Boston Youth Arts Evaluation Project Resources

Bare, J. (2005). Evaluation and the sacred bundle. The Evaluation Exchange, 11, 2. Retrieved from   

Bare, J. (2010). Philanthropy, evaluation, accountability, and social change. The Foundation Review, 4, 84-104. Retrieved from http;//

Bayles, D., & Orland, T. (1993). Art & fear: Observations on the perils (and rewards) of artmaking. Santa Barbara, CA: Capra.  

Berglund, M. L., Catalano, R. F., Hawkins, J. D., Lonczak, H. S., & Ryan, J. A. M. (1998). Defining and evaluating positive youth development. In Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Retrieved from

Blos, P. (1962). On adolescence. New York, NY: Free Press.  

Borowsky, I. W., Ireland, M., & Resnick, M. D. (2009). Health status and behavioral outcomes for youth who anticipate a high likelihood of early death. Pediatrics, 124, 1.  Retrieved from:

Bouffard, S., Little, P., & Weiss, H. (2006). Building and evaluating out-of-school time connections. The Evaluation Exchange, 12(1/2), 2–6. Retrieved from

Brooks, A., McCarthy, K., Ondaatje, E. H., & Zakaras, L. (2005). Gifts of the muse: Reframing the debate about the benefits of the arts. Santa Monica, CA: RAND Corporation.

Brown, J. (2012). Art and spirit of leadership. Bloomington, IN: Trafford.  

Burt, M. J., Harrell, A. V., Hatry, H. P., Rossman, S. B., & Roth, J.A. (1996). Evaluation strategies for human services programs: A guide for policymakers and providers. Retrieved from

Callahan, S. (2005). Singing our praises: Case studies in the art of evaluation. Washington, DC: The Association of Performing Arts Presenters.
 Catterall, J. (2009).
Doing well and doing good by doing art: A 12-year national study of education in the visual and performing arts: Effects on the achievements and values of young adults. London, UK: Imagination Group.

Corporation for Public/Private Ventures. (2000). Youth development: Issues, challenges and directions. Retrieved from

Csikszentmihalyi, M., & Schneider, B. (2000). Becoming adult: How teenagers prepare for the world of work. New York, NY: Basic Books.  

Dobbs D. (2011). Beautiful brains. National Geographic Magazine. Retrieved from  

Eccles, J., & Gootman, J. E. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press.  

Eisner, E. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, NJ: Merrill.

Eisner, E. (2004). The arts are essential for a complete education. Retrieved from

Eisner, E. (2008). What Education Can Learn From the Arts. (Presentation) Lowenfeld Lecture at the NAEA National Convention, New Orleans, LA. Retrieved from

Erikson, E. H. (1950). Childhood and society. New York, NY: W.W. Norton & Company. 

Farnum, M., Schaffer, R. Carlson, K., Ed. (1998). The youth ARTS toolkit: Art programs for youth at risk. Retrieved from:  With the section on evaluation here:

Fiske, E. B. (ed.). (1999). Champions of change: The impact of the arts on learning. Retrieved from

Forum for Youth Investment (2008). Changing the odds for youth…Wanted: Young people who are ready. Retrieved from

Gambone, M. A., Klem, A. M. & Connell, J. P., (2002). Finding out what matters for youth: Testing key links in a community action framework for youth development. Philadelphia, PA: Youth Development Strategies and Institute for Research and Reform in Education.  Retrieved from

Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University.  

Gittleman, J., Mendelsohn, Gittleman and Associates, LLC. (2007). MYTOWN, Inc. Evaluation Report. Mytown, Inc. Boston, MA.  

G.Stanley Hall, (n.d.). In Wikipedia. Retrieved October, 24, 2010 from

Gutti, L. M., & Spencer, M.S. (2008). Excellence on stage and in life: the Mosaic model for youth development through the arts. Retrieved from

Henig, R. (2010, August 18). What is it about 20-somethings?: Why are so many people in their 20's taking so long to grow up?” New York Times. Retrieved from

Hetland, L., Sheridan, K. M., Veenema, S., & Winner, E. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College.  

Hirzy, E. (2011). Engaging adolescents: Building youth participation in the arts. Retrieved


Hofmann, H. (1967). Search for the real. Weeks, S. T. & Hayes, B. H. (Eds.).  Cambridge, MA: M.I.T.

