Outcome Measurement Toolkit
The goal of Outcome Measurement is to help programs improve services. They can have major positive impacts including: recruiting
and retaining staff and volunteers, attracting new participants, retaining and increasing funding, attracting new funders, improving a
non-profit's ability to meet its mission, and organizing and focusing staff and board members on program goals.
Step 1:
Logic Model
Objectives:
Step 2:
Outcome Measures and
Data Collection Plan
Step 3:
Data Analysis & Evaluation
Step 4:
Communication
1. Understand the outcome
measurement process.
2. Create and submit a logic
model for your
organization or project.
3. Test possible outcomes.
4. Determine and submit
short and long term
outcomes.
1. Determine which
data tools best meet
your organization’s
needs.
2. Complete and submit
the Outcome
Measurement
Framework.
1. Collect data.
2. Tabulate the data.
3. Analyze the data by
breaking it out in key
characteristics.
4. Evaluate data and data
collection procedure.
1. Determine which
charts best
communicate the
data story.
2. Prepare and submit
an outcome report
for stakeholders.
Resources:



Here’s the
information
you need to
do it:



Reporting Overview
Sample Outcomes
Report

Report Rubric
Here’s what
you need to
do:
Tools and
Templates:
Here’s what
you need to
submit:


Outcome Information
Handout
Overview of Outcome
Process
Sample Logic Model
Outcome Tester

Logic Model Rubric
Click the paperclip icon
Below to Open the Logic
Model in Word Format
Outcome
Measurement
Overview
 Sample Outcome
Measurement
Framework
 Data Tool Survey
 Framework Rubric
Click the paperclip icon
below to open an editable
version of the
Measurement
Framework.
Data Analysis Overview
Step 5:
Begin Again
Click the paperclip
icon below to open
the Outcome Report
Template
Reprinted from: Measuring Program Outcomes: A Practical Approach Used with permission, United Way of Erie County
Outcomes are benefits or changes for individuals or populations during or after participating in
program services. (p.2)

They help us see the differences programs make in the lives of people and can strengthen existing services, target
effective services for expansion, identify staff and volunteer training needs, develop and justify budgets, prepare longrange plans, and focus board members’ attention on programmatic issues. (p.5)
The AIM or GOAL is what you are trying to achieve and guides the whole process.
Inputs
Resources dedicated to or
consumed by the program.
(i.e. money, staff,
volunteers).
Activities
What the program does
with the inputs to fulfill its
mission. Includes strategies,
techniques, and types of
treatment that compose the
service methodology.
Outputs
Direct products of program
activities and are usually
measured in terms of the
volume of work
accompished. (i.e. number
of classes taught,
educational materials
distributed, and participants
served).
A Logic Model
The GOAL is to help non-profit organizations measure project effectiveness
Inputs
Activities
Outputs
 Teaching staff
 Structured playtime
 100 students will
participate in the
 Developmentally
 Mini-lessons
education program
appropriate toys and
 Focus On Reading
learning materials
Workshops
 Developmentally
appropriate
curriculum
Outcomes
Short term: Students pass their first
year of the education program and
enter kindergarten ready.
Long term: Students develop
learning skills to help them succeed
in kindergarten and beyond.
What things are not outcomes?



Recruiting and training staff and volunteers, purchasing or upgrading equipment, and various support
and maintenance activities. (They are not outcomes because they do not represent benefits or changes in
participants.)
Number of participants served. It says nothing about how the participants changed or benefitted. There
are exceptions: if a program aims to encourage citizens to seek a service (i.e. cancer screening) the number
served reflects the number of citizens aware of the importance and could be an outcome of that particular
program.
Participant Satisfaction. This does not indicate whether or not the participant’s condition improved as a
result of the services, thus satisfaction is generally not an outcome.
Go to First Page
How to know if you are hitting
your target
Testing your outcomes: Some outcomes aren’t very
good. Let’s look at one and examine why.
POOR OUTCOME: Participants will be satisfied with program components One of the first questions you should
Test 1: Is it reasonable to
believe the program can
influence the outcome in a
non-trivial way, even though
it can't control it?
It is reasonable to believe that a
program can influence this in a
non-trivial way. This outcome is
invalid for other reasons.
Test 2: Would measurement
of the outcome help identify
program successes and help
pinpoint and address
problems or shortcomings?
This outcome would not be
indicative of program success. Just
because someone likes something
doesn’t mean they changed or
benefitted.
Test 3: Will the program's
various stakeholders accept
this as a valid outcome of the
program?
If this program was helping with
diabetes awareness, it doesn’t
matter if the participant was
satisfied or not. It would not be
indicative of program success.
ask after choosing your outcomes is:
how will I know if the goal is achieved?
