REPORT, AUGUST 2017
Closing the gap on educational inequality A Social Return on Investment evaluation of the CHANCES scholarship program
Contents Glossary ........................................................................................................................ 4 Executive summary ................................................................................................................ 5 1.
2.
3.
4.
5.
6.
7.
Introduction .................................................................................................................. 7 1.1
Purpose of this report ........................................................................................... 7
1.2
About Social Return on Investment ....................................................................... 7
1.3
Summarised Methodology ..................................................................................... 9
1.4
Evaluation scope .................................................................................................. 9
About CHANCES ......................................................................................................... 10 2.1
Boroondara Cares Foundation ............................................................................ 10
2.2
CHANCES Scholarship Program ......................................................................... 11
The need CHANCES is addressing ............................................................................. 13 3.1
Disadvantage in Boroondara ............................................................................... 13
3.2
Factors Compounding Educational Disadvantage ................................................ 14
The change created by CHANCES .............................................................................. 17 4.1
CHANCES Theory of Change .............................................................................. 17
4.2
The change described by stakeholders ................................................................ 19
The value created by CHANCES ................................................................................. 22 5.1
Key findings ....................................................................................................... 22
5.2
Input contributions .............................................................................................. 23
5.3
Social value by stakeholder group ....................................................................... 24
5.4
Materiality assessment ....................................................................................... 27
How can CHANCES expand its impact? ..................................................................... 28 6.1
Strategic implications .......................................................................................... 28
6.2
Program efficiency and effectiveness .................................................................. 28
References .................................................................................................................. 30
List of Tables Table 1 Summary of contributions required to deliver CHANCES in 2016 ..................................................23 Table 2 Overview of stakeholder groups ......................................................................................................32 Table 3 Overview of outcomes, indicator measures, source of data and survey responses .......................34 Table 4 Overview of outcomes, indicator measures, source of data and survey responses .......................35 Table 5 Summary of financial proxies used in the SROI model ...................................................................37 Table 6 Summary of the outcome incidence and impact claim for each outcome and rationale .................41 Table 7 Summary sensitivity analysis ..........................................................................................................46
List of Figures Figure 1: Level of investment and number of students supported since the inception of the CHANCES Program ........................................................................................................................................................11 Figure 2: Average value of the scholarship per student since the inception of CHANCES ..........................12 Figure 3: CHANCES Theory of Change .......................................................................................................17 Figure 4: Three words used to describe the impact of CHANCES on scholarship recipients ......................19 Figure 5: Three words used to describe the impact of CHANCES on parents .............................................20 Figure 6: Social value by stakeholder group ................................................................................................24 Figure 7: Social value by outcome for the scholarship recipients ................................................................25 Figure 8: Social value by outcome for parents of scholarship recipients .....................................................26 Figure 9: Diversity of scholarship recipient survey respondants by year of first scholarship .......................35 Figure 10: Diversity of scholarship recipient survey respondants by length of scholarship .........................35 Figure 11: Diversity of parent respondents by length of scholarship ............................................................36 Figure 12: Diversity of parent respondents by length of scholarship ............................................................36
PREPARED BY Suzi Young and Kevin Robbie, Think Impact CONTACT
DISCLAIMER
For further details please contact:
Although every effort has been
Think Impact Level 1, 21-27 Somerset Place Melbourne, VIC 3000, Australia
[email protected] +61 402 001 237
made to ensure the accuracy of the material and the integrity of the analysis presented herein, Think Impact accepts no liability for any actions taken on the basis of the contents of this report.
ABN 15 129 607 576
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Glossary The following terms relating to Social Return on Investment are used in this report: ACTIVITY An activity is the action and effort undertaken to create change (i.e. outcome). ATTRIBUTION An assessment of how much of the outcome was caused by the contribution of other organisations or people.
MATERIALITY Information is material if its omission has the potential to affect the readers’ or stakeholders’ decisions. Materiality requires a determination of what information and evidence must be included in the accounts to give a true and fair picture, such that stakeholders can draw reasonable conclusions about impact. OUTCOME
BENEFIT PERIOD The period beyond the intervention that benefits last.
Is a measure of change as a result of an activity.
DEADWEIGHT An assessment of what would have occurred anyway, in terms of achievement of outcomes, in the absence of the intervention/activity. DISPLACEMENT An assessment of how much of the change is a net benefit (i.e. a new change) or simply the movement of change from one place to another. DROP OFF The rate at which outcomes deteriorate over time. FINANCIAL PROXY Social value is calculated by placing a financial value on the quantified change commensurate with the degree of change experienced by stakeholders. These financial values are known as financial proxies.
OUTPUT Outputs are a quantitative measure of an activity. SOCIAL RETURN ON INVESTMENT (SROI) SROI is a framework for measuring and accounting for the broader concept of social value. It tells the story of how change is being created for the people and organisations that experience or contribute to it, by identifying and measuring social outcomes. Monetary values are then used to represent those outcomes. STAKEHOLDER People, organisations or entities that either experience change as a result of the activity that is being analysed or contribute to the change taking place. THEORY OF CHANGE The theory of change tells the story of how stakeholders are impacted by the program or intervention and their perception and belief of how their lives have changed as a result.
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Executive summary Closing the gap on educational disadvantage The Boroondara Cares Foundation (the Foundation) exists to enhance and strengthen the community of the City of Boroondara by fostering collaboration between Rotary Clubs, the local council and local community organisations to tackle social issues. To get a better understanding of, and to identify ways to maximise the impact of their work, the Foundation commissioned a Social Return on Investment (SROI) evaluation of the CHANCES Program. CHANCES provide financial scholarships to young people who live or study in Boroondara to participate fully in their education and thereby realise their full potential. The CHANCES Program also includes opportunities for young people to participate in programs that expand educational horizons and build skills through for example the Tertiary Aspirations Program and public speaking training. The evaluation found that for every dollar invested in the program, between $12 and $17 of social and economic value was created. CHANCES is creating a considerable social and economic return as a result of the low input costs and the high value placed on the outcomes experienced by scholarship recipients and their families.
Outcomes valuation = $3,079,316
1:13.49 Input costs = $228,216
The key findings of the evaluation are: •
Boroondara Cares Foundation generates a significant social and economic return as a result of the relatively low input costs (providing direct financial assistance to students through a close relationship with local schools) and high value outcomes described by parents and students.
•
The majority of the value is experienced by scholarship recipients and their families in the form of improved emotional wellbeing. This value included:
•
–
Scholarship recipients and parents valued most highly the emotional wellbeing associated with the financial assistance from the scholarship.
–
For scholarship recipients 54% ($810,810) of the social value experienced was from increased emotional wellbeing. This was described as less financial stress, increased confidence and more hope for the future.
–
For parents of scholarship recipients, emotional wellbeing was 77% ($862,680) of the value experienced. For parents this is relief from financial stress and the joy that comes from being able to provide opportunities to their children that they would not otherwise have been able to do. For some families, it has meant their household enjoys music and there are less arguments and stress around money.
The Boroondara Cares Foundation CHANCES Program is delivering on its purpose; to support ‘talented and motivated young people to overcome barriers to their educational success.’ Without the financial support provided to the students and their families, students
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would be denied opportunities to participate fully in their education which includes missing out on camps, excursions, textbooks and extra-curricular opportunities. –
•
In total, 33% of the value experienced by scholarship recipients was realised through greater educational attainment, and expanded employment opportunities and aspirations. The young people described the increased motivation they felt as a result of being awarded a scholarship and the benefit that it would create in years to come because it could be included on their resume. For some students, it has meant choosing a path to stay meaningfully engaged in education.
The Federal Government realises $138,965 of economic value through increased tax revenues as a result of students completing higher levels of education and receiving a higher income. This equates to 5% of the total social and economic value generated by the program.
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1. Introduction 1.1
Purpose of this report
Boroondara Cares Foundation is passionate about their local community. One of their key focus areas is to tackle educational disadvantage through the CHANCES program. It provides financial scholarships to young people who live or study in Boroondara to participate fully in their education and thereby realise their full potential. The CHANCES program also includes opportunities for young people to participate in programs that expand educational horizons and build skills through for example the Tertiary Aspirations Program and public speaking training. To understand the impact of their work, Boroondara Cares Foundation commissioned this Social Return on Investment evaluation of their CHANCES Program. This evaluation examined the value created from activity undertaken in a typical 12-month period using data from 2016.