Kania, J. & Kramer, M. (2011). Collective impact. Retrieved from 

Kay, K. (2009). Statewide Initiatives for 21st Century Learning. (Presentation). Plenary Session at the Arts Education Partnership Conference. Cambridge, MA.

Kindlon, D. J., Thompson, M., & Barker, T. (1999). Raising Cain: Protecting the emotional life of boys. New York, NY: Ballantine Books.  

Kitayama, S., & Markus, H. R. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, (2), 224-253.

Lamb, T. (2005). The retrospective pretest: An imperfect but useful tool. Evaluation Exchange, 11 (2). Retrieved from

Larson, R. W. (2010). Positive Development in a Disorderly World. SRA Presidential Address, Meetings of the Society for Research on Adolescence. Philadelphia, PA.

Lerner, R. M., & Israeloff, R. (2007). The good teen: Rescuing adolescence from the myths of the storm and stress years. New York, NY: Stonesong Press Book/Crown.  

Lerner, R. M., & Steinberg, L. (2009). The scientific study of adolescent development: Past, present, and future. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Individual bases of adolescent development (volume 1). New York, NY: Wiley & Sons.  

Lerner, R., Lerner, J. (2009). Waves of the future: The first six years of the 4-H study of positive youth development. Retrieved from

Lescano, C., Brown, L., Hadley, W., D’Eramo, D., & Zimskind, A. (2007). A brief screening measure of adolescent risk behavior.  Child Psychiatry and Human Development, 37, 325-336.  

Lichtenberg, J., Woock, C., & Wright, M. (2008). Ready to innovate: Are educators and executives aligned on the creative readiness of the U.S. workforce? New York, NY: Conference Board.

Little, P., Dupree, S., & Deich, S. (2002). Documenting progress and demonstrating results: Evaluating local out-of-school time programs. Issues and Opportunities in Out-of-School Time Evaluation, 3. retrieved from

MacDonald, G.& Valdivieso, R. (2000). Measuring deficits and assets: How we track youth development now and how we should track it. In Youth development: Issues, challenges and directions. Retrieved from

Mark, M. (2005). Evaluation theory or what are evaluation methods for. Evaluation Exchange, 11, (2). Retrieved from

Massachusetts Department of Elementary and Secondary Education. (2008). School reform in the new millennium: Preparing all children for 21st century success. Retrieved from 

Massachusetts Department of Elementary and Secondary Education. (1999). Massachusetts Arts Curriculum Framework. Retrieved from

Mayes, L. (2008, June 3). Yale School of Medicine. Teen brains wired to take risks. Podcast retrieved from

Miller, J. B. (1990). Towards a new psychology of women. London, UK: Penguin.  

National Center on Education and the Economy (U.S.). (2007). Tough choices or tough times: The report of the new commission on the skills of the american workforce. San Francisco, CA: John Wiley & Sons. Retrieved from

Oyserman, D. (2007). Social identity and self-regulation. In Kruglanski, A. W., & Higgins, E. T. (Eds.), Social psychology: Handbook of basic principles (2nd ed.). New York, NY: Guilford.  

Oyserman, D., Bybee, D. & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91, 188-204. 

Partnership for 21st Century Skills. (2009). P21 Framework Definitions. Retrieved from

Patton, M. Q. (2008). Utilization focused evaluation. (4th ed.). Thousand Oaks, CA: Sage.  

Pipher, M. (1994). Reviving Ophelia: saving selves of adolescent girls. New York, NY: Putnam.  

Rabkin, N. & Redmond, R. (2004). Putting the arts in the picture: Reframing education in the 21st century. Chicago, IL: Columbia College Chicago.  

Search Institute. (2004). 40 development assets for adolescents. Retrieved from

Seidel, S., Tishman, S., Winner, E., Hetland, L., Palmer, P. (2009). The qualities of quality: Understanding excellence in arts education. Cambridge, MA: Project Zero, Harvard Graduate School of Education.  

Seidel, S. “The Qualities of Quality: Excellence in Arts Education and How to Achieve It.” Webinar, December 17, 2008. Retrieved from

Smith, C., & Hohmann, C. (2005).  High/Scope youth PQA technical report. Retrieved from 

Surdna Foundation. (2003). Powerful voices: Developing high-impact arts programs for teens. Retrieved from

Trilling, B., (2010). The Art of 21st Century Learning: Arts Educators Leading the Way (Presentation). Plenary Session at the National Guild for Community Arts Education, San Francisco, CA.