This is your indicator. Key
performance indicators (otherwise
known as outcome indicators) describe
observable, measurable
characteristics or changes that
represent the achievement of an
outcome. Think of indicators as your
proof.
Note: There are good and bad indicators as well. For
example, if your outcome was to improve children’s self
esteem, you don’t want to say proof would be the smiles
on their faces.
school behavior reports.
Outcome Measurement Framework
Outcome
Indicator
Data Source
Data Collection Method
Program participants will
maintain stable housing
12 consecutive rent
payment reports
Participant check-in
reports
Low performing students will
increase grade point average.
Improved grades to at
least a C level.
Report card grades
Program workers will meet with
program participants on a monthly
basis up to one year after to review
housing payment
Arrange with schools to receive grade
reports and track on excel
spreadsheet
Additional Resources
http://outcomestoolkit.com/ : free resource that walks you through all aspects of outcome
measurement.
http://www.toolfind.org/search-instruments : free resource that helps you find measurement tools such
as surveys to aide in the outcome measurement process, but is specifically geared towards YOUTH
outcomes.
http://www.qoru.ac.uk/www-qoru-ac-ukmeasuring-social-care-outcomes-iiasc-webinar-3-september2013/ : a free webinar (approx. 1 hour viewing time) on measuring social care outcomes.
http://www.yourunitedway.org/wp-content/uploads/2015/12/UWGRP-Guide-to-Outcomes-and-LogicModels-6-8-15.pdf a free PowerPoint document from the United Way that serves as a guide to
developing an outcome logic model and measurement plan
Reprinted from: Measuring Program Outcomes: A Practical Approach Used with permission, United Way of
Erie County
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OUTCOME
MEASUREMENT:
OUTCOME MEASUREMENT AND
DEVELOPING A LOGIC MODEL
Go to First Page
WHAT ARE
OUTCOMES?
• Outcomes are benefits or changes for individuals or
populations during or after participating in program
services. (p.2)
• They help us see the differences programs make in the
lives of people and can strengthen existing services, target
effective services for expansion, identify staff and volunteer
training needs, develop and justify budgets, prepare longrange plans, and focus board members’ attention on
programmatic issues.
Outcome Measurement is the process for regularly assessing
the results of an agency’s programs.
Reprinted from: Measuring Program Outcomes: A Practical Approach Used with permission, United Way of Erie County
Go to First Page
WHAT DO OUTCOMES
DO?
Outcomes answer the question: What difference did the
program make?
Outputs:
WHAT
DIFFERENCE?
-or SO WHAT?
Outcomes
The program provides
shelter to 23 people every
night.
Residents of the
emergency shelter will
obtain stable housing and
full-time employment.
The center will provide day
care services for 80 children
ages 2-5 Monday through
Friday.
Pre-school aged children
will demonstrate the
knowledge and skills for
successful entrance into
kindergarten.
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WHY MEASURE
OUTCOMES?
The goal of outcome measurement is to help programs IMPROVE
services.
Down the road, it can have major positive impacts on your organization
such as:
•
•
•
•
•
•
•
•
•
•
Recruiting and retaining talented staff
Enlisting and motivating volunteers
Attracting new participants
Engaging collaborators
Garnering support for innovative efforts
Retaining and increasing funding
Gaining favorable public recognition
Organizing and focusing staff and board members on program goals
Improving a nonprofit’s ability to meet its mission
Attracting new and more funders
Adapted from: Measuring Program Outcomes: A Practical Approach (p. 4) Used with permission, United Way of Erie County
Go to First Page
WHAT IS NOT AN
OUTCOME?
•
Recruiting and training staff and volunteers, purchasing or
upgrading equipment, and various support and maintenance
activities.
•
•
They are not outcomes because they do not represent benefits or
changes in participants.
Number of participants served.
•
•
•
It says nothing about how the participants changed or benefitted.
Exception: if a program aims to encourage citizens to seek a service
(i.e. cancer screening) the number served reflects the number of
citizens aware of the importance and could be an outcome of that
particular program.
Participant Satisfaction.
•
This does not indicate whether or not the participant’s condition
improved as a result of the services, thus satisfaction is generally not
an outcome.
Reprinted from: Measuring Program Outcomes: A Practical Approach (p. 19) Used with permission, United Way of Erie County
Go to First Page
WHAT IS A LOGIC
MODEL?
• A logic model is a theoretical description of how a
program works to achieve benefits for participants.
• They help you
• Think through participants’ progress
• Develop a realistic picture of what you can expect to
accomplish
• Identify the key program components that must be tracked
to assess effectiveness.
Reprinted from: Measuring Program Outcomes: A Practical Approach (p. 38) Used with permission, United Way of Erie County
Go to First Page
HOW TO BUILD A
LOGIC MODEL
The AIM or GOAL is what you are trying to achieve and guides the whole process.
Inputs
Resources dedicated to
or consumed by the
program. (i.e. money,
staff, volunteers).
