Theblueprintevaluation-Research Project

Running head: EVALUATION ON THE BLUEPRING PROGRAM: ACCESS 1
Evaluation on The Blue Print Program: Access
Tyler McLoughlin, Angeline Jones & Alyssa Arroyo
Loyola University Chicago
Table of Contents:
EVALUATION ON THE BLUEPRING PROGRAM: ACCESS
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Statement of Problem3
Significance.3
Blueprint Program Overview...5
Stakeholders...9
Logic Model ...9
Evaluation Approach...15
Quantitative Approach...16
Qualitative Approach..23
Conclusion....33
References.36
Appendices... 38
Statement of Problem and Significance

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Hammond, Indiana is a city, which neighbors Gary, Indiana in the northwest part of
Indiana and is considered part of the Chicago Metropolitan area. First, it is important to
understand the demographic of the city. It is then important to understand the demographic
composition of Hammond, Indiana and the context of how the public education system is
situated. Finally, it is important to understand and define the problem of lack of college access
and the significance of this.
Per the 2010 United States Census Bureau Report, Hammond, Indianas population is
80,830 residents. This population is largely diverse, and according to the Race and Hispanic
Origin section of the census, 59.4% of the population identified as White, 22.5% of the
population identified as African American and 34.1% identified as Hispanic or Latino. In
addition, only 13.2% of the population has a Bachelors Degree, while 23.8% of the population is
living below the poverty line while the median household income has been documented at
$39,771 (U.S. Census Bureau, 2014). From this evidence, it is shown that the demographic of
the community is of a lower socioeconomic status with less than half of the population
identifying as a racial or ethnic minority sub group. Furthermore, the data highlights an
important piece of information that sheds light on the lack of college going culture. There is
10.6% more of the population living below the poverty line in the community than the
population that holds a Bachelors Degree.
The demographic makeup of the Hammond community contributes to the variables and
barriers created within the School City of Hammond (SCH), Hammonds public school district.
According to the Indiana Department of Education, 82.7% of SCH students receive free or
reduced price lunches compared to the state average of 49.2%. additionally, 15.4% of SCH
students are Limited English Proficiency students compared to the state average of 5.5% (Annual
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Performance Report, 2015). The School City of Hammond also receives Title I federal funding
which is used for schools or districts with high numbers or percentages of children from low-
income families to help ensure that all children meet challenging state academic standards (U.S.
Department of Education, 2015). The School City of Hammond is largely made up of
racial/ethnic minority, low-income, first generation students. Many students who are low-
income and the first in their families to pursue a college degree are less familiar with the variety
of college options that are available (Byndloss, Coven, Kusayeva, & Johnston, 2015). Radford
(2013) explains that many low income, first generation students who attend large high schools
have counselors who face daunting student caseloads and lack the time, training, or resources to
offer comprehensive college admissions advice. This particularly stands true for the School City
of Hammond, where according to a case study done by The Hammond Education Foundation
(2016), the ratio of students to guidance counselors are 400:1 (p. 5).
The problem that we will be addressing is the lack of college access in The School City
of Hammond district. Students in the School City of Hammond do not have adequate college
readiness, access, and success programming. Research conducted by The Hammond Education
Foundation (2016) has shown that only 20% of low income students graduate college in four
years, however in Hammond, Indiana, only 13% of SCH students are expected to graduate in 4
years (p. 3). The Hammond Education Foundation, a nonprofit organization which helps support
The School City of Hammond, created The Blueprint Program (BPP), whose goal is to equip
families, educators, alumni, and community leaders to prepare, advise, and lead students through
college graduation.
The Blueprint Program Overview

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The Hammond Education Foundation (HEF) has been a community staple in Hammond
since 1983. The nonprofit organization serves as a philanthropic partner with the School City of
Hammond providing them funding that cannot be secured through the regular school budget.
The Hammond Education Foundation also provides scholarships for students to support college
attainment. In 2014, Joshua Long became the Executive Director of the Hammond Education
Foundation. It soon became apparent to Mr. Long that the students were not taking advantage of
the scholarship opportunities that the community was offering. He stated that many of the
scholarships that ranged from $1,000-$5,000 only had one or two applicants applying. At one
point, only one student applied and interviewed for three $1,000 scholarships, inevitably
receiving all of them.
With this newfound knowledge, the BPP was originally developed to serve as a class to
address the lack of scholarship opportunities sought after through the Hammond Education
Foundation. However, when chartering the class, the Hammond Education Foundation learned
that scholarship opportunities were not the overarching issue, the overall number of students
applying to college and lack of understanding how to apply to college was. The programs
mission became a holistic approach targeting not only teachers, but also community leaders,
coaches, and families to help drive college success. In 2015, Hammond High School, just one of
the of five high schools in the district, first piloted the BPP. Following this, in 2016, Gavit High
School piloted the initiative making two of five high schools part of the BPP to foster a culture of
college readiness and access in the classroom.
The Blueprint Program Description
The Blueprint program uses an equip all approach, mobilizing the entire community
toward college access. Research by Martinez and Klopott (2005) has shown that academic
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preparation, social support, access to information, parental involvement and knowledge about
college and financial aid are the strongest predictors of college attendance and completion (p. 5).
Students in the School City of Hammond do not have adequate college readiness, access, and
success programming. The Blueprint Model has three components: college readiness, college
access and college success that guides students from their freshman year of high school to their
sophomore year of college. This program is designed for the SCH to create a culture of college
access awareness in the community and implement college success for the future. College
readiness according to the Indiana Department of Education means an individual has the
knowledge, skills and abilities to succeed in postsecondary education and economically-viable
career opportunities (College and Career Ready Standards, 2015).
In the Blueprint Program, the readiness phase targets freshman and sophomores to
understand the importance of academic preparation, social support, and involvement. The
college readiness component encourages students by building soft skills and identifying
leadership qualities as well as becoming involved in extracurricular activities. For many students
in SCH, they have these soft skills by being involved in activities, having part time jobs to
support their family, or just by growing up in the environment around them. Angela Duckworths
concept of grit is a perfect example. In a study done by Duckworth, Peterson, Mathews & Kelly
(2007) defined grit as perseverance and passion for long-term goals. Grit entails working
strenuously toward challenges, maintaining effort and interest over years despite failure,
adversity, and plateaus in progress (p.1088). With students having these soft skills, paired with
social support, and understanding of academic preparation, we are creating a college going
culture or readiness to motivate students to go to college.

