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Running head: JA-MBA EVALUATION REPORT 1

JA-MBA Evaluation Report

Alexcia Moore, Kim Spain, Kaywanna Stewart, & Shuntia Wallace

University of West Georgia

MEDT 8480

Dr. Westine

December 4, 2016

JA-MBA Evaluation Report

Background & Description of the Program

Junior Achievement (JA) is an association committed to providing young people the

insight and abilities they need to possess their economic success, plan for their future and make

clever educational and financial choices. JA offers programs for young people in grades K-12

(JuniorAchievement.org, 2014). Their various programs help prepare young people for the real

world by showing them how to produce prosperity and successfully handle it, how to generate

jobs which cause their communities to be stronger. Additionally, JAs programs teach young
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individuals how to apply innovative thinking to the workplace. Then, they put these teachings

into hands-on activities and learn the importance of giving back to their communities.

JA was founded in 1919 by Theodore Vail. It began as an after-school program for high

school students. Since then, Junior Achievement has broadened its activities and expanded its

opportunities to include in-school and after-school students for all age levels. JA employs people

and centers throughout the United States (JuniorAchievment.org, 2014). Luckily, the state of

Georgia is one of these areas that benefits from the commitment and programs offered by JA.

Junior Achievement (JA) of Georgia focuses on empowering programs that propel long-

term outcomes in areas of financial literacy, career readiness and nurturing the innovative

personality (JuniorAchievement.org, 2014). JA aims to provide such positive experiences that

young people will comprehend the chances and certainties of work and life in the 21st century.

By developing a generation of individuals who are equipped with the certainty, wisdom and

fortitude to flourish, better futures will be built for themselves and their communities.

Junior Achievement Magnet Business Academy (JA-MBA) is a partnership between

Junior Achievement of Georgia and Fulton County Schools. The magnet school is located inside

Banneker High School and is comprised of 9th and 10th grade students. Banneker's JA program

is 98% African American, 1% Hispanic, 0.2% White/non-Hispanic, and 0.8% other. There is a

50:50 male/ female ratio. Most of the students come from low socio-economic backgrounds.

Banneker High School is a Title 1 school where 90% of the students receive free or reduced-

priced lunches.
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Why is JA-MBA so important to the students at Banneker High School? JA-MBA uses

Junior Achievement of Georgias mission and has infused the concepts of career readiness,

business, marketing, financial literacy and entrepreneurship into its English Language Arts,

Math, Science, and Social Studies classes. By providing these engaging and relevant classes,

students will be more ready for college or the work environment when they graduate from high

school (Fulton County Schools, 2016).

The President and CEO of Junior Achievement USA believe that, the success of our

nation can flourish through young people with a desire to dream big and change the world

through entrepreneurship (Junior Achievement, 2014). Through JA-MBA, students at Banneker

High School are actively involved in a rigorous curriculum. This curriculum provides students

with opportunities to earn college credit through Advanced Placement classes. These classes give

students a laborious mental workout while improving their study skills and ability to manage

time. Additionally, students are provided the opportunities to participate in hands-on activities on

various job sites. By visiting these job sites, students can get to see personally and observe some

of the responsibilities they may or may not encounter. Also, it aids them in making a

knowledgeable conclusion about whether they want to pursue a profession in a particular field.

Bannekers seniors are able to participate in internships which helps them gain work experience

and opportunities to make good career choices. JA-MBAs goal is to produce students that are

self-assured, educated, and skilled in taking control of their futures so that they can achieve their

most desired aspirations.

Table 1
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Evaluation Purpose

Junior Achievement Magnet Business Academy (JA-MBA) in the Fulton County School

District has been in effect only two short years. Therefore, Dr. Ava Debro, the primary

stakeholder, realizes that the program needs to be evaluated to help her and its stakeholders

(administrators, students, parents, and Fulton County Schools) determine if the program needs

improvements to be successful in producing a generation of individuals who are equipped with

the certainty, wisdom and courage to flourish in the 21st century. The evaluation will also help

stakeholders acquire a greater understanding of the program and help them conclude if the

program goals and objectives are being met. If JA-MBAs goals are not being met, then the
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stakeholders will realize that they need to revisit their objectives or their methods of attaining

them. The relationship between JA and Banneker High School has only been in practice for two

years. Assessing their program outcomes and the methods of achieving their goals is of

importance to the success of this union. Currently, it is believed that JA-MBA is experiencing

success in preparing young individuals for careers in the 21st Century.