1.2
About Social Return on Investment
Social Return on Investment (SROI) is an evaluation approach that draws on well-established methodologies economics, accounting and social research. It is underpinned by seven principles which ensure that the analysis understands the changes that take place and additional value that 1 has occurred through the activities being delivered . The SROI Guide’s (Social Value International, 2012) SROI process is underpinned by the following seven principles: 1. 2. 3. 4. 5. 6. 7.
Involve stakeholders Understand what changes Value the things that matter Only include what is material Do not over claim Be transparent Verify the result
A SROI calculation provides an indication of cost effectiveness, by comparing the investment required to deliver the activities with the value of the outcomes experienced by all beneficiary stakeholders. Social value is calculated by placing a financial value on the quantified change commensurate with the degree of change experienced by stakeholders as a result of CHANCES. These financial values are known as financial proxies. The value of the outcomes represents ‘additional value’ that would not have occurred in the absence of the activities. Value that would have happened anyway (deadweight) or that is attributable to other actors (attribution) has been deducted. In accordance with the principle ‘Do not over claim’, a conservative approach has been adopted for decisions on data and assumptions used in the SROI calculation. It is therefore possible that the values presented in this report under-state the actual value created. A sensitivity analysis is provided in Appendix B illustrating the influence of key assumptions used to determine the social and economic return. ______ 1
The SROI evaluation was conducted in accordance with ‘A Guide to Social Return on Investment’ (the SROI Guide) published by the SROI Network in 2012 (now known as Social Value UK). Available at: http://www.socialvalueuk.org/resources/sroi-guide/
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The social value is calculated as follows: Outcome Incidence (number of people experiencing the outcome) = Number potential individuals in the stakeholder group X % Survey respondents in the stakeholder group that experience net positive change Social Value = Outcome incidence
X
Financial proxy
The following text provides an example of the approach for valuing outcomes. Scholarship recipients described and valued most highly increased emotional wellbeing in the form of reduced financial stress and improved confidence associated with their education and home life. For most of the indicators they are five-point Likert scales regarding the degree to which change has occurred and is attributable to CHANCES from “A lot less” to “A lot more”. For calculation of the outcome incidence each point was assigned the following values: A lot less = -1, A bit less = -0.5, About the same = 0, A bit more = 0.5, A lot more = 1. The outcome incidence was then calculated based on the net positive benefit as a result of CHANCES. For example, increased emotional wellbeing was defined by responses to three indicator questions “Please indicate to what extent CHANCES is contributing, either positively or negatively, to the aspects of your life listed below. Because of CHANCES... •
I feel less anxious: 42% net positive benefit
•
I feel positive about my future: 69% net positive benefit
•
My child is confident (parent perspectives of change): 69% net positive benefit
The outcome incidence was calculated as the average net positive benefit for the three indicators i.e. 60% and in line with the calculation above, Outcome incidence = 60% x 110 (total # scholarship recipients) = 66 A financial proxy commensurate with 50% of the statistical value of a life year adjusted for the loss attributable to mild depression with a disability weighting of 0.15 = $13,650 was used to value increased emotional wellbeing experienced by scholarship recipeints. Social value = 66 x $13,650 = $900,900 This value was then discounted to determine the value associated with this outcome that could be attributed to CHANCES including attribution (how much of the value is a result of CHANCES), deadweight (what would have happened anyway), displacement (how much is a net benefit), benefit period (how long does the value last), drop-off (how much does this value decrease over time). The SROI is calculated by adding the value of all the discounted outcomes divided by the input contributions required to deliver the program.
SROI ratio
Value of material outcomes ($) Program contributions value ($)
The complete SROI model is included Appendix A and the survey questions used to quantify the change are provided in Appendix C.
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1.3
Summarised Methodology
The following section provides a summary of the methodology used to evaluate the program. A full methodology for the evaluation is provided as Appendix A. A five-phased methodology was undertaken to complete the evaluation as illustrated: 1. Establishing scope and identifying stakeholders
2. Stakeholder Engagement
3. Quantification
4. Modelling and Reporting
5. Verification
The scope of the SROI evaluation included working with the Foundation Board, staff and stakeholders to establish the scope of the evaluation and develop the Theory of Change for the work to tackle educational disadvantage. The approach to this was as follows: •
A Theory of Change Workshop was held with the Board and key staff to review the issues being tackled, the services offered, identify key research and evidence that underpinned the activities, to identify stakeholders for engagement and sketch out the potential outcomes from the CHANCES Scholarships and associated initiatives.
•
A series of stakeholder interviews were then undertaken with scholarship recipients, parents of scholarship recipients, wellbeing co-ordinators and school staff to clarify the outcomes emerging from the activity and ascertain the materiality of the stakeholders in relation to the SROI analysis.
•
A set of questions were developed to quantify the outcomes for distribution to all young people that have received a scholarship since the program inception and their parents/carers. This took the form of a survey of scholarship recipients and parents/carers of the scholarship recipients distributed through survey monkey.
•
Results of the surveys were used to quantify the outcome incidence based on the net positive change as a result of the program (i.e. including attribution). Research was undertaken to identify suitable financial proxies and to determine appropriate discount factors (i.e. deadweight, displacement, benefit period and drop-off).
•
Sinzer software was used to develop the SROI model and to calculate the value created for each stakeholder and outcome. The results of the SROI analysis were presented to Boroondara Cares reference group for feedback.
1.4
Evaluation scope
The evaluation examined the social value created in a 12-month period (2016) of the CHANCES program. The activities examined included: •
Provision of financial scholarships to support 110 young people to purchase educational resources including laptops, textbooks, uniforms, myki travel cards with an average investment of $999 per person.
•
Delivery of the Tertiary Aspirations Program which enabled 473 students to visit a tertiary institution for a day and learn about University life and educational opportunities
•
Participation in a special educational event which included public speaking training for secondary school students.
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2. About CHANCES 2.1
Boroondara Cares Foundation
The Boroondara Cares Foundation (the Foundation) is an independent community organisation, based in the City of Boroondara. The Foundation is an incorporated not-for-profit (nfp) with deductible gift recipient (DGR) status. The Foundation's founding members are the eight Rotary Clubs that meet within the city boundaries. The purpose of the Foundation is to raise community awareness of the charitable needs that exist in the City of Boroondara and provide funding support for Rotary programs and projects that address those challenges. The vision of the Foundation is to enhance and strengthen the local community by working together to encourage understanding, participation, belonging and well-being. This is achieved through fostering collaboration between the Rotary Clubs, the local council and local community organisations that enables greater understanding of the major social challenges in the City of Boroondara. These current challenges include tackling the issues of: •
Homelessness
•
Family Violence
•
Drug Abuse
•
Educational Disadvantage
•
Social Isolation
To do this the Foundation: •
Mobilises philanthropic giving from the Boroondara community to support targeted programs
•
Mobilises volunteers to support the growth of and activities of the Foundation, and its work to tackle the local community challenges
•
Works with the member Rotary Clubs in support of their programs that address the identified major challenges in Boroondara
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2.2
CHANCES Scholarship Program
In 2005, research (Stanley, Eddie & Baker, 2005) undertaken identified that the general level of affluence in the community camouflaged the difficulties faced by those that were socially isolated. The research indicated that there were approximately 4,000 young people living in poverty in the Boroondara community. It concluded that these young people were often socially excluded and hence could not fully participate in kindergarten, primary, secondary or tertiary education usually due to lack of money, resources, relationships and networks. To tackle this educational disadvantage in the local community, the Foundation established the CHANCES Scholarship Program (CHANCES). The aim of CHANCES is to contribute to closing the gap on educational attainment for young people in the local community. CHANCES supports “talented and motivated” young people to overcome barriers to educational success. CHANCES aims to provide opportunities and support for young people in the Boroondara community who are experiencing financial disadvantage and social isolation. The focus is to improve the educational opportunities for these young people that prepares them to make a successful transition from school to work. Since 2006 the CHANCES Scholarship Program has raised over $700,000 and awarded over 700 scholarships to young people in Boroondara. Figure 1 illustrates the investment and number of scholarships awarded over time. Figure 2 illustrates the average value of a scholarship per recipient over time. The scholarships provide funding for educational items at secondary schools or tertiary institutions, where it is identified that the lack of these items will have a huge impact upon the academic learning of the recipients. The scholarship can be used for things such as textbooks, stationery, uniform, camps, excursions, computers, musical instruments and tuition costs. The Foundation believes that the scholarship gives the young people a sense of empowerment, self-belief and self-motivation.
