 .85 .67

.36 .82 .95 .73 .34 .90 .92 .60

a-White .38 .70 .93 .78 .32 .73 .89 .64 Lte .33 1.0 1.0 1.0 .17 1.0 .67 .33

)MIC STATUS: LLSIL .45 .81 .87 .84 .25 .78 .90 .44 -85% LLSIL .37 .47 .95 .77 .25 .82 .90 .76 ( or more .27 0.0 1.0 .92 .52 .71 .85 .72 )YMENT PRIOR

YCD:

lloyment .42 .64 .94 .81 .44 .75 .89 .72

Prior loyment .31 .87 .90 .71 .10 .67 .90 .49

VIOUS CETA

TICIPATION:

YES .43 .60 .89 .75 .59 .77 .85 .83 NO .36 .75 .95 .80 .27 .74 .90 .59

S .38 .71 .93 .77 .31 .75 .89 .64

ice in this table are probabilities which were not adjusted for pre-existing differences between groups and demographics.
APPENDIX U PARTICIPANT - CONTROL SUBGROUP COMPARISIONS

WITH RESPECT TO

SELECTED 3-MONTH FOLLOW-UP OUTCOMES

(In Percentages)*

PARTICIPANTS

Probability of Probability of Probability of

Being Presently Being Presently Aspiring to

Employed in Skilled it Skilled or semiFull-Time Semi-Skillei Skilled Job

Job

for WOMEN'S BUREAU

Probability of

Being Employed

Full-time, Going

to School Full - time or Being

Both Part-time

Probability of

Being Presently

Employed Full-Time

CONTROLS

Probability of

Being Presently

in Skilled or Semi-Skilled

Job

Probability of

Aspiring to

Skilled or semiSkilled Job

Probability of

Being Employed

Full-time, Going

to School Fulltime or Being

Both Part-cime

IOW IOW

.16 .50 .88 .56 .22 .13 .68 .58

hits .08 .80 .92 .43 .31 .20 .47 .38

.31 .33 .79 .83 .15 0.0 .88 .75

C STATUS: LSIL .12 .67 .91 .53 0.0 .56 .11 X LLSIL .33 0.0 .88 .70 0.0 1.0 0.0

,r IOU .50 1.0 1.0 1.0 .32 0.0 .65 .90 IENT PRIOR

'Ds runt .33 .36 .82 .82 .17 0.0 .86 .83

'10r lysent .05 1.0 .92 .41 .28 .20 .53 .33

ISXIPATION:

CS .06 0.0 .86 .81 0.0 1.0 0.0

.18 .54 .91 .53 .24 .13 .67 .54

.17 .50 .88 .56 .24 .11 .66 .60

is in this table are probabilities which were not adjusted for pre-existing differences between groups and demographics.

fur 106
le

APPENDIX V

PARTICIPANT - CONTROL SUBGROUP COMPARISIONS WITH RESPECT TO

SELECTED 3 -MONTH FOLLOW-UP OUTCOMES

for NATIONAL COUNCIL OF NEGRO WOMEN

(In Percentages)*

PARTICIPANTS

Probability of Probability of Probability of

Being Presently Being Presently Aspiring to

Employed in Skilled or Skilled or semi -

Full -Time Skilled Job Job

Probability of

Being Employed

Full-time, Going

to School Fulltime or Being

Both Part-time

Probability of

Being Presently

Employed

Full-Time

CONTROLS Probability of

Being Presently

in Skilled or

Semi-Skilled

Job

Probability of

Aspiring to

Skilled or semiSkilled Job

Probability of

Being Employed

Full-time, Going

to School Fulltime or Being Both Part-time

.15 .25 .81 .83 .42 .33 1.0 .85 .08 1.0 .75 .79 .22 .38 .79 .76 Whits .11 .57 .77 .82 .23 .27 .82 .78

.50 .50 1.0 .86 EC STATUS:

LLSIL .08

.71 .92 0.0

.67 1.0 5% LLS/L .11

.78 .80 0.0

.75 .50

)t. more .14 1.0 .75 1.0 .50 0.0 1.0 .50 JEST PRIOR

:Ds leant .11 .33 .93 .75 .32 .44 .77 .84 !tor leant .11 .75 .72 .84 .24 .20 .73 CETA

CILIATION: S .10 0.0 .88 .76 .18 .33 .57 .82 .12 .80 .78 .86 '.28 .44 .91 .81

.10 .63 .80 .83 .25 .36 .87 .74

s in this table are probabilities which were not adjusted for pre-existing differences between groups and demographics.

j
able

APPENDIX W

PARTICIPANT - CONTROL SUBGROUP COMPARISIONS.