The evaluation will primarily focus on a more formative approach to provide

stakeholders with the information needed in determining if the program goals are being achieved.

The formative evaluation will target obtaining feedback from student pre/post test scores from

the financial literacy course and student surveys completed by students who completing the

course. In addition, responses recorded in student case study journals and interviews with

students who have completed the program will provide feedback for evaluators. Site facilitators

surveys assessing student knowledge and application of skills in the workplace, will also help

determine the merit of the JA- MBA program. Lastly, the data collected by the stakeholders from

the surveys completed by students, parents, and business leaders will provide additional evidence

to the success of the program.

According to Alkin (2011), formative questions also might seek to answer whether a

specific program activities had been implemented and, if not, what program modifications or

changes might be appropriate (p.188). Furthermore, four evaluation questions had been

identified as valuable to the stakeholders in determining if JA-MBA is meeting its goal of

providing young people the insight and abilities they need to possess their economic success,

plan for their future and make clever educational and financial choices.
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1. To what extent has JA-MBA increased financial literacy for the students? Are the students able to

make more informed financial choices as a result of participating in JA MBA?


2. To what extent has JA-MBA increased student achievement in the areas of business marketing,

financial literacy and EOC tests by 5%?


3. To what extent are the students of JA-MBA able to apply what they have learned in the classroom

(via behavior and performance) to the real world scenarios provided by jobsite visits and case

studies (provided by JA)?


4. To what extent are the JA-MBA program participants satisfied?

Evaluation Team

The evaluation team consisted of four evaluators Alexcia Moore, Kim Spain, Kaywanna

Stewart, and Shuntia Wallace.

Kim Spain is a third-grade elementary education teacher at Indian Creek Elementary

School in Douglas, Georgia. She has over twenty-three years experience teaching elementary

students in first, third, and fifth grades. This year she currently teaches third-grade English

Language Arts. She is currently in her last semester at the University of West Georgia. In

December, she will complete the requirements necessary in obtaining her Specialist Degree in

Instructional Technology. She is currently in her final semester and is graduating in December

2016. Ms. Spain possesses great leadership skills as demonstrated in her previous positions held

during her teaching career. She has served as Student Support Team Chairperson, Grade Level

Lead Teacher, Literacy Team Representative, Leadership Team Representative, PBIS Team

Leader, Gifted Committee Member, SACS Accreditation Committee, SWAT Team Member, and

School Spirit Committee. As a Leadership Team Representative, she has assisted in gathering

data and writing the Striving Readers Grant. In addition, she helped revise ICEs mission,

vision, and goals for SIP. Ms. Spain has also served on the third-grade ELA Unit Refinement
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Team and assisted in creating assessments for the county. In 2009, she was a nominee for ICE

Teacher of the Year, additionally; in 2015 she was awarded the title.

Kaywana Stewart is a RTI/SST Intervention Specialist for Atlanta Public Schools. She

uses best practices to provide support to teachers to assist students who may be struggling

academically. She has over twelve years of teaching experience. She began her career in Fulton

County Schools as a Middle Grades Social Studies teacher. After one year of teaching, she went

on to obtain her Gifted Endorsement. She has taught Social Studies at all three grades. She later

went on to become the Department Chair for Social Studies. Being a passionate teacher and

seeker of knowledge, she later went on to obtain her Masters degree in Curriculum and

Instruction. After several years as the Department Chair at a middle school in South Fulton

County, she was offered a position at an IB Middle School in Atlanta Public Schools. It was not

long before she was offered the Gifted Lead Teacher position. Within that position, she provided

teacher support in the area of Gifted Education, maintained student records, requested placement

for newly identified Gifted Students and provided professional development to staff. Kaywana is

currently an Ed.S candidate at the University of West Georgia. She will fulfill her degree

requirements by the fall of 2016.

