OST Evaluation Toolkit
Section III: Methods
Methods
This section contains example methods for data collection for program evaluation.
OST & Positive Youth Development Survey Scales
Below are survey items for selection purposes. If you choose to use these scales or items you should go to the source provided for complete documentation or instructions. Also, these are free tools and we prioritized short scales. Many longer scales exist.
Belonging in Youth Development Programs
Source: Anderson-Butcher & Conroy (2002)
Responses: NO! No Yes YES!
I feel comfortable at the program.
I am a part of the program.
I am committed to the program.
I am supported at the program.
I am accepted at the program.
Supportive Adult Relationships
Source: Zeldin et al., 2014
Responses: Strongly disagree to strongly agree (5 point)
Youth and staff trust each other in this program.
There is a good balance of power between youth and adults in this program.
Youth and adults learn a lot from working together in this program.
In this program, it is clear that youth and staff respect each other.
Staff learn a lot from youth in this program.
Youth Program Participation Motivation
Source: Akiva et al., 2013
Responses: NO! No Yes YES!
I enjoy the time I spend at this program.
I like this program.
The activities we do at this program are interesting to me.
The activities we do at this program are important to me.
The activities I do at this program help me get better at the things I care about.
I feel like I am using my skills when working on activities at this program.
The activities I do at this program are challenging (in a good way).
EPOCH Measure of Adolescent Well-being
Source: Kern et al., 2015
Response: almost never; sometimes; often; very often; almost always
(Note - 5 subscales ok to use only some subscales; best to keep all items in a subscale: Engagement = 5, 7, 11, 12. Perseverance = 2, 9, 17, 19. Optimism = 3, 13, 15, 18. Connectedness = 1,10,14,16. Happiness = 4, 6, 8, 20)
When something good happens to me, I have people who I like to share the good news with.
I finish whatever I begin.
I am optimistic about my future.
I feel happy.
When I do an activity, I enjoy it so much that I lose track of time.
I have a lot of fun.
I get completely absorbed in what I am doing.
I love life.
I keep at my schoolwork until I am done with it.
When I have a problem, I have someone who will be there for me.
I get so involved in activities that I forget about everything else.
When I am learning something new, I lose track of how much time has passed.
In uncertain times, I expect the best.
There are people in my life who really care about me.
I think good things are going to happen to me.
I have friends that I really care about.
Once I make a plan to get something done, I stick to it.
I believe that things will work out, no matter how difficult they seem.
I am a hard worker.
Youth Voice in Decision Making
Source: Zeldin et al., 2014
Responses: Strongly disagree to strongly agree (5 point)
I have a say in planning at this program.
The staff take my ideas seriously.
I am expected to voice my concerns when I have them.
In this program, I am encouraged to express my ideas and opinions.
School Engagement
Source: Cochran, Wood, & Arnekley, 1994
Response: Strongly disagree, disagree, neutral, agree, strongly agree
Going to school is enjoyable
Doing well in school is important for getting a good job
My school work is important to my life
My classes at school are interesting
The things I am learning in school are important for later in life.
Art + Well-Being in the Youth Program
Source: Osai et al., 2025
Responses: SD to SA
The art we do in this program makes me feel good about myself.
I learn about myself through the art we do in this program.
The art we do in this program reflects who I am.
When I do art in this program, I feel content.
The art we do in this program helps me feel seen.
When I do art in this program, I feel better at home or school.
Adult Hope Scale (for ages 16+)
Source: Snyder et al., 1991
Response: 8-point: Definitely False, Mostly False, Somewhat False, Slightly False, Slightly True, Somewhat True, Mostly True, Definitely True
Scoring: Agency subscale = items 2, 9, 10, and 12; Pathway subscale = items 1, 4, 6, 8
I can think of many ways to get out of a jam.
I energetically pursue my goals.
I feel tired most of the time.
There are lots of ways around any problem.
I am easily downed in an argument.
I can think of many ways to get the things in life that are important to me.
I worry about my health.
Even when others get discouraged, I know I can find a way to solve the problem.
My past experiences have prepared me well for my future.
I’ve been pretty successful in life.
I usually find myself worrying about something.
I meet the goals that I set for myself.
Youth Experiences Survey (YES) 2.0
Source: Hansen & Larson, 2005
Responses: 4-point, Yes, definitely, quite a bit, a little, not at all
70 items across multiple subscales. Example: Identity Exploration
Tried doing new things
Tried a new way of acting around people
I do things here I don’t get to do anywhere else
Race + Culture in the Youth Program
Source: Osai et al., 2025
Responses: SD to SA
I learn about my racial or ethnic culture in this program.
In this program, we learn about art done by people with my racial/ethnic background.
The art we do in this program helps me learn about my racial/ethnic history.
The things we do in this program remind me of things from my racial/ethnic background or home community.
This program makes sure that people from my racial/ethnic background feel valued.
This program helps me feel seen in my racial/ethnicity.
This program helps me feel more connected to my race/ethnicity.
Survey tools for purchase, which tend to come with more technical support, are available from several sources, including: the National Institute on Out-of-School Time, Search Institute, and Child Trends. A summary of 25 tools (most not publicly available) can be found here. (Redd et al., 2024)