Activities
What the program does
with the inputs to fulfill its
mission. Includes
strategies, techniques,
and types of treatment
that compose the service
methodology.
Outputs
Direct products of
program activities and
are usually measured in
terms of the volume of
work accompished. (i.e.
number of classes taught,
educational materials
distributed, and
participants served).
Reprinted from: Measuring Program Outcomes: A Practical Approach (exhibit A, p. 3) Used with permission, United Way of Erie
County
Go to First Page
EXAMPLE LOGIC
MODEL:
The GOAL is to help non-profit organizations measure project effectiveness
Inputs
•
•
•
Activities
Youth ages 7-8
•
considered to be
at-risk due to socioeconomic factors
Skilled and caring
teachers
Volunteers
•
Classes
designed for
specific age
ranges with 512 students
including art,
dance, music,
environmental
action, and
literacy.
Performances,
recitals, and
art displays
Outputs
Outcomes
*100-130
children per
term who have
the opportunity
to develop
aesthetic, social,
and technical
skills.
Short term: Children
will be prepared for
success in school with
better social skills
Long term: Students
will stay in school
longer, achieve
success through
behavior and grades,
and become
productive members of
society.
Go to First Page
SAMPLE LOGIC MODEL
GOAL: to enable children to experience beauty, grow in positive self-expression and self-discipline, and develop into full and productive human beings;
to provide a safe, nourishing and caring environment for at-risk children/youth in Erie at no cost to the child/family
INPUTS
ACTIVITIES
 Children/youth ages 7 – 18 considered to  Program scheduled to provide flexibility
be at-risk because of socio-economic
for students and teachers; calendar
challenges or other factors
created to be in line with the calendar of
the Erie School District (main feeder
 Skilled and caring teachers, both paid
schools)
faculty and volunteers
 Classes designated for specific age
 Volunteer readers, tutors, and class and
ranges; some limited to advanced
office assistants who consistently offer
students; classes generally have 5-12
services on a weekly basis; College intern
students
(Gannon) serves as a program assistant
 Art: 100-110 classes per week
 Dance: 15 classes per week
 Funders, donors, and committees that
 Music: 20 classes per week plus private
provide the means to provide no-cost
lessons in piano, strings, flute & guitar
programming
 Environmental Action: 9 classes/week
 Other: Hooked on Books for Kids and
 Materials, services and facilities directly
Tutoring 8 classes of each per week;
required by the program and/or
Computer 4-8 classes/week; Literary
supportive of the program through
Arts 2-6 classes/week
leadership, administrative, maintenance
and other functions.
 Displays/Performances:
 3 Open Houses, 2 Music Recitals, 1
Public Performance (Taste of the Arts)
 All children’s visual arts products are
displayed; significant products are
framed, displayed and may be
available for sale
OUTPUTS
OUTCOMES
 100-130 children per term have the
1. Children who attend the Neighborhood
opportunity to develop aesthetic, social
Organization regularly will be prepared
and technical skills and attitudes; daily
for success in school and in the
attendance will be 45-80 children; Despite
community because they will have
a very mobile population, 60% of the
developed the social skills to be
students enrolled for a term will have an
contributing, thinking and cooperative
attendance rate of 65% or better
members of society.
 70 of the students who attend regularly
will demonstrate growth in class-related
skills, vocabulary and understanding the
concepts presented
 70 of the students who attend regularly
will demonstrate growth in social skills
such as communication, conflict
resolution, accepting critique, public
performance and/or speaking,
perseverance and respect.
2. Children who attend the Neighborhood
Organization regularly will be able to
recognize and appreciate beauty, explore
their own interests and talents, develop
their artistic skills, and try new things
without being overly self-conscious or
fearful.
3. Children who attend the Neighborhood
Organization regularly will be respectful
of each other and of authority, will spend
some of their after-school and summer
 70 of the students who attend regularly
developing their talents and interests
and have been NAH participants for 3
and electing to be in a safe, nurturing
environment by attending classes at the
terms or better will demonstrate initiative
in trying new things and age-appropriate
Neighborhood Organization.
growth in the development of leadership
skills.
 80 of the students who attend regularly
will self-report that the Organization
 Environment:
provides a safe and nurturing
 Priority is given to creating a clean,
environment.
inviting and safe physical environment
in maintaining gardens and building.
 50 of the students who attend regularly
 An emotionally safe environment is
will self-report that taking part in the
created through warm acceptance of
Organization program has positively
each child, zero tolerance for bullying
affected their school performance.
and violence, and the use of positive
critique methods
Go to First Page
Organization: Click here to enter text.
Date: Click here to enter a date.
