Profile of 

AmeriCorps NCCC 

Members at the 

Start of Service 

December 10, 2021 

SUBMITTED TO: 

Melissa Gouge 

Contracting Officer Representative 

AmeriCorps 

250 E Street, SW 

Washington, DC 20525 

SUBMITTED BY: 

JBS International, Inc. 

155 Bovet Road, Suite 210 

San Mateo, CA 94402 
 

 

 

Profile of AmeriCorps NCCC Members at the Start of Service 

December 10, 2021 

This report was prepared by JBS International, Inc. 155 Bovet Road, Suite 210, San Mateo, CA, 94402, 

pursuant to a contract with AmeriCorps, a U.S. government agency. 

Authors 

Annie Georges, Ph.D., Senior Research Associate 

Stephanie J. Smith, M.A., Research Associate 

Wenson Fung, Ph.D., Research Associate 

Acknowledgements 

We thank all the participants and staff. We also thank the Field Working Group and Technical Working 

Group members for their valuable insights and feedback through the development questionnaires and 

analysis. The survey would not have been possible without the participants who enrolled and participated 

in the data collection activities. We thank Cris Dorr, Jazmin Ledesma Duque, Thao Phan, and Alejandra 

Juarez Rojas for administering the survey. 

Citation 

Georges, A., Smith, S.J., & Fung, W. (2021). Profile of AmeriCorps NCCC Members at the Start of 

Service. San Mateo, CA: JBS International, Inc. 
Profile of NCCC Members at the Start of Service 

TABLE OF CONTENTS 

Executive Summary ....................................................................................................................... iv 

Introduction and Background ......................................................................................................... 1 

Overview of Research Design ........................................................................................................ 2 

Organization of this Report............................................................................................................. 3 

Characteristics of AmeriCorps NCCC Members............................................................................ 4 

Demographic Characteristics...................................................................................................... 4 

Differences in Characteristics Between Traditional & FEMA Corps Members ...................... 11 

Differences in Characteristics between Corps Members and Comparison Group ................... 11 

Reasons Given by the Comparison Group for Not Serving...................................................... 12 

Motivation, Learning about Service and Perception of the Service Experience .......................... 13 

First Heard About NCCC.......................................................................................................... 13 

Motivations for Service............................................................................................................. 14 

Sources Used to Learn About the NCCC Experience .............................................................. 15 

Perception of NCCC ................................................................................................................. 15 

Comparability of Leadership Development and Civic Engagement ............................................ 17 

Professional Skills..................................................................................................................... 17 

Self-efficacy and life skills ....................................................................................................... 18 

Collaborative Work Practices ................................................................................................... 19 

Community Engagement .......................................................................................................... 22 

Civic Engagement..................................................................................................................... 23 

Summary and Future Analysis...................................................................................................... 23 

Appendices.................................................................................................................................... 25 

Appendix A: Response Rate ..................................................................................................... 25 

Appendix B: Survey Non-Response Bias Analysis .................................................................. 26 

Appendix C: Item Non-response Bias Analysis ....................................................................... 31 

Appendix D: Composite Measures ........................................................................................... 33 

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Profile of NCCC Members at the Start of Service 

LIST OF FIGURES 

Figure 1: Age Distribution of Corps Members .............................................................................................4 

Figure 2: Gender Distribution of Corps Members ........................................................................................5 

Figure 3: Race and Ethnicity Distribution of Corps Members .....................................................................6 

Figure 4: Household Structure Prior to Service ............................................................................................7 

Figure 5: Parent/Guardian Education ...........................................................................................................8 

Figure 6: Living Arrangements Prior to Service...........................................................................................9 

Figure 7: First Heard about NCCC .............................................................................................................13 

Figure 8: Motivations for Service ...............................................................................................................14 

Figure 9: Sources Used to Learn about the NCCC Experience ..................................................................15 

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Profile of NCCC Members at the Start of Service 

LIST OF TABLES 

Table 1: Highest Level of Education Completed..........................................................................................6 

Table 2: Prior Activities of Corps Members...............................................................................................10 

Table 3: Reasons for Not Serving...............................................................................................................12 

Table 4: Percent of Members Responding ‘Yes, this is true” to the Statement..........................................16 

Table 5: Professional Skills ........................................................................................................................18 

Table 6: Self-efficacy and Life Skills .........................................................................................................18 

Table 7: Attitudes and Behaviors in Group Situations................................................................................19 

Table 8: Communication Skills, Tolerance and Appreciation for Diversity...............................................20 

Table 9: Ability and Participation in Solving Community Problems .........................................................21 

Table 10: Attitudes toward Community Engagement.................................................................................22 

Table 11: Voter Status & Plans to Vote......................................................................................................23 

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Profile of NCCC Members at the Start of Service 

Executive Summary 

The Corporation for National and Community Service (AmeriCorps) engages Americans of all 

ages and backgrounds in community-based service. The work of AmeriCorps’ core programs is 

embodied in its mission statement: To improve lives, strengthen communities, and foster civic 

engagement through service and volunteering. AmeriCorps’s Office of Research and Evaluation 

(ORE), in collaboration with AmeriCorps National Civilian Community Corps (NCCC), retained 

JBS International (JBS) to design and conduct a national evaluation consisting of three studies: a 

mixed methods impact study to determine how NCCC promotes leadership skills and qualities, a 

mixed methods study on member retention, and an exploratory qualitative case study to gauge 

how NCCC strengthens the communities in which its members serve. 

To measure the impact of the NCCC service experience on members’ leadership skills and 

qualities, the study identified comparable individuals from a comparison group drawn from the 

pool of candidates who applied for entry into NCCC and were invited, but who did not accept. 

This is a matched quasi-experimental design whereby NCCC’s impact on leadership is assessed 

by comparing the outcomes of Corps members (treatment group) to the outcomes of individuals 

who are observationally equivalent to program participants (comparison group). The design 

allows for an assessment of the extent to which the NCCC service experience, programmatic 

experience, and characteristics cause any observed change in leadership following service. 

This initial report uses data from the baseline survey administered to NCCC members who began 

their service between February 2020 and March 2021 and to corresponding individuals in the 

comparison group. The baseline survey administration to both incoming Corps members and 

individuals recruited for the comparison group began in January 2020 and ended in April 2021. 

This report describes the characteristics of the sample, including how each group perceived their 

own leadership skills and qualities, which can then be compared to subsequent surveys to assess 

NCCC service’s impact on the change in members’ leadership skills and qualities.

Characteristics of the sample prior to service 

• The sample of Corps members exhibited the following characteristics: About half of 

Corps members were female, with 2 percent describing themselves as non-binary. The 

age range, as expected, was 18 to 26, with a very small percentage of members over the 

age of 24 because the upper age limit was changed from 24 to 26 years old in 2020. 

• More than one-fourth identified as Hispanic or Latino. More than half identified as White 

and non- Hispanic, nine percent as Black non-Hispanic, four percent as Asian, five 

percent as more than one race, less than one percent as Native Hawaiian or Other Pacific 

Islander, and less than one percent as American Indian or Alaskan Native. 

• More than half (57%) of Corps members were from two-parent/guardian households; 

slightly more than one quarter (26%) were from single parent/guardian households; three 

percent had no parent in the household; two percent were in one parent and one guardian 

households; two percent were in households with one guardian only; ten percent declined 

to answer the question about their household. More than one-third of Corps members had 

a parent/guardian with a master’s degree, one-third had one or more parent/guardian with 

an associate’s or bachelor’s degree.

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Profile of NCCC Members at the Start of Service 

• More than one-third of Corps members have an associate’s or bachelor’s degree as their 

highest level of education. 

• More than three-fourths of Corps members lived at home with their parents or guardians, 

while a quarter of Corps members lived in a place where they paid rent. 

• Prior to service, Corps members worked in the private sector (29%), in the food 

preparation and service industry (28%), or attended college (35%). 

• Corps members were motivated to serve to make a positive impact to communities, yet 

they also wanted to gain new skills for career development. They primarily used 

AmeriCorps’ website to learn about the NCCC service experience, followed by the 

AmeriCorps handbook. 

Leadership skills and qualities 

We compared whether the incoming Corps members differed in their leadership skills and 

qualities from the comparison group participants. Prior to service, the comparison group 

participants were comparable on some leadership measures but also showed some differences 

from Corps members. At the start of service compared to the comparison group participants: 

• A lower proportion of Corps members exhibited confidence in their professional skills 

and ability to solve problems. 

• A lower proportion of Corps members reported being civically engaged in their 

community. 

• The two groups did not differ in how they value cultural diversity. 

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Profile of NCCC Members at the Start of Service 

Introduction and Background 

The Corporation for National and Community Service (AmeriCorps) provides opportunities for 

volunteers to serve their communities and address local needs through its core programs –

AmeriCorps State and National, AmeriCorps National Civilian Community Corps (NCCC), 

AmeriCorps VISTA, and AmeriCorps Seniors. The work of the core programs is embodied in 

AmeriCorps’s mission statement: To improve lives, strengthen communities, and foster civic 

engagement through service and volunteering. AmeriCorps’s Office of Research and Evaluation 

(ORE), in collaboration with NCCC, retained JBS International (JBS) to design and conduct a 

national evaluation consisting of three studies: a mixed methods impact study to determine how 

NCCC promotes leadership skills and qualities, a mixed methods study on member retention, 

and an exploratory qualitative case study to gauge how NCCC strengthens the communities in 

which its members serve. 

This initial report uses data from the baseline survey, administered to NCCC members who 

began their service between February 2020 and March 2021 and to corresponding individuals in 

the comparison group. The baseline survey administration to both incoming Corps members and 

individuals recruited for the comparison group began in January 2020 and ended in April 2021. 

This initial report describes the characteristics of the sample, including how each group 

perceived their own leadership skills and qualities. In subsequent reports, this baseline data, in 

conjunction with corresponding data from the follow-up surveys, can measure change in 

leadership skills and skills of members relative to those of the comparison group. 