Chances Scholarship - history $140,000
120
$120,000
100
$100,000
80
$80,000
60
$60,000
40
$40,000
20
$20,000 $-
0
No students
Total Scholarship Value $
Figure 1: Level of investment and number of students supported since the inception of the CHANCES Program
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Average investment per scholarship $2,000 $1,800 $1,600 $1,400 $1,200 $1,000 $800 $600 $400 $200 $-
Figure 2: Average value of the scholarship per student since the inception of CHANCES
Alongside the CHANCES Scholarship Program the Foundation provides two associated opportunities: •
The Tertiary Aspirations Program (TAP) – this is run in association with Swinburne University. TAP is for Year 9 and 10 students from state secondary schools in Boroondara who come from low socio-economic backgrounds and are unsure about where their educational future may lie. TAP supports them to consider attending university as an option.
•
The Public Speaking Program – this is a short (3 x 1 hour) program, funded by Balwyn Rotary Club in conjunction with CHANCES, Free Debate and Dymocks of Camberwell. The program aims to encourage interest in public speaking, develop public speaking skills and be engaging, entertaining and educational.
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3. The need CHANCES is addressing Boroondara is generally considered to be an affluent area of high socio-economic wellbeing, having below the average levels of disadvantage or need compared to other areas in Greater Melbourne. However, this community affluence is a camouflage for the need that exists amongst some families. Need is an absence of something that is important to a person, combined with the failure to have the resources to address this absence. This failure may be due to personal issues (such as poor physical health), institutional issues (such as a lack of adequate welfare benefits to cover essential requirements) or structural issues (such as a lack of jobs within a defined community area).
3.1
Disadvantage in Boroondara
Boroondara is located just east of Melbourne’s CBD. It covers 60 square miles, comprising 12 suburbs and 10 electoral wards. It was formed out of the amalgamation of three old local councils, Camberwell, Hawthorn and Kew in 1994. In 2011, Boroondara had a population of 159,184 (Census 2011) and it was rated ninth of 590 Australian local government areas in the BankWest Quality of Life Index 2008 and first in a 2013 Victoria-wide community satisfaction survey. However, there are 2,750 households including 4,666 dependent children living below the Australian “after tax” income poverty line (ABS, 2016). This scattered poverty or disadvantage can be more difficult to address as it is often hidden (Mestan 2007). This type of disadvantage manifests itself in a range of ways within an affluent community: •
The lack of a support ‘ecosystem’ similar to those that exist in areas of concentrated disadvantage means that it is difficult for people experiencing disadvantage to know where to go for help and support
•
The agencies that do exist have long waiting lists, are used to juggling service demands and often cross referring to each other, and/or limiting/reducing services to cope with demand.
•
People who are disadvantaged are reluctant to ask for help as there is a strong sense of shame
•
The dress and appearance of children of people experiencing disadvantage can mark them out and lead to them being ostracized at school. Low family income can lead to children not being able to participate in extra-curricular activities and this can lead to limits on future opportunities
•
People on low incomes or otherwise disadvantaged can experience exclusion from local sporting, recreation or shopping activities as they are often more expensive than other parts of the city.
Research (Mestan 2007) into local need has identified that within Boroondara there are key groups that are experiencing hidden disadvantage. These include people on Newstart, sole parents, refugees/migrants, elderly people, young people who are not in education, employment or training (NEET), people at risk of homeless or housing crisis due to family violence and the lack of affordable housing in the area, people with disabilities and the children of families experiencing the above disadvantage.
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3.2
Factors Compounding Educational Disadvantage
The Foundation is focused on tackling five key challenges within Boroondara: rising homelessness, family violence, drug abuse, educational disadvantage and social isolation. For the parents of, and the children and young people from disadvantaged backgrounds entering the school system there are a number of additional factors that are compounding this disadvantage or social exclusion. These are: •
The rising costs of schooling
•
Factors behind increasing levels of disengagement
•
The social cost of dropping out of school
•
The welfare implications of education and employment disengagement.
3.2.1
The rising cost of schooling
The Australian Scholarship Group (ASG) estimate that in 2017 the cost to educate a child living in a city in the state/public school system is around $55,000. These costs include items such as: •
School uniforms, shoes and clothing for sporting activities
•
Necessary educational items such as text books, stationery, computers and compulsory camps/excursions.
•
Additional extras such as additional tutorials/lessons, music instruments, and nonessential camps, excursions and social events, and clothing for formals.
•
The figure above does not factor in that schools are also looking to the parents of children to donate to the school for general or specific purposes such as buildings, library trust funds or new computers.
The cost of education in Australia has risen at almost double the rate of inflation over the last 20 years. According to 2009 figures from the Australian Bureau of Statistics, education costs rose at 5.6 percent compared to the overall inflation rate of 1.3 percent. Over a quarter of parents (27 per cent) interviewed by the ASG (2016) feel they must work two jobs to ensure a successful education for their child, while more than half (53 per cent) admit they cannot afford after school tuition. For parents of children at school who are in low income jobs, insecure jobs, are underemployed or are unemployed/on welfare then these rising costs can have a dramatic impact on overall household wealth and disposable income.
3.2.2
Factors behind increasing levels of disengagement
There are a number of long-term challenges facing young people today as they make the transition from school to work, these include:
•
Youth unemployment is high and has remained high since the onset of the Global Financial Crisis (GFC). The unemployment rate of young people (15-24 year olds) averaged 12.7 per cent in 2016, up from 9.4 per cent in 2007 (Australian Bureau of Statistics, 2016).
•
Fewer young people are in full-time work. In 2016, only 25 per cent of young people aged 15-24 who weren’t studying were employed full-time, down from 34 per cent in 2007 (Australian Bureau of Statistics, 2016).
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•
Unpaid work is increasingly the doorway to a job. A large proportion of young people engage in unpaid work just to get a foot in the door, this makes it much harder for those who cannot afford to work for free to get a job. A recent study (Oliver, McDonald, Stewart, and Hewitt 2016) found that 58 per cent of 18-29 year olds participated in unpaid work experience.
•
Many young people do not find employment in the field they studied and trained for. There are growing indications of a mismatch between study decisions and employment opportunities. For instance, in 2016, only one third (33.2 per cent) of VET graduates were employed in the occupation they trained in (National Centre for Vocational Education Research, 2016). The usual pathways to a permanent job are not providing young people with the same employment outcomes they once did. The full-time employment rate for bachelor graduates was 71 per cent in 2016, compared to 85 per cent in 2007 (Quality Indicators for Learning and Teaching (QILT), 2016). And around one in four bachelor graduates work in casual positions (Longitudinal Surveys of Australian Youth, 2015).
The barriers to employment are further compounded by the growing numbers of young people who do not complete school or are disconnected from employment, education and training in early adulthood (often referred to a Not in Employment, Education or Training – NEETs). The above factors are leading to anecdotal evidence of the rise of disengagement from the school system by a significant group of young people. This group is being labelled by school 2 principals as “the hollow middle”. The hollow middle are: •
Not the top tier of students who will transition from school with ease and success.
•
Not the bottom tier of students who are already in contact with the system due to deep disadvantage, complex issues, very low SES, disability or interaction with other government agencies and hence have already had funding resources targeted at them.
Being in the middle then they are not the stars of the school but are often unable to access funding/resources. They are not necessarily displaying at risk behavior (disruptive/skipping classes) but lack the networks to transition from school effectively. Because they do not perceive a long-term, positive outcome from education they are slowly disengaging from the system as school does not seem to offer them a stepping stone into a career or they find the style/content of lessons unable to meet their learning needs. The schools are searching for a way to identify who might be at risk of this and where drop out might increase.
