Public/Private Ventures (P/PV)

Legacy Collection

Innovation. Research. Action.

After almost 35 years Public/Private Ventures (P/PV) has ceased operations. The organization leaves behind an incredible legacy of knowledge, including hundreds of research reports, case studies and evaluations about how best to improve programs and outcomes for children, youth and families. We are fortunate that P/PV has decided to archive its publications collection with the Foundation Center's IssueLab so that practitioners can benefit from this knowledge for years to come.

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Testing the Impact of Higher Achievement's Year-Round Out-of-School-Time Program on Academic Outcomes

October 4, 2011

Presents findings from a multiyear evaluation of an intensive long-term OST program's effect on low-income middle school students' academic performance, attitudes, and behaviors. Outlines implications for financially strapped districts.

Making a Difference in Schools: The Big Brothers Big Sisters School-Based Mentoring Impact Study

August 1, 2007

School-based mentoring is one of the fastest growing forms of mentoring in the US today; yet, few studies have rigorously examined its impacts. This landmark random assignment impact study of Big Brothers Big Sisters School-Based Mentoring is the first national study of this program model. It involves 10 agencies, 71 schools and 1,139 9- to 16-year-old youth randomly assigned to either a treatment group of program participants or a control group of their non-mentored peers. Surveys were administered to all participating youth, their teachers and mentors in the fall of 2004, spring of 2005 and late fall of 2005.The report describes the programs and their participants and answers several key questions, including: Does school-based mentoring work? What kinds of mentoring experiences help to ensure benefits? How much do these programs cost? Our findings highlight both the strengths of this program model and its current limitations and suggest several recommendations for refining this promising model-recommendations that Big Brothers Big Sisters agencies across the country are already working to implement.

Making a Difference in Schools: The Big Brothers Big Sisters School-Based Mentoring Impact Study Executive Summary

June 26, 2007

Serving almost 870,000 youth nationwide, school-based mentoring is one of the fastest growing forms of mentoring in the US today. Making a Difference in Schools presents findings from a landmark random assignment impact study of Big Brothers Big Sisters School-Based Mentoring -- the first national study of this program model. This executive summary highlights nine key findings from the full report and outlines several recommendations for policy and practice.

Urban Corps Assessment Package (URCAP) Manual

September 19, 1995

The purpose of this research was to identify and develop measures of youth developmental outcomes, as well as key elements of the urban corps, including the corps' organizational climate, practices and staff member characteristics.

Summer Training and Education Program (STEP): Report on 1986 Experiences

April 19, 1988

The Summer Training and Education Program (STEP) was a five-site demonstration program offering two summers of remediation, life skills instruction and work experience to a randomly assigned group of economically and academically disadvantaged 14- and 15-year-olds. P/PVs early evaluation of STEP showed promising results in its ability to stem reading losses and achieve gains in math. STEP youth also increased their knowledge of sexual responsibility and were more likely to use contraceptives if they were sexually active. This report reflects on the outcomes of two cohorts of the STEP program, which includes a cost-benefit analysis of the program and its implications for future policies. STEPs operational experience and test results seem to confirm both the feasibility and importance of extended educational programming during the summers for high-risk students.

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