Logic Model Quality Criteria Checklist
Quality Criteria
Low
1
High
5
2
3
4
1
☐
2
☐
3
☐
4
☐
1
☐
2
☐
3
☐
4
☐
5
☐
1
☐
2
☐
3
☐
4
☐
5
☐
1
☐
2
☐
3
☐
4
☐
5
☐
☐Logic model approved/accepted as is.
☐Logic model needs amended according to
comments. Please resubmit w/in 2 weeks.
Comments
Is the logic model meaningful?





Outcome a meaningful benefit?
o The program can influence the outcome in a
non-trivial way
o Long term outcomes represent the benefit to
society/community
Program purpose represented?
Plan well communicated?
Comprehensive picture of program’s impacts?
Is it readable?
o Understandable to the lay reader with no
jargon
o Brief – fits to one page.
o Correctly formatted
5
☐
Is it plausible?

Relationships make sense?
o Outputs and Outcomes listed could
realistically arise from the Inputs and
Activities listed
o Intermediate outcomes demonstrate a
realistic link to the long-term outcomes
identified
Is it doable?



Resources available and realistic?
Control/understanding of external factors?
Stakeholders involved?
Is it measurable?

Clear, specific, and complete?


How will you know you reached your goal?
Would measurement help identify program successes
and shortcomings?
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Outcome Tester
An outcome must pass all three tests in
order to be considered a valid outcome.
Some outcomes aren’t very good. Let’s look at
one and examine why
Participants will be satisfied with
program components
POOR OUTCOME:
Three simple questions:
Test 1: Is it reasonable to
believe the program can
influence the outcome in a
non-trivial way, even though
it can't control it?
Test 2: Would measurement
of the outcome help identify
program successes and help
pinpoint and address
problems or shortcomings?
Test 3: Will the program's
various stakeholders accept
this as a valid outcome of the
program?
YES
NO
YES
NO
YES
NO
Test 1: Is it reasonable to
believe the program can
influence the outcome in a
non-trivial way, even though it
can't control it?
Test 2: Would measurement
of the outcome help identify
program successes and help
pinpoint and address
problems or shortcomings?
Test 3: Will the program's
various stakeholders accept
this as a valid outcome of the
program?
YES It is reasonable to
believe that a program
can influence this in a
non-trivial way. This
outcome is invalid for
other reasons.
NO This outcome would
not be indicative of
program success. Just
because someone likes
something doesn’t mean
they changed or
benefitted.
NO If this program was
helping with diabetes
awareness, it doesn’t
matter if the participant
was satisfied or not. It
would not be indicative
of program success.
What things are not outcomes?
•
•
•
Recruiting and training staff and volunteers, purchasing or upgrading equipment, and
various support and maintenance activities. (They are not outcomes because they do
not represent benefits or changes in participants.)
Number of participants served. It says nothing about how the participants changed or
benefitted. There are exceptions: if a program aims to encourage citizens to seek a
service (i.e. cancer screening) the number served reflects the number of citizens aware
of the importance and could be an outcome of that particular program.
Participant Satisfaction. This does not indicate whether or not the participant’s
condition improved as a result of the services, thus satisfaction is generally not an
outcome.
Exhibit 1-D on page 19.
Reprinted from: Measuring Program Outcomes: A Practical Approach Used with permission,
United Way of Erie County
Go to First Page
OUTCOME
MEASUREMENT:
OUTCOME MEASUREMENT AND DATA
COLLECTION OVERVIEW
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HITTING YOUR
TARGET
• One of the first questions you should ask after choosing
your outcomes is: how will I know if the goal is achieved?
This is your indicator.
• Key performance indicators (otherwise known as outcome
indicators) describe observable, measurable characteristics
or changes that represent the achievement of an outcome.
• Think of indicators as your proof.
• There are good and bad indicators.
•
For example, if your outcome was to improve children’s
self esteem, you don’t want to say proof would be the
smiles on their faces. Consider finding proof by looking at
school behavior reports.
Go to First Page
CHOOSING A DATA
SOURCE
•
When you decide what proof (indicator) you are going to use,
you will need to consider how you will get this information.
•
Questions to consider:
•
•
•
•
Is this information readily available to my organization?
Do we have the capacity to collect this information?
Will this information be a valid and reliable indicator of my
outcome?
Resources:
•
•
Data Tool Survey This helps you narrow down what sources
you might be able to use. Page 24 has a useful tool for
determining which data tool best fits your needs
Tool-finder: Free resource that helps you find measurement
tools such as surveys to aide in the outcome measurement
process, but is specifically geared towards YOUTH outcomes.
Go to First Page
FILLING OUT THE
FRAMEWORK:
•
Outcome:
•
•
The outcome or benefit to your population as explained by your logic
model.
Indicator:
•
•
Your proof. You will want one or more measurable indicators for
each outcome. Indicators should be specific and quantifiable.