AmeriCorps NCCC Overview 

NCCC engages members in structured training and service activities designed to enhance 

personal development, promote professional development, and foster leadership skills that shape 

program alumni for a lifetime. NCCC fits into one or more of the CNCS focus areas: disaster 

services, economic opportunity, education, environmental stewardship, healthy futures, and 

veterans and military families. The NCCC program is a full-time, residential, team-based 

program whose mission is to strengthen communities and develop leaders through team-based 

national and community service. NCCC combines practices of civilian service with aspects of 

military service, including short-term on-site deployments, leadership development, and team 

building. All members receive training in leadership, team building, disaster services, and civic 

engagement. Teams are assigned to three rounds of service, each of which includes one or more 

projects. 

NCCC has two programs: Traditional NCCC and FEMA Corps. In the Traditional NCCC 

program, members perform service projects in one or more focus areas, including constructing 

and rehabilitating low-income housing, performing environmental clean-up, coordinating 

volunteers, helping communities develop emergency plans and respond to emergencies, and 

addressing other local needs. FEMA Corps is a partnership with the Federal Emergency 

Management Agency (FEMA), where members gain professional skills in emergency 

management while serving with FEMA on disaster response and recovery efforts. These 

members work solely on emergency management and long-term recovery activities within 

FEMA, helping coordinate services for disaster survivors. FEMA Corps projects may involve 

indirect work in the FEMA offices that support FEMA’s overall mission or direct work in 

disaster sites, such as helping survivors in remote regions sign up for Disaster Survivor 

Assistance. 

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Profile of NCCC Members at the Start of Service 

NCCC members are assigned to one of four regional campuses and placed into teams of 

approximately 10 members. Teams perform a variety of projects throughout their members’ term 

of service, performing a minimum of three different projects. The projects often last six to eight 

weeks and support local community needs in every state. 

There are two types of NCCC member assignments at each regional campus: team leaders or 

Corps members. Corps members serve for 10 months (FEMA Corps serve for 12 months) on 

teams of 8-12 members and are led by a team leader. Team leaders are enrolled through a 

separate selection process and are generally similar in age to Corps members. Team leaders are 

responsible for team performance in fulfilling the NCCC mission. Team leaders are assigned a 

group of about 10 members for the 10-month period (12-month period for FEMA Corps). Corps 

members may be assigned the role of assistant team leader, or one of five other specialty roles 

within a team. 

Corps members and team leaders live in dormitory- and barracks-like facilities when on campus. 

Teams eat, live, serve, and travel together to project sites. Some projects may require a team to 

temporarily establish a base of operations in another community away from campus; these 

projects can occur in a wide variety of settings from remote rural areas to inner cities. Campuses 

may also have projects that are in the same community as the NCCC campus. Participants 

selected to serve in NCCC are between the ages of 18 and 26. Team leaders are older than 18, 

with no upper age limit, and they have demonstrated a strong interest in and commitment to 

national service. 

Sponsors are typically non-profits who apply for support in specifically designed projects that 

can benefit from the addition of NCCC Corps members. Sponsors are responsible for matching 

NCCC support with in-kind resources, assisting teams in obtaining housing and meeting basic 

needs during their service, and supervising them during their project work. Community 

beneficiaries are wide-ranging and include disaster survivors, seniors, people with disabilities, 

and people in low-income communities facing housing or food insecurity. 

Overview of Research Design 

The impact evaluation will measure the degree to which the NCCC service experience affects 

members (treatment group). To do so, the study identified comparable individuals from a 

comparison group drawn from the pool of applicants for entry into AmeriCorps NCCC who were 

accepted but did not enroll. The pool of comparison individuals is limited to those candidates in 

the same class and campus as the candidates who did enroll and served with NCCC. This quasiexperimental (QED) design provides rigorous estimates of the impact of participation in NCCC 

on members’ leadership skills and qualities following service. The matched QED assesses 

NCCC’s impact by comparing the outcomes of Corps members (treatment group) to those of 

individuals who are observationally equivalent to the treatment (comparison group) and assesses 

the extent to which the NCCC experience caused any observed change in leadership skills and 

qualities following service. 

Matching methods are a reliable approach for producing rigorous impact evaluations, particularly 

when a random assignment design is not feasible. Matching methods provide credible impact 

estimates when: 1) the data include large samples of comparison participants, and 2) matching is 

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Profile of NCCC Members at the Start of Service 

performed based on rich information on treatment and comparison characteristics. Rich data 

collection on treatment and comparison group participants is necessary to ensure that observable 

characteristics influencing program participation can be sufficiently approximated. Ideally, 

comparison group participants should be as similar as possible to Corps members prior to 

statistical adjustments in terms of background characteristics and other relevant observable 

measures that could affect the likelihood of service but also leadership skills and qualities 

measures. To construct the matched comparison group, we rely on survey and administrative 

data, which provide rich information on the characteristics of eligible candidates who could have 

served with NCCC. The available sample for the comparison group is large enough to find 

matches for Corps members in the treatment group. 

The leadership assessment survey is administered at three time points to treatment and 

comparison groups. The baseline survey is administered immediately prior to the start of service. 

The first follow-up is collected around the time the treatment group is completing their term of 

service (approximately 10–12 months after the baseline). The second follow-up survey is 

administered one year after the treatment group completes their service. In addition to the survey, 

a small sample of Corps members participate in focus groups at the time of the first follow-up 

survey; these same members are interviewed one to two times following the end of their terms of 

service. The design also includes focus group with NCCC regional staff and interviews with a 

sample of sponsors. The focus group is intended to gather in-depth information about the 

members’ service experience.

Impacts of the Covid-19 Pandemic 

The baseline and first follow-up surveys and the protocols for focus groups and interviews were 

revised to include questions about Covid-19. The revisions to the survey capture information 

about how the pandemic might have affected the NCCC service experience specifically in 

relation to leadership development. The revisions to the focus group and interview protocols for 

NCCC campus staff and community-based sponsors are intended to learn how the pandemic is 

affecting operational aspects of the NCCC program and how sponsors engage NCCC teams in 

service projects. The revised focus group and interview questions ask about disruptions to 

training and leadership caused by the pandemic. For Corps members, and team leaders, this 

included questions about the skills they brought to NCCC, the skills they acquired or enhanced 

during NCCC service, and the trainings and resources provided by sponsors. Additional 

questions were added to the focus group protocol with NCCC staff regarding their perceptions of 

changes in members’ skills.

Organization of this Report 

This initial report uses data from the baseline survey. It describes the characteristics of the 

sample focusing on NCCC members. It then compares how each group perceived their own 

leadership skills and qualities. The report then describes NCCC members’ motivations for

serving, how they heard about NCCC, the sources they used to learn about NCCC, and how 

incoming members perceive the NCCC experience prior to the start of their service. The report 

compares NCCC members’ leadership and civic engagement prior to the start of service to that 

of the comparison participants. The summary section of the report discusses plans for future 

analysis that will use the follow-up survey to measure the impact of the NCCC service 

experience on change in leadership. 

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Profile of NCCC Members at the Start of Service 

Characteristics of AmeriCorps NCCC Members 

This section describes NCCC members at the time they began their service. The members in this 

study began their service between Winter 2020 and Winter 2021. Between Winter 2020 and 

Winter 2021, 1,617 Corps members began their service with NCCC. Of these, 1,250 enrolled in 

the study, an overall response rate of 77 percent. Of the study enrollees, we focused the analysis 

more on the 1,120 Corps members (90%) than on the 130 (10%) team leaders. 

Demographic Characteristics 

This section describes the basic demographic characteristics of Corps members: age, gender, 

race and ethnicity, education level, previous volunteer experience, family background, prior 

activities, and military experience. 

Age 

To be eligible to serve as Corps members, individuals must be between 18 and 26 years old. The 

average age is 21. Figure 1 shows the age distribution. Age representation of incoming Corps 

members peaks for ages 18 and 22, both of which correspond to graduation (from high school or 

college). Less than one quarter (22%) are aged 18, and close to half (42%) are aged 22 and older. 

Figure 1: Age Distribution of Corps Members 

Sample size is 1,120 

Gender 

Participation rate is about the same for female and male (Figure 2). Of the 1,120 Corps members, 

537 members (48%) identified as male, 560 members (50%) identified as female, and 23 

members (2%) identified as non-binary. 

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Profile of NCCC Members at the Start of Service 

Figure 2: Gender Distribution of Corps Members 

Sample size is 1,120 

Race and Ethnicity 

More than half (55%) of Corps member respondents were White, 9 percent identified as Black or 

African American, 5 percent identified with more than one race, and 4 percent identified as 

Asian (Figure 3). Less than one percent (0.4%) identified as Native Hawaiian or Other Pacific 

Islander, and one percent (1%) identified as American Indian or Alaskan Native (Figure 3).1 

Slightly more than one quarter (26%) of Corps members consider themselves of Hispanic or 

Latino origin, which is consistent with the percentage of Hispanic and Latino individuals in the 

18-24 age group as reported by the United States Census Bureau.

2 

1 The U.S. Census estimates (2019 Population Estimates by Age, Sex, Race and Hispanic Origin (census.gov)) show 

that in 2019 the percent of individuals between 18 and 24 who are White not Hispanic was 53 percent, Black not 

Hispanic was 14 percent, more than one race was 3 percent, and Asian was 6 percent. Native Hawaiian or Other 

Pacific Islander was 0.2 percent; American Indian or Alaskan was 1 percent. 2 The U.S. Census estimates that the percent of individuals between 18 and 24 who are Latino/Hispanic was 20 

percent in the 2010 Census, and that percentage has increased every year according to 2019 Population Estimates by 

Age, Sex, Race and Hispanic Origin (census.gov). In 2019, the latest year that the Census has released data for 

individuals 18-24, the percent reporting they are Latino/Hispanic is 22.69 percent. The U.S. Census has not yet 

released race and ethnicity data by single age category from the 2020 Census. But based on yearly trends since 2010 

among individuals, the percent Latino/Hispanic in the 18-24 age group would be around 23 percent. 