WITH RESPECT TO

SELECTED 3 -MONTH FOLLOW -UP OUTCOMES

for RECRUITMENT AND TRAINING PROGRAM

(In Percentages)*

PARTICIPANTS

Probability of Probability of Probability of

Being Presently Being Presently Aspiring to

Employed in Skilled or Skilled or semi -

Full -Time Semi-Skilled Skilled Job

Job

Probability of

Being Employed

Full-time, Going

to School Full - time or Being

Both Part-time

Probability of

Being Presently

Employed Pull-Time

CONTROLS

Probability of

Being Presently

in Skilled or

Semi-Skilled

Job

Probability of

Aspiring to

Skilled or semiSkilled Job

Probability of

Being Employed

Full -time, Going to School Punting or Being

Both Pert-tine

.23 .25 .70 .66 .23 .40 .62 .80

.15 .47 .70 .62 .09 .20 .75 .63

n -White .17 .26 .68 .64 .12 .33 .67 .66 ite .31 .80 .82 .63 .27 .30 .76 .85 OMIC STATUS:

2 LLBIL .20 .42 .68 .69 .09 .13 .73 .64 -852 LLBIL .28 .50 .70 .73 .13 .33 .73 .91 2 or more .11 .33 .69 .56 .22 .46 .60 .74 OYMENT PRIOR

YCD: ployuent .20 .45 .71 .66 .16 .35 .68 .71 Prior ployment .16 .23 .69 .61 ,'7 .25 .72 .70 IOUS CETA

ITICIPATIONI

YES .19 .60 .80 .77 .07 1.0 .80 .60 NO .18 .33 .69 .63 .15 .26 .69 .71

LS .17 .36 .68 .62 .15 .35 .71 .70 rile in this tibia ere probsbilities which were not adjusted for pre-existing differences between groups and demographics.

L 11.2
APPENDICES X-1 to X-7
Appendix X-1

U.S. EAPLOYMENT SERVICE

15 0: CoVAPIANCL AI EFFECTS FOo PArTICIPANT ANO CONT9OL GROUP COAWISONS ON 3-MONTH FOLLOW-UP

WITH ADJUSTMENTS FOR BIAS EACIILIBUIS CONIRDLS

COVARIANCE

ADJ. ADJ. ADJUSTED

:TAN S.D. MEAN MEAN 5.0. MEAN EFFECT TJLI-TPE NOw7 0.790 0.454 0.299 0.325 0.468 0.316 -0.037 -0.31

TITLE? 7.368 0.775 2.795 1.964 3.941 2.018 0.323 3.13**

v JAI 1 T1 10LI.W, Im.11;41 0.513 0.5(10 0.511 0.389 0.481 0.395 0.226 2.14*

S .11111,1 Prk WEEK? 39.143 4.077 19.725 40.272 5.179 40.440 -0.145 -1.20

111I kEEKL . J01? 9.000 5.390 8.723 9.213 6.174 9.505 -0.129 -1.08

kLe eAGE? 3.118 0.524 3.231 3.654 1.072 3.135 -0.624 -5.94** 1E) APPLICAMNS FOP JOBS? 7.147 2.5'1 2.135 2.313 2.189 2.325 -0.071 -0.59

0.11 61, 11,0"EkVIEWS? 1.000 1.134 0.945 1.241 1.103 1.296 -0.314 -2.69**

9-R ul RAISES? U.573 0.866 0.508 (1.559 0.811 0.510 -0.085 -0.76

JOGS 4'09T J!!9? 11.347 2.415 11.372 11.309 2.185 11.243 0.056 0.46

19 SC.110:1 TPAIMING? 0.447 0.497 0.451 0.519 0.490 0.524 -0.147 -1.20

HI.AEST DIY EXPECTED? 4.15(, 2.026 4.167 4.302 1.654 4.371 -0.004 -0.83

LY1 J: iI1 11u.:111 PLAOS? 1.552 0.813 1.513 1.468 0.856 1.506 0.009 0.08

MuLll OC Y1.0 KAw A61ILIT 018? 2.408 0.645 2.493 2.354 0.656 2.358 0.069 ,10.56 MUCH * YOU GIVi) YI1UP F4110? 18.519 18.714 19.376 24.390 73.570 23.532 -0.196 -L.73

