Inputs

1. Adopted: 3/1/2012 Updated 1/9/13 Logic Model: Harlem Justice Scholars Developed by New York City Mission Society Department of Quality & Evaluation Outcomes – Impact Short Term Medium Term Long Term Inputs Activities Outputs Staff Volunteers Time Money Research Materials Equipment Technology Partners • Enroll 40 court-involved youth (ages 16-24, from CDs 9-11) – 20 in each 6-month cycle • Develop IADPs with participants and ensure accountability to it through case management & referrals • Assess skills/status/needs of participants and place in appropriate track (12-15 hrs/week): • High School (17 & under) • GED (17.5+, 6th grade level+) • Education support (17.5, <6th grade level) • Post-Secondary (HSD/GED) • Conduct career exploration & work readiness (2-3 hrs/week) • Conduct civic engagement activities • Facilitate obtain official IDs • Provide tutoring (1-4 hrs/week) • Enable mentor relationships • Support job placement or involvement in continuing ed • Update databases by due dates & maintain complete files # enrolled (40) # retained at 6 months (28) TABE score at start TABE score at end # that improve literacy scores (20) # that improve numeracy scores (20) # that take GED # that pass GED or earn HS diploma (12) # of job placements # involved in continuing education # convicted of new criminal offense (<6) # of staff trainings Participants identify a plan for their personal development & future Participants improve literacy and numeracy skills Participants prepare for the GED Participants explore career options and build their employability Participants accrue knowledge about the institutions and public officials in their community Participants access local resources to help them achieve their goals Participants obtain official identification papers typically required for employment (IDs, SS cards, etc.) Participants earn a GED or high school diploma Participants advance their education levels Participants expand work prospects and obtain employment Participants avoid criminal behavior Participants become more productive community citizens Individual economic opportunities are improved Education levels rise Employment levels rise Crime and recidivism is reduced Community becomes stronger and safer Community economic development is increased Problem statement: Following detainment, court-involved youth of Central Harlem typically confront the same issues that led them to arrest in the first place. Evidence suggests that youth are likely to recidivate when they return to neighborhoods high in poverty, crime, and unemployment – yet post-release education or employment reduces likelihood. Court-involved youth need assistance improving their literacy skills and employability so that better education and employment opportunities decrease the likelihood of recidivism.