5 
 

 

 

 

 

 

 

 

 

 

Profile of NCCC Members at the Start of Service 

Figure 3: Race and Ethnicity Distribution of Corps Members 

Sample size is 1,094 

Education 

Over 95 percent of Corps members have at least a high school diploma or GED. Table 1 shows 

that 32 percent have completed a bachelor’s degree, and one percent have completed a graduate 

degree. 

Table 1: Highest Level of Education Completed 

Level of Education Percent 

Middle school 0% 

Some high school, I do not have a diploma 1% 

High school diploma or GED 38% 

Technical school / Apprenticeship certificate 2% 

Some college 21% 

Associate degree 5% 

Bachelor's degree 32% 

Graduate degree 1% 

Other 1% 

Sample size is 1,120. There were 24 (1%) participants who responded ‘Other’ to this question. Their written

responses reflected they were still enrolled in school (“Still in college”, “Still in high school, “graduates in May”).

Additional responses indicated that some participants had completed specialized certificates or diplomas (“Assistant 

veterinary and groomer diploma,” “Photography school,” and “PCT certificate”).

Previous Volunteer Experience 

Previous volunteer experience is common among Corps members. More than two-thirds (69%) 

previously volunteered with other organizations before NCCC. About nine percent previously 

volunteered with AmeriCorps. Of those who previously volunteered with AmeriCorps, 64 

percent volunteered with NCCC or FEMA Corps, 29 percent volunteered with AmeriCorps State 

and National (ASN), and 6 percent volunteered with VISTA. Of those who previously 

volunteered with AmeriCorps, 79 percent completed their service. 

6 
 

 

Profile of NCCC Members at the Start of Service 

Family Background 

The survey questions provide insights about three family background characteristics prior to 

service such as household structure, which asks participants to indicate the parent or guardian 

they live with most of the time, the parent or guardian’s highest level of education, and whether 

the parent or guardian is currently working. 

More than half (57%) of Corps members lived in a two-parent/guardian household, and slightly 

more than one quarter (26%) lived in a single parent household (Figure 4). About two percent 

lived in a household with one parent/guardian, while five percent lived in a household with 

neither a parent nor guardian (Figure 4). Close to half (49%) of Corps members lived in 

households where their mother was present, and 33 percent lived in households where their 

father was present. Less than one percent lived with foster parents or with other female and male 

relatives. 

Figure 4: Household Structure Prior to Service 

Note: Parent is defined as: biological parent, adoptive parent, or stepparent. Guardian is defined as: foster parent, 

partner of relative, grandparent, other relative, or other guardian. Sample size is 1,065. 

Overall, Corps members come from highly educated families. Figure 5 shows more than onethird (36%) have at least one parent or guardian with a master’s degree or Ph.D. as their highest 

level of education. An additional 34 percent have at least one parent or guardian with an 

associate’s or bachelor’s degree. Less than one quarter (23%) stated that their parents or 

guardians have at least a high school diploma or occupational certificate. Just three percent of 

Corps members come from a household where neither the parent nor guardian had a high school 

diploma. 

Among the Corps members, 49 percent indicated they lived with their mother (biological or 

adoptive). Consistent with overall parent education, Corps members reported high levels of 

maternal education. Fifty percent of Corps members reported that their mothers completed a 

bachelor’s or master’s degree, while 21 percent of Corps members reported that their mothers 

7 
Profile of NCCC Members at the Start of Service 

had a high school diploma or GED as their highest level of education. Corps members also 

reported high levels of paternal education. Close to half (48%) of Corps members reported their 

fathers (biological or adoptive) completed a bachelor’s or master’s degree. Less than one quarter 

(22%) of Corps members reported that their fathers had a high school diploma or GED as their 

highest level of education. 

Figure 5: Parent/Guardian Education 

Sample size is 936 

Most Corps members reported their parents or guardians are employed. About 7 percent of Corps 

members responded that their parents or guardians did not have a job at the time of the survey. 

Of the Corps members whose parents or guardians were unemployed, 2 percent reported the 

parents or guardians had never held a paying job, while 92 percent reported the parents or 

guardians were previously employed. Six percent of Corps members did not know about their 

parent/guardian employment. 

Living Arrangement 

The majority (88%) of Corps members lived at home at some point in the six months prior to 

their service. About 20 percent lived in an apartment or home while paying rent. None of the 

participants were in foster care; and one percent were homeless/living in a hotel or other facility 

in the six months prior to service. 

8 
Profile of NCCC Members at the Start of Service 

Figure 6: Living Arrangements Prior to Service 

Multiple living arrangements in the six months prior to their service were less common than one 

single living arrangement. About 35 percent of Corps members had multiple living 

arrangements. The most common multiple living arrangements were living at home with their 

parents or guardians and living with a friend or relative and not paying rent (10%). The second 

most common arrangements were living at home with parents or guardians and living in an 

apartment/house while paying rent (9%). 

Activities Prior to Service 

We examined Corps members’ employment and school enrollment in the six months prior to 

service. Participants were asked to select all options that applied to them, as seen in Table 2. In 

the six months prior to the start of service, almost half (47%) reported they were not in school; 

35 percent were attending college; 20 percent were attending high school; 2 percent were 

attending graduate school. Corps members also worked. For example, 29 percent of Corps 

members were working in the private sector, and 28 percent indicated they had spent time 

working in the service industry. About nine percent of Corps members reported their private 

sector work was also in the service industry. A smaller percentage of Corps members worked in 

a non-profit (13%), the government sector (12%), or own small business (5%), or their own nonprofit (1%). 

9 
 

 

 

 

 

 

 

 

 

 

 

Profile of NCCC Members at the Start of Service 

Table 2: Prior Activities of Corps Members 

Activity Percent 

Not in school/taking a break from school 47% 

Attending college 35% 

Working in the private sector 29% 

Working in food preparation and serving related occupations 28% 

Not working / unemployed, and actively looking for work 25% 

Attending high school 20% 

Other 18% 

Working in the nonprofit or social service sector 13% 

Working in the public/government sector 12% 

Working in your own small business 5% 

Attending a vocational / technical training program 4% 

Engaged in another national service experience 4% 

Attending graduate school 2% 

Working at a non-profit or social entrepreneurship venture that I 

created 1% 

One quarter of the participants were unemployed and looking for work at some point in the six 

months prior to their service. About half (49%) of these participants also selected one or more 

options that showed they also worked at some point during that time. Fourteen Corps members 

indicated that their prior activities were impacted by Covid-19, with seven Corps members 

stating they lost their job due to Covid-19 and either found a new one or were in the process of 

finding another job. 

More than one-third (35%) of Corps members were attending college prior to their service. Most 

Corps members still attending college were also working (59%), while 34 percent were only 

attending college. Write-in responses captured activities not listed in the survey options. These 

activities included travel, volunteer work, and taking care of family members. 

Military Experience 

About 18 percent of Corps members served in the military prior to service. Given the age range, 

Corps members’ military service is likely a single tour of duty. Among the members who served 

on active duty, 22 percent were 18-years old, 13 percent were 19-years old, and 14 percent were 

20-years old. Of those Corps members who indicated they had served in the military, 44 percent 

of them had obtained a high school diploma or GED, 24 percent obtained a bachelor's degree, 

and 21 percent indicated they completed some college. Corps members with prior military 

service worked in the private sector (20%) or food preparation service industry (22%) in the six 

months prior to the start of their service with NCCC. Of the 18 percent with prior military 

service, 13 percent were unemployed prior to joining NCCC. 

10 
Profile of NCCC Members at the Start of Service 

Differences in Characteristics Between Traditional & FEMA Corps Members 

Of the 1,120 participants in the treatment group, 923 began their service in the Traditional 

program, and 197 in FEMA Corps. The characteristics of both groups were similar, with the 

following notable differences in age, gender, education, and employment activity: 

• FEMA Corps members were older, with an average age of 22 compared to 21 for 

Traditional Corps members. 

• A higher percentage of FEMA Corps members identified as male, at 52 percent compared 

to 47 percent for Traditional Corps members. 

• A higher percentage of FEMA Corps members completed an associate’s degree or a 

bachelor’s degree, at 41 percent compared to 36 percent for Traditional Corps). 

• A higher percentage of FEMA Corps members worked in the public or government 

sector, at 18 percent compared to 11 percent of Traditional Corps members. 

• A higher percentage of FEMA Corps members served on active duty in the military at 20 

percent compared to 17 percent for Traditional Corps members. 

Differences in Characteristics between Corps Members and Comparison Group 

The matched QED design requires identifying comparable individuals from a comparison group 

that was drawn from the pool of candidates who applied for entry into NCCC and were accepted 

but did not enroll. As previously discussed, comparison group participants should be as similar 

as possible to Corps members prior to statistical adjustments in terms of background 

characteristics and other relevant observable measures that could affect the likelihood of service 

as well as leadership skills and qualities. Overall, the 927 participants in the comparison group 

were older, more educated, and more likely to work in the social services workforce. 

• More than half (62%) of the comparison group participants were at least 22-years old 

compared to 42 percent of Corps members. 

• A higher proportion of the comparison group identified as female, at 67 percent 

compared to 50 percent of Corps members. 

• A higher percentage of the comparison group identified as Black or African American 

(13%), Asian (5%), and Hispanic or Latino (28%) compared to the treatment group with 

Black or African American (9%), Asian (4%), and Hispanic or Latino (26%). 

• A higher percentage of comparison group participants completed a bachelor’s degree, at 

55 percent compared to 32 percent for Corps members. 

A higher percentage of comparison group participants were attending college prior to what 

would have been the start of their service (41% compared to 35% for treatment participants). 

More comparison group participants were working in the non-profit or social services sector at 

some point in the six months prior to their service, at 28 percent compared to 13 percent of 

treatment group participants. 

• About 13 percent of the comparison group participants previously volunteered for 

AmeriCorps, most for AmeriCorps State and National (56%) or VISTA (30%). 