WITLN [1:1J YOU S41/r? 0.9)0 0.255 0.927 0.900 noon 0.904 0.083 0.69 fLJ lUY (1 CiCIIT? 1.220 0.454 1.212 1.102 0.302 1.110 0.270 2.15*

IS (1IVIN1 Y6u 4 0101 TI11E? 13.250 0.912 13.262 13.374 0.077 13.362 -0.113 -0.92

01pir 1, KIFP UJI OF 1491119LE? 7.903 0.289 2.890 2.897 0.315 2.906 -0.025 -0.20

JU9 TITLE? 2.970 0.141 2.960 2.857 0.169 2.867 0.122 1.00 1011 JU1 4111111Y 10mL0a, 1m4IGH 1.1.)150 0.357 0.037 0.7.01 0.4)0 0.799 0.100' 0.84

1V111 .)T411); 11) 1.352 0.76h 1.357 1.609 0.628 1.604 -0.354 -2.91**

1VITY 5141U5 Ill (PFC0E0:41 0.531 0.699 0.532 0.680 0.464 0.6116 -0.320 -2.63**

tIVII vAltIA8LE COOFU AS FoLLINS: = N1VC1, fAKU FULL THE OP PAPT TIME SINCE LEAVING 1HE PROGRAM, AND NOT GOING TO SCHOOL

P.IVIMSLY WhiArd FULL 714, US WOPISEJ P6PT TIME SINCE LEAVING THF PR0GRA9, OR GOING TO SCHOOL PART TIME

Ilk I ULL TIME, 9P. GOING TU SCHUOL ruLL TIM', OR 00ING ROTH PART TIME

)19G IF ACTIVITY STATUS (II:

. of, F01: 119P POSITIVE ACTIVITY NOW (SAME AS 0 + 1 AJUVE)

'AL 11AE onS111Vr ACTIVI1Y (SAOF AS 2 /MOVE)

14

11 5
Appendix X-2

NATIUNAL URBAN LEAGUE 'SIS OF LAARIANCE ADJUSTE0 EFFECTS FiI PARTICIPANT AND CONTROL GROUP COMPARISONS ON 3 -MONTH FOLLOW-UP

WITH ADJUSTMENTS FOR BIAS EAELICLANIS COUISQLS

MEAN S.D.

ADJ. MEAN MEAN S.O.

ADJ. MEAN COVARIANCE

ADJUSTED

EFFECT

Si T; FULL -TIRE NOW? 0.272 0.445 0.238 0.250 0.433 0.284 -0.104 -0.43 0 TITLE? R WALITY (0:LUW. I=HIGN)

2.048

0.368

6.785 2.171 1.667 0.943 1.543 0.726 3.97**

UE.S WI;RKED PF.O WEEK? 42.143

0.482 0.379 0.18? 0.386 0.171 0.479 1.85 M3EA NLEKS ON JUG? 0.308

11.369 40.959 40.000 0.0 41.183 -0.039 -0.04 5.511 3.928 2.667 0.471 3.047 1.966 5.60** URLY WAGL? 1.125 1.055 3.189 2.757 0.525 2.693 0.628 11.99** 'NEP. APPLICATIuNS'FOR JOGS? 4.053 4.861 2.877 2.600 1.356 3.776 -0.289 -1.51 'ibis OF INIEFVIEwS?

1.684 1.779 1.706 1.200 0.400 1.178 0.494 1.49 M8E\ OF PAISES?

ELINGS Alid01 JOB? 10.513 0.105 0.307 -0.074 0.400 0.800 0.580 -1.182 1.49 2.028 10.354 9.800 2.088 9.959 0.192 0.84 6 IN SEFION, OR TRAINING? ILIJYFJ1 HPAEST PAY EXPECTED?

0.452

1.701 0.498 0.445 0.333 0.471 0.340 0.216 0.88 Slx NINTH PLANS?

1.000 3.693 3.537 0.585 3.546 0.176 0.46 q MUCH 00 YOU KNOW ARUUT JOB?

1.697 0.717 1.541 2.000 0.0 2.156 -1.714 -4.48**

4 MULH OU YOU GIVE YOUR FAMILY?

2.407 0.653 2.434 2.331 0.699 2.307 0.188 0.75 [OEN ^tt YOU SAVE?

33.446 28.181. 31.577 40.000 10.000 47.270 -0.560 -1.70 1.000 0.0 1.000 1.000 0.0 1.000 0.0 -1.70 YOU tUT OM CAEDIT?

1.156 0.363 1.162 1.048 0.213 1.042 0.418 1.50 1 IS LIVING YoU 4 HARD TIME?

