Character Counts! Evaluation Report
Brandon Valley High School
Fall 2005

Evaluation Prepared by:

 Caroline Mitchell, Ph.D.
Western State College of Colorado
Kelley Hall RM 209A
Gunnison, Colorado  81237
970.943.7127

cmitchell@western.edu

The goal of the South Dakota Character Counts! (CC!) program is to bring about real behavioral change in South Dakota youth (K-12th grade).  The intent of the CC! program is to improve the behaviors of youth in the areas of responsibility, respect, caring, trustworthiness, fairness, and citizenship.  These behaviors are contained in the “Six Pillars of Character”, which is the basis of Character Counts!  The CC! framework provides youth with a common language and understanding of how one can practice good character.  The expectation is that by altering children’s knowledge and understanding of good character, including continual reinforcement of the message, positive behavioral changes will occur.  Prolonged exposure to the program should result in youth that are less likely to engage in negative behaviors, while increasing behaviors that are consistent with the program.

 An evaluation plan was designed to determine whether the program has been successful in achieving these goals.  The first teacher and student surveys were administered in South Dakota in 1998 in order to establish a baseline to compare to subsequent surveys.  This plan involves using a variety of methods over a seven-year period in an effort to track the effectiveness of Character Counts!

Schools from across the state of South Dakota have participated in the CC! program and evaluation over the last seven years.  Brandon Valley High School administered their first student survey (N=571) to students in the fall of 2005. The following results contained in this report will serve as the baseline for Brandon Valley.  Results from similar schools (high schools across the state with similar demographic characteristics) may also be used for comparison.

Data gathered from students who completed the survey instrument are broken into three categories: demographic (student specific data), attitudinal data and behavioral data.

1.      Demographic (Student) Data was the first type of information gathered.  This data included basic information, such as the student’s gender, residence patterns, and family social class.  Also included in the student data was information on the student’s level of involvement in school related activities.  Data of this type will be used in the evaluation as statistical controls.   By gathering such data, it will be possible to see which types of students are most at risk for problem behaviors, and which types are more receptive to the program and its efforts.

 2.      Attitude Data on students was the second major category of information collected.  Students were asked to rank their level of agreement to a set of statements.  These statements were “belief statements” related to the “Six Pillars of Character”.  This data will help determine whether the program succeeds in changing attitudes about character over time.  It will also be possible to determine how closely those attitudinal changes are linked to real behavioral changes.

 3.      Behavioral Data was the third category of data gathered.  Here, questions relating to the frequency with which students performed certain actions in the preceding six months were asked.  These actions were related to the “Six Pillars of Character”.  This data comprises a key portion of the survey, as it will allow for measurement of changes in these behaviors over time.  If students become less likely to engage in certain behaviors over the course of the program’s first five years, then the first step in establishing program impacts will have been taken.

Demographic (Student) Data

General Characteristics of Student Survey Respondents: Brandon Valley High School
(N=571)

Gender

 

Female

57%

Male

43%

 

 

Age

 

14-15 yrs old

40%

16-17 yrs old

53%

18+ yrs old

7%

 

 

Race/Ethnicity

 

American Indian

2%

Asian

2%

Black

4%

Hispanic

2%

White

90%

 

 

Length at Residence

 

- 6 months

7%

6 months – 1 year

3%

1-2 years

10%

2-5 years

22%

5+ years

58%

 

 

# in Household

 

2 people or less

4%

3-4 persons

53%

5-6 persons

36%

7-8 persons

4%

9+ persons

3%

 

 

Live With

 

Both parents

69%

1 parent and 1 step parent

25%

Father

1%

Mother

<1%

Other

4%

Additional student information was collected about parents’ education level, students’ employment, and family interaction.

 

Fathers’ Education

 

< High school

7%

High school graduate

30%

College – no degree

9%

College graduate

45%

Unknown

9%

 

 

Mothers’ Education

 

< High school

4%

High school graduate

27%

College – no degree

12%

College graduate

53%

Unknown

4%

 

 

Evening meal together

 

Not at all

10%

Once a week

15%

2-3 times per week

31%

4-5 times per week

27%

Every night of the week

17%

 

 

Student employment

 

None

46%

< 10 hours

22%

10-20 hours

21%

20-40 hours

9%

40+ hours

2%

 

 

Chores

 

None

15%

< 5 hours

64%

5-10 hours

16%

10-20 hours

3%

20+ hours

2%

 

 

Perceived family support

 

Very supportive

62%

Fairly supportive

30%

Not very supportive

5%

Not supportive

3%

Students were asked to identify groups and activities that they are involved with attached to the school environment and outside of the school environment.  Theoretically, the more activities students are involved in the less likely students are to engage in deviant or delinquent behavior.