• A lower percentage of comparison group participants lived in two parent households 

(48% compared to 57% for treatment participants). By contrast, a higher percentage of 

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Profile of NCCC Members at the Start of Service 

comparison group participants lived in households with neither a parent or guardian (13% 

compared to 3% for treatment participants). There is no difference in the percentage of 

Corps members and the comparison group that lived in households with one parent. Less 

than two percent of comparison participants lived in households with one guardian, or in 

households with one parent or a guardian. This distribution was two percent for treatment 

participants. 

Reasons Given by the Comparison Group for Not Serving 

Employment opportunities and financial needs are top reasons applicants decide not to serve 

(Table 3). Almost two-thirds (64%) of comparison group respondents reported they had found a 

job or were working. Almost half (48%) reported the stipend from the program was insufficient. 

About 36 percent reported both work and financial need as reasons for not serving. The next 

most common reasons are the decision to return to school (37%) or joining another AmeriCorps 

program (27%). Some comparison respondents had reservations about NCCC that contributed to 

their decision not to serve, including their perception that NCCC is too strict (11%) or might be 

too difficult for them (10%). 

Table 3: Reasons for Not Serving 

Reason Percent 

Found a job/I am working 64% 

Will not be earning enough money as a NCCC member 48% 

Going back to school 37% 

Going to serve with another AmeriCorps program 27% 

Need to care for a family member or close friend 12% 

NCCC has too much structure/is too strict 11% 

Have difficulty doing some activities because of a physical, mental, 

or emotional condition 10% 

Concern about ability to do some physical activities 9% 

Going to serve with Peace Corps 3% 

Joining the military 1% 

Other 30% 

Thirty percent of the comparison group participants provided written reasons for not joining 

NCCC. Among these, the Covid-19 pandemic impacted the decision according to 40 responses: 

concerns about traveling and living in communal spaces during the pandemic, dissatisfied with 

the Covid-19 safety protocols implemented by AmeriCorps (e.g.., lack of testing after 

quarantine), family obligations that required them to stay home due to the pandemic, and 

concerns about mandatory vaccinations. 

12 
 

Profile of NCCC Members at the Start of Service 

Beyond Covid-19, participants also listed the following as factors for not serving : 

• Location: Participants were not satisfied with the assigned location, they wanted to have a 

choice in the location, or the cost to relocate was not viable. 

• Program Structure: They did not like the communal living situation, they were concerned 

about team dynamics, or they found the program to be too long. 

Motivation, Learning about Service and Perception of the Service Experience 

This section summarizes how members heard about NCCC, motivations for serving, and 

sources to learn about NCCC. It also summarizes how members perceived the NCCC experience 

prior to the start of their service. This section is organized into the following four parts: 

• First heard about NCCC, 

• Motivation for serving, 

• Learning about the service experience, 

• Perception of the service experience 

First Heard About NCCC 

The most common source where candidates heard about NCCC is the AmeriCorps website 

(33%) followed by word-of-mouth from their friends and family members who had previously 

served in an AmeriCorps program (30%), teachers or advisors (18%), people in their social 

group who were or knew of NCCC members (8%), directly from AmeriCorps or FEMA 

representatives (4%), and from volunteering alongside an AmeriCorps or FEMA Corps member 

(3%), see Figure 7. Fewer than one-tenth of participants first heard about NCCC through social 

media (8%) or advertisement (5%). 

Figure 7: First Heard about NCCC 

Sample size is 1,120 

Participants could specify other sources not listed in the survey options. More than 50 

participants indicated first hearing about NCCC from a family member who did not serve in any 

type of previous program. Based on the write-in answers, these family members had learned 

about NCCC through their own research or knew of someone affiliated with an AmeriCorps 

13 
Profile of NCCC Members at the Start of Service 

program. At least 20 participants stated that they found the NCCC program through researching 

volunteer opportunities online, and some participants were looking at the Peace Corps program 

before learning about AmeriCorps. 

Motivations for Service 

Motivation for serving is complex and multidimensional. Motivation is captured through 25 

items that the participants rated on a scale of “Not Relevant” to “Very Relevant”. We combined 

these items into seven categories, shown in Figure 8. Appendix E summarizes the factor analysis, 

the statistical procedure used to combine the items. 

Figure 8: Motivations for Service 

Sample size is 1,110 

It is not surprising that Corps members want to serve because they are altruistic. Almost all 

(96%) Corps members want to make a positive impact and improve social and economic 

inequality. Corps members simultaneously want to grow professionally during their service, with 

91 percent being motivated to serve with NCCC to gain new career skills, gain leadership skills, 

find a direction for their career, or meet people to network within their desired professions. They 

are also motivated for financial reasons. A majority (60%) are motivated to serve in order to pay 

student loans or pay for college tuition. Almost half (47%) have other financial reasons such as 

lack of housing or employment options. Over half (56%) are motivated to serve to travel or take 

a break from school. Beyond the items listed in the survey, the write-in options captured other 

motivations as described by the participants. Sentiments expressed across the respondents 

include: 

• A desire to improve their mental health: 

“I found this program to be a good fit for me working through self-care and mental health. The 

required exercise, the structured service, and the community are qualities I was looking for.”

14 
Profile of NCCC Members at the Start of Service 

• A desire for personal growth and development: 

“I want to build confidence in myself and get over my anxiety, along with building my

individuality/independence and work ethic.”

The Covid-19 pandemic motivated some individuals to serve. Several participants stated that 

they would rather join NCCC than take part in online schooling as they thought their time would 

be better utilized in the program. Three participants who were evacuated from the Peace Corps 

due to the pandemic chose to serve with NCCC. 

Sources Used to Learn About the NCCC Experience 

Once members hear about NCCC through their network of family, friends, teachers and advisors, 

their most utilized sources to learn about the service experience are the AmeriCorps website, the 

AmeriCorps handbook, online videos, and social media (Figure 9). Almost one-third (32%) 

spoke to people familiar with NCCC to learn more about the program, including friends who had 

previously served with NCCC or FEMA; 29 percent spoke with a teacher, counselor, or advisor. 

The least common source were AmeriCorps NCCC or FEMA Corps representatives at a career 

fair or volunteer activity (9%). 

Figure 9: Sources Used to Learn about the NCCC Experience 

We reviewed the write-in responses where participants described "Other Sources Used." Many of 

the responses referenced specific online resources and social media outlets. For example, 26 

participants mentioned "Reddit," 42 mentioned "YouTube," and 18 mentioned "Blogs," 

specifically Tumblr, some of which were written by AmeriCorps alumni. 

Perception of NCCC 

The survey included several statements to gauge members’ understanding of what the NCCC

service experience would be like. Each statement describes a service experience which 

participants are asked to rate as either “Yes, this is true,” or “No, this is not true.” Table 4 shows 

the distribution of “Yes, this is true” to each statement about the service experience. 

15 
 

Profile of NCCC Members at the Start of Service 

Table 4: Percent of Members Responding ‘Yes, this is true” to the Statement 

Perception about the NCCC Service Experience 

Yes, this is 

true 

I participate in physical training only when I want 12% 

I can take time off anytime I want 22% 

I can choose what type of work or project I will be doing 31% 

I believe that there are times the rules can be bent 37% 

I have complete privacy when I am not on duty 47% 

I get to work in an office doing administrative duties 71% 

I live in a dormitory that feels like being in the military 82% 

I do my service projects between 9 am and 5 pm, and I have free time at night and on 

weekends 86% 

I cannot take a part-time job or take night classes 87% 

I am part of a team of 8-10 other members who share my values 94% 

I travel all over the United States and meet a lot of people 95% 

I serve on projects that are away from the dormitory and must be with my team all the 

time 97% 

I will have a formal structure and processes to guide me on how, what and when 

things need to be done 98% 

I always must conform to uniform standards when on duty 100% 

Sample Size is 1,098 

Incoming Corps members do understand that the NCCC service is a structured program with 

formal rules regarding work schedules and team requirements (Table 4). Prior to the start of 

service, more than 90 percent understood they would be part of a team, could travel in the U.S. 

and meet people, would serve on projects away from their dormitory and be with their team, and 

follow a formal structure and processes. All incoming Corps members understood the policy on 

wearing uniform when on duty. Fourteen participants stated that they believed the program could 

be challenging or stressful at times, but ultimately would be a rewarding experience. One 

participant said the following: 

“It will be challenging. You have to be adaptable to new situations because things are always 

open to change.”

Seven participants mentioned aspects of team dynamics and how they perceived team members 

to be impactful to their time in NCCC. 

“The experience by and large depends on the team and the leadership.”

“A group’s team leader is the biggest influence during your service.”

Some aspects of the service experience might not be well understood by most incoming 

members. For example, 22 percent of Corps members believed they could take time off at any 

time, 12 percent believed they had a choice of the physical training they could participate in, 31 

16 
Profile of NCCC Members at the Start of Service 

percent believed they could choose the type of work they would do, 37 percent believed they 

would be able to bend the rules, and 47 percent anticipated having privacy when not on duty. 

Comparability of Leadership Development and Civic Engagement 

This section compares treatment and comparison group participants to assess how these two 

groups differ in leadership skills and qualities and civic engagement prior to the service. Five 

leadership skills and qualities will be measured prior to service, immediately upon completion of 

service, and one year after service: 

• Professional skills 

• Self-efficacy and life skills 

• Collaborative work practices 

• Community engagement 

• Civic engagement 

Professional Skills 

The survey includes two questions consisting of ten items addressing confidence on specific 

work-related abilities. On a scale of ‘No confidence’ to ‘Complete confidence,’ participants in 

both the treatment and comparison groups rate their confidence in on how they gather and 

analyze information, motivate co-workers, and manage time. 