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The access phase targets juniors and seniors to understand the college application
process and have resources available as well as mentors to guide them in finding an institution
that best fits them socially, academically, and financially. During this phase students will receive
financial literacy classes, attend family/community meetings to create a supportive culture, and
have social support from their teachers and peers. This college access stage is bringing the
resources to the students as opposed to the students having to search for the resources. As
explained previously, with guidance counselors being 400:1 with heavy caseloads, advertising
college resources are limited in SCH. Furthermore, the access and understanding of where to go
may be challenged with many students whose first language is Spanish. This creates a barrier to
find and access resources for college. In the access phase students are able to take time one on
one with a mentor or teacher in a classroom to resolve issues and have their voices heard. Access
to information, parental involvement, knowledge about college and financial literacy are all
desired outcomes for this phase of the program. These outcomes are once again aligned with
Martinez and Klopotts (2005) strongest predictors of college attendance and completion (p. 5)
The final stage is the college success component, which targets first and second-year
students in college. Students are paired with an advisor to help track, mentor and engage with
them while in college to help mitigate the risk of dropping out before graduation, thereby
fostering college success. This mentor will service as a support network outside of the
community while away at school. By still being a direct connection to a program and support
system, the students will feel more inclined to work hard in school.
For the purpose of the evaluation, the college access component will solely be targeted
moving forward. The access component of the program at each high school meets with their
Coordinator and has a college prep class for roughly 50 minutes every day. The course is taken
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year-round and since acceptance into the program, the program has been a constant guiding
factor in The Blueprint students education since May. When the Executive Director created the
concept of The Blueprint Program, it was a sequential three component program to help guide
students through college and mintage the risk of dropping out. When determining where to start,
it was commonly agreed to immediately start with the access portion, and create as many
opportunities for seniors who were interested as possible. When the opportunity arose for the
seniors to be a part of the pilot program, all students welcomed the opportunity, many who had
yet to start the college application process. Due to this being the only component in its full stage,
we are not able to evaluate the readiness or success component.
The Blueprint Program Details
The projected date to implement this program in all five schools is contingent on how
successful the program is. If successful, its goal is to work with the SCH to integrate school-
based college readiness, access and success programming into the schools curriculum, budget,
and community.
The programs existence is not only based on success but whether stakeholders are
willing to contribute resources, such as time and money. The principals, funders, and district
superintendent make these decisions on a yearly basis. Funding for the program is a budgetary
decision that could affect the program itself as well as the assessment of the program overall.
Lack of funding can create cancellation of institutional visits, activities to promote college
readiness, and programming resources for the students. This lack of funding can change the
projected outcomes of certain standards and objectives the program wishes to attain.
Stakeholders
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The key stakeholders to be impacted by this evaluation are the Superintendent, The
Hammond Education Foundation Board, the School City of Hammond Board, the principals, and
teachers. Indirect stakeholders include the Legacy Foundation, alumni, parents, and Fulcrum
Education Solutions, an outside vendor that is used to help teachers that are teaching the course
with curriculum and resources. Additionally, the students currently participating in the BPP and
future students are stakeholders. By design, if this program is not successful, not only does that
affect the current students in the program but also future students as well. Because this program
is meant to positively impact their futures, they should also be considered stakeholders.
Logic Model
According to the W.K. Kellogg Foundation Evaluation Handbook (1998). A program
logic model is a picture of how your program works- the theory and assumptions underlying the
program. This model provides a road map of your program, highlighting how it is expected to
work, what activities need to come before others, and how desired outcomes are achieved (p.
35). The components of our logic model include inputs, activities, outputs, outcomes, and
impact. The inputs include resources that are available to The BPP through the community or
organization, while the output is the direct product of the programs activities delivered by the
BPP. The activities are the processes and procedures that are initiated from The BPP with the
inputs and resources available. With the use of resources to create activities, we intend to create
an intended result. Our intended results are outcomes and over time with enough outputs, we will
create an impact or intended change that occurs in our community (K. Kellogg Foundation,
1998, p. 2).
The logic model for the Blueprint program (Appendix A) was designed from the data
collected by the SCH on their students college success. For this report, college success can be
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defined as both the attainment of a bachelors degree and students acceptance into a college or
university based on the Fit and Match Program, which allows students to discover, apply and
attend based off identity status, campus climate (social fit) and academic rigor (GPA) (A.
Arroyo, personal communication, September 19, 2016). The situation in progress is the lack of
assessment on the Blueprint program to measure student success. Questions then arise as to how
the Hammond Education Foundation is able to promote this idea of success for its graduating
seniors. Our issue stems from the lack of college access for potential college students from a
program that has no current evaluation created or implemented.
General Overview of Logic Model
The Blueprint program allows students in the school district to easily access information
to how to apply and enroll at a college or university. This includes the physical space for
sessions (e.g., actual class time in 50 minute intervals, College/Scholarship fairs) to take place.
Students may lack the actual time (e.g., after school job, family responsibilities) or resources
(e.g., car, access to public transportation) to attend a session at an off-campus location. Students
also attend a 50-minute scheduled class period dedicated to college readiness. In this class,
students are familiarized with the application process. This includes review of actual college
applications, financial aid/scholarship applications, letters of recommendation/intent, resumes
and additional procedures/ policies required for admittance. Group work and open conversation
is a regular part of the classroom environment. Students engage in 1:1 interactions with teachers
and fellow peers. Lesson plans range from SAT prep workshops, review of student application
documents, financial literacy, and identity exploration sessions.
Students use identity exploration in the Fit and Match process to determine fitting within
the social setting of the college or university. The Fit and Match aspect uses the concepts
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provided by Jones & McEwen (2000) in their explanation of Multiple Dimensions of Identity.
This theory aims to explain how students physically and mentally are aware of their own
identities in particular contexts and environments and how they understand others; awareness
and reaction to their identities in these spaces as well. Ideally how students fit into their social
environment. Other questions based on the social fit component are, do the students feel
comfortable in their campus setting? Do they feel supported or do they feel threatened?
Questions of campus environment such as large or small institution selection or rural or urban
play a role in the social fit component as well.
The Blueprint Program also enables parent/guardian trainings for family members to
become acclimated to the application process and how to support their student within a higher
education context. Participants include school administrators, teachers/instructors, the Legacy
Foundation, Program Alumni, and Fulcrum Education Solutions. These participants are resources
from our community that we are utilizing to help impact our program and create quality
programming.
Outcomes
The BPP has created four outcomes that each consist of a short term, medium term, and
long term outcome. Each short-term outcome is measured at the beginning of senior year and is
completed when students gain the knowledge or comprehend the outcome. The medium-term
outcome is measured mid semester and is completed when a student can apply or analyze the
outcome. The long-term outcome is assessed at the end of senior year and is completed when a
student can use evaluation skills to complete the outcome. The sequence of first comprehending
the outcome, then applying the outcome to themselves and finally executing or evaluating each
outcome will mitigate the risk of selecting an institution that may not be best for them. With
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mitigating this risk, we believe that these outcomes can help students increase the rates of
attending and retaining acceptance into an institution.
Outcome 1 is very broad as it is the overarching goal of the program. It has a short-term
goal of defining components that create the college application process. If students are able to
define the components, it then leads to the medium-term outcome of being able to apply to 15
institutions that identify as part of their social and financial fit and academic match. If students
are able to use these application skills, this will lead to the long-term goal of the program which
is gain acceptance to 80% of the institutions applied to. While we understand that 15 institutions
are a large mount to apply to, the students over the course of 3 months would have learned,
researched, and compiled a list of these institutions. Additionally, the cost of the application
fees, SAT fees and associated cost is covered by the BPP. While the program progresses, if 15
institutions are an overwhelming number of applications for students, it will be evaluated as
needed.
Outcome 2 focuses on the academic fit component of the institutional selection process.
The short-term outcome is that students will be able to understand the concept of academic fit as
measured by being able to identify the terms Safety, Match and Reach Schools. If students
understand these concepts they will be able to meet the medium-term outcome which is being
able to apply the concept to themselves and compose an inventory or create a list of institutions
that meet the criterial of safety, match and reach institutions as it applies to them. If students can
meet the medium-term outcome, they will then be able to move toward reaching the long-term
outcome. This outcome is to be able to evaluate or make a decision of selecting a match or
reach institution of their choice to attend. Research literature from Byndloss et al. (2015) states
that students are most likely to succeed at the most academically demanding institutions that
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admit them. Students who attend selective four-year college are much more likely to graduate
than are similar students who attend nonselective four-year and two-year colleges (p.3). This
makes analyzing Match and Reach schools imperative in institution selection.
Outcome 3 pertains to the social fit component of the institutional selection process. The
short-term outcome is understanding the social fit component by articulating and defining salient
identities and preferred campus culture. This means students are able to recognize social
environments they feel most successful in. As stated earlier, having a supportive environment,
supportive social network as well as understanding who you are play a role in college success. If
students are able to understand this outcome they will be able to analyze and reflect on their
identities and preferences in relation to the campus culture at different institutions. The final
outcome would be to select an institution that supports their salient identities and preferred
campus culture. College representatives, college campus visits, demographic research of
institutions as well as reviewing campus organizations at specific institutions has been part of
understanding this outcome for students.
Outcome 4 pertains to the financial fit component of the institutional selection process.
Many may not see the importance of understand financial fit at an institution. The BPPs goal is
to leave students with little to no student debt after college. A common issue we see within low-
income, first generation, racially minoritized groups is that selective institutions can be less
expensive to attend than nonselective colleges or two year colleges (Byndloss et al., 2015, p.4).
Byndloss et al (2015) also states that many students are unaware that selective colleges offer
need-based and merit-based scholarships or other financial aid that can significantly reduce the
cost of attendance (p.4). If students can identify the internal and external financial aid processes
and opportunities, they will be able to successfully navigate these processes which is the direct
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medium term outcome. Finally, if students are financially literate in regards to college, students
will be able to assess financial aid awards and select individual financial aid packages that suit
their financial need.
Overall if The BPP outcomes show that if they are able to help students find an institution
that is academically challenging to them, while being a socially supportive environment and
creating the best financial opportunity for them, we believe that they will be successful in
college.
Assumptions and External Factors
The Blueprint program has listed a multitude of assumptions. First, classroom
environments offer an engaging atmosphere, where students and teachers are able to converse in
dialogue. This dialogue should transfer to beneficial and positive teacher-student relationships.
Referring to Martinez & Klopott (2005) again, social support is the best indicator for students to
excel. Furthermore, the teachers that are in the classrooms with BPP students, are passionate
about having them excel and further their education. Aside from creating positive relations with
teachers, students will also be able to construct and maintain an additional connection with their
peers. By creating a college going culture within the classroom, the hope that it exceeds
outside of the classroom and within the community is a long-term goal as well. Lastly, students
partaking in the program have a desire to attend a postsecondary education. Students are aware
of their roles and responsibilities in the classroom as the teacher is aware of their roles and
responsibilities.
In addition to the assumptions provided by the Blueprint Program, a few external factors
exist as well. Many of the students in the district come from low socio-economic status or first
generation households, where going to college may not be part of the normative expectations.
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Even if family may provide emotional support, the student will most likely lack financial
resources and familiarity assistance as Ive explained previously. Students may also face
inadequate accessibility to resources for students facing difficulties, such as lack of SAT fee
waivers, College Application fee waivers or understanding what resources are available for
certain minoritized groups. While there may not be research that distinctly state these issues,
personal communication with teachers at the high schools have shared these external factors with
the team. Other external factors can include students may also be interested in expanding their
options. Students may be set on attending a technical or trade school for a year or two to gain a
skill, versus the holistic education colleges and universities provide.
Evaluation Approach
The Fall of 2015 was when the first Blueprint class of 12 students was piloted at
Hammond High School. In the Winter of 2016, five students volunteered to be part of The
Blueprint class at Gavit High School. By the Fall of 2016, both Hammond and Gavit High
School featured the BPP being taught in a class setting, every day for 50 minutes. Due to this
being the first time the program is offered in a classroom-like setting, there will be a formative
evaluation using an outcomes approach model to help evaluate the program. The outcomes
approach model focuses on the early aspects of program planning which attempts to connect the
resources and activities with the desired results in a workable program (Kellogg, 2004, p.9). The
formative evaluation will be utilized to provide information for program improvement
(Fitzpatrick, Sanders, & Worthen, 2001, p. 20). This translates to the BPP being new program in
its early stages, and not having any type of existing evaluation tool. With a formative evaluation
using the outcomes approach model, this will be the best way to understand how the short term,
medium term, and long term outcomes are aligned to best help students find the best institution
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to attend. Additionally, this approach will help identify the extent to which students are learning,
developing, and changing as a result of being a part of the BPP.
Short term outcomes will be assessed at the beginning of the school year focusing on
knowledge and comprehension of components that are integral to the college application process.
Medium term outcomes will assess the application and analysis of the college application
process. Long term outcomes will be assessed at the end of the school year and will focus on
how the students evaluate each concept of the college application process. The formative
evaluation of the outcomes approach model will highlight the program, as it prepares students to
comprehend components of college access, apply the components to themselves while executing
and evaluating their choices of institution based on the knowledge learned over the course of the
year. The strengths of this type of assessment gives us an understanding as to additional refining,
clarification, and omissions needed to meet the short term, medium term, and long term
outcomes. If the program is not meeting its prescribed outcomes, this may give way to creating a
processes assessment later in the program. A weakness for this assessment however, is that this
evaluation will be used for two high schools. Every high school features a different campus
culture, demographic, and dynamic. What may be best for one high school, may not be best for
another high school.
Quantitative Approach
The BPP features three sections to encourage, evaluate, and provide access to a higher
education. This project will highlight the second portion Access using a quantitative approach.
The lack of access and college preparedness is evident, which aligns with the purpose of the BPP.
By assessing students cognitive awareness within the Access stage, it will measure the intake of
information by high school seniors. Currently, there is no existing evaluation or assessment

