This was the final process and impact study from one of four programs evaluated as part of the Multi-Site Evaluation of Foster Youth Programs. Impact findings were based on a two-year follow-up of youth who participated in a random assignment evaluation of the Early Start to Emancipation Preparation (ESTEP) -- Tutoring Program. The ESTEP Tutoring Program was designed to improve reading and math skills of foster youth aged 14 and 15 who are one to three years behind grade level in reading or math. Youth who participated in the evaluation were randomly assigned to either a treatment group that was offered access to ESTEP Tutoring, or to a control group. Outcomes evaluated aligned closely with the program’s primary goals of improving reading and math skills and empowering youth to use other educational resources.
The program had no impacts on educational outcomes. No statistically significant differences were observed between the treatment and control groups in outcomes at the two year follow-up.
Report Title: Evaluation of the Early Start to Emancipation Preparation Tutoring Program; LA County, CA Final Report http://www.acf.hhs.gov/programs/opre/abuse_neglect/chafee/reports/eval_estep/eval_estep.pdf
Agency Sponsor: ACF-OPRE, Office of Planning, Research and Evaluation
Federal Contact: Maria Woolverton, 202-205-4039
Performer: Urban Institute
PIC ID: 8940