3.2.3
The social cost of dropping out of school
One in four young people don’t complete school by age 19, and by age 24 a quarter are disengaged from education and employment (Lamb, Jackson, Walstab, & Huo, 2015). It is also estimated that one in eight Australians will never attain a Year 12 qualification, and some of these people make up the one in eight Australians who will be disengaged from the workforce for most of their lives (Lamb and Huo, 2017). Completion of school is seen as vital for ensuring the nation’s ongoing economic prosperity and social cohesion. Large numbers of young people not completing school and being disconnected from education and work reduces Australia’s human capital with negative consequences not only ______ 2
Think Impact is involved in a development partnership in Western Sydney focused on school to work transitions. One of the partners (Social Ventures Australia) facilitates a network for school principals called ‘Bright Spots’. A key driver for Bright Spots is to support the leaders in schools to improve teacher quality and student results. Within the Bright Spots networking events the term “hollow middle” has emerged into use by the school principals as a way to describe one of the key challenges they are grappling with.
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for the present, but also for the future. This relates not just to the individuals and what they risk in terms of gaining secure employment, adequate income across a lifetime and flexible career paths. It also has implications for economic growth, productivity, creativity, innovation, social progress and wealth. Lost opportunity creates both fiscal and social costs. For individuals, missing out on the benefits of completing education generates costs not only because it affects occupational prospects, wages and job satisfaction, but also because there are costs to the taxpayer which include things such as reduced tax revenue as well as increased public expenditure on crime, health, welfare, housing and income support, and associated services. Based on modelling of lifetime costs associated with early school leaving (Lamb and Huo, 2017), the average lifetime fiscal and social costs to the individuals, Government and the broader community of a young person disengaging from school and not completing Year 12 is equivalent to $1,103,700 as a current lump sum.
3.2.4
The welfare implications of education and employment disengagement
The My First Job Working Group (SYC, 2014) identified that a young person disengaged from education or employment is more likely to come in contact with the health, justice, housing support or social services alongside being in receipt of welfare benefits. They advocated that key components of effective school to work transitions is to have increased access to employer networks and high-quality post-placement support in place for young people who are moving from school into their first job that will stop job churn. To meet this challenge community organisations working with young people who are at risk of disengagement will need to build strong employer networks to open up local job opportunities.
The following section outlines how CHANCES is seeking to address these needs.
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4. The change created by CHANCES “"I don't want to be in a position that I can't do the things other students can because my parents can't afford it" – Scholarship Recipient
4.1
CHANCES Theory of Change
The CHANCES program aims to close the gap on educational attainment for young people in the local community in Boroondara. The Boroondara Cares Foundation CHANCES program creates social and economic value through three core streams of activity, providing educational resources, access to networks and opportunities to expand aspirations. The figure below illustrates the ways in which the CHANCES program generates value for its stakeholders. The Theory of Changes was developed in consultation with the Boroondara Cares Foundation Board to identify intended outcomes desired by the program. The stakeholder engagement and evaluation process supported a deeper understanding about how this change occurs and provided stakeholder perspectives on the outcomes that were most valuable to them. The majority of the social and economic value is created through providing financial support for educational materials to overcome barriers to opportunity and education.
Recognition and reward: We acknowledge motivated young people by rewarding them with an educational scholarship to explore their potential. Partnership: We work with schools to identify talented and motivated young people. Providing support where we can: We are committed to the Boroondara community and provide case-by-case support where we can.
EDUCATIONAL RESOURCES NETWORKS
How we do this
Supporting talented and motivated young people to overcome barriers to their educational success.
Intermediate Outcomes
Having the latest books, resources Ability to participate in school life (camps, excursions) Easier to get work done. Participate " like everyone else"
Providing financial support to overcome barriers to opportunity and education
Providing networking opportunities
ASPIRATIONS
A CHANCE for Boroondara students
Activities
Providing opportunities to expand educational horizons
Enhanced aspirations, expanded belief of what might be possible for the future Creating value for scholarship recipients, their parents and siblings
Decreased financial stress, reduced anxiety, feelings of pride, motivation and confidence Greater access to transport Recognition and reward from receiving a Scholarship
Outcomes
Impact
Greater Access and Participation
Greater Educational Achievement
Expanded Employment Opportunities / Aspirations
Increased Emotional Wellbeing
Better Home Life and Family Relationships
Parents working less, less financial stress, less relationship stress, feelings of pride
Greater sense of Connection and Belonging
More money to spend on other living expenses, meeting basic needs
Improved Financial Position
Young people realise their potential
Boroondara Cares Foundation CHANCES Scholarship Program THEORY OF CHANGE
Figure 3: CHANCES Theory of Change
The outcomes that emerged as being most valuable to parents and scholarship recipients was the increased emotional wellbeing associated with reduced financial stress and the increased
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confidence and motivation for scholarship recipients from receiving the scholarship all of which contribute to a better home life and family relationships. It is also important to acknowledge the way in which the program is delivered. Families and scholarship recipients found the scholarship presentation event very beneficial to the overall impact of the program. The event provided opportunities for families and schools to recognise the young person’s achievement and to celebrate and network with other students and community members. The case by case support provided was also acknowledged as beneficial as it provided that extra demonstration that people in their local community care. Qualitative feedback is a key element of the evaluation process. There are many individual stories to be told about the impact that CHANCES is creating for the local community. The following is a statistical construct of a scholarship recipient based on the survey responses received from CHANCES scholarship recipients about what life was like before receiving the scholarship. The percentage indicates the number of survey respondents that agreed or strongly agreed with the statement.
Before receiving a Scholarship… I spent a lot of time worrying about money (68%) and I was holding myself back from educational activities because of the cost (47%) I felt anxious to go to school (28%) I was worried I wouldn’t be able to finish my education (30%)
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4.2
The change described by stakeholders
The following quotes provide the words used by scholarship recipients and their parents to describe the impact on them of the program. The quotes are sourced from interviews and open questions included in the survey.
4.2.1
In the words of the scholarship recipients
“My daughter is more relaxed - it has lessened the stress in our household” – Parent of Scholarship Recipients The figure below illustrates the most frequently cited words used by scholarship recipients to describe the impact of the CHANCES scholarship program on them. The larger the text, the more frequently cited the word by scholarship recipients.
Figure 4: Three words used to describe the impact of CHANCES on scholarship recipients
“I am less anxious about the financial burdens and am able to enjoy my university degree by getting the best out of myself academically” –Scholarship Recipients Scholarship recipients described and valued five outcomes: •
•
Increased emotional wellbeing –
“Scholarship mainly takes a mental load off”
–
“There are people beyond my family and close friends that believe and support me…that makes me feel more responsible"
–
"I feel comfortable and relaxed at University…I feel more like myself"
Expanded employment opportunities/aspirations –
“…I have been able to fully focus on my education at university, allowing me to get the qualifications for the career I want”
–
“I think it [scholarship] is a very positive thing to be able to discuss in my future interviews”
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•
Better home life and family relationships –
•
Greater sense of belonging and connection –
•
Without the financial assistance of the scholarship, we really would be struggling to make ends meet and it would have caused a lot of additional stress and anxiety in the family
"I feel more like myself and find it easy to make friends in class…I enjoy being surrounded by friends who also want to work in the same field"
Greater educational achievement –
"I've been able to focus more on my studies, due to not having to worry about expenses”
–
“We are more focussed in class – not worrying about stuff at home”
–
"Opportunity to focus on what is most important, being my study empowering me to strive for my educational goals"
4.2.2
In the words of the scholarship recipient parents
“My wife is also noticeably less stressed which makes us all much happier at home” – Parent of Scholarship Recipients Illustrated in Figure 5 are the three key words used by parents to describe the impact of CHANCES on them.
Figure 5: Three words used to describe the impact of CHANCES on parents
Parents described and valued four outcomes as a result of CHANCES: •
•
Increased emotional wellbeing –
“[I have]…a more positive outlook on my own future and that of my families”
–
“My anxiety about school expenses has decreased as I am no longer stressing out about how I am going to pay for everything. I know my daughter will have everything she needs”
Better home life and family relationships –
“My daughter is more relaxed - it lessened the stress in our household”
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•
•
Improved financial position –
“It has taken the edge off the high stress due to financial hardship”
–
“I was able to pay for her books and that was helpful taking the pressure off financially”
Increased connection with the school and local community –
“There is a sense of care and belonging and involvement for being part of the Boroondara community.”