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approach within the entirety of the program. Convenience served as a factor to determine the
evaluation approach. Banta and Palomba (2015) explained while using quantitative styles,
interest is in analyzing a large number of cases using carefully constructed instruments that
have been evaluated on their reliability and validity (p. 141). We want to provide the BPP with
an assessment tool that can be implemented soon and developed over time.
Since there is no existing evaluation completed or administered for the BPP, we will be
the pilot test survey. The survey will be online, located on Google Forums and will be available
via Google Classroom, which is an online site that operates similarly to Moodle, Sakai, or
Blackboard. The introduction featured for the pre-test and post-test will include the description
and will be verbally communicated in class while the physical survey will be online in Google
Classroom. By piloting the survey for the first time, this significantly determines the
developmental areas of the BPP. This will be the first data collection on student learning and
development. This will allow for the BPP to develop over time as well as yield or alter different
classroom techniques based on how well students are meeting the short-, medium-, and long-
term outcomes. Additionally, since this is the second phase of the program, this can result in
further assessment being developed for phases one and three. If the data collected differs
significantly from the overall purpose of the outcomes of Access, then administrators may be
more motivated to look at the learning outcomes for College Readiness and Success.
Comparison Group
A comparison group for students participating in BPP will not be necessary as all students
experience the same programming initiatives in their classes. The classes have the same learning
and developmental outcomes for all students. Currently, there are two teachers who serve as
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instructors for this course. They are both able to incorporate similar class lessons and techniques
into their styles of educating.
Research Design
The research design being utilized to evaluate the Access phase for the BPP will consist
of a longitudinal study. A longitudinal design will be used by studying the same participants
over the course of a school year. A pre-test and post-test survey will be given to students in
different times throughout the school year. The first survey will be given to students in the
beginning of the school year to assess their cognitive awareness within the Access stage. The
post-test will be administered prior to graduation during the month of March. The benefits of
using this method will allow for the measurement of how students in the BPP gain knowledge,
and are, in turn, able to implement their knowledge by ultimately attending one of the schools
designated by reach, fit, or match procedures. While we recognize using a longitudinal study
may seem inconvenient. The importance of the longitudinal study outweighs a cross sectional
design due to creating evidence-based growth for stakeholders as needed. While we are not
doing a summative assessment, the existence of the program is through a non-profit organization.
Therefore, having data gathered for stakeholders at any given time is imperative for the existence
of the program.
The sampling frame being utilized for this project will be a census method. Newcomer
and Triplett (2010) explained a census frame as interviewing the entirety of the population, as
well as being utilized with smaller populations. All students in their senior year have one class
period dedicated to BPP. These classes are built into their schedules. To keep data consistent, all
students in BPP in their senior year will be given the survey.

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Pilot Testing
The Blueprint Program is currently in its pilot stage at two high schools. The pilot test
protocol would only occur with one of the two high schools of the BPP. The protocol would be
tested with five out of the 20 students of the BPP at Gavit High School. We would utilize a
random sampling frame from the current class. The quantitative portion will be piloted in the
beginning of the year, followed by the qualitative portion. By piloting this survey in the
beginning of the year will allow researchers to continuously evaluate survey administration and
implementation. The five students will be given classroom time to take part in the piloting. The
five selected students selected will be taken to another classroom in the school. The survey
instructions will be read to the students, and the survey will be administered. We will assess the
administration of the survey, identifying key factors that are not translatable to students (e.g.,
words, phrases) as well as the time allotted for instructions given from the administrator. The
implementation pilot will allow for the assessment on administration tool and navigation through
the Google forum. Additionally, it will allow researchers to identify questions where students
need additional clarification.
Survey Instrument
We will also be completing this survey during classroom time in a computer lab where all
students will have access to complete the survey. Utilizing Google Classroom as well as the
form will allow for familiarity with navigation. Although we live in a digital world, student
exposure to online mediums can differ due to computer access and the nature of time spent using
a computer.. Technical questions are anticipated; however, this should decrease the overall
quantity of such questions.

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Survey Administration
A BPP teacher will administer the survey to the students. There will be no incentive
offered to the students. There will not be a reminder for this pre-and post-survey as it will be
given during class time under the supervision of the teacher. The teacher may give a reminder
that it will be taken on a specific date, however there is no reason to give a reminder to students.
The main contact for the survey will be the teacher. The two teachers from each class will
exchange places for the survey administration to prevent any biases. If a student absence should
occur on the administration day, then the student will be asked to complete the survey during a
lunch break. There will be three lunch times over a span of three weeks dedicated to makeup
survey administration. It is expected that there will be a complete or 100% response rate. A total
of 20 students in each class will need to complete the survey to have a 100% response rate. To
identify student surveys, their ID number will be used to ensure students are completing the
survey themselves.
Statistical Analyses
Due to our current cohort of BPP students being previously selected, we did not intend to
target a specific demographic. Rather, we would like to know if the cohort that we have
previously selected is successfully reaching our indicated learning outcomes over time. As it is
not the intention to measure particular demographics of students progression, it is critical to be
aware of particular demographics that are reaching the learning outcomes at an exceeded or
prolonged rate. This will help us identify gaps within the curriculum that may need to be
addressed to help better aid our students in the future. Due to all of our students in the BPP
being high school seniors, we have asked questions in regards to race/ethnicity, socio-economic
status, parental post-secondary history, gender, and class rank. All of the demographic insight is
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extremely important to know due to the simple fact that this program is a non-profit and having
this information available for stakeholders and administration is imperative. For this survey,
however, we will focus on ethnicity/race over time.
When considering the most effective way to interpret the data that this survey will
provide there are several different factors to consider. We utilized a descriptive analysis for
student demographic information. Newcomer and Conger (2010) explained descriptive statistics
are used to describe a group (p. 455). The student demographic section on both the pre-test
and post-test utilized a nominal variable to collect data including race, ethnicity, and sex of the
participant. Inferential statistics are utilized when the data collected is used with the intention of
generalizing from the sample to the population from which the sample was drawn (Newcomer &
Conger, p. 458). A longitudinal quantitative study, using inferential statistics will help infer if
the program outcomes are being met over the designated periods. When using inferential
statistics to infer the outcomes of our program over a period we used ordinal variables such as
the Likert scale to measure.
Since demographics can be so telling when it comes to evaluating the success of different
groups, this will be our main point of starting out with statistical analyses. We will also look at
the ways in which these demographics shed light on the relationships between different
variables. An Analysis of Variance (ANOVA) test is used in inferential statistics to help compare
more than two mean scores to determine whether there are statistically significant differences
between two groups (Davidson, 2016). We will be looking to see if certain racial/ethnic
demographics appear to be related to certain question responses. The ANOVA test will be used
for testing more than one variable which consists of White/Caucasian, Black/African American,
Asian/Pacific Islander, Southeast Asian, Hispanic, LatinX, Native American, Middle Eastern,
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Alaskan Native and Native Hawaiian. Unlike paired sample T-tests however, ANOVAs are
meant to be done at one point in time, not for pre- and post-test measurement. We would like to
do two ANOVA tests for each pre- and post-survey and compare not only the mean of each, but
also the change in the difference of the means significance over time. If the change in the
means significance grows smaller during the pre- and post-test, we will know the outcomes that
the BPP has set are being met across all ethnic/racial demographics. However, if the means grow
larger, we will know that there is a specific demographic we will need to tend to in regards to
resources and adjusting outcomes.
By conducting a longitudinal study, we will be looking at change over time with these
participants. By using a pre- and post-test, we will be able to gather data to assist us in the
process of considering the effectiveness of the program. For this program, there will not be a
control group present. Because this is the very beginning stages of the program, it would only be
a matter of whether the students participated in the program or not. Participation in the program
itself, would truly be the only variable between a control group and a test group. This is
something that may be considered in the future once the program is more solidified. To present
our findings, we must consider the types of visual aids to show data. For most of the data it
seems that bar charts would be the most useful in presenting the data clearly and concisely.
Within these bar charts, there will be representation of both frequencies and percentages for the
given survey question based on the applicability. For example, it would be useful for our
reporting purposes to use a double bar chart to show the ratio of female to male participants. On
the other hand, a frequency table may be the most effective in conveying information regarding
respondents race or ethnicity. Given the amount of questions we will be asking; room exists for
23
different methods of communicating the findings. These include but are not limited to bar charts,
pie charts, and frequency tables.
Qualitative Approach
To expand upon our quantitative approach, we will be using a qualitative assessment for
this project as well. Students will be asked to reflect on their experience within the BPP and how
they feel it has impacted their college readiness for their undergraduate experience. Our
quantitative approach will allow us to quantify student experiences numerically with the BPP,
through a qualitative approach using semi-structured interviews (SSI), we will be able to garner
additional information qualitatively, regarding student experiences. An SSI will be used as the
protocol instrument for the BPP. Conducted conversationally with one respondent at a time, the
semi-structured interview employs a blend of closed- and open-ended questions, often
accompanied by follow up questions (Adams, 2010). We will be able to gather information
regarding their individual experience in the BPP, the extent to which they feel prepared for
college, as well as their overall opinion on how this program has prepared them for college.
Similarly, to the pilot program, the interview protocol will also be piloted with the same
group of students from the quantitative study. Krueger and Casey (2010) address the necessity of
using feedback to inform the strength of the interview protocol. This will be necessary to attain
feedback on our interview protocol itself to identify if there are ways in which it can be
improved. This form of qualitative assessment also allows for students to be able to express
individual experiences in not only a safe environment, but also have ample time to share or
expand on their survey responses if probed. Students will be able to discreetly discuss pre-
determined questions posed by an evaluator without the formality of a survey (Wholey, Hatry, &
Newcomer 2010). In addition to student feedback, the interview protocol will also be reviewed
24
by school administration during the pilot test for feedback and future changes if needed. This
will allow for any additions to be made, should the school administration wish to gather
additional information outside of what we have already developed in our interview protocol.
This method is useful for sharing sensitive information in private rather than a group setting.
This can better guarantee that the information will be kept confidential for the students
participating (Wholey et al., 2010).
The interviews will be conducted post-survey and one month prior to the students
graduation. All students in the BPP will be asked to participate in the interviews as part of their
final participation in the program. This time frame is beneficial because it allows us to gather
additional information which may not have become known in the survey itself. For example,
other obstacles or barriers that prevent successful application and admission to colleges or
universities may exist such as being an undocumented student, not qualifying for federal
assistance, need-based assistance. We will also be able to probe for more in depth information
from students regarding their experiences that the survey did not offer. Some examples of this
additional information may be concepts such as classroom management, teacher-student
relationship, everyday instances of difference in opinion, or civil discourse. In addition, given
the nature of this program, college admissions play a large role for students. Typically, college
admissions decisions come during the spring semester, so to fully reflect on the overall process
and program, the interviews would need to occur after students have been notified from their
prospective colleges and universities. The interviews will not only address topics covered in our
survey, but also help to better understand why the participants responses are centered within
their current standpoint.