A very low percentage of participants in both the treatment and comparison groups rated 

themselves as having ‘no confidence’ in their professional skills (0 to 3 percent). Corps members 

differ from comparison participants at the moderate and complete confidence rating level. Table 

5A shows the percent of Corps members and comparison group participants who rated their 

professional skills with ‘moderate confidence,’ and Table 5B shows the percent who rated these 

skills with ‘complete confidence.’ A higher percentage of Corps members rated their 

professional skills with ‘moderate confidence’ while a higher percentage of comparison group 

participants rated these same professional skills with ‘complete confidence.’ For example, 35 

percent of comparison participants indicated having ‘complete confidence’ in their abilities to 

plan meetings and manage projects compared to 18 percent of Corps members (Table 5B). 

There is a similar difference in the percentage of respondents in each group regarding their 

confidence in community outreach and working with volunteers. Less than one-fifth (18%) of 

Corps members indicated ‘complete confidence’ in their abilities to conduct community outreach 

and manage volunteers compared to 32 percent among comparison participants. A slight 

majority (51%) of Corps members have ‘complete confidence’ in their abilities to adapt to new 

situations and complete assigned deadlines, and 55 percent of comparison participants have 

‘complete confidence’ in this professional skill (Table 5B). 

17 
 

 

 

 

Profile of NCCC Members at the Start of Service 

Table 5: Professional Skills 

Table 5A: Professional Skills – Moderate Confidence 

Treatment sample size is 897, Comparison sample size is 706 

Item Treatment Comparison

Plan, coordinate and manage meetings or events / Manage a project 79% 63%

Community outreach / Recruit, manage or train volunteers 79% 66%

Deliver presentations / Work with the media and public relations 74% 65%

Set priorities for multiple tasks / Follow through to complete assigned tasks 54% 45%

Adapt to new situations / Seek new information to learn new or better ways of doing things 49% 45%

Table 5B: Professional Skills – Complete Confidence 

Treatment sample size is 897, Comparison sample size is 706 

Item Treatment Comparison

Plan, coordinate and manage meetings or events / Manage a project 18% 35%

Community outreach / Recruit, manage or train volunteers 18% 32%

Deliver presentations / Work with the media and public relations 23% 33%

Set priorities for multiple tasks / Follow through to complete assigned tasks 46% 55%

Adapt to new situations / Seek new information to learn new or better ways of doing things 51% 55%

Self-efficacy and life skills 

Self-efficacy and life skills were assessed in seven items. Each item uses a five-point Likert scale 

from ‘strongly disagree’ to ‘strongly agree’ to assess the ability to deal with problems and 

overcome unexpected situations. 

The pattern of responses to the self-efficacy and life skills statements are similar for both groups. 

Table 6A shows the percent of participants in the treatment and comparison groups who selected 

the scale ‘neither disagree or agree’ to the statements, and Table 6B shows the percent of 

participants in both groups that ‘agree’ to each statement. More than 80 percent of respondents 

agreed they have the confidence to deal with unexpected events, can solve most problems if they 

invest the necessary effort, and can usually think of solutions if they are in trouble (Table 6B). 

Table 6: Self-efficacy and Life Skills 

Table 6A: Self-efficacy and Life Skills – Neither Disagree or Agree 

Item Treatment Comparison

I am confident that I could deal efficiently with unexpected events 7% 7%

Thanks to my resourcefulness, I know how to handle unforeseen situations 13% 10%

I can solve most problems if I invest the necessary effort 3% 4%

I can remain calm when facing difficulties because I can rely on my coping abilities 12% 10%

When I am confronted with a problem, I can usually find several solutions 14% 11%

If I am in trouble, I can usually think of a solution 10% 10%

I can usually handle whatever comes my way 12% 12%

Treatment sample size is 892, Comparison sample size is 698 

18 
 

 

 

Profile of NCCC Members at the Start of Service 

Table 6B: Self-efficacy and Life Skills – Agree 

Treatment sample size is 892, Comparison sample size is 698 

Item Treatment Comparison

I am confident that I could deal efficiently with unexpected events 92% 90%

Thanks to my resourcefulness, I know how to handle unforeseen situations 85% 87%

I can solve most problems if I invest the necessary effort 96% 95%

I can remain calm when facing difficulties because I can rely on my coping abilities 86% 86%

When I am confronted with a problem, I can usually find several solutions 84% 86%

If I am in trouble, I can usually think of a solution 89% 88%

I can usually handle whatever comes my way 87% 87%

Collaborative Work Practices 

NCCC promotes collaborative work practices by organizing members in teams during their 

service. Three broad aspects of collaboration could be impacted by participation in NCCC: 1) 

attitudes and behaviors in group situations; 2) communication skills, tolerance and appreciation 

for diversity; and 3) ability and participation in solving community problems. 

Six statements asked participants to indicate how often they engage in specific attitudes and 

behaviors in group situations. There are no differences in the percent of how Corps members and 

the comparison group participants responded to these statements. A similar percentage in both 

groups had positive attitudes and behavior in group situations. More than 90 percent of 

participants in both groups ‘often’ encouraged the participation of others and support everyone’s 

right to be heard (Table 7B). About 20 percent of Corps members and comparison group 

participants ‘sometimes’ encouraged different points of view without worrying about agreement 

(Table 7A). 

Table 7: Attitudes and Behaviors in Group Situations 

Table 7A: Attitudes and Behaviors in Group Situations – Percent Responding ‘Sometimes’

Treatment sample size is 884, Comparison sample size is 694 

Item Treatment Comparison

I try to understand other people’s ideas and opinions before arguing or stating my own 12% 10%

I try to present my ideas without criticizing the ideas of others 12% 12%

I encourage different points of view without worrying about agreement 21% 20%

I try to consider all points of view or possible options before forming an opinion or making a decision 12% 9%

I encourage the participation of other people and support their right to be heard 6% 8%

I help find solutions when unexpected problems arise 12% 11%

Table 7B: Attitudes and Behaviors in Group Situations – Percent Responding ‘Often’

Item Treatment Comparison

I try to understand other people’s ideas and opinions before arguing or stating my own 87% 89%

I try to present my ideas without criticizing the ideas of others 87% 87%

I encourage different points of view without worrying about agreement 75% 77%

I try to consider all points of view or possible options before forming an opinion or making a decision 88% 90%

I encourage the participation of other people and support their right to be heard 94% 92%

I help find solutions when unexpected problems arise 87% 88%

Treatment sample size is 884, Comparison sample size is 694 

19 
 

 

Profile of NCCC Members at the Start of Service 

Two questions were posed, consisting of 17 statements about communication skills, tolerance 

and appreciation for diversity. For each statement, participants rated on a five-point Likert scale 

from ‘Strongly disagree’ to ‘Strongly agree’ their communication style and awareness and skills 

in dealing with people of different backgrounds. Almost all (over 90 percent) Corps members 

and comparison participants agree to statements that exhibit positive communication style and 

tolerance and appreciation for diversity (Table 8B). 

Table 8: Communication Skills, Tolerance and Appreciation for Diversity 

Table 8A: Communication skills, Tolerance and Appreciation for Diversity – Neither Disagree or Agree 

Treatment sample size is 884, Comparison sample size is 694 

Item Treatment Comparison

I can verbally communicate my ideas to other people / I listen to other people’s opinions on 

an issue 6% 5%

I collaborate on projects as a team member to achieve a shared goal / I get along with other 

people in my work environment 4% 4%

I resolve conflicts through discussion and dialog / I treat other people with courtesy and 

respect 5% 5%

If people from different backgrounds took the time to understand each other, there wouldn’t 

be so many social problems / people are motivated and productive when they feel they are 5% 6%

I feel comfortable: belonging to groups where people are different from me / in forming 

friendships with people who are different from me 4% 6%

Diverse viewpoints bring creativity and energy to a work group / multicultural teams can be 

stimulating / Diversity brings many perspectives to problem-solving 3% 4%

Table 8B: Communication skills, Tolerance and Appreciation for Diversity – Agree 

Item Treatment Comparison

I can verbally communicate my ideas to other people / I listen to other people’s opinions on 

an issue 93% 94%

I collaborate on projects as a team member to achieve a shared goal / I get along with other 

people in my work environment 95% 95%

I resolve conflicts through discussion and dialog / I treat other people with courtesy and 

respect 95% 94%

If people from different backgrounds took the time to understand each other, there wouldn’t 

be so many social problems / people are motivated and productive when they feel they are 94% 92%

I feel comfortable: belonging to groups where people are different from me / in forming 

friendships with people who are different from me 95% 93%

Diverse viewpoints bring creativity and energy to a work group / multicultural teams can be 

stimulating / Diversity brings many perspectives to problem-solving 97% 95%

Treatment sample size is 884, Comparison sample size is 694 

One goal of service is to enable members to become leaders who solve community problems and 

take personal responsibility. The survey collects information on members’ perceptions of their 

ability and participation in solving community problems. 

For each of eight statements, participants are asked about their ability and participation in 

solving community problems. The percent distribution how participants in each group ranked 

their ability and participation is shown in Tables 9A through 9C. Most participants in each group 

felt they had the ability to solve and participated in solving community problems (Table 9C). 

Across all statements, a higher percentage of comparison group participants felt they had the 

ability to solve and participated in solving community problems (Table 9C). For example, 84 

20 
 

 

 

 

 

 

Profile of NCCC Members at the Start of Service 

percent of Corps members felt they could express their views in front of a group of people, and 

88 percent could identify individuals who could help them solve a problem. By contrast, for the 

same statements, 91 percent of comparison participants felt they could express their views in 

front of a group and identify individuals to help solve a problem (Table 9C). The largest 

difference between the two groups was whether they believed they could ‘Organize and run a

meeting,’ with 70 percent of Corps members responding they could do it compared to 85 percent 

of comparison group participants (Table 9C). 