Volunteered

 

Not at all

22%

1 time

23%

2-5 times

31%

6-10 times

11%

10+ times

13%

 

 

# of school events (last month)

 

None

17%

One

9%

Two

11%

Three

10%

Four +

54%

 

 

# of activities involved

 

None

18%

One

22%

Two

22%

Three

17%

Four +

21%

 

 

Activities

 

Varsity athletics

23%

Non-varsity athletics

18%

Language club

3%

Drama club

4%

Debate club

<1%

Boy or Girl Scouts

5%

Boys or Girls Club

6%

Pep or Spirit club

5%

SGA

5%

Cheerleading

7%

Religious Group

23%

4-H

4%

FFA

5%

Other

20%

Attitudinal Measures

 These measures were taken in an attempt to determine the kinds of attitudes students hold in relation to the “Six Pillars of Character”.  This information is important for several reasons.  First, it can be used as one type of outcome data: student opinions and attitudes are being tracked continually from the initial survey and each additional survey is compared.  Beginning with the first survey and tracking subsequent surveys, these measures may indicate possible successes of the program.  Additionally, since the intent of the program is to increase pro-social behaviors by altering students’ knowledge and attitudes about good character, it is important to track changes in student attitudes as well as changes in student behaviors.  The attitudinal measures can be split into three categories:

 ·        Attitudes about the “Six Pillars of Character”:  these questions address student beliefs about positive, pro-social behaviors, as defined by the “Six Pillars of Character”.

·        Attitudes about the world: these questions address student perceptions of the world around them.

·        Attitudes about parents: these questions address student perceptions of the ethical example set by their parents.   

 These questions are important because they allow for measurement of how well the CC! message is reaching students, and the degree to which they are internalizing that message.  By comparing the measures of these attitudes with earlier and later measures of the same attitudes, it is possible to determine whether the presence of resource materials related to the “Six Pillars of Character” is changing student attitudes about character.

 These measures were accomplished by asking students to rank their level of agreement to individual statements.  These statements consisted of hypothetical situations where the “Six Pillars of Character” could be applied while making a decision about a question involving a moral or ethical choice. 

 The following tables present the results of students’ survey responses.  Two numbers are presented in each cell of the table: Brandon Valley High School 2005 percentages and in parentheses, the baseline percentages for the State gathered in 1998.

 *(Percentages have been rounded and may not add to one hundred percent for each question.)

 

Attitudes about the “Six Pillars of Character”
 

 

Strongly

Disagree

Disagree

Unsure

Agree

Strongly

Agree

Sometimes its okay to respond to an insult with force

 

23%

(25)

 

36%

(33)

 

15%

(19)

 

20%

(8)

 

6%

(15)

It’s okay to lie or cheat if it’s to avoid unfair consequences

 

16%

(20)

 

35%

(34)

 

25%

(27)

 

19%

(7)

 

4%

(12)

It’s okay to lie on an application for a good job

 

39%

(41)

 

42%

(39)

 

8%

(12)

 

7%

(3)

 

3%

(5)

It’s okay to use people as long as they aren’t hurt

 

27%

(33)

 

41%

(40)

 

18%

(15)

 

10%

(5)

 

3%

(7)

It’s okay to do whatever it takes to succeed if no one is hurt

 

11%

(10)

 

28%

(23)

 

21%

(20)

 

31%

(15)

 

9%

(32)

 

 

 

 

Student’s Views about the World

 

Strongly

Disagree

Disagree

Unsure

Agree

Strongly

Agree

In today’s world, people often must lie or cheat to succeed

14%

(17)

29%

(29)

23%

(23)

28%

(9)

6%

(22)

People who cheat are more likely to

succeed

30%

(12)

42%

(28)

17%

(43)

9%

(7)

2%

(10)

There is no moral responsibility to help other people

31%

(22)

37%

(29)

25%

(36)

4%

(5)

2%

(8)

On a practical, real life basis honesty is the best policy

4%

(4)

7%

(7)

15%

(14)

46%

(36)

29%

(39)

When I see something wrong I should try to do something

4%

(4)

9%

(10)

19%

(21)

50%

(22)

17%

(43)

People should do the right thing even if not in their best interest

4%

(4)

6%

(7)

15%

(15)

51%

(33)

24%

(41)

Student’s Views about their Parents

 

Strongly

Disagree

Disagree

Unsure

Agree

Strongly

Agree

My parents set a high example of honesty and ethics

6%

(5)

10%

(7)

17%

(17)

41%

(34)

25%

(37)

Behavioral Measures

 

These measures focus on the actual behaviors and attitudes that the CC! framework aims to change.  Students were asked to indicate the number of times they had engaged in various behaviors in the preceding six months.  These behaviors relate closely to pro-social behaviors encouraged through the resources and materials used in the “Six Pillars of Character”.  This information is important because one of the primary goals of the CC! framework is to bring about real behavioral changes in youth.  Measurements can be examined to compare baseline data with year six.

 The behavioral measures can be broken into several categories:

¨      Behavior toward rules: these measures focus on the students’ behavior related to the rules of school.

¨      Behavior toward others: these items deal with the way students treat other people.

¨      Illegal behaviors: these items deal with behaviors that are considered illegal.

¨      Positive behaviors: items dealing with behaviors that the program hopes to increase, rather than decrease, would fit into this category.

¨      Parental behaviors: these items deal with the students’ reported behavior of their parents in various areas related to the “Six Pillars of Character”.