25
Interview Protocol
Our goal is to implement a final interview system, where each student in the last month
of school will have a semi-structured interview. 20 students in each will complete a final 50-
minute interview which is the duration of their class period. This interview will be the
graduation of the Readiness component of the Blueprint and a transition into the Success
component.
The SSI interview protocol (see Appendix E) will address short-, medium-, and long-term
outcomes, as well as barriers or factors within the program that may have impacted the students
individual success. An example of something that is addressed in the SSI, but not the survey is
personal reflection from the students. The SSI provides a space for students to reflect on the
program overall and its impact on them, where the survey takes a more clinical approach to
assess the growth and progress. The interview will also be used as guide for the third component
of the BPP, Success. The BPP is made up of three components. The first component, Readiness,
is a program that is for the junior class. The second component, Access, is the current program
we are assessing for the senior class. However, the third component, Success, is for our post-
secondary freshman and sophomores. The Success component assigns a mentor from the
community to a graduating senior and mentors them through their freshman and sophomore year
of college to mitigate the risk of dropping out of college. The final interview will also serve to
assess what students recognize as essential resources to be successful in college which will help
the BPP assign a mentor based on the students needs.
The interview will begin with an introduction statement, overview of the interview, and
review of interview consent (see Appendix F) followed by introductory questions of why they
26
decided to join the Blueprint Program. There will be three broad objectives that the interview
questions will assess. These objectives tie directly to our overall assessment approach in that
they address, the student experience, their application of knowledge, and execution. The first
objective is assessment of experience with and without the Blueprint Program. These
questions are used to assess the resources they could have utilized prior to the BPP and the
resources that were available to them during the BPP. It is also used to assess their experience in
the program and acknowledge any critiques the students may have. The second objective
application of knowledge in college access will encourage students to reflect on their growth
and learning opportunities throughout the year as well as their competency with the college
application process. The third objective will be execution and impact of college access choices
which would help us understand if they met the long-term goals of executing their knowledge of
college access and picking an institution best suited for them. This objective would also help us
assess any fears or resources the student knows they desire. By assessing the impact of their
choices, the BPP can better match a mentor from the community with a student.
Pilot Testing
As previously stated, the BPP is currently in its pilot stage at two high schools. The pilot
test protocol would only occur with one of the two high schools of The Blueprint Program. The
interview protocol would be tested with 5 of the 20 students of the BPP at Gavit High School.
We will frame these semi-structured interviews as final interviews that every student is asked to
complete to exit from the BPP. The students will be fully aware that they are allowed to opt out
of the survey if they would like to. One week prior to the interview, students will be sent home
with a copy of the informed consent form to review with their parents. A parent signature will be
required for students under the age of 18. Being cognizant of the fact that the students may feel
27
coerced into participating, it is very difficult to avoid this. The future of the program rests on the
student responses and their progress. One month prior to graduation, one student each day
during class will be requested to complete a final interview. We will assess the duration of time
allotted for the interview to determine if 50 minutes is an acceptable amount of time, identify
questions that may be unclear or in need rephrasing for elaboration, and address any concerns or
issues the students may have had with the interviewer such as preparedness of the interview.
Furthermore, we will ask administrators of the BPP to review the protocol and assess if the
interview protocol needs any modifications as well.
Sampling Frame
While the BPP is being piloted at two high schools, the pilot test will only be at one high
school, therefore the sampling frame for our qualitative research is 5 of the 20 students from
Gavit High School. Similar to our quantitative research, we will be using a census sampling
technique with the intent to address all students in the BPP. A week prior to interviewing, a
schedule of each students interview date will be available. This schedule will mitigate
miscommunication, absences, or elongation of the interview protocol. However, due to the
interview sample being only one high school, not both, the data may be skewed to reflect the
experience of Gavit High School students themselves, not the experience of all the BPP students.
Implementation Procedures
The BPP teacher will explain to the students at the second semester that they will be
required to attend an exit interview prior to graduation for the BPP. Students will be reminded
that they do have the option to opt out of participating in the interview and students under the age
of 18 will be required to have parental consent before the interview can be conducted. Students
will receive a paper copy of the calendar in class with the day their interview will be scheduled.
28
An online copy of the calendar will also be posted in their Google Classroom so students will
have access to the calendar at all times. Students will be allowed to ask questions or switch their
times with fellow students if they know they will be absent on their interview date. A reminder
from the teacher one week before the interviews will be announced in class and posted in Google
Classroom. Interviews will start one month before graduation, interviewing one student a day
during the class period allotted to the BPP. The goal will be to interview five students per week
for four weeks, with one day allotted for a student who may have been absent. The interviews
will take place during the class period so we are not asking the students to take time out of their
work schedule or extracurricular activities.
Joshua Long, the Executive Director of the Hammond Education Foundation, will be the
moderator of the exit interviews. We suggest Mr. Long as the SSI interviewer because the
moderator should take a casual, conversational approach that is neither cold nor overly familiar
(Adams, 2010). Mr. Long has been a presence in the classroom and the students have fostered a
comfortable relationship with him. The selection of Mr. Long instead of the teacher is grounded
in the fact that the teacher is very familiar with the students, which may create a biased
interview. Furthermore, the selection of Mr. Long instead of the research team is utilized
because sensitive information (i.e., a students undocumented status) may be withheld from an
interview if a student is unfamiliar with the interviewer.
Students will be taken out of the classroom to the teachers office for the interview with
Mr. Long while the teacher stays in the classroom oversee their students. Mr. Long will be
videotaping the interviews so the evaluators can review the videotape for body language and
physical responses to questions at a later date. Mr. Long will be delivering questions and
prompts as well as clarifying any information that may have been unclear to the students. The
29
limitation of this analysis is that if there are questions that are unclear to the evaluators that Mr.
Long may have overseen, quality assessment and data assessment might be difficult to attain.
However, even though Mr. Long may not be as knowledgeable as the evaluators in regards to
semi-structured interviews, the strengths Mr. Long can contribute to being the interviewer are of
higher caliber. Mr. Long is aware of the content needed from the interview, as he is the founder
of the BPP, so therefore he can probe for questions easily. Mr. Long is also in charge of grant
funding and attainment; therefore, he knows what information we are seeking to enhance and
develop the BPP. Mr. Long has a background in teaching and is very attentive therefore body
language and physical responses will rarely be missed by him. The interview will end by
congratulating them on graduation and welcoming them into the Success stage of the BPP.
Data Analysis: Coding
To analyze the data collected from the interview, the research team will be coding the
data inductively. By this, we mean that we will be taking the codes that were previously derived
from the quantitative study to categorize like information gathered from the student interviews.
Rogers and Goodrick (2010) provided a multitude of coding strategies which were heavily
reflected upon regarding the BPP. Pattern Coding would be useful in evaluating the first phase
of the BPP because in pattern coding you are looking for relationships and patterns both within
the case and across cases (Rogers & Goodrick, 2010, p. 476). This will allow the team to
compare experiences derived between each student to summarize our data. Utilizing this data,
we are assessing information that may have been missed from the survey, our overarching
outcome of college readiness might be skewed because were not targeting all students.
However, for this project we will utilize descriptive coding. Rogers and Goodrick (2010)
explained pattern coding is often utilized for smaller groups versus descriptive coding because it
30
is easier and more effective for larger groups. Descriptive Coding allows for single segments of
text to hold multiple codes or tags (Rogers & Goodrick, 2010). This will allow for the
translation of dialogue to identify assessment needed within the program, application of college
access, as well as an implementation of knowledge on college access. Our evaluation team
consists of three people. Due to sensitive information and rapport, it was best suggested that an
internal administrator interview the students while the two researchers code from video
recordings. Rogers and Goodrick (2010) explained, explicitly coding allows later checking of
consistency and supports later revisions (p. 440). The three assessment categories (assessment
within the program, application of college access, as well as implementation of knowledge on
college access) will allow the two coders to assign codes after the interview has been transcribed.
Coders would utilize the pawing technique to navigate through common phrases, words,
or statements made during the dialogue. This will be the first opportunity for students to speak
on behalf of the BPP, and the research team is looking to observe if common themes or
statements arise during the dialogue. For example, are students voicing the same concerns, or
affirming one anothers statements? By pawing the data from the interview, this will provide the
research team with clear themes or ideas that can be brought to administrators regarding funding,
additional support, or logistics for future use.
To organize data from the interview, a construct map will be developed (see Appendix I).
The measurable constructs are assessment within the program (Section 1), application of college
access (Section 2), and implementation of knowledge on college access (Section 3). Section one
utilizes experience with the BPP (EXPBPP) and experience without the BPP (EXBPPN). This
area assists in the examination of student outcomes regarding how they perceived their
31
experience to be within the BPP, and how it would differ without the BPP. These constructs were
developed from the college access portion of the BPP.
Member Checking
Throughout the analysis, interpretations derived from the interview dialogue will
reviewed through member checking. Guba and Lincon (1991) define using member checks as
the process of testing hypotheses, data, preliminary categories, interpretations with members of
the stake holding groups which the original constructions were collected (as cited in Rogers and
Goodrick, 2010, p. 446). After the interview recording, the research will transcribe the interview.
During any section where the research team is unclear, we will transcribe the data but highlight it
in red. The red highlighting is indicating that this sentence or phrase is unclear and may need
additional clarification. Should this occur, the facilitator of the interview will be asked to
identify the student so member checking can occur. The students ID number will allow
researchers to locate a student email address given to them by the school district. The student
will be emailed via their school account, asking for further clarification on the situation.
However, as we do anticipate to member check, we view this as a limitation for a multitude of
factors. The first factor is the delay in the turnaround time between the transcribing and
comprehension of the statements made. Since this member checking will occur at the end of
transcribing, students may be disengaged or unwilling to further participate in the member check
process. Additionally, since it is closer to the end of the school year and many students will have
received notification from colleges or universities they applied to, we expect a decrease in email
checking.
Triangulation
Rogers and Goodrick (2010) defined triangulation as,