Shuntia Wallace is a Visual arts instructor in Fulton County Schools, with over fifteen

years of teaching experience. Shuntia began her career with Clayton County Public Schools

(2000-2015). While in Clayton County, Shuntia served on the SACS Accreditation Team for

Drew High School (2009-10) and she served as lead High School Visual Arts Teacher, for

Clayton County (2010-12). Currently Shuntia is employed by Fulton County Schools, and is the

Co-Department Chair of Fine Arts for Creekside High School, where she routinely evaluates

Fine Arts Programs and Instructors using standards from the Georgia Professional Standards
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Commission. Ms. Wallace is currently completing the Specialist Degree Program in

Instructional Technology, from the University of West Georgia.

The fourth and final evaluator is Alexcia Moore. Alexcia is an Ed.S. candidate at the

University of West Georgia. She will complete her degree in Instructional Technology in the

spring of 2017. She is the proud mother of two children, ages 1 and 4. She is a native of Decatur,

Georgia. She enjoys relaxing, spending time with family, and vacationing. Mrs. Moore currently

works as a 3rd grade educator in the DeKalb County School District and has been teaching for 6

years. Her career goal is to step outside the classroom and help to improve the efficiency and

effectiveness of instruction involving: designing instruction to encourage and support

transformative uses of technology that promote student learning through best teaching practices.

Methodology

Evaluators conducted an impact analysis of the data. We constructed a survey and

gathered, both survey and achievement data and identified the impact JA-MBA had on students

financial literacy by gauging the decision making skills and career choices as it relates to

selecting careers within finance and business. In gathering and analyzing data, evaluators looked

for a correlation between program participation and increased achievement and financial literacy.

Evaluators also used surveys to gather data regarding program satisfaction. Achievement test

such as the End of Course Assessments and Advance Placement Exam scores were used to

determine whether JA-MBA had impacted students achievement. In addition to achievement test

we analyzed students performance data within their related core content areas (Business

Computer Science, Economics and Math). We analyzed the end of course data and advance

placement data for students who were enrolled in the program compared to those who were not

enrolled in the program.


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Data were used to answer the following evaluation questions:

EQ1: To what extent has JA-MBA increased financial literacy for the students? Are the students

able to make more informed financial choices as a result of participating in JA-MBA?

EQ2: To what extent has JA-MBA increased student achievement in the areas of business

marketing, financial literacy and EOC tests by 5%?

EQ3: To what extent are the students of JA-MBA able to apply what they have learned in the

classroom (via behavior and performance) to the real world scenarios provided by jobsite visits

and case studies (provided by JA)?

EQ4: To what extent are the JA-MBA program participants satisfied?

Using mixed methods provided a variation in data collection that lead to greater validity.

It allowed evaluators to answer the evaluation questions from a number of different perspectives

and helped ensure that there are no gaps in the collection of information (Creswell, 2003). We

used mixed methods to collect data for the evaluation of JA-MBA. Mixed methods research

offers great promise for practicing researchers who would like to see methodologists describe

and develop techniques that are closer to what researchers actually use in practice (Johnson &

Onwuegbuzie, 2004). The evaluation identified a direct correlation between program

participants participation in the program and increased percentages in the number of students

who completed/ passed AP courses, and increased achievement on Advanced Placement Exams

and End of Course Exams. Within this evaluation, the evaluators analyzed surveys, and

achievement data. Evaluators used surveys to identify linkages between program participation

and informed financial decision making skills (did students assess needs over wants; did students
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consider the prices of items or compare prices between items; whether or not students have a

savings plan and/or budget). A large sum of the data came from surveys; therefore, evaluators

identified metrics to quantify survey data. Survey data was used to identify the number of

participants that were considering a career in business and finance or who had decided to major

in finance and business as a result of participating in the program. In addition, the survey data

will be used to identify possible patterns regarding the type of student who chose career paths in

business and finance as a result of participating in the program. Survey data allowed researchers

to gauge program satisfaction of participants, their parents and partnering businesses. Since the

program is relatively new, determining causation may be difficult. The evaluators also surveyed

and analyzed the achievement data of that of their peers (students of the same age and grade

level at Banneker High School who did not participate in the program).