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5. The value created by CHANCES 5.1
Key findings
“Without the financial assistance of the scholarship, we really would be struggling to make ends meet and it would have caused a lot of additional stress and anxiety in the family.” – Parent of a Scholarship Recipient The evaluation found that for every dollar invested in the program, between $12 and $17 of social and economic value was created. CHANCES is creating a considerable social and economic return as a result of the low input costs and the high value placed on the outcomes experienced by scholarship recipients and their families.
Outcomes valuation = $3,079,316
1:13.49 Input costs = $228,216
The findings of the evaluation are: •
For every dollar invested in the program, $13.49 of social and economic value was created.
•
Boroondara Cares Foundation generates a significant social and economic return as a result of the relatively low input costs (providing direct financial assistance to students through a close relationship with local schools) and high value outcomes described by parents and students.
•
The majority of the value is experienced by scholarship recipients and their families in the form of improved emotional wellbeing. This value to the individuals included:
•
–
Scholarship recipients and parents valued most highly the emotional wellbeing associated with the financial assistance.
–
For scholarship recipients 54% ($810,810) of the social value experienced was from increased emotional wellbeing. This was described as less financial stress and more hope for the future.
–
For parents of scholarship recipients, emotional wellbeing was 77% ($862,680) of the value experienced. For parents this is relief from financial stress and the joy that comes from being able to provide opportunities to their children that they would not otherwise have been able to do. For some families, it has meant their household enjoys music and there are less arguments and stress around money.
The Boroondara Cares Foundation CHANCES Program is delivering on its purpose, to support ‘talented and motivated young people to overcome barriers to their educational success.’ Without the financial support provided to the students and their families, the students would be denied the opportunity to attend excursions and camps, they would not have text books and resources required to participate fully in class, extra-curricular opportunities and new uniforms would not be an option and there would be challenges associated with getting to school because of an invalid myki ticket.
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–
•
In total, 33% of the value experienced by scholarship recipients was realised through greater educational attainment and expanded employment opportunities and aspirations. The young people described the increased motivation they felt as a result of being awarded a scholarship and the benefit that it would create in years to come because it could be included on their resume. For some students, it has meant choosing a path to stay meaningful engaged in education.
The Federal Government realises $138,965 of economic value through increased tax revenues as a result of students completing higher levels of education and receiving a higher income. This equates to 5% of the total social and economic value generated by the program.
The following sections provides greater detail regarding the findings of the SROI evaluation.
5.2
Input contributions
To determine the Social Return on Investment, the total contributions required to deliver CHANCES in 2016 were determined. The activities required contributions in the form of financial inputs and in-kind contributions through volunteer hours. In total in 2016, the delivery of CHANCES required $228,216 of financial and non-financial contributions. The following table summarises the input contributions required to deliver the CHANCES Program. Table 1 Summary of contributions required to deliver CHANCES in 2016 Stakeholder
Inputs 2016 Calendar Year Description
Boroondara Cares Foundation - CHANCES
Activity
AUD/year
Scholarship value
110 students
Nominator time
330 hours
School staff contributions (Principals and staff)
2% of time
Staff salary
$109,840 $20,790 $3,611 $40,000
Boroondara Cares Foundation – Board time
Average fee paid to NFP Directors (15% contributed to CHANCES)
11
$32,175
Volunteer contributions (professional services)
In-kind (estimated volunteer hours)
350 hours
$12,950
Volunteer contributions
Event in-kind contributions
50 hours
Tertiary Aspirations Program
Cost for buses and co-ordination
$1,850 $7,000
Public Speaking Training Program* TOTAL (2016) *Excluded from the evaluation as determined that not a material activity (see below)
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$228,216
5.3
Social value by stakeholder group
In total, five stakeholder groups were identified as having experienced material changes as a result of the CHANCES scholarship program. This included the social and economic value experienced by: •
Scholarship recipients – the primary beneficiaries of the program. They receive a financial scholarship that removes the resource barriers to their full participation in education. This primarily results in relief from financial stress and a better home life
•
Parents and carers of scholarship recipients – significant beneficiaries of the program through the alleviation of financial stress
•
Sibling of scholarship recipients – they experience benefits from the program through better home dynamics as a result of reduced stress, and participation in school and community activities of their siblings
•
Tertiary Aspiration Program participants – benefit from direct participation in the program
•
Federal Government – experience economic value through increased taxes as a result of students completing higher levels of education and employment.
As illustrated in Figure 6, over 80% of the value created was experienced by the scholarship recipients (48%) and the parents of scholarship recipients (36%). The Tertiary Aspirations Program generated 7% of the total social value through expanded employment opportunities as a result of expanded aspirations.
Scholarship recipients
$216,911 , 7% $138,965 , 5%
Parents and carers of scholarship recipients
$118,816 , 4%
Siblings of scholarship recipients Government Tertiary Aspirations Program participants
$1,112,060 , 36%
$1,492,563 , 48%
Figure 6: Social value by stakeholder group
In total, scholarship recipients experience $1,492,563 of social and economic value which equates to $13,569 of social and economic value per person for 12-months of the program.
5.3.1
Scholarship recipients
Scholarship recipients described and valued five outcomes: •
Increased emotional wellbeing
•
Expanded employment opportunities/aspirations
•
Better home life and family relationships
•
Greater sense of belonging and connection
•
Greater educational achievement
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$146,415 , 10%
Increased emotional wellbeing $337,606 , 23%
Better home life and family relationships
$810,810 , 54%
$75,946 , 5%
Greater sense of belonging and connection Greater educational achievement Expanded employment opportunities / aspirations
$121,786 , 8%
Figure 7: Social value by outcome for the scholarship recipients
As illustrated, the majority of the value experienced by scholarship recipients was from increased emotional wellbeing (54%) which was expressed by the students as relief from financial stress and anxiety. Scholarship recipients experience 23% of the social value through greater educational achievement, which is the value associated with the difference in income of a person with year 12 or equivalent qualifications, versus a student that has not completed year 12. Scholarship recipients experience 10% of the social value in the form of economic value through the difference in income as a result of completing year 12 or equivalent and an average wage of a tertiary qualified full-time employee. Over 95% of the scholarship recipients have gone on to complete University degrees.
5.3.2
Families of scholarship recipients
“It has allowed me to breathe somewhat and not have to stress out over money for school expenses” – Parent of Scholarship Recipients
One of the key areas of value created by the program is the changed family dynamics as a result of reduced household stress, improved financial position and greater feelings of wellbeing as a result of the community support provided. As a result, parents and siblings living in the household experience material outcomes.
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Parents described four outcomes: •
Increased emotional wellbeing
•
Better home life and family relationships
•
Improved financial position
•
Increased connection with the school and local community
The outcome associated with increased connection with the school and local community was determined to be not material (i.e. the value was <2% of the total social value experienced by the stakeholder group). As illustrated below, the majority of the social value was experienced by parents (77%) through increased emotional wellbeing and 20% from a better home life and family relationships.
$29,570 , 3%
$219,810 , 20%
Improved financial position Better home life and family relationships Increased emotional wellbeing $862,680 , 77%
Figure 8: Social value by outcome for parents of scholarship recipients
For siblings of scholarship recipients, the indirect impact of the CHANCES program is experienced through better home life and family relationship which equated to $118,816 of social value. This was experienced by 135 siblings determined from the survey responses and number of children living in the household.
5.3.3
Other stakeholder groups
The CHANCES program also provides opportunities to school students within Boroondara to experience and learn about a University education. In 2016, 473 students were provided this opportunity. For students who were not already interested in attending University, survey responses indicated that it had changed their perspective and 11% of these participants were now going to look into University as an option for their future education. The Federal Government experiences 5% ($138,965) of the total social value through increased tax revenues as a result of the employment outcomes achieved by the scholarship recipients and Tertiary Aspiration Program participants.
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5.4
Materiality assessment
In line with one of the seven SROI principles, Principle 4 only measure what matters, a materiality assessment was considered at two points of the evaluation: •
A determination regarding the inclusion or exclusion of stakeholders based on the likelihood that they were experiencing changes as a result of the CHANCES program
•
An assessment of the materiality of outcomes based on the quantified values.