32
The evaluator can strengthen claims by adoptions a range of methods (interviews,
observation, document analysis), collecting information from different data sources
(employer, employee, client), and working with other researches or peers to analyze the
data (instead of relying on sole interpretation) (p. 446).
This particular triangulation method will not occur as we are keeping student interview
demographics and names anonymous. Only the coders will be made aware of this information.
This has been decided as students who possess underrepresented identities (e.g., undocumented)
may be unwilling or uncomfortable with having their personal information known, aside from
the coders. The dialogue should be as organic as possible, as to why we have eliminated this
type of triangulation method.
Qualitative Presentation
To present our findings, we will utilize a computer-assisted qualitative data analysis
developed by Word Cloud. Rogers and Goodrick (2010) referenced online data analyses
including Woordle. Woordle and Word Cloud work similarly regarding the presentation of data.
Word Cloud allows for common themes, phrases and statements made during the SSI to be
highlighted. The more a phrase or statement occurs, the bigger and centered the word will be in
the Word Cloud graph (see appendix G). This method of presenting was chosen for a multitude
of reasons. This method would clearly demonstrate what is being thought about most
regarding the BPP. For example, in appendix G decision is the largest word, and attractive to
the naked eye. The words closer to decision are the next most common. The farther away
from decision, the less it was reflected upon during the SSI (e.g., culture or distance as seen
within Appendix G). This would also allow the research team to reflect their hypotheses as to
what they expected versus the reality (what is missing or farthest from the center, etc.).
33
Conclusion
Limitations
Limitations within our evaluation approach include time constraints and familiarity with
the overall program as the BPP is also a pilot program. The foundation has not been set as the
program is not only a year old. With this, assessing our program can be a limitation as the
program is still in its developmental stages. A limitation for quantitative analysis as we
discussed is giving a pre-and post-survey with similar information. However, with discussion
from administration, this is favored. Assessment of SCH Standard Learning Objective Goals
(SLOG) are done identically to the format we have created. While this is a limitation, giving
students a survey based on data we know they are unfamiliar with, will potentially show growth
within our quantitative analysis. As reiterated before, collecting growth from a longitudinal
study instead of a cross-sectional may be good to have if the organization was not based off
outside funding. We need to track growth and progression often, to have data available for
funders if needed. While we are not doing a summative assessment, the reality of the program
being very new, needs to have any form of data that can be given to stake holders if needed.
Furthermore, in our qualitative analysis we would like to add that currently in HEFs BPP
budget, there is not any funding designated to assessment. With this limitation, expenses such as
paying for transcriptions, incentives and other potential costs may not be allotted.
Timeline
Throughout our assessment, we have indicated outcomes that would be met at the
beginning of the school year, mid-semester as well as at the end of the school year prior to
34
graduation. The only work that would be done from this point in time to the end of the academic
school year would be piloting our test instruments and receiving feedback from our
administrators and participants. We will use that feedback over the summer to identify and
change any parts of our survey instruments if needed In Fall of 2017 we will be able to utilize
our evaluation presented when the next group of BPP students are selected for the 2017-2018
academic year. Our hope will be to start the evaluation in August of 2017 and progress
throughout the year to finish the evaluation in June of 2018. Additionally, we would like have the
data and analysis of the results concluded by the end of July and integrate the feedback and data
into the program and outcomes for August of 2018. Please see Appendix J for more detail.
Budget
Overall, the evaluation will not cost HEF anything out of pocket. This is due to utilizing
available resources within the SCH as well as HEF. We will review why both the pre-and post-
survey are not costly as well as why the interview will not be as well. Budget expenses will be
minimal for the assessment. The first portion of our assessment is through survey and created
through the online platform of Google Form. Due to students being in school and having access
to computer labs or their school distributed Google Chrome Book, the cost for survey data will
be zero. The pre-and post-survey will not cost anything to create, distribute or receive.
The evaluators will do the transcription therefore there is also no cost to transcribe.
However, if continuing the evaluation, administrators for the BPP may need to transcribe or they
may be interested in investing in a company to transcribe. The video camera and equipment used
to conduct the interviews will be done with HEF owned video cameras and equipment, therefore
the cost for equipment is also zero. Please see Appendix K for the overview of budget.
35
Next Steps
Moving forward, each year The BPP administration will be distributing both surveys and
interview to each cohort who is chosen to be a part of the BPP. While it is important to collect
this data every year, the data will serve as a collection of analyses year to year. In our evaluation,
we have looked solely at racial and ethnic minority groups in relation to the outcomes of the
BPP. Our goal with our interview and repeated measures ANOVA testing will help us compare
what areas we may need to work on in relation to our outcomes and how to cater to a specific
racial minority group. Eventually we can expand and create sample t tests that may focus on first
generation students, low-socioeconomic students, and English Language Learners.
With the information gathered wed hope that community sponsorship and private
funding will increase over time. Additionally, with the community growth and response,
involvement would occur as well. The reasoning both Gavit High School and Hammond High
School have this program, is because teachers who cared about their students, who saw a need
for this program asked to volunteer and contribute. With greater success in the program, we can
hopefully target another pilot program. Once all schools have finished their testing phase, we
can move to increase a junior and senior class.
This initial evaluation will be implemented in Hammond, Indiana for the next few years
to come in hopes of staying aligned with the outcomes set by The BPP to further reach college
success. Furthermore, this evaluation will be utilized to remain aware and cater to the diverse
needs of our students. The population of our students will constantly be changing; however,
research shows, the demographic in which Hammond, Indiana resides faces many obstacles and
36
barriers the traditional college student would. Our goal as the BPP is to mitigate those obstacles
and be a lending hand in the college experience.
References
Adams, W. C. (2010). Conducting Semi-Structured Interviews. In Handbook of Practical

Program Evaluation (3rd ed., pp. 365-377). San Francisco, CA: Jossey-Bass.
Banta, T.W., & Palomba, C.A. (2015). Assessment essentials: Planning, implementing, and
improving assessment in higher education (2nd ed.). San Francisco, CA: Jossey-Bass.
Byndloss, D. C., Coven, R., Kusayeva, Y., & Johnston, C. (2015). In Search of a Match. Illinois,
NY: MDRC.
College and Career Ready Standards. (2015) Indiana Academic Standards Content Area
Literacy: History/Social Studies. Retrieved from
http://www.doe.in.gov/sites/default/files/standards/2014-04-15-contentlit-historysoc.pdf
Davidson, L. (2016). Class Meeting #7 Lecture [PowerPoint slides]. Retrieved from

https://sakai.luc.edu/portal/site/ELPS_431_001_2043_1166/page/fb1197a5-6746-48f1-
845e-01ef56aa6403.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and
passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.
Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches
and practical guidelines (4th ed.) New York, NY: Longman.
Hammond Education Foundation. (2016). The Blueprint: Case for Support

Hammond, IN: HEF.
Jones, R. S., & McEwen (2000). A conceptual model of multiple dimensions of identity.
Journal for College Student Development, 41, 405-414.
Krueger, R. A., & Casey, M. (2010). Focus Group Interviewing. In Handbook of Practical
Martinez, M., & Klopott, S. (2005). The link between high school reform and college access
and success for low-income and minority youth. Washington, DC: American Youth Policy
Forum. Retrieved from: http://p20.utsa.edu/images/uploads/The%20Link%20between
%20High%20School.pdf
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Newcomer, K.E., & Triplett, T. (2010). Using surveys. In J.S. Wholey, H.P. Hatry, & K.E.
Newcomer (Eds.), Handbook of practical program evaluation (3rd ed.) (pp. 262-297).
San Francisco, CA: Jossey-Bass.
Radford, Alexandria Walton. 2013. Top Student, Top School? How Social Class Shapes Where
Valedictorians Go to College. Chicago: university of Chicago Press.
Rogers, P. J., & Goodrick, D. (2010). Qualitative Data Analysis. In Handbook of Practical
School City of Hammond (2015). Annual Performance Report. Retrieved from

http://www.hammond.k12.in.us/UserFiles/Servers/Server_43216/File/2015%20Annual
%20Performance%20Report.pdf
The U.S. Department of Education. (2015). Improving Basic Programs Operated by Local
Educational Agencies (Title I, Part A). Retrieved from
http://www2.ed.gov/programs/titleiparta/index.html
U.S. Census Bureau. (2014). State & county Quick facts: Hammond, IN. Retrieved October 3,
2016 from https://www.census.gov/quickfacts/dashboard/IPE120215/1831000,00
Wholey, J.S., Hatry, H.P., & Newcomer, K.E. (Eds.) (2010). Handbook of practical program
evaluation (Third Edition). Jossey-Bass: San Francisco.
W.K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation,
and action: Logic model development guide. Battle Creek, MI: W.K. Kellogg Foundation.
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Appendix A: Logic Model