TU KEEP uUT OF TROUULE?

13.470 0.701 13.470 13.875 0.331 13.867 -0.701 -2.24* 118C JOB TITLE?

7.910 0.246 2.913 3.000 0.0 2.998 -0.595 -1.42 J04 QUALITY (0=108, l*HIGH

2.930 0.856 2.976 3.077 0.828 3.031 -0.066 -0.21 'IVITY STATUS (1)

0.754 0.430 0.779 0.769 0.421 0.744 0.083 0.33 1YITY STATUS (21 IRECUDEDI

1.361 0.815 1.336 1.292 0.735 1.317 0.025 0.11 0.578 0.494 0.553 0.458 0.498 0.483 0.141 0.60

RIVED VAFIABLE CODED AS FOLLOWS: 2 NEVCR WORKE0 FULL IIME UR PART TIME SINCF LEAVING THE PROGRAM, AND NOT GOING TO SCHOOL PREVIOUSLY KIRKE° FULL TIME, OR WORKED PART TIME SINCE LEAVING

O NOW WOKKIN.; FULL TIME, OR GOING THE PROGRAM, OR GOING TO SCHOOL PART TINE TU SCHUUL FULL TIME, OR DOING BOTH PART TIME DING OF ACTIVITY STATUS 4111

Wi FULL TIA1 POSII1VF ACTIVITY NOW (SAME AS 0 4 1 ABOVE) a FULL TImE POSI11VE ACTIVITY (SAME A; 2 ABOVE)
Appendix X-3

SLR JOBS FOR PROGRESS SIS a COVAMANCE ADJUSTED ECFKIS FOR PARTICIPANT AND CONTROL GROUP COMPARISPNS ON 3-MONTH FOLLOW-UP

WUR ADJUSTMENTS FOR BIAS COULILS

MEAN S.U. ADJ. MEAN MEAN S.D. ADJ. MEAN

COVARIANCE

ADJUSTED

EFFECT 1AIG TOLL-TImF N04? 0.332 0.106 0.166 0.309 0.462 0.324 0.099 0.73 TITLE? 7.579 0.794 2.440 2.700 0.728 7.039 -0.525 -4.70** 7. 1!,tITY 11:104$ 1:11IGHI 0.671 0.470 0.583 0.614 0.482 0.722 -0.290 -2.69** .a41 Pt.i; 38.983 5.913 39.045 41.625 9.237 41.563 -0.341 -2.74**

J..187 9.100 5.502 8.630 9.910 5.075 9.871 -0.236 -1.86 rly .A.I7 1.416 0.500 3.545 3.619 1.040 3.509 0.045 0.47 !,11; voLILATIUNS FOP JUOS? 2.138 2.001 2.128 1.865 3.4111 1.876 0.080 0.64

'&1E1 14 INIURVIEWS? 1.536 2.500 1.360 1.152 1.793 1.327 0.015 0.12

411:;t 01 T,8I557 0.519 0.752 0.466 0.522 0.827 0.565 -0.125 -1.01

ELI:46) AFtIOT ,P113? 11.056 2.615 11.107 11.243 2.195 11.192 -0.035 -0.23 IN SLHU11 TP4ININ51 1.587 0.492 0.593 0.506 0.500 0.500 0.186 1.47 1,11.ALu: MI4OEST PAY EXP5CTEO? 4.419 1.418 4.612 4.525 1.306 4.403 0.153 1.3? PLOYFDI SIX A..1NT4 PLANS? 1.468 0.077 1.522 1.432 0.902 1.378 0.163 1.30 4 HOLM Go VW IOW ABOUT JO? 2.511 0.636 2.343 2.073 0.690 2.030 0.469 3.85$* 'I MUCH 01J NU GIVE YOUR FArILY? 71.011 22.561 25.244 23.416 22.245 23.262 0.088 0.72 4 OFTEN 40 YUU SJ1VE? 0.091 0.311 0.903 0.949 0.220 0.937 -0.126 -1.01 6UY ON MUTT? 1.122 0.350 1.164 1.112 0.334 1.070 0.274 2.24 J IS GIVINU YUU A HARD TIME? 13.572 0.563 13.571 13.549 0.789 13.548 0.037 luRIANT 70 KELP UUT 1)1 TROUBLE? 2.978 0.233 2.904 2.910 0.376 2.933 -0.093 -0.75 1481 Jd1 TIILC? 3.031 0.994 3.022 3.087 0.743 3.09b -0.111 -0.90 fJt. JJALIIY 10.1LOW, ImMIGH 0.923 0.2(.6 0.918 0.890 0.313 0.835 0.078 0.62 119ITY STATUS 111 1.7011 0.621 1.691 1.610 0.845 1.421 0.358 2.07*