Performance Target:
•
•
Targets are numerical objectives for a program's level of
achievement on its outcomes. After a program has had experience
with measuring outcomes, it can use its findings to set targets for
percent of participants expected to achieve desired outcomes
Data Source:
•
•
Identify a data source indicating where you will get your information.
Possible sources include survey, tests, and measurement
instruments.
Data Collection Method:
•
Document the basic method and plans for data collection. When will
the data be collected? Who will collect it? Where will it be stored?
How will data quality be assured?
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OUTCOME MEASUREMENT
FRAMEWORK:
Outcome Measurement Framework
Outcome
Indicator
Performance Data Source
Target
Data Collection Method
Program participants
will maintain stable
housing
• 12 months of
continuous
housing
• Program staff will follow up
with participants on a monthly
basis for 12 months after
program participation.
Low-performing
Students will do better
in school with improved
behavior and achieving
a grade point average of
C or better.
•
• 100% of
participants will
pay rent on
time and
maintain
housing for 12
months
• 75% of
students will
show a G.P.A.
improvement of
.5 or more.
• Reduction of
behavior writeups by 15%
Improved
grades
• Improved
behavior in
school
•
•
Participant
follow up
reports
Report card
grades
• Teacher
behavior
reports
• Arrange with schools to
receive behavior and grade
reports and track on excel
spreadsheet
Go to First Page
ANALYZING AND
REPORTING DATA
Now you know what data you are going to collect, when you are
going to collect it, and how you are going to collect it. Now comes
the time to follow that plan.
Go to First Page
SOME THINGS TO
KEEP IN MIND:
Here are some tips as you collect your data:
• Assign an individual to monitor and track the
data collection process.
• Consider developing a master list of
participants identifying what data elements
need to be collected.
• Develop a log for monitoring the flow of data
from its source to the data collection monitor.
• Develop procedures for monitoring the
collection of data.
• Develop procedures to safeguard the
confidentiality of the files.
• Develop a quality monitoring plan for
reviewing the quality of data received.
Go to First Page
SAMPLE OUTCOME
MEASUREMENT
FRAMEWORK
Please fill in the information on this form. Hold your mouse over the
for more information.
Outcome Measurement Framework
Outcome
Indicator
Performance
Target
Data Source
Data Collection Method
90% of Participants
Program exit
evaluations.
HUD- HMIS exit
evaluation forms.
Monthly rent
receipts, budget
binder.
Monthly home
inspections.
To be filled out and collected at exit
interview.
HUD requirement.
100% of participants
Monthly checking
and savings bank
statements.
Review budget binder at monthly
budget meetings. Collect and file bank
statements.
90% of participants
Copies of completed
budget sheets from
required monthly
budget meetings.
Collect and review bank statements,
bills and receipts.
l
Outcome 1:
Upon exiting the program
participates will maintain
independent, fair market
value housing.
Outcome 2:
Participants will maintain
financial stability.
Acquire safe,
affordable housing.
Participants will pay
their rent on time.
90% of Participants
Participants will
maintain a safe and
clean living
environment.
Participants will
obtain checking and
savings accounts
through a local bank
or credit union.
Participants will
complete and follow
monthly budget.
90% of participants
Information reviewed monthly
through Finance Manager reports.
Monthly Home Inspections reports on
file.
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Outcome 3:
Participants will have
sufficient funds to move to
permanent housing.
Outcome 4:
Participant will maintain
better overall mental and
physical health.
Participants will
participate in all
Financial Social Work
sessions.
Participants will gain
an understanding of
their relationship with
their money.
Participants will
maintain
employment.
90% of participants
Sign-in sheet for each
session.
Maintain a sign-in sheet for each
session.
90% of participants
Pre and Post sessions
evaluations.
Participants will be required to
complete a pre and post session
evaluation.
90% participants
Participant pay stubs.
Reviewed at monthly budget
meetings.
Participant will
maintain a drug and
alcohol free lifestyle.
100% of participants
Reviewed at a 6 month follow up with
staff. HUD requirement.
Review drug and alcohol domain
sheets with participants.
Participant will
maintain their
relationship with a
mentor.
90% of participants
Attending meetings,
counseling sessions
and support groups.
Utilize drug and
alcohol domain
sheets.
Monthly meetings
with mentor.
Mentor Circle updates.
Go to First Page
Organization: Click here to enter text.
Date: Click here to enter a date.
Measurement Framework Quality Criteria Checklist
Quality Criteria
Is the Measurement Framework meaningful?










Does the organization include at least two outcomes
for measurement?
Do the outcomes on the measurement framework
match the outcomes on the logic model?
Are the columns filled in for each outcome?
Will the measurement plan provide a clear assessment
of how an organization is performing its mission?
Is the indicator specific and quantifiable?
Is the indicator a reliable metric for the outcome?
Is the performance target a numerical objective?
Will the data source provide valid data?