Data

Evaluators used a variety of assessment approaches to answer the program questions.

Those approaches included pre and post test scores from financial literacy courses, completed

surveys from parent and students, interviews and student logs.

Table 2 Data Matrix

Survey Test Scores Interviews Student Logs

(Pre/ Post
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Scores)

Question 1 X X X X

Question 2 X

Question 3 X X

Question 4 X X

Evaluators used a variety of assessment tools (i.e. surveys, Advance Placement tests and

End of Course Assessments), to evaluate program outcomes according to the evaluation

questions.

Table 3 Data Matrix

Data Assessment Tool Who or What is What can be assessed


analyzed?

Self-Reports Surveys Students enrolled in the Program Satisfaction


program
Perception about
Graduating Students perceived learning

Faculty Attitudes

Site facilitators Value added

Educational Outcomes

Achievement Data Advanced Placement Test score analysis Mastery of knowledge,


Exam content, concepts and
skills
End of Course Exam

Findings
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The survey data showed that the financial literacy obtained through the JA-MBA program

had impacted the way students who were in the program made decisions about spending,

savings, and investing. Eighty-five percent of the students who participated in the program

appear to make financially responsible decisions (assessing needs over wants prior to spending,

comparing costs for similar products) prior to spending. The other 15 % of participants did not

make financially responsible decisions but after further investigations, evaluators found that

outside factors such as, parents and peers, and prior financial habits had the greatest impact on

students. Nevertheless, students did have advance knowledge as it relates to spending, savings,

and investing. This did not impact the way the students made decisions related to spending,

savings and investing. In addition, they have more knowledge about savings and investing than

their peers who did not participate in the program.

Banneker High School students who make financially responsible decisions

JA-MBA participants Non- JA-MBA participants

The survey data also indicated that most students, parents, and benefactors are pleased

with the JA-MBA program. According to the surveys, 96% percent of the people who took the

survey (teachers, parents, students, and benefactors), were pleased with the structure of the

program and the skills it provides to students. The data also shows an increase in the number of

students who go on to pursue careers and advanced degrees in finance and business. Eighty
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percent of the students who participated in the program have pursued careers and advanced

degrees in finance and business, and they accredit their choice for a career pathway into finance

and business to participation in JA-MBA. Surveys completed by worksite supervisors confirmed

that students were able to transfer the knowledge and skills learned in the classroom to real world

applications.

Program satisfication with the JA-MBA program at Banneker HS

Satisfied
Not satisfied

Through our dealings with school personnel, it appears that they are mostly concerned

with student achievement. After disaggregating and analyzing the data for 50 participants of JA-

MBA and 50 students who were not enrolled in the JA-MBA program with similar

demographics, evaluators found that 25% of the students who participated in the program passed

the Advanced Placement exam with a score of 3 or higher, compared to the students who were

not enrolled in the program. Only 5% of the students who were not enrolled in the program

scored a 3 or higher on the AP Exam at the end of the year. There appears to be a direct

correlation between participating in JA-MBA and increased achievement on the Advance

Placement Exam. When analyzing the Georgia Milestone End of Course Exams of the 50

students who were in the program and those who were not, it appears that participation in the
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program did not have a huge impact on achievement as it relates to the End of Course Exam. Ten

percent of the students who participated in JA-MBA had a 5% percent increase in achievement

on the End of Course Test compared to 8% of students who were not in the program but also had

a 5% increase in achievement. The advance decision making skills obtained in the course did

not make a significant difference in achievement; individual instructors had a greater impact on

achievement than program participation.