39
Appendix B: Survey
Please use the following link to access the survey via-google forums.
https://goo.gl/forms/SUmC2vjPpTdrUO4E3
Quantitative Survey Administration and Implementation: Administration 1
RE: Blueprint Program Quantitative Survey Pre-Test Instructions
Teacher reads the following aloud as student follow along on their screen. Teacher is also
provided a list of student identification numbers.
Greetings and welcome to the Blueprint Program (BPP)! This survey has been designed to
gather information based on participants knowledge surrounding college access prior to
completion of BPP. This survey will be administered twice, today and at the end of the school
year to track student development and knowledge gained from BPP. The information you
provide on this survey will assist BPP in the development and continuation of college seniors
within the Hammond School District. This will allow for further financial funding and support
from school administrators
As we are interested in your initial exposure to the college access portion of BPP, individual
names will not be used in the report. We ask that you provide your student identification number
(available on your school ID) so development can be tracked over your time with BPP. Please
answer these questions to the best of your ability. This survey will not affect student grades,
transcripts or any permanent records kept by the school district.
We value your participation in this survey, as it will further improve BPP efforts to support
students in their search for a higher education. At any point in the survey you become confused
or need additional clarification, please raise your hand and the teacher will come to your side.
Please begin the survey by using the link above. Thank you!
Section 1: College Application Processes
Please answer each question to the best of your ability. Please use the numerical rankings to
represent your agreement to the following statements of 1 to 5 where: 1 = strongly disagree,
2 = disagree, 3 = neutral, 4 = agree and 5 = strongly agree.
When prompted to check all that apply, please check all the boxes you feel apply to you.
40
1. I am confident in my ability to navigate the college application process. (Successfully means

submit all required materials). Please mark only 1 oval.
o 1- Strongly Disagree
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
2. I can explain the importance of extra circular activities as it applies to my college application.
Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
3. I can define the following components of the college application process. Check all that apply.
o Reference Letter
o Transcript
o Letter of Recommendation
o College Application
o Application Fee
o Application Fee Waiver
o Standardized Testing Placement
4. I can complete the following components of the college application process. Check all the apply.
o Resume
o Statement of Purpose/Personal Statement
o Standardized Test (ACT/SAT)
o Interview
o Portfolio
o Audition
5. I can identify a college or university that aligns with my academic fit. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
6. I can identify a college or university that aligns with my safety school. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
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o 5- Strongly Agree
7. I can identify a college or university that aligns with my reach school. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
8. I can identify a college or university that represents my match school. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
Section 2: Social Fit Analyses
When prompted to list all the apply, please type your answer(s) into the appropriate
section.
9. I can identify a college or university that aligns with my social fit. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
10. I can define social identities. Please mark only 1 oval.

o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
11. I know what social identities are most important to me. Please mark only 1 oval.
o 2- Disagree
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o 3-Neutral
o 4- Agree
o 5- Strongly Agree
12. Which of your social identities are most important depending on the setting you are in? List all
that apply.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________
Section 3: Financial Fit Analyses
13. I can identify a school that aligns with my financial fit. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
14. I can explain the difference between loans, scholarships, and grants. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
15. I can explain the difference between Private and Federal Loans. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
16. I can explain the difference between Private and Institutional Scholarships. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
43
Section 4: Applying to a College or University
17. I can apply to 3 colleges or universities that match with my Academic Fit. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
18. I can apply to 3 colleges or universities that match with my Social Fit. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
19. I can apply to 3 colleges or universities that match my Financial Fit. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
20. I can differentiate my identities most important to me and how they influence my experience on
a college campus. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
21. I can distinguish the campus culture at an institution and how it aligns with my social fit.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
22. I am confident in my ability to complete the FASFA. Please mark only 1 oval.
44
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
23. I am confident in my ability to locate Private and Institutional Scholarships. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
24. I am confident in my ability to apply to Private and Institutional Scholarships. Please mark only
1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
Section 5: Student Information
section.
25. What is your student identification number? ________________________________
26. What is your race/ethnicity? Check all that apply.

o White/Caucasian
o Black/African American
o Asian/Pacific Islander
o Southeast Asian
o Hispanic
o LatinX
o Native American
o Middle Eastern
45
o Alaskan Native
o Native Hawaiian
27. What is your sex? Please check only one.

o Male
o Female
o Prefer not to answer
28. Do you receive free or reduced lunch and/or fee waivers? Please check only one.
o Yes
o No
29. What is your age? _____________________
30. Do one or more parents hold a college degree?

o Yes
o No
31. What is your current GPA? If you do not know list I do not know ____________________
32. What is your current class rank? If you do not know list I do not know
_______________________
Appendix C
46
Quantitative Survey Administration and Implementation: Administration 2
Please use the following link to access the survey
https://goo.gl/forms/SE7s4eyGdpk1RJ7C3
RE: Blueprint Program Quantitative Survey Post-Test Instructions
Teacher reads the following aloud as students follow along on their screens. Teacher is also
provided a list of student identification numbers.
Greetings and congratulations on finishing this school year as well as the Blueprint Program
(BPP). This survey has been designed to gather on student learning based on the learning
outcomes provided by BPP. This survey is similar to the previous survey conducted in the Fall
semester of the school year, however section 5 has been added to measure implementation of
BPP knowledge while applying to colleges/universities.
As we are interested in your gained knowledge within the access portion of BPP, individual
names will not be used in the report. We ask that you provide your student identification number
(available on your school ID) so development can be compared to your original survey answers.
Please answer these questions to the best of your ability. This survey will not affect student
grades, transcripts or any permanent records kept by the school district.
We value your participation in this survey, as it will further improve BPP efforts to support
students in their search for a higher education. At any point in the survey you become confused
or need additional clarification, please raise your hand and the teacher will come to your side.
Please begin the survey by using the link above. Thank you!
Section 1: College Application Processes
1. I am confident in my ability to navigate the college application process. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
2. I can explain the importance of extracurricular activities as it applies to my college application.

47
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
3. I can define the following components of the college application process. Check all that apply.
o Reference Letter
o Transcript
o Letter of Recommendation
o College Application
o Application Fee
o Application Fee Waiver
o Standardized Testing Placement
4. I can complete the following components of the college application process. Check all that
apply.
o Resume
o Statement of Purpose/Personal Statement
o Standardized Test (ACT/SAT)
o Interview
o Portfolio
o Audition
5. I can identify a college or university that represents my academic fit. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
6. I can identify a college or university that represents my safety school. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
7. I can identify a college or university that represents with my reach school. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
48
8. I can identify a college or university that represents my match school. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
Section 2: Social Fit Analyses
section.
9. I can identify a college or university that aligns with my social fit. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
10. I can define social identities. Please mark only 1 oval.

o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
11. I know what social identities are most important to me. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
12. Which of your social identities are most important depending on the setting you are in? List all
that apply.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________
49
Section 3: Financial Fit Analyses
13. I can identify a school that aligns with my financial fit. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
14. I can explain the difference between loans, scholarships, and grants. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
15. I can explain the difference between Private and Federal Loans. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
16. I can explain the difference between Private and Institutional Scholarships. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
Section 4: Applying to a College or University
represent your agreement to the following statements of 1 to 5 where: 1 = strongly disagree, 2 =
disagree, 3 = neutral, 4 = agree and 5 = strongly agree.
17. I can apply to 3 colleges or universities that match with my Academic Fit. Please mark only 1
oval.
50
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
18. I can apply to 3 colleges or universities that match with my Social Fit. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
19. I can apply to 3 colleges or universities that match my Financial Fit. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
20. I can differentiate my identities most important to me and how they influence my experience on
a college campus. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
21. I can distinguish the campus culture at an institution and how it aligns with my social fit.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
22. I am confident in my ability to complete the FASFA. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
23. I am confident in my ability to locate Private and Institutional Scholarships. Please mark only 1
oval.
51
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
24. I am confident in my ability to apply to Private and Institutional Scholarships. Please mark only
1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
Section 5: Final Stages of the Application
25. Did you gain acceptance into at least 7 of the institutions/colleges you applied to? Please mark
only 1 oval.
o 1-Yes
o 2-No
26. The institution I have selected to attend will challenge me academically. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
27. The institution I have selected to attend will support my primary social identities. Please mark
only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
28. I can compare the benefits of financial aid packages. Please mark only 1 oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
29. I can compare the shortcomings of my finical aid packages. Please mark only 1 oval.
o 2- Disagree
52
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
30. I can select the best financial aid package for me in regards to Financial Fit. Please mark only 1
oval.
o 2- Disagree
o 3-Neutral
o 4- Agree
o 5- Strongly Agree
Section 6: Student Information
31. What is your student identification number? ________________________________
32. What is your race/ethnicity? Check all that apply.

o White/Caucasian
o Black/ African American
o Asian/Pacific Islander
o Southeast Asian
o Hispanic
o LatinX
o Native American
o Middle Eastern
o Alaskan Native
o Native Hawaiian
33. What is your sex? Please check only one.

o Male
o Female
34. Do you receive free or reduced lunch/and or fee waivers? Please check only one.
o Yes
o No
35. What is your age? _____________________
36. Do one or more parents hold a college degree?

o Yes
o No
37. What is your GPA? _____________________

53
38. What is your class rank? __________________
Appendix D: The Matrix
Logic Model SQ
CMQ# Question Answer Type Answer Options
Component #
General GI. 1.1 31 What is your Numeric text
Information student box
identification
number?
54
White/Caucasian, Black/
African American,
Asian/Pacific Islander,
What is your Southeast Asian, Hispanic,
32 Check box LatinX, Native American,
race/ethnicity?
Middle Eastern, Alaskan
Native, Native Hawaiian
Male, Female, Prefer not to