Table 9: Ability and Participation in Solving Community Problems 

Table 9A: Ability and Participation in Solving Community Problems – Could not do the following 

Treatment sample size is 879, Comparison sample size is 689 

Item Treatment Comparison

Create a plan to address the problem 3% 3%

Get other people to care about the problem 5% 4%

Organize and run a meeting 8% 3%

Express your views in front of a group of people 5% 2%

Identify individuals or groups who could help you with the problem 2% 1%

Express your views on the Internet or through social media 8% 7%

Call someone on the phone you had never met before to get their help with the problem 6% 4%

Contact an elected official about the problem 6% 5%

Table 9B: Ability and Participation in Solving Community Problems – Not sure about the following 

Treatment sample size is 879, Comparison sample size is 689 

Item Treatment Comparison

Create a plan to address the problem 18% 14%

Get other people to care about the problem 20% 18%

Organize and run a meeting 22% 12%

Express your views in front of a group of people 11% 7%

Identify individuals or groups who could help you with the problem 10% 8%

Express your views on the Internet or through social media 15% 11%

Call someone on the phone you had never met before to get their help with the problem 17% 13%

Contact an elected official about the problem 15% 13%

Table 9C: Ability and Participation in Solving Community Problems – Could do the following 

Item Treatment Comparison

Create a plan to address the problem 79% 83%

Get other people to care about the problem 75% 78%

Organize and run a meeting 70% 85%

Express your views in front of a group of people 84% 91%

Identify individuals or groups who could help you with the problem 88% 91%

Express your views on the Internet or through social media 78% 82%

Call someone on the phone you had never met before to get their help with the problem 77% 83%

Contact an elected official about the problem 79% 82%

Treatment sample size is 879, Comparison sample size is 689 

21 
 

 

 

Profile of NCCC Members at the Start of Service 

Community Engagement 

Six statements gauge participants’ attitude toward engaging in their community. The pattern of 

responses among Corps members and comparison group participants is similar across the 

statements. As shown in Table 10C, for the response of whether participants ‘agree,’ a higher 

proportion of comparison group participants agreed to the statements suggesting they are 

engaged in their community (i.e., obligation to contribute, actively involved in issues, make a 

difference, have the ability to make a difference, and find time to make a positive difference). 

The proportion of Corps members who agreed they plan to become more active in their 

communities is about the same as comparison group participants (Table 10C). 

Table 10: Attitudes toward Community Engagement 

Table 10A: Attitude toward Community Engagement – Disagree 

Treatment sample size is 879, Comparison sample size is 689 

Item Treatment Comparison

I feel a personal obligation to contribute in some way to my community 1% 2%

I am actively involved in issues that positively affect my community 17% 12%

I can make a difference in my community or neighborhood 2% 2%

I am not active but plan to become active in issues that positively affect my community 12% 15%

I feel I have the ability to make a difference in my community 3% 2%

I try to find the time or a way to make a positive difference in my community 10% 7%

Table 10B: Attitude toward Community Engagement – Neither Disagree or Agree 

Treatment sample size is 879, Comparison sample size is 689 

Item Treatment Comparison

I feel a personal obligation to contribute in some way to my community 11% 8%

I am actively involved in issues that positively affect my community 33% 25%

I can make a difference in my community or neighborhood 12% 12%

I am not active but plan to become active in issues that positively affect my community 27% 25%

I feel I have the ability to make a difference in my community 11% 10%

I try to find the time or a way to make a positive difference in my community 24% 16%

Table 10C: Attitude toward Community Engagement – Agree 

Item Treatment Comparison

I feel a personal obligation to contribute in some way to my community 87% 90%

I am actively involved in issues that positively affect my community 50% 63%

I can make a difference in my community or neighborhood 86% 86%

I am not active but plan to become active in issues that positively affect my community 61% 60%

I feel I have the ability to make a difference in my community 86% 88%

I try to find the time or a way to make a positive difference in my community 66% 78%

Treatment sample size is 879, Comparison sample size is 689 

22 
 

 

 

Profile of NCCC Members at the Start of Service 

Civic Engagement 

Almost all participants in both groups were eligible to vote. However, a higher proportion of 

comparison members stated they ‘definitely will’ vote in the next election.

Table 11: Voter Status and Plans to Vote 

Voter Status Corps Members Comparison 

Not eligible 2% 3% 

Don’t know 2% 1% 

Yes 96% 95% 

Plans to Vote Corps Members Comparison 

Definitely will not 4% 3% 

Probably will not 5% 4% 

Probably will 18% 12% 

Definitely will 73% 81% 

Corps members N=879, Comparison N=687 

Summary and Future Analysis 

The baseline survey is administered to Corps members (treatment) and comparison group 

individuals during the same timeframe prior to the start of service for those who decided to 

serve. This report describes the participants’ demographic characteristics, motivation for service, 

how they heard about NCCC, the sources they use to learn and understand the service 

experience, and their perception of the service experience. The average age of Corps members is 

21; they are college educated and living at home with their families prior to service. Corps 

members have a strong commitment to service. They are motivated by a desire to make a 

positive impact in the communities they serve, and they are as strongly motivated by the desire 

to gain professional skills that will help them in the future. 

We compare the leadership qualities and skills of Corps members to the participants in the 

comparison group who were eligible but decided not to serve. Although, in general, the treatment 

and comparison groups were similar, there were some differences in leadership qualities and 

skills at the start of service. Both the Corps members and the comparison group individuals value 

diversity and practice collaborative work practices. The biggest differences between the two 

groups can be seen in their professional skills and their abilities and participation in solving 

community problems. 

Future analysis will use the first follow-up survey, which is administered at the time Corps 

members complete their service, to examine changes in NCCC members (compared with their 

counterparts in the comparison group) one year after baseline, when members will have 

completed their service experience. In addition to reporting on change in leadership, the first 

follow-up report will include an analysis of selected programmatic features and their relationship 

to changes in leadership. The final analysis will incorporate data from the second follow-up 

survey, which is administered one year after service would have ended for those who serve. The 

follow-up analysis will control for baseline variables to adjust for any bias associated with initial 

differences between the treatment and comparison group participants prior to assessing the extent 

23 
Profile of NCCC Members at the Start of Service 

to which the NCCC service experience, programmatic experience, and characteristics caused any 

observed change in leadership development outcomes. 

24 
 

Profile of NCCC Members at the Start of Service 

Appendices 

Appendix A: Response Rate 

The completion rate is 77 percent for the treatment group and 61 percent for the comparison. 

During the study enrollment period, there were two Southern winter FEMA classes. The 

completion rate for FEMA Corps is 78 percent for the treatment group and 57 percent for the 

comparison group. 

Table 1. Response Rate 

Overall 

Completed 

& Partial w/ 

Sufficient 

Information 

Partial with 

Incomplete 

Information 

Refusal Completion Rate 

Overall 

Treatment Group 1617 1187 63 49 77% 

Comparison Group 1622 919 68 68 61% 

FEMA Corps 

Treatment Group 297 221 11 7 78% 

Comparison Group 371 195 16 14 57% 

25 
Profile of NCCC Members at the Start of Service 

Appendix B: Survey Non-Response Bias Analysis 

The purpose of the non-response analysis is to identify the potential for bias and, if any bias is 

present, describe its direction and magnitude. A non-response bias analysis determines if the 

non-response is random or if there are systematic differences in characteristics between 

respondents and non-respondents. The non-response bias analysis examines whether, at baseline, 

respondents differed systematically from the target population. We used the relative nonresponse bias formula as defined by the Office of Management and Budget (OMB). The relative 

non-response bias is: –

We used available administrative data provided by AmeriCorps NCCC on all eligible 

individuals, as the administrative data contained observed characteristics on all participants 

whether they responded to the survey or not. Respondents and non-respondents can have similar 

demographic distributions, and significant bias may still exist. On the other hand, differences 

between respondents and non-respondents on a few demographic characteristics might suggest 

that non-respondents are not “missing at random,” and there might be similar differences on key 

survey variables. But there may be little or no bias after all if the key variables aren’t related to 

those demographics. In each instance, we compare differences between respondents and nonrespondents to assess the presence or absence of response bias and calculate the size and 

direction of the bias by applying the OMB formula. 

The NCCC administrative data contained the following characteristics: gender, age, college 

graduate, whether the participant identified as a Non-Hispanic White, any prior employment at 

the time of their application to serve with NCCC, number of previous jobs reported on their 

AmeriCorps NCCC application, if the participant is an immediate family member of active duty, 

National Guard or Veteran, and their NCCC application assessment score. Using these defined 

variables, we conducted relative non-response bias using the formula for non-response bias 

defined by the Office of Management and Budget (OMB). JBS calculated non-response for all 

respondents combined (Table B1), then separately for treatment members (Table B3) and 

comparison group members (Table B5). The results show that individuals in the treatment group 

and female were more likely to participate in the study. However, bias was low for all variables, 

which indicates that there were only small differences between respondents and non-respondents. 

Non-Response Bias in the Full Sample. We assessed the differences in response patterns for all 

respondents. Table B1 shows the relative bias for each variable. The relative bias is less than 3 

percent between respondents and non-respondents for all variables except the comparison group 

26 
Profile of NCCC Members at the Start of Service 

variable, which has a relative bias of 13 percent. Individuals in the comparison group were less 

likely to participate in the study. 

Table B1. Non-Response Bias—All Respondents 

Variable Mean -

all 

Mean -

respondents 

Mean nonrespondents Total 

respondents 

Total 

nonresponde 

nts 

Difference 

in means 

Relative 

Bias 

Type -

Comparison 0.50 0.44 0.63 2237 1002 -0.19 -0.13 

Female 0.59 0.60 0.56 2237 1002 0.03 0.02 

Age 21.53 21.49 21.63 2196 972 -0.14 0.00 

College 

graduate 0.43 0.42 0.44 2233 1001 -0.02 -0.02 

NonHispanic 

White 

0.72 0.71 0.72 2046 916 -0.01 -0.01 

Prior 

employment 0.91 0.91 0.92 2237 1002 -0.01 0.00 

Number of 

jobs 2.79 2.79 2.80 2037 920 -0.02 0.00 

Prior 

volunteer 

experience 

0.82 0.82 0.81 2237 1002 0.01 0.00 

Veteran 

status 0.18 0.18 0.19 2210 990 -0.02 -0.03 

NCCC 

application 

assessment 

score 

Hispanic / 

Latino 

66.40 

0.13 

66.67 

0.13 

65.79 

0.13 

2083 

2137 

922 

960 

0.88 

0.00 

0.00 

0.01 

To examine the effects of each variable on non-response when all other variables tested were 

held constant, we ran a logistic regression model (Table B2). Individuals in the comparison 

group and males were significantly less likely to participate. No other variables exhibited 

statistically significant differences. 