The materiality test for outcomes included two key domains, each with their own sub-categories: •
Relevance – an assessment of the relevance of the outcome based on stakeholder feedback
•
Significance – based upon the quantity, duration, value and causality of the outcomes
In total, 12 stakeholder groups were identified as contributing to or experiencing change as part of the CHANCES Scholarship Program. Table 2 in Appendix A summarises the stakeholder groups included or excluded from the SROI model based on their materiality. There were 5 stakeholder groups identified as experiencing material changes. For the significance test, outcomes were considered not material if their total social value was less than 2% of the stakeholder group social value. Based on this test, in total, 2 outcomes were deemed not material: • For parents of scholarship recipients increased connection to school community which was <2% of the value for the stakeholder group • Outcomes associated with participation in the public speaking training which was determined to not produce material changes for stakeholders.
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6. How can CHANCES expand its impact? CHANCES is creating significant social and economic value for the individuals and families involved in the program. The evaluation process provided an opportunity to examine ways in which the program can expand its positive impact. The following eight recommendations are provided for consideration.
6.1
Strategic implications
1.
Review the strategic opportunities by expanding the Theory of Change to other programs/initiatives – The evaluation process provided an opportunity to articulate a Theory of Change for the CHANCES program, including the intended outcomes sought by the program and an identification of the enablers of change. To support the strategic intent of the Boroondara Cares Foundation, it would be timely to integrate the CHANCES Theory of Change and identify the broader strategic opportunities and implications for Boroondara Cares Foundation and the five priority themes. This might include evolving the Theory of Change to include the other activities and intended impact to identify the mutually re-enforcing activities and outcomes within the BCF strategic plan.
2.
Identify opportunities for collaboration and partnership around impact – It is recommended to examine the Theory of Change and results of the SROI evaluation to support the identification of potential collaboration and partnership opportunities around the common impact sought for young people in Boroondara. This might include other community organisations working to create the same outcomes, or potential local businesses and investors who desire this impact.
6.2
Program efficiency and effectiveness
3.
Streamline the application process and better align timing of grants – Feedback from families was overwhelming positive. So many individuals expressed their deep gratitude for the support received by CHANCES. Some families acknowledged however the difficulty in the timing of payments in some instances, where they were required to purchase the materials first and then seek re-imbursement. This is difficult for families to save money for the payment. There would also be some relief if the timing of the process could better align with class enrolments so that families and students can decide either way whether they are going to be able to commit to extra-curricular activities.
4.
Consider increasing the degree to which the scholarship covers expenses – As illustrated in Figure 2, the average value per scholarship has declined over time. It is understood that a tension exists on the one hand between helping many with a little less or helping less with a little bit more. This is a strategic decision to be made by CHANCES. In the majority of instances the scholarship does not cover the full needs of the students, however the gratitude exists.
5.
Expand the networking and mentoring opportunities for scholarship recipients - A key theme that emerged from the feedback related to a desire for the scholarship recipients to meet each other and have more opportunities to network and socialise. The scholarship presentations were viewed very favourably and there was a desire for more
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opportunities. “The networking opportunities has been phenomenal at this gathering and it would be good if CHANCES could gather more people at the presentations.” 6.
Create more leadership skills development to the scholarship and “future readiness”– In addition to expanding the networking and mentoring opportunities there might also be scope to expand the leadership skills development opportunities to enhance future readiness skills. This recommendation is supported by the New Work Order research series undertaken by the Foundation for Young Australians’ (FYA) which explored ways in which automation, globalisation and flexibility are changing the way we work, and the implications of these shifts for young Australians. The research series has revealed that traditional, linear career trajectories are rapidly becoming an antiquated notion, noting that it is more likely that a 15-year-old today will experience a portfolio career, potentially having 17 different jobs over five careers in their lifetime – they might be self-employed, working for other people or doing both, whilst also collaborating with people on the other side of the world. To navigate this changing world of work, young Australians will need to not only acquire foundation and technical skills, but be able to use these in increasingly enterprising and creative ways and apply them in diverse environments. To meet the implications of this head on will mean that the school curriculum will need to evolve rapidly, careers education will require a radical rethink and there will need to be greater support for young people making the transition from school to work to think about the skills they develop and the choices they make. CHANCES has an opportunity to support the future readiness of the young people of Boroondara by identifying new ways to build these skills.
7.
Utilise alumni to create sustainability in the program and design for succession planning – A key success factor of the program is the time and energy that Helen provides to the program. Her depth of experience working with schools and long-term relationships in the local community are an asset. To ensure the long-term viability of the program it is also important to ensure the program can exist without one individual. This might include expanding the role of past scholarship recipients in the form of peer-topeer event management and mentoring and developing a succession plan to ensure the organisational knowledge, expertise and relationships exist beyond an individual.
8.
Continue to measure, explore and communicate the social impact – This evaluation has provided an articulation of the social value created by CHANCES through undertaking a Social Return on Investment evaluation. Outcomes and associated indicators and surveys have been developed to continue to explore the changes experienced by scholarship recipients and their families. These tools can be used by Boroondara Cares Foundation to continue to explore the impact and value of their work and to communicate and share insights gained.
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7. References Australian Bureau of Statistics 2009, 2011, 2016 Australian Scholarship Group website www.asg.com.au Australian Scholarship Group 2016 ASG Parents Report Card. BankWest (2008), Quality of Life Index Available at: www.bankwest.com.au/mediacentre/financial-indicator-series/bankwest-quality-of-life-index-2008-1269940008245 City of Boroondara (2015) Disadvantage and social exclusion in Boroondara Foundation for Young Australians (2015) The New Work Order New Work Order Research Series Foundation for Young Australians (2015) How young people are faring New Work Order Research Series Foundation for Young Australians (2016) The New Basics New Work Order Research Series Foundation for Young Australians (2016) The New Work Mindset New Work Order Research Series Foundation for Young Australians (2017) The New Work Smarts New Work Order Research Series Lamb, S., & Huo, S. (2017). Counting the costs of lost opportunity in Australian education. Mitchell Institute Lamb, S., Jackson, J., Walstab, A., & Huo, S. (2015). Educational opportunity in Australia 2015: Who succeeds and who misses out. Mitchell Institute Longitudinal Surveys of Australian Youth. (2015). Longitudinal Surveys of Australian Youth pivot table. My First Job (2014) Improving job outcomes for young people: A plan for enhancing employment services for young people leaving education and joining the workforce. SYC Mestan, K. (2007) Poverty amongst privilege: Social exclusion of children in Boroondara. Brotherhood of St. Laurence National Centre for Vocational Education Research. (2016). Government-funded student outcomes 2016. Oliver, D., McDonald, P., Stewart, A., & Hewitt, A. (2016). Unpaid work experience in Australia: Prevalence, nature and impact. Australian Government Department of Employment Quality Indicators for Learning and Teaching (QILT). (2016). 2016 Graduate Outcomes Survey National Report. Social Value International, (2012) A Guide to Social Return on Investment. Available at http://www.socialvalueuk.org/resources/sroi-guide/ Stanley, J., Eddie, C., & Baker, C (2005) Social Exclusion in Boroondara (Stage One) Brotherhood of St Laurence Stanley, J (2007) Social Exclusion in Boroondara (Stage Two) Brotherhood of St Laurence Stanley, J., & Read, P. (2012) Documented Community Needs in the City of Boroondara Monash Sustainability Institute, Monash University Styles, T (2013) Research Analysts at the City of Boroondara: the many hats. City of Boroondara Council
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Appendix A Methodology The Social Return on Investment (SROI) evaluation of CHANCES delivered by the Boroondara Cares Foundation (BCF) was undertaken in-line with the seven social value principles: 1. 2. 3. 4. 5. 6. 7.
Understand what changes Involve stakeholders Value the things that matter Only include what is material Do not over-claim Be transparent Verify results
A five-phased methodology was undertaken to complete the evaluation as illustrated:
1. Establishing scope and identifying stakeholders
2. Stakeholder Engagement
3. Quantification
4. Modelling and Reporting
5. Verification
The following section outlines the detailed methodology undertaken to complete the evaluation.