IIVIIY STATUS 121 IRECODEDI 0.901 0.399 0.779 0.646. 0.478 0.668 0.253

JAIAAOLE CODED AS FOLLOW.o

) = NCVLR 09PKEO FULL TIYE UR PART TIME SINCE LEAVING THE PROGRAM, AND NOT GOING TO SCHOOL PRLVIOJ317 WaKED FULL TIME. OP WITKLn PART TIME SINCE LEAVING THE PROGRAM, OR GOING TO SCHOOL PART TIME

! TULL TM, OR GOING TO SCHOOL FULL TIME, OK DOING ROTH PART TIME MIN.; OF ACTIVITY STATUS MT

) 140 FULL TIAE POSITIVE ACTIVITY NOW (SAME AS 0 4. 1 ABOVE)

FULL TIML POSITIVE ACTIVITY IS -IMF IS 2 ABOVE/

11 s
Appendix X-4

WOMEN'S RUPEAU

IS OF L0441.1ANEE ADJuSIED EFFECTS FOR PARTICIPANT AND CONTROL GROUP COMPARISONS ON 3-MONTH FOLLOW-UP

WITH ADJUSIIMMTS FOR BIAS BEINIMNIS _MIMS

MEAN S.D.

ADJ. MEAN MFAN S.O. ADJ. MEAN CDVARIANCE

ADJUSTED

EFFECT

1/41.,; FULL-111E O9'.? 11111? 0.156 0.362 0.226 0.222 0.416 0.152 0.191 0.69

t0 .1.116, 1.1liGm1 7.285 0.75 2.199 1.875 0.599 1.962 0.341 9.38** 4S 961A,.1 PLR WHK?

0.429 0.495 0.483 0.357 0.4,9 0.302 0.372 1.41 bliS ON JU0?

37.410 4.005 36.619 35.424 4.371 36.210 0.098 0.64 UV 845F?

9.364 3.445 10.368 14.286 6.776 13.281 -0.570 -5.83**

;FR 40PLICATI11H5 TOR JO4S7 3.310 0.579 3.380 3.000 0.661 ?.922 0.750 3.14** ,FR Or 19TEkVIEWS?

2.571 2.796 3.179 6.125 5.908 5.517 -0.532 -2.61**

3E;: OF eAISES? 1.333 1.374 1.417 2.250 2.046 2.166 -0.438 -2.03*

48%011 Ja?

0.545 0.656 0.621 0.33) 0.471 0.258 0.644 3.72**

SCHI.LA IRAININO

10.944 2.086 10.421 10.000 1.871 10.577 -0.054 -0.14 0.612 9.437 0.729 0.441 0.407 0.324 0.423 3.05** 1116uFiT PAY EXPECTE1? 1.400 Co ,OYLH: SI4 10:111 PLANS?

1.11411 3.932 3.400 0.655 3.276 0.613 1.73

A4 CH 10 IOU 14.0.: ARQUT JUR? 1.647 U. /A2 1.1e2 1.556 0.831 1.471 0.453 1.95 1 7.170 0.576 2.421 2.333 0.596 2.233 0.234 0.85 P0414 Uu YOU :AVE YOUR FAMILY? GTIEN JU YJJ SAVE?

10.797 16.856 10.450 8.958 20.915 9.295 0.061 0.24 vU ROY ON C11011?

0.971 0.168 0.982 1.000 0.0 0.987 -0.086 -0.19

IS GIV1O.; Y',U A HAF.0 114F? 1.126 0.332 1.154 1.066 0.280 1.054 0.314 1.08 TIAdT IU KELP PUT 91 TOOLE?

13.275 0.013 13.348 13.389 0.678 13.316 0.044 0.14

Ju1 11117.? 2.978 0.148 2.970 7.912 0.284 2.919 0.234 0.96

WE J(I'I 3.013 0.643 3.074 2.742 0.670 2.682 0.597 2.16*

VITT STA1US 111

J1ALITY (0=LOW. 1=HIGH 0.880 0.375 0.900 0.677 0.467 0.657 0.614 2.36* VI1Y SlAIUS 121 IRECOOEDI

1.400 0./57 1.692 1.333 0.850 1.041 0.810 3.37** 0.567 0.496 0.757 0.503 0.493 0.393 0.735 2.97**