Table B2. Likelihood of Non-Response Based on Participant Characteristics—All Respondents 

Variable B S.E. Wald df Sig. Exp(B) 

Type -

Treatment -0.4209 0.0412 104.2764 1 <.0001 0.431 

Female -0.1226 0.0401 9.3326 1 0.0023 0.782 

Age -0.1412 0.1832 0.5938 1 0.4409 0.868 

College 

graduate 0.0193 0.0458 0.1769 1 0.6741 1.039 

Non-Hispanic 

White 0.0703 0.046 2.3303 1 0.1269 1.151 

Prior 

employment 0.0212 0.0734 0.0834 1 0.7727 1.043 

27 
Profile of NCCC Members at the Start of Service 

Prior volunteer 

experience -0.0349 0.0521 0.4499 1 0.5024 0.933 

Veteran status 0.0543 0.0501 1.1774 1 0.2779 1.115 

NCCC 

application 

assessment 

score 

-0.0269 0.0244 1.2147 1 0.2704 0.973 

Non-Response Bias in the Treatment-Only Sample. We performed non-response bias analysis on 

the treatment group only (Table B3). Relative bias was low in the treatment group, in part 

because of the higher response rate in this group. The relative bias for the variables age, nonHispanic White, prior employment status, prior volunteer experience, and NCCC assessment 

score were all zero, indicating no level of bias. In this treatment-only analysis, the variable that 

had the highest relative bias was college graduate status at four percent. 

Table B3. Non-Response Bias—Treatment Members 

Variable Mean -

all 

Mean -

responden 

ts 

Mean - nonrespondent 

s 

Total 

responden 

ts 

Total nonresponden 

ts 

Differenc 

e in 

means 

Relative 

Bias 

Female 0.52 0.53 0.51 1250 367 0.02 0.01 

Age 21.08 21.03 21.24 1250 367 -0.21 0.00 

College 

graduate 0.35 0.34 0.40 1250 367 -0.06 -0.04 

NonHispanic 

White 

0.75 0.75 0.76 1149 340 0.00 0.00 

Prior 

employme 

nt 

0.89 0.89 0.90 1250 367 -0.01 0.00 

Number of 

jobs 2.68 2.63 2.82 1112 330 -0.19 -0.02 

Prior 

volunteer 

experience 

0.81 0.81 0.82 1250 367 -0.01 0.00 

Veteran 

status 0.18 0.18 0.19 1239 364 -0.01 -0.02 

NCCC 

application 

assessme 

nt score 

Hispanic / 

Latino 

66.41 

0.13 

66.57 

0.13 

65.84 

0.13 

1158 

1195 

322 

352 

0.73 

0.00 

0.00 

-0.01 

We ran a logistic regression model to predict non-response within the treatment group. When 

examining the treatment group only, none of the variables had statistically significant odds of 

predicting non-response (Table B4). Both the logistic regression and the relative bias analysis 

indicate that there is no bias due to non-response in the treatment group. 

Table B4. Likelihood of Non-Response Based on Participant Characteristics—Treatment 

Variable B S.E. Wald df Sig. Exp(B) 

28 
Profile of NCCC Members at the Start of Service 

Female -0.067 0.0611 1.2031 1 0.2727 0.875 

Age -0.0949 0.3109 0.0933 1 0.7601 0.909 

College 

graduate 0.123 0.0765 2.5822 1 0.1081 1.279 

Non-Hispanic 

White -0.0103 0.0738 0.0196 1 0.8887 0.98 

Prior 

employment 0.0246 0.1039 0.0559 1 0.8131 1.05 

Prior volunteer 

experience 0.0167 0.0806 0.0427 1 0.8362 1.034 

Veteran status 0.0527 0.0768 0.4708 1 0.4926 1.111 

NCCC 

application 

assessment 

score 

-0.033 0.0371 0.792 1 0.3735 0.968 

Non-Response Bias in the Comparison-Only Sample. We performed non-response bias analysis 

on the comparison group only. The relative bias is low, as high as five percent for gender and 

four percent for college graduate status and veteran status (see Table B5). Most variables had 

relative bias of zero to three percent, once again indicating that non-response rates would not 

bias the results. 

Table B5. Non-Response Bias—Comparison Members 

Variable Mean -

all 

Mean -

responden 

ts 

Mean - nonrespondent 

s 

Total 

responden 

ts 

Total nonresponden 

ts 

Differenc 

e in 

means 

Relative 

Bias 

Female 0.65 0.69 0.60 987 635 0.09 0.05 

Age 22.01 22.10 21.87 946 605 0.22 0.00 

College 

graduate 0.50 0.52 0.47 983 634 0.05 0.04 

NonHispanic 

White 

0.68 0.66 0.70 897 576 -0.05 -0.03 

Prior 

employme 

nt 

0.93 0.94 0.93 987 635 0.01 0.00 

Number of 

jobs 2.90 2.97 2.79 925 590 0.18 0.02 

Prior 

volunteer 

experience 

0.83 0.84 0.81 987 635 0.03 0.01 

Veteran 

status 0.18 0.18 0.19 971 626 -0.02 -0.04 

NCCC 

application 

assessme 

nt score 

Hispanic / 

Latino 

66.38 

0.13 

66.79 

0.14 

65.76 

0.13 

925 

942 

600 

608 

1.04 

0.01 

0.01 

0.04 

29 
Profile of NCCC Members at the Start of Service 

We also ran a logistic regression model to determine which variables were significant predictors 

of non-response within the comparison-only sample. Within the comparison-only group, females 

had significantly lower odds of being a non-respondent, while non-Hispanic White individuals 

had significantly higher odds of non-response. (Table B7). 

Table B7. Likelihood of Non-Response Based on Participant Characteristics—Comparison 

Variable B S.E. Wald df Sig. Exp(B) 

Female -0.1805 0.0538 11.269 1 0.0008 0.697 

Age -0.1289 0.2369 0.296 1 0.5864 0.879 

College 

graduate -0.0725 0.0584 1.54 1 0.2146 0.865 

Non-Hispanic 

White 0.117 0.059 3.9356 1 0.0473 1.264 

Prior 

employment 0.012 0.1064 0.0127 1 0.9104 1.024 

Prior volunteer 

experience -0.069 0.0694 0.9865 1 0.3206 0.871 

Veteran status 0.064 0.0666 0.9224 1 0.3369 1.136 

NCCC 

application 

assessment 

score 

-0.0177 0.0327 0.2937 1 0.5879 0.982 

30 
Profile of NCCC Members at the Start of Service 

Appendix C: Item Non-response Bias Analysis 

Item non-response examines the non-response rate for each required questionnaire item. It is 

calculated as the percent of respondents for whom no valid response was recorded (all missing 

answers were coded as "."). Questions with skip patterns were not included in this analysis. 

Table C1 shows the item non-response rate for questions that were not eligible to be skipped by 

the participant. Item BQ2 was asked only to the treatment group and therefore the sample size 

used to calculate the item-nonresponse was 1,250. Items BQ4a through BQ4k were asked only of 

the comparison group with a sample size of 987. All other items were asked of both the treatment 

and comparison groups with a total sample size of 2,237 participants. For each item, the nonresponse rate was calculated with the number of participants who did not answer the item as the 

numerator and the number of participants eligible to respond to that item as the denominator. 

Item BQ5 ("How did you hear about AmeriCorps NCCC? ") has the highest non-response rate at 

15.29 percent. The second highest nonresponse rate was 12.66 percent for items BQ4a-BQ4k 

(“For each of the reasons please indicate whether it contributed to your decision not to serve with 

NCCC?"). The item with the lowest non-response rate was BQ6 (“Have you previously 

volunteered with AmeriCorps?”) at 0.67 percent. 

All items had non-response rates far below 30 percent, indicating that further analysis of nonresponse bias is not necessary per OMB guidelines. 

As noted above, questions BQ4a through BQ4k were asked only of the comparison group. The 

missing responses may not be missing at random. Specifically, for participants that initially 

entered the study in the treatment group but were subsequently moved to the comparison group 

because the participants did not report for service, we used their completed survey, but they 

would not have been asked BQ4a through BQ4k if, prior to being moved to the comparison 

group, the participants had completed the treatment survey. The number of treatment participants 

that moved to the comparison is still sufficiently low that the proportion of missing values at the 

item is far below the 30 percent threshold. 