Does the data source accurately measure the
indicator?
Will the data collection method provide accurate and
manageable data?
Is it doable?





Is the performance target reachable?
Does the nonprofit have access to the data source?
Does the nonprofit have the capacity for the data
collection method?
Does the nonprofit identify a data collection window?
Does the data collection window provide a sufficient
amount of time to gather data?
☐Framework approved/accepted as is.
☐Framework needs amended according to
comments. Please resubmit w/in 2 weeks.
Comments
☐Yes
☐No
☐Yes
☐No
☐Yes
☐No
☐Yes
☐Yes
☐No
☐No
☐Yes
☐Yes
☐Yes
☐Yes
☐Yes
☐No
☐No
☐No
☐No
☐No
☐Yes
☐No
☐Yes
☐No
☐Yes
☐Yes
☐Yes
☐No
☐No
☐No
☐Yes
☐Yes
☐No
☐No
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OUTCOME
MEASUREMENT:
DATA ANALYSIS OVERVIEW
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ANALYZING YOUR
FINDINGS
Four steps for analyzing data:
1.
2.
3.
4.
Enter the data and check for errors.
Tabulate the data.
Analyze the data broken out by key characteristics.
Provide explanatory and contextual information related to
your findings.
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ENTER THE DATA AND
CHECK FOR ERRORS
Processing data means you are taking information from
questionnaires, observer rating forms, and other documents
and collecting it on to a new form that helps you summarize
the data.
It is important to check for errors while you process data.
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SAMPLE DATA
SPREADSHEET
Progress of Individuals in Employment Training Program
ID #
Started
Program
Completed Program
Still employed 6 months
after starting Job
Yes
Yes
Yes
No
101
X
X
102
X
X
103
No
X
Totals:
3
X
3
NA
Unk.
X
X
1
No
X
X
104
NA
X
X
0
1
2
1
1
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TABULATE THE DATA
• Count the total number of participants for whom you have
data.
• Count the number achieving each outcome status.
• Calculate the percentage of participants achieving each
outcome status.
• Calculate other needed statistics such as averages or
medians.
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SAMPLE DATA SPREADSHEET
– ANOTHER LOOK
Progress of Individuals in Employment Training Program
ID #
Started
Program
Completed Program
Still employed 6 months
after starting Job
Yes
Yes
Yes
No
101
X
X
102
X
X
103
No
X
Totals:
3
X
3
NA
Unk.
X
X
1
No
X
X
104
NA
X
X
0
1
2
1
1
Of the 3 participants who started the job program, 100% finished the
program and 66% were still employed 6 months after starting their job.
You need to communicate what this means. What was your goal?
What is the job retention rate of those who weren’t in the program?
The findings should be presented in context.
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ANALYZE THE DATA
BROKEN OUT BY KEY
CHARACTERISTICS
Further analysis of the data can help reveal key information
about the program.
• Key characteristics could include: participant age, gender,
racial/ethnic group, or program location.
• From this, you could understand if the program works better
for one group over another, or see if different locations are
having more success than others.
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OUTCOME
MEASUREMENT:
REPORTING OVERVIEW
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PROVIDE EXPLANATORY
INFORMATION RELATED TO
YOUR FINDINGS
It is important to provide explanation of your findings to help
understand what the numbers may mean.
• Share your findings alongside benchmark data (data from similar
organizations), performance targets, and/or year over year trends for
context
Your findings may or may not meet expectations
• Some reasons are external, like a sharp rise in unemployment in your
area.
• Some reasons are internal, such as high staff-turnover
Share your plan on how to improve
• For outcomes that don’t meet your expectations, describe what you
are doing or plan to do to improve them. After all, the purpose of
outcome measurement is to understand what factors impact your
program, and how you can effectively achieve your mission.
Understanding what you need to do to improve is a big piece of that.
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REPORTING
TEMPLATE
Outcome Results:
Use the example below to frame your report:
Outcome 1:
Indicator:
Performance
Target:
Benchmark
findings
Your Result:
Insert necessary graphs and visuals.
• Visual representations of data such as tables and charts make the data
more understandable, and using the same charts and tables over each
reporting period will help track changes over time. Remember, each
table and chart should be a self-explanatory as possible. Be sure to
label information and present the data in context wherever possible.
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PRESENT YOUR DATA IN
CLEAR AND
UNDERSTANDABLE
FORM
Visual representations of data such as tables and charts will
make the data more understandable to readers
Using the same charts and tables each reporting period will
help track changes over time.
Each table and chart should be as self-explanatory as
possible, and label information clearly so readers know what
is being presented.
• Wherever possible, present the data in context.
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Visual Representations of
Data:• Bar Charts
– Look at these 5 simple rules for creating
clear and understandable bar charts.
• Pie Charts
– Learn when to use and when to avoid pie
charts with this podcast.