EYED VA.,149LF C(' 'l AS FOLLOWS:

2 NEVFR WQKKED FULL IIA: oR PU1 TIIF S1NCL LEAVING

THE PROGRAM. AND NOT GUINO TO SCHOOL

pkrviuuso, .MKED IULL 114E, OR IsUi;KED PART TIME SINCE LEAVING THE PROGRAM, OR GOING TO SCHOOL PART TIME = HID+ LuFKING FULL IMF, 91( GOIPG T9 SCHOOL FULL TIME, OR DOING ROTH PART TIME

14; Jr ALTIVITY SIAIUS (lit

* TULL TPF POSITIVE ACTIVITY NOW (SAME AS 0 + 1 ABOVE! = FULL TIO POSITIVE ACTIVITY (SAME AS 2 AROVET

Li
Appendix X-5

NATIONAL COUNCIL OF NEGRO WOMEN

OF NVAPIANCE AtiJust:n EFFECTS FUR PARTICIPANT AND CONTROL GROUP COMPARISONS ON 3-MONTH FOLLOW-UP

WITH ADJUSTMENTS FOR BIAS EAE111126NIS CONIROLS

MEAN S.D.

ADJ. MEAN MEAN S.D.

ADJ. MEAN COVARIANCE

ADJUSTED

EFFECT ;RKIIG FULL-TIME NON? 0.113 0.316 0.133 0.286 0.452 0.265 -0.345 -1.64

I? 1111E7 2.571 0004 2.673 2.214 0.860 7.113 0.635 4.04** JO QuALI1Y 10=L1, 1=H10,11 0.571 0.4)5 0.610 0.500 0.500 0.462 0.297 1.49 lUeS '.,9F;; PER WEEK? 37.125 3.407 36.932 38.429 2.921 33.622 -0.534 1.49 1H1EI: WKS A JOB? 6.000 4.637 5.986 8.200 3.655 8.214 -0.518 -2.96**

,LKLY TA,E? 3.666 0.806 3.747 3.371 0.317 2.990 1.350 -2.96** APLICATIMS fGi JCRS? 2.125 2.497 2.399 1.750 2.165 1.986 0.173 -2.96** IF WERVIE;6? ..00U 1.291 2.196 0.818 1.029 0.622 1.357 13.40** POEM. CF ^AISES? 0.125 0.331 0.117 0.077 0.266 0.084 0.111 0.69 :ELMS AcOUI J50 10.518 2.208 11.362 10.825 1.943 10.282 0.520 3.78** * 1.. SC,PAL OP TRAINIYG? 0.750 0.433 0.714 0.722 0.448 0.758 -0.100 -0.56 IrLaLa: PIWIEST PAY EXPECTED? 4.165 1.529 4.237 3.796 0.963 3.825 0.331 4.91** 17LuYra: SIX MLNIO PLANS? 1.600 0AW) 1.485 1.688 0.583 1.802 -0.458 -3.42**

14. NUL!! 90 YOU ION ABCUT Jr.'? 2.453 0.616 2.460 2.515 0.702 2.508 -0.072 -0.29

,W MUCH ('0 YEW GIVL YOUR FAMILY? 19.001 22.444 20.367 31.429 20.392 30.152 -0.457 -2.07* !W WIEN 06 YLU SAVE? 1.000 0.0 1.000 1.000 0.0 1.000 0.0 -2.07*

; 11,0 3LIY WI CREDIT? 1.015 0.121 1.016 1.042 0.200 1.040 -0.149 -0.80

Pi IS GIVINE YOU A HARD INC? 13.726 0.530 13.699 13.328 0.378 13.855 -0.344 -1.60

TE,IsTANT TIA KEEP CUT OF TkUUPLE? 2.358 0.201 2.971 3.000 0.0 2.987 -0.164 -0.51 'TIME Ju5 TITLE? 2.044 0.756 3.008 3.000 0.568 2.936 0.109 0.48

nu.,r JOB :PJALITY 10=LUW, 1=1118H 0.778 0.416 0.004 0.839 0.368 0.812 -0.021 -0.07 AIVIIY STATUS II) 1.722 0.629 1.712 1.712 0.612 1.742 -0.048 -0.24 AlvITY STATUS 121 1RECU0001 0.519 0.385 0.803 0.821 0.3d3 0.838 -0.093 -0.44

IHIVO VARIABLE CUED AS FOLLEWS:

0 = NEVTME OFAT:0 FULL Tilr IT!. PART TIME SINCE LEAVING THE PROGRAM, ANO NUT GOING 10 SCHOOL

1 = P4EVIUOSLY 1,0f.KFU FULL TP'E, wORKED PAPT TIME SINCE LEAVING THE PROGRAM, OP. GOING TO SCHOOL PART TIME

? = TiOu v.01:116 FULL TINE, OP GOING TU SCHOOL FULL TIME, OR DOING BOTH PART TIME

:MING 9F ACTIVITY STATUS (1):

0 = FULL IITE POSITIVE ACTIVITY NOW (SAME AS 0 + 1 ABOVE)

I = FULL LIME POSIIIVE ACTIVITY (sAn. AS 2 ABOVE)

123
,sis nr COVAR1INCE

Appendix X-6

RCCrUININT AND TRAINING PROGRAMS

ADJUSTED EFFECTS FOil PARTICIPANT ANO CONTROL GROUP COMPARISONS ON

WITH ADJUSTMENTS FOR BIAS blaILWANIS GIEOLi

3 -MONTH FOLLOW-UP

mcAM S.D. ADJ. MEAN MEAN S.D. ADJ. MEAN

COVARIANCE ADJUSTED

EFFECT

IA101; IULL-TI lt 01447 0.182 0.386 0.185 0.147 0.354 0.144 0.113 1.02 G TI1117

A TIALITY 13=LON, 1=11113:11 7.303 1.029 2.247 2.120 0.816 2.176 0.077 0.70

011S 0rA.KA9 PE`? 0.414 D.493 U. 394 0.162 0.480 0.376 0.047 0.44 3P.(x)0 3.131 19.449 40.455 7.303 40.695 -0.430 -3.73** Al1Ld AEiKS 1)11 J097

URLY ,NAGF7 11.016 5.944 11.234 9.889 5.301 8.691 0.452 4.20** 33LR APPLICATIONS FOR Jo8S?

3.281 4.424 0.590 3.264 3.354 0.626 3.370 -0.174 -2.25* 4.793 4.524 3.652 2.913 3.553 0.252 2.88** AAEA UF 1110VIIM7 1.719 2.035 1.874 1.190 1.096 1.035 0.536 4.55** mAFR of RAISES?

ELI.10S J09? 0.500 0.764 0.489 0.435 0.649 0.445 0.062 0.55 10.422 2.240 10.352 10.990 2.492 11.060 -0.299 -2.74** s. IN SCHOOL (6, TP4141o0?

PLYE:'1: 01601:ST PO Duircirp?

0.53h 0.492 0.627 0.640 0.490 0.600 0.055 0.50 vulyto: S1A 1140 PLA0S7

4.407 1.231 4.414 4.419 1.416 4.409 0.004 0.06 1.740 0.658 1.749 1.471 0.848 1.462 0.381 3.60** nuLli Y(11.1 KWh APOUT J097

vl1r.4 91 YOU GIVE YOUR WILY?

2.201 0.655 2.254 2.081 0.619 2.028 0.355 3.24** 'IRO DO YoU SAO.?

12.377

0.953

1e.6d4 10.949 10.218 16.844 12.206 -0.071 -0.64 0.212 0.955 0.897 0.305 0.894 0.235 2.12* YuU EON' u11 CREDIT? 1.085 0.274 1.084 1.049 0.243 1.050 0.133 1.18 J IS GIVIN:p YOU A 11AP) TIME? 91RIANI 10 KEEP uUT Of TRUORLL7

11.383 0.582 13.384 13.415 0.552 13.413 -0.051 -0.46 2.557 0.204 2.967 2.944 0.229 2.934 0.149 1.33 'UPI: J08 TITLE? 2.342 0.734 2.875 2.818 0.815 2.806 0.089 0.79 Iii F JoR 1:0AL1IY 10=l0w,

'IVITY SIAIUS (II

1=HIG0 0.699 0.499 0.734 0.699 0.459 0.664 0.153 1.40 'IVIIY SIAIUS (21 (RLCOUED) 9.!,51 1.497 0.749 1.558 1.570 0.717 1.517 0.056 0.52 0.416 0.690 0.714 0.452 0.676 0.029 0.27

RIVED 1/4.1ABLE COOED AS HUM;

= WAR WOKE!) FULL T19F OR PAPT TIME SINCE LEAVING 1HF PROGRAM, AND NOT GOING TO SCHOOL = fleVICUSLY hOPKLO (DLL TINE, 'CR WORKED PART TIME SINCE LEAVING THE. = 014 WOFKII1 FULL 110E, OR OING PROGRAM, OR GOING TO SCHOOL PART TIME 75 SCNVUL FULL TIME, UR DOING BOTH PART TIME DING VE ACTIVITY STATUS (1)1

no FULL (IOC POSIFIVE ACTIVITY NOW (SAME AS 0 + 1 ABOVE)