Table C1. Item Non-response for Items Without Skip Patterns 

Item 

Nonresponse 

Percent 

Item 

Nonresponse 

Percent 

Item 

Nonresponse 

Percent 

Item 

Nonresponse 

Percent 

BQ2 1.44% BQ9x 1.25% BQ14b 4.34% BQ19h 5.68% 

BQ4a 12.66% BQ10a 1.92% BQ14c 4.34% BQ20 5.81% 

BQ4b 12.66% BQ10b 1.92% BQ14d 4.34% Bq21 5.81% 

BQ4c 12.66% BQ10c 1.92% BQ14e 4.34% BQ24a 6.03% 

BQ4d 12.66% BQ10d 1.92% BQ14f 4.34% BQ24b 6.03% 

BQ4e 12.66% BQ10e 1.92% BQ14g 4.34% BQ24c 6.03% 

BQ4f 12.66% BQ10f 1.92% BQ15a 5.01% BQ24d 6.03% 

BQ4g 12.66% BQ10g 1.92% BQ15b 5.01% BQ24e 6.03% 

BQ4h 12.66% BQ10h 1.92% BQ15c 5.01% BQ24f 6.03% 

BQ4i 12.66% BQ10i 1.92% BQ15d 5.01% BQ24g 6.03% 

31 
Profile of NCCC Members at the Start of Service 

BQ4j 12.66% BQ10j 1.92% BQ15e 5.05% BQ24h 6.03% 

BQ4k 12.66% BQ10k 1.92% BQ15f 5.01% BQ24i 6.03% 

BQ5 15.29% BQ11a 3.00% BQ16a 5.01% BQ24j 6.03% 

BQ6 0.67% BQ11b 3.00% BQ16b 5.01% BQ24k 6.03% 

BQ8 0.89% BQ11c 3.00% BQ16c 5.01% BQ24l 6.03% 

BQ9a 1.25% BQ11d 3.00% BQ16d 5.01% BQ24m 6.03% 

BQ9b 1.25% BQ11e 3.00% BQ16e 5.01% BQ24n 6.03% 

BQ9c 1.25% BQ11f 3.00% BQ16f 5.01% BQ24o 6.03% 

BQ9d 1.25% BQ11g 3.00% BQ17a 5.01% BQ25 6.12% 

BQ9e 1.25% BQ11h 3.00% BQ17b 5.01% BQ26 8.00% 

BQ9f 1.25% BQ11i 3.00% BQ17c 5.01% BQ27a 6.17% 

BQ9g 1.25% BQ11j 3.00% BQ17d 5.01% BQ27b 6.17% 

BQ9h 1.25% BQ11k 3.00% BQ17e 5.01% BQ27c 6.17% 

BQ9i 1.25% BQ11l 3.00% BQ17f 5.01% BQ27d 6.17% 

BQ9j 1.25% BQ11m 3.00% BQ17g 5.01% BQ27e 6.17% 

BQ9k 1.25% BQ11n 3.00% BQ18a 5.63% BQ27f 6.17% 

BQ9l 1.25% BQ11o 3.00% BQ18b 5.63% BQ27g 6.17% 

BQ9m 1.30% BQ12a 3.53% BQ18c 5.63% BQ27h 6.17% 

BQ9n 1.25% BQ12b 3.53% BQ18d 5.63% BQ28 6.93% 

BQ9o 1.25% BQ12c 3.53% BQ18e 5.63% BQ29 6.17% 

BQ9p 1.25% BQ12d 3.53% BQ18f 5.63% BQ38 6.39% 

BQ9q 1.25% BQ12e 3.53% BQ19a 5.63% BQ39 6.39% 

BQ9r 1.25% BQ12f 3.53% BQ19b 5.68% 

BQ9s 1.25% BQ13a 3.53% BQ19c 5.68% 

BQ9t 1.25% BQ13b 3.53% BQ19d 5.68% 

BQ9u 1.25% BQ13c 3.53% BQ19e 5.68% 

BQ9v 1.25% BQ13d 3.53% BQ19f 5.68% 

BQ9w 1.25% BQ14a 4.34% BQ19g 5.68% 

32 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Profile of NCCC Members at the Start of Service 

Appendix D: Composite Measures 

Factor analysis is a variable reduction procedure that can be used when there is redundancy 

among variables in the collected data. We used factor analysis to determine if the multiple items 

might be measuring a single construct and thus could be reasonably condensed with one 

encompassing label. Each section of this Appendix details the original question and item list and 

outlines the condensed items based on the results from the factor analysis. 

Question ID BQ9 – Motivations for Serving 

Table D1 shows the original item list for motivation for serving, question BQ9, which contains 

24 items. We conducted the factor analysis with items BQ9a through BQ9x. The results show 

that the 24 items can be grouped into seven factors as indicated in Table D2. The Question ID 

columns displays the grouping based on the item’s ID number; the Condensed Item column 

displays the new item label that was chosen. 

Table D1. Original Item List – Motivations for Service 

Question 

ID 

Item 

BQ9a I want to try something new to find what direction I want to take in my 

career 

BQ9b I want to gain leadership skills 

BQ9c I want to gain professional skills/carpentry or construction skills/build my 

résumé 

BQ9d I want to meet new people/make friends 

BQ9e I want to have stable housing and other benefits 

BQ9f I want to travel the country/I want to leave the town that I am living in 

right now 

BQ9g There are not enough jobs where I live 

BQ9h I want to earn money for future college tuition 

BQ9i I want to earn money to pay off student loans 

BQ9j I want to take a break before college 

BQ9k I want to take a break while enrolled in college 

BQ9l I want to take a break between college or graduate school 

BQ9m I want the opportunity to network with professionals in my field of interest 

BQ9n I want to gain experience to serve in other AmeriCorps programs (ASN, 

VISTA) 

BQ9o I want to gain experience to join the military 

BQ9p I want to gain experience to join the Peace Corps 

BQ9q I want to make a difference/serve my country 

BQ9r I want to reduce social or economic inequality 

BQ9s NCCC will give me a sense of purpose 

BQ9t I have a friend or family member who was applying or participating 

BQ9u An AmeriCorps organization or one like it helped you (or a loved one) in 

the past 

BQ9v I want to earn money/I needed to get a job 

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Profile of NCCC Members at the Start of Service 

BQ9w NCCC was my only employment option 

BQ9x My parents/guardians wanted me to join NCCC 

Table D2. Condensed Item List – Motivations for Service 

Question ID Condensed Item 

BQ9t, BQ9u, BQ9x Family wanted them to join NCCC/AmeriCorps or similar 

program impacted them in the past 

BQ9e, BQ9g, BQ9v, 

BQ9w 

Financial and housing needs/Lack of other employment 

options 

BQ9n, BQ9o, BQ9p Gain experience for other AmeriCorps programs, Peace 

Corps or the military 

BQ9h, BQ9i To pay off student loans/Pay for college tuition 

BQ9d, BQ9f, BQ9j, 

BQ9k, BQ9l 

Travel/Take a break from attending school 

BQ9a, BQ9b, BQ9c, 

BQ9m 

Gain new skills for career development 

BQ9q, BQ9r, BQ9s Desire to make a positive impact/Improve social and 

economic inequality 

Question ID BQ12, BQ13 – Professional Skills 

Questions BQ12 and BQ13 measured professional skills. Factor analysis was done using items 

BQ12a-BQ13d. Based on the results from the factor analysis, the original 10 items from both 

questions can be grouped into five factors as shown in Table D4. Items pertaining to 

communicating with the community were condensed to one label, and items pertaining to 

completing multiple tasks were condensed to one label. 

Table D3. Original Item List – Professional Skills 

Question ID Item 

BQ12a Plan, coordinate and manage meetings or events 

BQ12b Deliver presentations 

BQ12c Work with the media and public relations 

BQ12d Manage a project 

BQ12e Community outreach 

BQ12f Recruit, manage, or train volunteers 

BQ13a Set priorities for multiple tasks 

BQ13b Adapt to new situations 

BQ13c Seek new information to learn new or better ways of doing 

things 

BQ13d Follow through to complete assigned tasks 

Table D4. Condensed Item List – Professional Skills 

Question ID Condensed Item 

BQ12a, BQ12d Plan, coordinate and manage meetings or events/Manage a 

project 

BQ12e, BQ12f Community outreach/Recruit, manage, or train volunteers 

34 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Profile of NCCC Members at the Start of Service 

BQ12b, BQ12c Deliver presentations/Work with the media and public 

relations 

BQ13a, BQ13d Set priorities for multiple tasks/Follow through to complete 

assigned tasks 

BQ13b, BQ13c Adapt to new situations/Seek new information to learn new or 

better ways of doing things 

Question ID BQ15, BQ17– Collaborative Work Practices 

Questions BQ15 and BQ17 all measured the participants’ collaborative work practices and 

feelings on diversity. BQ15 and BQ17 were condensed together as they both measure answers on 

a scale from ‘Strongly Disagree’ to ‘Strongly Agree’. 

Table D5 shows the original item list for BQ15 and BQ17, a total of 13 items. The results show 

the 13 items can be grouped into six factors as indicated in Table D6. 

Table D5. Original Item List – Collaborative Work Practices 

Question ID Item 

BQ15a I can verbally communicate my ideas to other people 

BQ15b I listen to other people’s opinions or positions on an issue

BQ15c I collaborate on projects as a team member to achieve a shared goal 

BQ15d I get along with other people in my work environment 

BQ15e I resolve conflicts through discussion and dialog 

BQ15f I treat other people with courtesy and respect 

BQ17a If people from different backgrounds took the time to understand 

each other, there wouldn’t be so many social problems

BQ17b I feel comfortable belonging to groups where people are different 

from me 

BQ17c Diverse viewpoints bring creativity and energy to a work group 

BQ17d Multicultural teams can be stimulating and fun 

BQ17e People are more motivated and productive when they feel they are 

accepted for who they are 

BQ17f Diversity brings many perspectives to problem-solving 

BQ17g I feel comfortable in forming friendships with people who are different 

from me 

Table D6. Condensed Item List – Collaborative Work Practices 

Question ID Condensed Item 

BQ15a, BQ15b I can verbally communicate my ideas to other people/I listen to other 

people’s opinions on an issue

BQ15c, BQ15d I collaborate on projects as a team member to achieve a shared 

goal/I get along with other people in my work environment 

BQ15e-BQ15f I resolve conflicts through discussion, and dialog/I treat other people 

with courtesy and respect 

35 
 

 

 

 

 

 

 

 

 

Profile of NCCC Members at the Start of Service 

BQ17a, BQ17e If people from different backgrounds too the time to understand each 

other, there wouldn’t be so many social problems/people are

motivated and productive when they feel they are accepted for who 

they are 

BQ17b, BQ17g I feel comfortable: belonging to groups where people are different 

from me/in forming friendships with people who are different from me 

BQ17c, 

BQ17d, BQ17f 

Diverse viewpoints bring creativity and energy to a work 

group/multicultural teams can be stimulating/diversity brings many 

perspectives to problem-solving 

36