• Data Tables
– Learn some Excel tips for data tables
• Infographics
– Here are 10 steps to designing an
amazing infographic
• Bonus: Here is a great resource that
helps you decide which visual
representation is best for your purposes.
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ANALYZE THE DATA
BROKEN OUT BY KEY
CHARACTERISTICS
Look at the Data you tabulated from Step 4
Consider breaking the data out by key characteristics.
Further analysis of the data can help reveal key information
about the program.
• Key characteristics could include: participant age, gender,
racial/ethnic group, or program location.
• From this, you could understand if the program works better
for one group over another, or see if different locations are
having more success than others.
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Additional Resources and Inspiration
Additional Resources
•
•
•
Data Collection and Analysis – Youtube
Video (6 mins)
Chandoo.org – an excellent Excel and
reporting resource.
Strengthening Non-Profits – starting on
page 21 is an excellent resource for
creating a data collection plan and
analyzing the results.
Inspiration
• Big Brother Big Sister
Outcome Report
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Outcome Report: Early Childhood
Education Organization
Outcome Results
Outcome 1:
Indicator:
Performance Target: Benchmark
findings
90% of 3 year-old
100% of 3 yearscholars will be in
old scholars were
process or proficient in process or
for Mathematical
proficient for
Thinking and
Mathematical
Expression
Thinking and
Expression
Your Result:
3 year-old scholars
will exhibit stateapproved, ageappropriate
benchmarks for
future success in
kindergarten.
% of 3 year-old
scholars in process
or proficient for
Mathematical
Thinking and
Expression
% of 3 year-old
scholars in process
or proficient for
Scientific Thinking
and Technology
90% of 3 year-old
scholars will be in
process or proficient
for Scientific
Thinking and
Technology
100% of 3 yearold scholars were
in process or
proficient for
Scientific Thinking
and Technology
96% of 3 year old
scholars were in
process or
proficient in
Scientific Thinking
and Technology
% of 3 year old
scholars in process
or proficient in
Language and
Literacy
Development
90% of 3 year old
scholars will be in
process or proficient
in Language and
Literacy
Development
100% of 3 year
old scholars were
in process or
proficient in
Language and
Literacy
Development
95% of 3 year old
scholars were in
process or
proficient in
Language and
Literacy
Development
97% of 3 year-old
scholars were in
process or
proficient for
Mathematical
Thinking and
Expression
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The data from the charts show that at least 95% of the 3 year old scholars are proficient or in process in
the noted Key Learning Areas.
Age 3 Scholars
Mathematical Thinking and Expression
97
3
Proficient and In Process
Mathematical Thinking and
Expression
Not Yet Mathematical
Thinking and Expression
Age 3 Scholars
Scientific Thinking and Technology
96
4
Proficient and In Process
Scientific Thinking &
Technology
Not Yet Scientific Thinking
& Technology
Age 3 Scholars
Language and Literacy
95
5
Proficient and In Process
Language and Literacy
Not Yet Language &Literacy
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Outcome 2:
Indicator:
Performance Target: Benchmark
findings.
90% of 4 year old
97% of 4 year
scholars will be in
old scholars in
process or proficient process or
in Mathematical
proficient in
Thinking and
Mathematical
Expression
Thinking and
Expression
Your Result:
4 year-old scholars
will exhibit stateapproved, ageappropriate
benchmarks for
success in
kindergarten.
%of 4 year-old
scholars in process
or proficient in
Mathematical
Thinking and
Expression
% of 4 year old
scholars in process
or proficient in
Scientific Thinking
and Technology
90% of 4 year old
scholars will be in
process or proficient
in Scientific Thinking
and Technology
96% of 4 year
old scholars
were in process
or proficient in
Scientific
Thinking and
Technology
95% of 4 year old
scholars in
process or
proficient in
Scientific Thinking
and Technology
% of 4 year old
scholars in process
or proficient in
Language and
Literacy
Development
90% of 4 year old
scholars will be in
process or proficient
in Language and
Literacy
Development
98% of 4 year
old scholars
were in process
or proficient in
Language and
Literacy
Development
95% of 4 year old
scholars were in
process or
proficient in
Language and
Literacy
Development
92% of 4 year old
scholars in
process or
proficient in
Mathematical
Thinking and
Expression
The data from the charts below show that at least 92% of the 4 year old scholars are proficient or in
process in the noted Key Learning Areas.
Age 4 Scholars
Mathematical Thinking and Expression
92
8
Proficient and In Process
Mathematical Thinking
and Expression
Not Yet Mathematical
Thinking and Expression
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Age 4 Scholars
Scientific Thinking and Technology
95
5
Proficient and In Process
Scientific Thinking &
Technology
Not Yet Scientific Thinking
& Technology
Age 4 Scholars
Language and Literacy
95
5
Proficient and In Process
Language and Literacy
Not Yet Language
&Literacy
Explanatory Information Related To Findings
The data results are gathered from the scholar end-of-year assessments. If a scholar scores “in process,”
for a learning area, it means that they are displaying the behavior intermittently but not consistently.