= FULL HMI PCSITIVE ACTIVITY (SAME AS 2 A(IUVE) 1 5_
Appendix X-7

ALL PROGRAMS COMBINED

IIS uF COVARIANCE ADJUSTED EFFECTS FOR PARTICIPANT AND CONTROL GROUP COMPARISONS ON 3-MONTH FOLLOW-UP

WITH ADJUSTMENTS FOR BIAS eALIMEAUIS COUILIS

MAN S.D.

ADJ. MEAN MEAN S.D.

AnJ. MEAN COVARIANCE

ADJUSTED

EFFECT NOU? 0.246 0.430 0.257 0.251 0.434 0.240 0.038 0.70

1 TITLE? 2.368 0.362 2.306 7.259 0.892 2.261 0.143 2.75**

,.U4LITY 10=L:). I=HIGHI 0.510 0.500 U.5Il 0,456 0.498 0.455 0.111 2.13*

1)}! 3s.36U 6.039 39.407 40.3L6 7.268 40.269 -0.130 -2.40*

ALEKS oN Joh? 9.315 5.616 9.472 9.3L0 5.688 9.153 0.056 1.03

11'LY tiA6E? 3.337 0.675 3.394 3.471 0.944 3.414 -0.024 -0.55 1:IFR APMCATIuNS FGR JURS? 2.873 3.646 2.913 2.561 1.471 2.521 0.tIn 2.01$ BILR OF INTERVIL16? 1.497 2.017 1.488 1.225 1.496 1.234 0.145 2.54* iut OF V.ISES? 0.447 0.738 0.462 0.457 0.750 0.442 0.027 0.48 :LINGS ABOUT Jim? 10.304 2.373 10.933 11.048 2.254 11.00q -0.033 -0.60 IN SEEll TPAINING? 0.565 0.496 0.566 0.565 0.496 0.564 0.006 0.10 kuYLD: IlliMEST PAY FKPFCTEI? 4.216 1.332 4.281 4.311 L.417 4.247 0.023 0.44 *LOYEO: SIX 4NIH PLANS? 1.596 0.794 L.579 1.495 0.846 1.5L2 0.081 1.48 I MUCH 06 THU PIO, ABOUT JLB? 2.335 0.642 2.347 2.199 0.676 2.187 0.242 4.43** MUCH nu YOU GIVE YOUR FAMILY? 19.322 22.084 19.197 20.161 22.513 20.486 -0.058 -1.09 1 OFTEN 00 YuU SAVE? 0.946 3.226 0.951 0.935 0.247 0.929 0.093 1.67 YOU NOY ON Loom? 1.123 0.343 1.131 1.090 0.285 1.073 0.186 3.36**

J IS UIVIqG VuU A HARD TIME? 13.427 0.720 13.441 13.5/0 0.70S 13.486 -0.064 -1.16

,URIANT Tu KEEP OUT uF TROUBLE? 2.919 0.245 2.930 2.930 0.768 2.931 0.033 0.60

UPIE JO!: IITLE? 2.953 0.713 2.960 2.927 0.769 2.919 0.056 1.01 JoR QUALITY 10=LOW, 1=HIGH 0.810 0.386 0.823 0.784 0.411 0.780 0.107 1.05 IIVITY STATUS (I) 1.509 0.740 1.527 1.524 0.750 1.507 0.027 0.49 IMP( ilATUS 12) IRECODEDI 0.659 0.474 0.671 0.6141 0.466 0.669 0.005 0.09

kIVED VARIABLE CODED AS FOLLOWS:

) = VEVEN WON KEJ FULL TIgE OR PANT HIE SINCE LEAVING THE PROGRAM. AND NOT GOING TO SCHOOL

L = BREVIOUSLY WORKED FULL TIME, UP vORKPO 0ART TIME SINCE LEAVING THE PROGRAM. OR GOING TO SCHOOL PART TIME ! = NOW AMKING FULL lIME, OR GOING TO SCHOOL FULL TIME, OR DOING DOM PART TIME

:A/14G OF ACIIvITY STATUS 11):

) = NO FULL TIME PDSITIVE ACTIVITY NOW (SAME AS 0 f 1 ABOVE)

I = rULL TIME POSITIVE ACTIVITY (SAME AS 2 ABOVE)