Conclusion

In conclusion, the survey data and the achievement data shows that participation in the

Junior Achievement Magnet Business Academy at Banneker High School has increased students

financial literacy which has led to more informed decision making skills as it relates to spending,

savings, investments, and increased student achievement. In addition, participation in the

program provided students with skills and knowledge about finance and business that they were

able to transfer and apply within the real world. Site supervisors reported that students were able

to interact positively with peers and clients in the workplace, network, build lasting partnerships

and forge relationships with other groups within the company. Students who participated in the

program had critical thinking and decision making skills that surpassed that of their peers.

Recommendations for the program

Our recommendations for the Junior Achievement Magnet Business Academy at

Banneker High School are continue to build relationships with all stakeholders including school

administrators, teachers, parents, partnerships, and benefactors to assure that the program is
JA-MBA EVALUATION REPORT 15
operating on JA-MBAs foundational principles of the financial literacy and economic success of

young people.

Regarding educators of the JA-MBA program, we recommend that a teacher evaluation

team/ focus group be put in place for future years. We feel that it will provide the program

significant evaluative information that could be garnered from this methodology. These

educators have a great deal of insight to the program. Their feedback could shed light on

potential curriculum changes for the betterment of the program.

We understand that the JA-MBA program is hosted at Banneker High School and is open

to all Fulton County high school students. The Fulton County School district stretches 70 miles

long with over 96,000 students (2016). It may prove to be difficult for parents on the north end of

the county to drive their students to Bannekers site in South Fulton. We recommend the program

consider another host school in North Fulton to open up more opportunities for students in

Fulton County to benefit from this program that is positively influencing students business

mindset and achievement measures.

Regarding Banneker High Schools junior and senior students, we recommend that JA-

MBA consider opening their program entry requirements to juniors and seniors. This will extend

the financial, hands-on practices that are the foundation and heart of JA-MBA. It will also leave

a fresh imprint on students as they prepare for collegiate level studies and endeavors.
JA-MBA EVALUATION REPORT 16

References

ADD Advance Ed Website (2016). Retrieved from

https://apscore.collegeboard.org/scores/about-ap-scores

Alkin, M. C. (2011). Evaluation Essentials from A to Z. New York: The Guilford Press.

Breitbard, S. H., & Reynolds, C. G. (2003). Jump-starting financial literacy. Journal of

Accountancy, 196(6), 56.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods

approaches. Sage publications.

Fournier, D. M. (1995). Establishing Evaluative Conclusions: A Distinction Between General


and Working Logic. New Directions for Evaluation, 68. Jossey-Bass Publishers.

Fulton County Schools (2016). District Website. Retrieved from


http://www.fultonschools.org/en/about/pages/default.aspx

Fulton County Schools (2016). Banneker High School Website. Retrieved from
http://school.fultonschools.org/hs/banneker/Pages/JAMBA.aspx

Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm
Whose Time Has Come. Educational Researcher, 33(7), 14-26.

Johnson, E., & Sherraden, M. S. (2007). From Financial Literacy to Financial Capability among
Youth. J. Soc. & Soc. Welfare, 34, 119.

Junior Achievement Organization (2016). Retrieved from


https://www.juniorachievement.org/web/ja-centralfl/ja-academy

Levs, M. L. (2016). BUSINESS BOOST. District Administration, 52(4), 44.

PR, N. (2016, May 6). Georgia STEM Day: Randstad US and Junior Achievement to Show

Middle Schoolers How to "Assemble Your Career". PR Newswire US.

Stirgus, E. (2015). Bottom line on learning: financial literacy needed: Gwinnett County schools

partner with JA at center. The Atlanta Journal-Constitution (Atlanta, GA).

Title I Government website, KS (2016). Retrieved from


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http://www2.ed.gov/programs/titleiparta/index.html

Van Scotter, R. (1996). Starting Early: Junior Achievement's Elementary School Program.

Educational Leadership, 53(8), 33-37.

Walstad, W. B., Rebeck, K., & MacDonald, R. A. (2010). The effects of financial education on

the financial knowledge of high school students. Journal of Consumer Affairs, 44(2),

336-357.

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