A.1 Establishing scope and identifying stakeholder The first phase of the evaluation included: • Inception meeting • Workshop with the Boroondara Cares Foundation Board to develop a Theory of Change, rd 23 March 2017 • Stakeholder mapping exercise to identify individuals to engage. The evaluation examined the social value created in a 12-month period (2016) of the CHANCES program. The activities examined included: •
Provision of financial scholarships to support 110 young people to purchase educational resources including laptops, textbooks, uniforms, myki travel cards with an average investment of $999 per person.
•
Delivery of the Tertiary Aspirations Program which enabled 473 students to visit a tertiary institution for a day and learn about University life and educational opportunities
•
Participation in a special educational event which included public speaking training for secondary school students.
In total, 12 stakeholder groups were identified as contributing to or experiencing change as part of the CHANCES Scholarship Program. There were 5 stakeholder groups identified as experiencing material changes. Table 2 below summarises the stakeholder groups included or excluded from the SROI model based on their materiality.
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Table 2 Overview of stakeholder groups Stakeholder
# Stakeholders
Description
Materiality
Scholarship recipients
•
110
Students are the primary beneficiaries of the CHANCES program. They experience educational and personal wellbeing outcomes as a result of the CHANCES Program.
Material
Parents of scholarship recipients
•
139
Parents are also the primary beneficiaries of the CHANCES program by reducing the financial burden of education for their children. Parent also experience intrinsic outcomes.
Material
Siblings of scholarship recipients
•
125
Siblings of CHANCES scholarship recipients experience value through improved home dynamics and the outcomes associated with reduced household expenses.
Material
Attendees of the Tertiary Aspirations Program
•
473
Attendees of the program visit a tertiary institution for up to three days to learn about University life and courses on offer. This stakeholder group was included in the evaluation to determine if they experienced material outcomes. The SROI model revealed the value was material.
Material
Attendees of the Public Speaking Program
•
20
This stakeholder group was included in the evaluation to determine if they experience material outcomes. The small number of participants and low value of outcomes resulted in the outcomes of the activity being valued at <2%.
Not Material
Principals
•
8
School Principals play an essential role in supporting the program in their schools and enable outcomes to occur for other stakeholders. The outcomes experienced by Principals is does not produce additional social value for Principals.
Not Material
Nominators / wellbeing officers
•
8
Nominators play an essential role in facilitating the process, identifying and nominating the students for scholarships and supporting the application process. The delivery of the program is part of their job and they receive remuneration for this activity. Their role is to contribute to the change for other stakeholder groups and they do not experience additional material social value.
Not material
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Stakeholder
# Stakeholders
Description
Materiality
Teachers
•
8 schools
Teachers were included in the evaluation because they may have experienced outcomes such as improved emotional wellbeing (feeling good about reduced inequality in the classroom) and less disruption in class. In conclusion teacher did not experience material outcomes, with many teachers unaware of the students in their class on scholarship or the program.
Not material
Other students
•
8 schools
May experience benefits due to improved class dynamics. This was not identified as a material change during stakeholder engagement.
Not Material
Rotary Clubs of Boroondara
•
8
Enable the change to occur through support directed to the Boroondara Cares Foundation. Involved in some community events.
Not Material
Boroondara Cares Foundation
•
11
11 Board members, of which, 60% members from the 8 Rotary Clubs of Boroondara. They enable change to occur through their voluntary contributions to the activities.
Not Material
Victorian State Government
•
1
Reduced educational costs
Not Material
Federal Government
•
1
Change in employability of students
Material
Reduced welfare (Newstart allowance)
A.2 Stakeholder engagement The stakeholder engagement phase included one-on-one interviews and small focus group discussions with 27 individuals. Engagement occurred between May-June 2017. It included: •
•
•
One-on-one interviews with parents of scholarship recipients (secondary and tertiary students) –
X3 Camberwell High School
–
X2 Balwyn High School
One-on-one interviews and small focus groups with scholarship recipients –
X4 Camberwell High School
–
X6 Auburn High School
–
X5 Balwyn High School
–
X3 tertiary students
One-on-one phone interviews with scholarship nominators –
Camberwell High School
–
Auburn High School
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•
–
Balwyn High School
–
Kew High School
One-on-one interview with a school Principal
The interviews provided an opportunity to provide the context within which the change is occurring and preliminary identification of outcomes (both intended and unintended, positive and negative) to inform the development of the surveys to quantify the social value. An exploration of the value and relative value of the outcomes was also explored with stakeholders. This included using a stated preference technique to value outcomes. Stakeholder interviews were also an opportunity to identify other stakeholder groups that may be experienced change and the materiality of the change.
A.3 Quantification Two surveys were designed and distributed to scholarship recipients and their parents and families to quantify the changes experienced.
A.3.1
Scholarship recipients
The table below summarises the outcomes associated with CHANCES, the indicator questions used to define the outcomes and the survey results. The following figures illustrate the diversity of survey respondents. Table 3 Overview of outcomes, indicator measures, source of data and survey responses Outcome Stakeholder
Increased emotional wellbeing reduced stress and anxiety, more positive outlook, improved self-esteem, feeling happier, feelings of pride Better home life and relationships Parents working less, less financial stress, less relationship/household stress, feelings of pride Greater sense of belonging and connection
Scholarship recipient Greater access to resources and educational participation Transport (ENABLER)
Greater educational achievement More time to study, better results Expanded employment opportunities / aspirations
Indicator Indicator measures - survey questions I feel less anxious I feel positive about my future My child is confident My relationships at home have improved I like spending time at home I feel comfortable socialising with my friends I feel a part of my school / education community I feel able to do things with my friends outside of class My child socialises with friends I can contribute positively in my classess I am attending school more regularly I have opportunity to get involved in school/community I participate in extra school activities My children particpates in after school activities My child regularly attends school My child is motivated to attend school I am doing well in my studies I am more likely to finish school I have energy and time for study My child gets good school results I can see myself getting the job I want I feel like I can do anything I set my mind to I am more likely to go to University I am more likely to go onto further education (e.g. TAFE) My child thinks optimistically about their education
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Survey responses Data Source - where is Net Change % (based on all Average Net this information from? survey responses) Change % Survey - Likert scale Survey - Likert scale Parent Survey - Likert scale
42 69 69
60
Survey - Likert scale Survey - Likert scale
37 37
37
Survey - Likert scale Survey - Likert scale Survey - Likert scale Parent Survey - Likert scale Parent Survey - Likert scale Survey - Likert scale Survey - Likert scale Survey - Likert scale Survey - Likert scale Parent Survey - Likert scale Parent Survey - Likert scale Survey - Likert scale Survey - Likert scale Survey - Likert scale Parent Survey - Likert scale Survey - Likert scale Survey - Likert scale Survey - Likert scale Survey - Likert scale Parent Survey - Likert scale
47 53 46 50 50 49 57 51 47 62 61 52 53 68 57 61 52 36 68
49
53
59
55
What year did you first receive a scholarship? 30.00% 25.00% 20.00% 15.00%
Responses
10.00% 5.00% 0.00% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Figure 9: Diversity of scholarship recipient survey respondants by year of first scholarship
How long did you / have you received a scholarship? 45.00% 40.00% 35.00% 30.00% 25.00% 20.00%
Responses
15.00% 10.00% 5.00% 0.00% 1 year or this is my first year
2 years
3 years
4+ years
Figure 10: Diversity of scholarship recipient survey respondants by length of scholarship
A.3.2 Scholarship recipient
Parents of scholarship recipients
The table below summarises the outcomes associated with CHANCES, the indicator questions used to define the outcomes and the survey results. The following figures illustrate the diversity of survey respondents. Table 4 Overview of outcomes, indicator measures, source of data and survey responses My child thinks optimistically about their education
Indicator
Outcome Stakeholder
Indicator measures - survey questions