Further, this means that they are learning age-appropriate skills for that specific learning area, and if
nurtured correctly during this “window of opportunity,” will master that skill. “Proficient” scores meant
that the scholars have mastered and consistently display that age-appropriate behavior within that
learning area. “Not yet” means that the scholars have not displayed the age-appropriate behavior
within that learning area.
The scholars scores were placed into two groups; either “in process or proficient,” or “not yet”. There is
a less precise distinction between “in process” and “proficient”. Therefore, they are often grouped
together. The difference “not yet” and “in process or proficient” is clear-cut. It means that either the
behavior is seen, or it is not seen.
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Benchmark findings are the scores from the Early Childhood Education Organization scholarship data
from the2013-2014 school year. Quality early childhood education has only come to the forefront in
the past 10-12 years. Similar data measuring outcomes for three half-days was not found. The scholar
scores for three and four olds did fall below the previous year’s scores, but were still high. These results
show that the scholars are demonstrating age-appropriate behaviors that are consistent with success in
kindergarten. Congratulations, scholars!
Paragraph 2: Explain why your findings did/didn’t meet expectations
The findings met our expectations; the scholars’ scores are above our target goal. When compared to
last year, the noted slightly lower scores may be due to a younger birthdate, or different stages of the
child’s individual development. The quality early childhood education opportunities that the children
are receiving are at the time they are at their peak development of cognitive functioning. This is the
best time to help build a positive foundation for learning that will help them throughout school and life.
Paragraph 3: Share your plan on how to improve.
Transportation has always been a sticking point for families. We have three quality early childhood
education programs located in the City of Erie that provide limited transportation. They are often full,
and cannot provide transportation for all families, and thus are unable to enroll in a high-quality
program. In the county, this is a big sticking point. Many low-income families cannot provide
transportation for their children, due to undependable transportation (no money for gas, no car, or one
car that parent drives to work, leaving the parent caretaker of the child home without transportation).
On behalf of Early Childhood Education Organization, The organization spoke with representatives from
the Pennsylvania Governor Tom Wolf’s Office and US Senator Casey’s office, pushing for more
transportation opportunities for early childhood education programs. We will continue to push to help
eliminate this barrier to early education opportunities.
Outreach has been vital to Early Childhood Education Organization. Early Childhood Education
information is shared constantly throughout the community at family-friendly events, Kindergarten
Transition meetings in school districts, agencies, and early childhood education program director
meetings. Participating program directors share the information with families, and often invites Early
Childhood Education Organization to their open houses. Through the collaboration by Success By 6,
Early Childhood Education Organization information is also shared throughout the community. Thanks
to United Way, Early Childhood Education Organization information has been shared via the Imagination
Library events and through Erie Together’s Parent Toolkits. The Toolkits provide at-home activities
that parents can do with their children to help ensure that they are getting the skills necessary for
kindergarten. Over 300 toolkits were distributed throughout Erie County for the 2014-15 school year.
In each of the toolkits, information about Early Childhood Education Organization scholarships was
included.
It is our goal to try to gather information regarding scholarship children that have reached second grade.
Years of research has shown that a high-quality early childhood education can give a child from a lowincome family the best chance for success in school and life. We would like to have data specific to Early
Childhood Education Organization for scholar progress in the second grade.
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Outcome Measurement Report Evaluation
Categories & Rating:
Goal
Achievement
Data
Plan
1
Organization
regressed in
outcome goals, or
results are not
determinable
No data is
presented to
substantiate
findings
2
Organization
made no gains in
outcome goals
Organization has
not indicated plan
for improvement
or does not
address missed
targets
Organization
shows awareness
of missed targets
but has not yet
planned
improvements
Data provided but
not measurable
(i.e. small sample
sizes)
3
Organization had
gains in some
goals, but
regressed in
others
Effort is made to
provide
measurable
results but data is
not provided with
context
Organization
shows awareness
of missed targets
and offers some
solutions/
improvements
4
Organization
made gains in
outcome goals
5
Organization
reached or
exceeded
outcome goals
Measurable data
results are
provided but
require
interpretation
Data is clearly
presented in
context and easy
to understand
Organization is
beginning to
make attempts to
improve and/or
grow
Organization has
a clear plan for
improvement
and/or growth
Organization Name
Rating: Click here to enter text./15 Click here to enter text.%
Category 1: Goal Achievement
Choose an item.
Category 2: Data
Choose an item.
Category 3: Plan
Choose an item.
In year we gave organization $amount in funds.
Rationale and Explanation of Findings:
Click here to enter text.
Comments:
Click here to enter text.
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