33 What is your sex? Check box
answer
Do you receive Yes or No
free or reduced
34 Check box
lunch/and or fee
waivers?
Numeric text
35
What is your age? box
Do one or more
36 parents hold a Check box Yes or no
college degree?
Numeric text
37
What is your GPA? box
What is your class Numeric text
38
rank? box
S-TOC 1: I am confident in Radio
Students will my ability to Button/Likert
be able to STOC 1.1 1 navigate the Scale: Strongly 1 to 5
define the college application Disagree-
components process. Strongly Agree
that create
the college I can explain the
Radio
application importance of
Button/Likert
process. STOC1.2 extracurricular
2 Scale: Strongly 1 to 5
activities as it
Disagree-
applies to my
Strongly Agree
college application.
STOC 1.3 3 I can define the Check box Resume, Reference Letter,
following Transcript, Standardized
components of the Test Scores, Personal
college application Statement, Letters of
process. Recommendation, College
Application,
Interview/Portfolio/Auditio
n
55
I can complete the Resume, Statement of

following Purpose/Personal
STOC 1.4 4 components of the Check box Statement, Standardized
college application Test (ACT/SAT), Interview,
process. Portfolio, Audition
I can identify a Radio

college or Button/Likert
STOC 2.1 5 university that Scale: Strongly 1 to 5
aligns with my Disagree-
S-TOC 2: academic fit. Strongly Agree
Students will
be able to I can identify a Radio
understand college or Button/Likert
the concept STOC 2.2 6 university that Scale: Strongly 1 to 5
of academic represents my Disagree-
fit as safety school. Strongly Agree
measured by I can identify a Radio
identifying college or Button/Likert
"Safety, STOC 2.3 7 university that Scale: Strongly 1 to 5
Match and represents my Disagree-
Reach" reach school Strongly Agree
institutions. I can identify a Radio
college or Button/Likert
STOC 2.4 8 university that Scale: Strongly 1 to 5
represents my Disagree-
"match" school Strongly Agree
S-TOC 3: I can identify a Radio
Students will college or Button/Likert
be able to STOC 3.1 9 university that Scale: Strongly 1 to 5
understand aligns with my Disagree-
the concept social fit. Strongly Agree
of social fit I can define social Radio
as measured identities. Button/Likert
by STOC 3.2 10 Scale: Strongly 1 to 5
articulating Disagree-
and defining Strongly Agree
their salient I know what social Radio
identities identities are most Button/Likert
and STOC 3.3 11 important to me. Scale: Strongly 1 to 5
preferred Disagree-
campus Strongly Agree
culture. STOC 3.4 12 Which of your Text box
social identities are
most important
depending on the
56
setting you are in?
I can identify a Radio

school that aligns Button/Likert
STOC 4.1 13 with my financial Scale: Strongly 1 to 5
fit. Disagree-
S-TOC 4: Strongly Agree
Students will
I can explain the Radio
be able
difference between Button/Likert
understand
STOC 4.2 14 loans, scholarships, Scale: Strongly 1 to 5
the concept
and grants. Disagree-
of financial
Strongly Agree
fit as
I can explain the Radio
measured by
identifying
STOC 4.3 15 Private and Federal Scale: Strongly 1 to 5
the internal
Loans. Disagree-
and external
Strongly Agree
financial aid
processes I can explain the Radio
STOC 4.4 16 Private and Scale: Strongly 1 to 5
Institutional Disagree-
Scholarships. Strongly Agree
I can apply to 3 Radio
colleges or Button/Likert
MTOC
17 universities that Scale: Strongly 1 to 5
1.1
M-TOC 1: match with my Disagree-
Students will Academic Fit Strongly Agree
be able to I can apply to 3 Radio
apply to 15 colleges or Button/Likert
MTOC
universities 18 universities that Scale: Strongly 1 to 5
1.2
that identify match with my Disagree-
as part of Social Fit. Strongly Agree
their Fit I can apply to 3 Radio
and Match. colleges or Button/Likert
MTOC
19 universities that Scale: Strongly 1 to 5
1.3
match my Disagree-
Financial Fit. Strongly Agree
M-TOC 2: I can apply to 3 Radio
Students will colleges or Button/Likert
MTOC
be able to 17 universities that Scale: Strongly 1 to 5
2.1
apply the match with my Disagree-
concept of Academic Fit Strongly Agree
academic fit MTOC 18 I can apply to 3 Radio 1 to 5
as measured 2.2 colleges or Button/Likert
57
universities that Scale: Strongly

match with my Disagree-
Social Fit. Strongly Agree
I can apply to 3
colleges or
Radio
universities that
by Button/Likert
MTOC match my
composing 19 Scale: Strongly 1 to 5
2.3 Financial Fit.
an inventory Disagree-
of Strongly Agree
institutions
that meet the
M-TOC 3: I can differentiate
Students will my identities most Radio
be able to important to me Button/Likert
MTOC
apply the 20 and how they Scale: Strongly 1 to 5
3.1
concept of influence my Disagree-
social fit as experience on a Strongly Agree
measured by college campus.
analyzing I can distinguish
their salient the campus culture
Radio
identities in at an institution
Button/Likert
relation to MTOC and how it aligns
21 Scale: Strongly 1 to 5
the campus 3.2 with my social
Disagree-
culture at fit.
Strongly Agree
different
institutions.
I am confident in Radio
M-TOC 4:
my ability to Button/Likert
Students will MTOC
22 operate the Scale: Strongly 1 to 5
be able to 4.1
FASFA. Disagree-
apply the
Strongly Agree
concept of
financial fit
my ability to locate Button/Likert
as measured MTOC
23 Private and Scale: Strongly 1 to 5
by 4.2
successfully
navigating
the internal
my ability to apply Button/Likert
and external MTOC
24 for Private and Scale: Strongly 1 to 5
financial aid 4.3
processes.
L-TOC 1: LTOC 1.1 25 Did you gain Check box Yes or No
Students will acceptance into at
be able to least 7 of the
gain institutions/college
acceptance s you applied to?
58
to 80% of
the
institutions
they applied
to.
L-TOC 2:
Students will
be able to
evaluate the
concept of The institution I Radio
academic fit have selected to Button/Likert
as measured LTOC 2.1 26 attend will Scale: Strongly 1 to 5
by selecting challenge me Disagree-
a Match or academically. Strongly Agree
Reach
institution of
their choice
to attend.
L-TOC 3:
Students will
be able to
evaluate the
concept of
social fit as
The institution I Radio
measured by
have selected to Button/Likert
selecting an
LTOC 3.1 27 attend will support Scale: Strongly 1 to 5
institution
my primary social Disagree-
that supports
identities. Strongly Agree
their salient
identities
and
preferred
campus
culture.
L-TOC 4: I can compare the Radio
Students will benefits of Button/Likert
be able to LTOC 4.1 28 financial aid Scale: Strongly 1 to 5
evaluate the packages. Disagree-
concept of Strongly Agree
financial fit LTOC 4.2 29 I can compare the Radio 1 to 5
as measured shortcomings of Button/Likert
by assessing my finical aid Scale: Strongly
and selecting packages. Disagree-
the benefits Strongly Agree
59
I can select the best Radio

financial aid Button/Likert
LTOC 4.3 30 package for me in Scale: Strongly 1 to 5
and
regards to Disagree-
shortcoming
Financial Fit Strongly Agree
s of
Appendix E: Interview Protocol
One-on-one Semi-Structured Interview Protocol