University of Minnesota Cooperative Extension. (2005). Keys to quality youth development. Retrieved from

W. K. Kellogg Foundation. (1998). W. K. Kellogg evaluation handbook. Battle Creek, MI: W. K. Kellogg Foundation. Retrieved from:

Webster's II new riverside dictionary. (1984). New York, NY: Berkley Books.  

Witt, P. A., Baker, D. A., & Scott, D. (1996). The protective factors scale. College Station, TX: Texas A&M University.

Wolf, D. P. & Holochwost, S. J. (2009). If you are walking down the right path and you are willing to keep walking.  Retrieved from

Philosophical Base

Berger, K. & Penna, R. M. (2010). Billy Beane and outcomes: What can baseball tell the nonprofit world about measures and measurement? Philadelphia Social Innovations Journal, 4. Retrieved from

Csikszentmihalyi, M. (2003). Good business: Leadership, flow, and the making of meaning. New York, NY: Viking Penguin.

Feldman, D. H., Csikszentmihalyi, M., & Gardner, H. (1994). Changing the world: A framework for the study of creativity. Westport, CT: Praeger.

Ganz, M. (2007) Telling your public story: Self, us, now. Retrieved from

Gardner, H. (2008). Five minds for the future. Cambridge, MA: Harvard Business School.

Heath, S. B., Soep, E., & Roach, A. (1998). Living the arts through language and learning: A report on community-based youth organizations. Monograph, 2 (7).

Kramer, M. (2009). Catalytic Philanthropy. Retrieved from

Maslow, A. H. (1982). Toward a psychology of being (2nd ed.). New York, NY: Van Nostrand Reinhold.

Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: Riverhead Books.

Wolf, D. P. (2010).  Timely opportunities: the long and the deep. The Haystack Reader. Retrieved from http://www.

Logic Models and Measurement Tools

Harvard Family Research Project (2002). Learning from logic models in out-of-school time. Retrieved from

Hatry, H. P. (1996). Measuring program outcomes: A practical approach. Alexandria, VA: United Way of America. 

Ohio Arts Council. (2009). Focusing the light: The art and practice of planning. Columbus, OH: Ohio Arts Council. Retrieved from

Taylor-Powell, E., & Henert, E. (2008). Developing a logic model: Teaching and training guide. Madison, WI: University of Wisconsin Extension, Cooperative Extension Program Development and Education. Retrieved from

Wilson-Ahlstrom, A., Yohalem, N., DuBois, D., & Ji, P. (2011). From soft skills to hard data: Measuring youth program outcomes. Retrieved from

W. K. Kellogg Foundation. (2004). Logic model development guide. Battle Creek, MI: W. K. Kellogg Foundation.

Wolf, D., Bransom, J., & Denson, J. (2007). More than measuring: Program evaluation as an opportunity to build the capacity of communities. Dallas: Big Thought.

Yohalem, N. & Wilson-Ahlstrom, A. (2009). Measuring youth program quality: A guide to assessment tools (2nd ed.). Washington, DC: The Forum For Youth Investment.

Important Websites  

Arts Assessment Toolbox: A Learning Space for Arts Educators: A resource for improving assessment of student learning in the arts. This website was developed by Chicago Arts Partnerships in Education and provides assessment philosophies, methodologies, case studies, and a wide-range of assessments. 

Creating Quality. This website provides tools and resources to assess quality and improve programs in school, after-school, and in summer-time programming. Retrieved from

Edward Tufte has an interesting website that has well-designed examples for designing visualizations of data. Retrieved from  

Harris, E. (2011).  Afterschool evaluation 101: How to evaluate an expanded learning program. Retrieved from

Harvard Family Research Project.  Evaluation has been a core focus of HFRP’s work since they began in 1983. This site provides a wealth of resources and many useful publications in the Evaluation Exchange.  Retrieved from:

KIDS COUNT Data Book profiles the status of children on a national and state-by-state basis and ranks states on 10 measures of wellbeing.  Retrieved from    

Massachusetts Cultural Council YouthReach website.  Retrieved from

Periodic Table of Visual Elements on the Visual Literacy website provides a wide range of visualizations of data found on the web and has great examples of what can be done with data.