Behaviors toward Rules

In the past 6 months, I have:

Not at

all

1 time

2-5 times

6-10 times

11+ times

Cheated on an exam or quiz

40%

(43)

22%

(21)

24%

(24)

5%

(4)

9%

(8)

Let someone copy my work

17%

(16)

16%

(17)

33%

(33)

12%

(12)

22%

(22)

Was late for class without a legitimate excuse

57%

(55)

17%

(17)

15%

(17)

4%

(4)

6%

(7)

Missed class without a legitimate excuse

85%

(77)

7%

(8)

4%

(8)

2%

(3)

6%

(4)

Received detention or suspension

70%

(61)

13%

(17)

10%

(13)

3%

(3)

3%

(6)

Failed to get my schoolwork done on time

19%

(20)

22%

(21)

32%

(29)

10%

(11)

18%

(19)

* Brandon Valley High School 2005 data in percents, State baseline from 1998 presented in parentheses.  Percentages have been rounded and may not add to one hundred. 

Behavior toward Others

In the past 6 months, I have:

Not at

all

1 time

2-5 times

6-10 times

11+ times

Used physical force against someone

54%

(51)

18%

(22)

17%

(16)

5%

(4)

6%

(7)

Told a lie to a parent

14%

(17)

20%

(26)

29%

(30)

11%

(11)

26%

(16)

Told a lie to a teacher

40%

(48)

20%

(22)

22%

(16)

8%

(5)

10%

(8)

Teased someone because of race or ethnicity

77%

(80)

9%

(10)

8%

(5)

2%

(1)

5%

(4)

Broke a promise to someone

20%

(26)

26%

(24)

36%

(34)

9%

(7)

9%

(9)

Borrowed money without repaying it

52%

(50)

23%

(27)

17%

(15)

3%

(3)

4%

(5)

Was teased by someone because of race or ethnicity

78%

(78)

7%

(9)

7%

(7)

2%

(2)

7%

(4)

 

Illegal Behaviors

In the past 6 months, I have:

Not at all

1 time

2-5 times

6-10 times

11+ times

Drank alcoholic beverages

45%

(52)

13%

(14)

17%

(14)

7%

(5)

18%

(15)

Used an illegal drug

73%

(78)

8%

(6)

6%

(4)

3%

(2)

11%

(10)

Used a fake ID

92%

(91)

3%

(4)

2%

(2)

1%

(1)

3%

(2)

Defaced or vandalized property

76%

(74)

12%

(13)

7%

(7)

2%

(2)

3%

(4)

Broke into another’s property

88%

(88)

5%

(7)

3%

(2)

2%

(1)

2%

(2)

Took something without paying

68%

(65)

13%

(17)

9%

(10)

3%

(2)

7%

(6)

Desirable Behaviors

In the past 6 months,

I have engaged in these activities:

Not at

all

1 time

2-5 times

6-10 times

11+ times

Helped someone study for an exam or do homework

10%

(12)

13%

(18)

37%

(34)

16%

(15)

24%

(21)

Told the truth though it might get me into trouble

12%

(16)

22%

(27)

40%

(33)

13%

(11)

14%

(13)

 

Parental Role Modeling

In the past 6 months,

I have done these things:

Not at

all

1 time

2-5 times

6-10 times

11+ times

Was lied to by a parent

46%

(55)

21%

(22)

20%

(14)

6%

(3)

7%

(6)

Discovered my parent doing something dishonest

65%

(74)

15%

(14)

14%

(7)

2%

(2)

4%

(3)

Had a parent break a promise to me

41%

(49)

23%

(27)

20%

(15)

7%

(3)

9%

(6)

Exposure to CC!

Determining the frequency students are exposed to the CC! framework as well as where students gain their information are important programmatic considerations.  In the second year of the State survey, questions were added to determine the frequency and location of the CC! framework that students received.  The assumption for Brandon Valley High School in 2005 is that students will not be familiar with the CC! framework and thus, will not respond with any frequency or locations.

 

Heard about CC! in School

 

None

51%

1-2 Times

33%

3-5 Times

10%

6-10 Times

4%

+10 Times

3%

 

Heard about CC! from Parents

 

None

80%

1-2 Times

11%

3-5 Times

5%

6-10 Times

2%

+10 Times

3%

 

 

Heard about CC! in the Community

 

None

76%

1-2 Times

17%

3-5 Times

2%

6-10 Times

3%

+10 Times

2%

 

Location of CC! Message

 

4-H

5%

Religious group

14%

Business/employer

5%

Boys/Girls Club/Scouts

1%

Sports

7%

Media

9%

Signs

8%

Police officer

4%

School Counselor

11%

Special Event

6%

Summary

Overall, Brandon Valley High School results for fall 2005, are similar to the results of the State’s baseline data.  Alcohol consumption, drug usage, honesty, and parental role modeling are areas where Brandon Valley students responded slightly lower than the State averages from 1998.  Attitudes and behaviors associated with these topics may present growth opportunities for students, parents, school administrators and staff, and the community in the following year.