Overall Objective of Interview: To examine in greater depth the extent to which the learning
outcomes of the Blueprint Program were met with high school seniors.
Specific Objective of the Interview:
1. Assessment of experience with/without the Blueprint Program
2. Application of knowledge in college access
3. Execution and Impact of college choices
60
Interview Script
Good afternoon and thank you for participating in our exit interview process today. As you know,
my name is Josh and I am the Executive Director of the Hammond Education Foundation. As
you can see, we will be video recording the interview. We will have a research team watching the
footage and evaluating the recorded sessions. The goal is to have the research team better
understand the Blueprint Program and how well it is preparing you for college. By sitting down
and having this interview, we can further help develop feedback that we received during our
surveys. The interview will take the entire class period. While this is an exit interview, if at any
point, you feel uncomfortable and do not want to continue with the interview or a question,
please let me know. The information that will be discussed today will stay between the School
City of Hammond and the Hammond Education Foundation. As the first students of the
Blueprint Program, we would like your honest feedback to help better our program. Furthermore,
because Im asking for open and honest feedback, you should be assured that what you share will
remain confidential. At this time, Im going to ask that you read your interview consent form to
make sure that you understand the details outlined. By signing the consent form in front of you,
you consent to participate in the interview.
Nature of the Interview
Just to clarify, our goal for the interview is to help better the program. By answering the
questions honestly about your experience this will help us move forward. I may ask at certain
points to clarify answers or ask you to elaborate on specific questions. Once again, this is just to
get a better understanding of what you have learned and how we can make this program better.
Again, if there are any questions that make you feel uncomfortable please ask me to move to the
next question.
Introductory Question
Now that graduation is a month away, how ready do you feel for college?
Ideally, the student will share information indicating their level of confidence about their
decision
Please follow the probes if necessary.
Probes
How do you plan to be ready for college?
If they feel prepared for college: What do you think helped you the most to feel prepared for
college?
If they dont feel prepared for college: What do you think you would have benefitted from to
help you feel more prepared for college?
Objective 1: Assessment of experience with/without the Blueprint
Can you describe the college application process and the steps to took you to successfully
navigate that?
What do you believe your college application process/experience would be like without the
Blueprint Program? How does it differ?
Ideally, the student will identify the resources and experiences that were available to them with
the Blueprint Program that they may not have received without the program.
Please use the following probes if necessary.
Probes
What college application resources were available for you that wouldnt have been available
prior?
61
What was your confidence like throughout the Blueprint Program this year?
During your college application process, did you feel supported by your peers and teacher?
Probe: When did you feel the most/least supported?
Did the program help you with the mentality that you would be going to college?
If you didnt have the BPP, how many schools do you think you would have applied to?
What are some things about the college application process that you learned from the Blueprint
that you may have not learned if you didnt participate?
Objective 2: Application of knowledge in college access
Moving forward, lets talk about what you did learn.
Ideally, the student will describe their experience in the BPP and what they learned about the
content and themselves.
What were some questions you learned to ask college admissions reps? And why?
What are some things you learned to look for in a college or university? Why?
What did you learn about yourself through the BPP?
What was the most meaningful experience you had in the BPP and what did you learn?
With all that you have learned from the class, do you feel prepared to navigate college next year?
What was the most challenging part of the BPP and how did you overcome it?
Objective 3: Execution and impact of college choices
Now Id like to talk about how youve taken what you learned and applied it to your college
selection?
Can you please talk about how your identity or identities played a role in choosing your
institution?
Please use the following probes if necessary.
What are some things you learned about yourself that translate into your college selection?
Prior to the BPP, did you plan to attend school out of state? If not, how has your perspective
changed about going to school out of state?
Reflecting on your time in the BPP, what was your ideal school before and after, and why?
Are you going to the school that you initially intended on going to before the BPP? Did your
mind change?
Do you think this program helped you select the best institution for you? Or could you have done
this on your own?
How did what you learn affect your choices?
What are some habits that you have now and will have to change in college? How do you plan to
do that?
What activities do you plan to be a part of in college and why?
Conclusion
Now that you have completed Phase Two of the BPP, can you name some kinds of support and
resources will you need in college?
Entering the Success Phase of the Blueprint, what do you believe is important in a mentor?
Can you please name any individuals you knew who were affiliated with the Blueprint Program
that assisted you?
62
If there were some things you could change about the BPP, what would it be? How could the
program have helped you better?
If you could recommend this to a student in the junior class, what would you tell them?
Is there anything else you would like to share that you dont feel we were able to cover in our
conversation today?
Thank you so much for your time and congratulations on completing Phase Two of the Blueprint
Program. We will be in contact over the summer to pair you with your mentor and get you ready
for Phase Three and excited for your first college semester!
Appendix F: Consent Form
The Blueprint Program Interview Consent Form
The purpose of this interview is for institutional use only and will be used to assess the success
of The Blueprint Program. The information obtained from the interview will only be shared with
63
The Hammond Education Foundation and School City of Hammond administrators and staff.
Demographic information is requested for data analysis purposes only.
My participation in this interview is completely voluntary and I am aware that I may cease
participation at any time. I understand that my student ID number will only be used to link my
responses from this interview with those from past surveys in an effort to track learning progress
related to The Blueprint Program.
I understand that my answers to these questions will not affect, either positively or negatively,
my relationship with the Hammond Education Foundation or School City of Hammond. My
participation in this interview will take approximately 50 minutes.
I understand that this interview will be video recorded and notes will be documented by the
Executive Director of the Hammond Education Foundation. I also understand that the video
recording will be transcribed for further analysis by the evaluators and be kept at a secure
location. At the conclusion of this study, I understand that the transcript and notes will be
destroyed.
Any questions related to this interview and the evaluation can be directed to Angeline Jones at
773.555.5555 or ajones@luc.edu or Tyler McLoughlin at 773.555.5551 or fmcloughlin@luc.edu.
By filling out the demographic section and signing below, I confirm that I have read the above
statements, agree to the terms of the interview, and wish to participate.
___________________________ _________________
STUDENT SIGNATURE DATE
___________________________ _________________
PARENT SIGNATURE DATE
(required if student is under the age of 18)
This consent form was adapted from a sample found at https://www.surveymonkey.com/consent

https://www.surveymonkey.com/conse
Appendix G: Word Cloud: Qualitative Presentation

64
Appendix H: Demographic Form

65
Participants Demographic Information

In this section, participants are asked to answer demographic questions. These questions
relate to the current participants completing this survey. Please answer each question to the best
of your ability. If you feel that you are unable to complete a question, please leave it blank.
1. What is your race/ethnicity? Please check all that apply.

o White/Caucasian,
o Black/ African American,
o Asian/ Pacific Islander,
o Southeast Asian, Hispanic,
o LatinX,
o Native American,
o Middle Eastern,
o Alaskan Native,
o Native Hawaiian
2.
What is your biological sex? Check only one.
Male
o Female
3. Do you receive free or reduced lunch/and or fee waivers? Check only one.
o Yes
o No
4. If yes, which one? Only answer this question if you were able to answer question three.
Check all that apply.
o Free Lunch
o Reduced Lunch
o Fee Waivers
5. Please list your age: _________________
6. Does one or more parents/guardian/caretaker possess a college degree? Please check only
one. (Associates, Bachelors, Masters, Doctor of Philosophy (PHD), Doctor of Education (Ed. D
or D. Ed), a law degree including Juris Doctor (J.D.) or above, Doctor of Medicine (M.D), etc.).
Yes
No
7. What is your GPA? Please list GPA:_______________
8. What is your class rank? Check only one.

66
o 1-20
o 21-40
o 41-60
o 61-80
o 81-100
o 101-120
o 121-140
o 141-160
o 161-180
o 181-200
o 200+
67
Appendix I: Construct Map
Construct Code Meaning Relation to Matrix
EXBPP Experience with Blue Print STOC 1.1, STOC 1.3, STOC
Program 2.2, STOC 3.1, STOC 3.2,
STOCK 3.3, STOC 4.1,
STOC 4.2, STOC 4.3, STOC
4.4
EXBPPN Experience without Blue Print STOC 1.1, STOC 1.3, STOC
Program 2.2, STOC 3.1, STOC 3.2,
STOCK 3.3, STOC 4.1,
STOC 4.2, STOC 4.3, STOC
4.4
APPK Application of Knowledge MTOC 1.1, MTOC 1.2,

MTOC 1.3, MTOC 2.1,
MTOC 2.2, MTOC 3.1,
MTOC 3.2, MTOC 4.1,
MTOC 4.2, MTOC 4.3,
EXIP Execution and LTOC 1.1, LTOC 2.1, LTOC

implementation of 3.1, LTOC, 3.2, LTOC 4.1,
Knowledge LTOC 4.2, LTOC 4.3
FB Feedback from students on Not Applicable

Blue Print Program
68
Appendix J: Timeline
2016 2017 2017 2017 2017 2017 2017 2017 2017 2017
Activity Dec Feb Mar Apr May June July Aug Sep Oct
Review Evaluation
plan with BPP
Admin X
Review Surveys 1,
2 and Interview
with BPP Admin X
Pilot test surveys 2
with 2016
participants X
Revise surveys
based on feedback X
Finalize evaluation
plan X
Announce pilot test
interviews X
Follow Up to non-
responders X
Pilot test interview X
Transcription of
interviews X X
Code transcripts
and group items X X
Overview of Data
collection X
Create
recommendations
for BPP X
Present analysis of
data X
Update
recommendations X X
Survey I distributed
at first BPP class X
Analysis of Survey
I X X
69
Appendix K: Budget
Item Quantity Total Cost
$0 (SCH
Survey 1 Creation and Distribution 20 Resource)
$0 (SCH
Survey 2 Creation and Distribution 20 Resource)
$0 (HEF
Transcription 5 Resource)
$0 (HEF
Electronics and Equipment 1 Resource)
Total Cost: $0
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Appendix L: Slideshow
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Theblueprintevaluation-Research Project

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Running head: EVALUATION ON THE BLUEPRING PROGRAM: ACCESS 1

Evaluation on The Blue Print Program: Access

Tyler McLoughlin, Angeline Jones & Alyssa Arroyo

Loyola University Chicago

Blueprint Program Overview...5

Logic Model ...9

Statement of Problem and Significance

and the significance of this.

population identified as African American and 34.1% identified as Hispanic or Latino. In

population that holds a Bachelors Degree.

Department of Education, 2015). The School City of Hammond is largely made up of

The Blueprint Program Overview

receiving all of them.

college readiness and access in the classroom.

The Blueprint Program Description

knowledge, skills and abilities to succeed in postsecondary education and economically-viable

career opportunities (College and Career Ready Standards, 2015).

culture or readiness to motivate students to go to college.

we are not able to evaluate the readiness or success component.

The Blueprint Program Details

According to the W.K. Kellogg Foundation Evaluation Handbook (1998). A program

program that has no current evaluation created or implemented.

General Overview of Logic Model

applications, financial aid/scholarship applications, letters of recommendation/intent, resumes

documents, financial literacy, and identity exploration sessions.

play a role in the social fit component as well.

education context. Participants include school administrators, teachers/instructors, the Legacy

attending and retaining acceptance into an institution.

institutions are an overwhelming number of applications for students, it will be evaluated as

outcome. This outcome is to be able to evaluate or make a decision of selecting a match or

makes analyzing Match and Reach schools imperative in institution selection.

campus culture. College representatives, college campus visits, demographic research of

understanding this outcome for students.

their financial need.

Assumptions and External Factors

The Blueprint program has listed a multitude of assumptions. First, classroom

skill, versus the holistic education colleges and universities provide.

formative evaluation will be utilized to provide information for program improvement

developing, and changing as a result of being a part of the BPP.

another high school.

information by high school seniors. Currently, there is no existing evaluation or assessment

into their styles of educating.

students in BPP in their senior year will be given the survey.

need additional clarification.

quantity of such questions.

not the intention to measure particular demographics of students progression, it is critical to be

however, we will focus on ethnicity/race over time.

the Likert scale to measure.

resources and adjusting outcomes.

pie charts, and frequency tables.

semi-structured interview employs a blend of closed- and open-ended questions, often

accompanied by follow up questions (Adams, 2010). We will be able to gather information

participating (Wholey et al., 2010).

additional information may be concepts such as classroom management, teacher-student

relationship, everyday instances of difference in opinion, or civil discourse. In addition, given

their current standpoint.

the BPP assign a mentor based on the students needs.

interview protocol needs any modifications as well.

miscommunication, absences, or elongation of the interview protocol. However, due to the

work schedule or extracurricular activities.

interview if a student is unfamiliar with the interviewer.

Data Analysis: Coding

access, as well as an implementation of knowledge on college access. Our evaluation team