Parent Survey - Likert scale
68
55
Survey responses
Data Source - where is Net Change % (based on all this information from? survey responses)
Average Net Change %
Improved financial position
I have spare money to spend how I want to I can provide basic needs for my family My family have more money to spend how they want to
Parent Survey - Likert scale Parent Survey - Likert scale Survey - Likert scale
36 54 43
44
Improved emotional wellbeing (includes reduced financial stress)
I feel relaxed I like planning for the future
Parent Survey - Likert scale Parent Survey - Likert scale
68 51
60
Parent Survey - Likert scale
40
Parent Survey - Likert scale Parent Survey - Likert scale Parent Survey - Likert scale Parent Survey - Likert scale
55 49 77 42
Parents Better home life and relationships
Increased sense of connection to the school community
I have energy for my children I have good times with my child I get along well with my child I am proud of my child's educational achievements I get along well with the school
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55 42
How many years did they receive a scholarship? 40.00% 35.00% 30.00% 25.00% 20.00%
Responses
15.00% 10.00% 5.00% 0.00% 1 year
2 years
3 years
4+ years
Figure 11: Diversity of parent respondents by length of scholarship
What year did they first receive a scholarship? 0.35 0.3 0.25 0.2 Responses
0.15 0.1 0.05 0 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Figure 12: Diversity of parent respondents by length of scholarship
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A.4 Modelling and reporting The following section summarises the key inputs used in the SROI model. The following table summarises the financial proxies used to determine the social and economic return of the CHANCES program. Table 5 Summary of financial proxies used in the SROI model Outcome
Financial proxy
Rationale
Calculation and Source
Students valued this outcome most highly relative to the other outcomes experienced from the program. Considered equivalent to 50% of the value of overcoming mild depression disability weighting of 0.15
The statistical value of a life year ($182,000) adjusted for the loss attributable to mild depression 0.15 (disability weighting)
Equivalent to the amount of money a young person would pay to their family to live at home - called "dig money" adjusted to AUS from British Pounds
An approved financial proxy from the Global Value Exchange Establishing appropriate and stable family relationships using a cost or income technique
Change in weekly spending on recreation between second and lowest gross household income quintile using a cost technique and annualised
ABS 6530.0 Household Expenditure Survey Victorian data 2011 http://www.abs.gov.au/AUSSTATS/
[email protected]/D etailsPage/6530.02009-10?OpenDocument Inflation calculator http://www.rba.gov.au/calculator/annualDeci mal.html
Scholarship Recipients Increased emotional wellbeing
Better home life and relationships
Greater sense of belonging and connection
$13,650
$3,713
$1,758
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Best Practice Regulation Guidance Note Value of statistical life December 2014 available at https://www.dpmc.gov.au/sites/default/files/publications/Value_ of_Statistical_Life_guidance_note.pdf
Global Value Exchange 2.0 http://www.globalvaluexchange.org/valuations/8279e41d9e5e0 bd8499f5c81
Outcome Greater educational achievement
Financial proxy $7,592
Rationale
Calculation and Source
Commensurate with the difference in an early• school leaver and year 12 or equivalent attainment using an income technique
ABS 2013-2014 Income and Housing mean average weekly income, cited in Lamb, S. and Huo, S. Counting the costs of lost opportunity in Australian education. Mitchell Institute report No. 02/2017. Mitchell Institute, Melbourne. Available from: www.mitchellinstitute.org.au
Expanded employment opportunities and aspirations
•
$21,788
Difference in income between a tertiary qualified full time employee per week and year 12 or equivalent attainment using an income technique
•
ABS 2013-2014 Income and Housing mean average weekly income, cited in Lamb, S. and Huo, S. Counting the costs of lost opportunity in Australian education. Mitchell Institute report No. 02/2017. Mitchell Institute, Melbourne. Available from: www.mitchellinstitute.org.au
Parents and carers of scholarship recipients Increased emotional wellbeing
Improved financial position
$13,650
$999
Parents valued this outcome most highly relative to the other outcomes experienced from the program. Considered equivalent to 50% of the value of overcoming mild depression disability weighting of 0.15
Equivalent to the average value of the scholarship received from CHANCES, equating to the difference in household budgets
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The statistical value of a life year ($182,000) adjusted for the loss attributable to mild depression 0.15 (disability weighting) •
Best Practice Regulation Guidance Note Value of statistical life December 2014 available at https://www.dpmc.gov.au/sites/default/files/publications/Value_ of_Statistical_Life_guidance_note.pdf
•
Calculated from data provided by Boroondara Cares Foundation CHANCES Program
Outcome Better home life and relationships
Financial proxy $3,713
Increased sense of connection to the school/local community
Rationale
Calculation and Source
Equivalent to the amount of money a parent would be willing to receive to have their young person live at home - called "dig money" adjusted to AUS from British Pounds
An approved financial proxy from the Global Value Exchange Establishing appropriate and stable family relationships using a cost or income technique •
Global Value Exchange 2.0 http://www.globalvaluexchange.org/valuations/8279e41d9e5e0 bd8499f5c81
$50
Commensurate with the value of attending 2 community events per year at $25 per ticket
Boroondara Arts Program - ticket price for an event in July available from https://www.boroondara.vic.gov.au/recreationarts/boroondara-arts/whats/performance
$3,713
Equivalent to the amount of money a parent would be willing to receive to have their young person live at home - called "dig money" adjusted to AUS from British Pounds
An approved financial proxy from the Global Value Exchange Establishing appropriate and stable family relationships using a cost or income technique
Siblings of scholarship recipients Better home life and relationships
Global Value Exchange 2.0 http://www.globalvaluexchange.org/valuations/8279e41d9e5e0 bd8499f5c81
Tertiary Aspirations Program participants Expanded employment opportunities and aspirations
$21,788
Difference in income between a tertiary qualified full time employee per week and year 12 or equivalent attainment using an income technique
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•
ABS 2013-2014 Income and Housing mean average weekly income, cited in Lamb, S. and Huo, S. Counting the costs of lost opportunity in Australian education. Mitchell Institute report No. 02/2017. Mitchell Institute, Melbourne. Available from: www.mitchellinstitute.org.au
Outcome
Financial proxy
Rationale
Calculation and Source
Difference in the income tax paid based on 18.41% and a graduate wage of $60,000
Graduate salaries by University, $62,659, 30% employed at University of Melbourne and 53% Study
Federal Government Increased tax income
$4,011.17
https://universityreviews.com.au/graduate-salaries/
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The following table summarises the outcome incidence and impact claim used to calculate the Social Return on Investment. Table 6 Summary of the outcome incidence and impact claim for each outcome and rationale Outcome
IMPACT CLAIM
Rationale
Scholarship Recipients Increased emotional wellbeing
OUTCOME INCIDENCE
Value: $810,810
Number in stakeholder group
110
% experiencing the change
60%
66
Better home life and relationships
OUTCOME INCIDENCE
41
Value: $121,786
Number in stakeholder group
110
% experiencing the change
37%
OUTCOME INCIDENCE
54
Number in stakeholder group
110
Greater sense of belonging and connection Value: $75,946
% experiencing the
49%
IMPACT CLAIM
90%
Attribution
100%
Deadweight
10%
Displacement
0%
Benefit Period
1 year
Drop-off
0%
IMPACT CLAIM
64%
Attribution
100%
Deadweight
20%
Displacement
0%
Benefit Period
1 year
Drop-off
0%
IMPACT CLAIM
80%
Attribution
100%
Deadweight
20%
Displacement
0%
Benefit Period
1 year
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Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%. The deadweight figure is assumed, and therefore a key variable in the sensitivity analysis. The benefit lasts only while the scholarship is being provided and there is a net benefit because experiencing this outcome does not prevent others from experiencing this outcome, therefore no displacement. Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%. The deadweight figure is assumed, and therefore a key variable in the sensitivity analysis. The benefit lasts only while the scholarship is being provided and there is a net benefit because experiencing this outcome does not prevent others from experiencing this outcome (displacement). Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%. The deadweight figure is assumed, and therefore a key variable in the sensitivity analysis. The benefit lasts only while the scholarship is being provided and there is a net benefit because experiencing this outcome does not
Outcome
IMPACT CLAIM change
Greater educational achievement Value: $337,606
Expanded employment opportunities / aspirations Value: $146,415
OUTCOME INCIDENCE
64
Number in stakeholder group
110
% experiencing the change
59%
OUTCOME INCIDENCE
60
Number in stakeholder group
110
% experiencing the change
55%
Drop-off
0%
IMPACT CLAIM
28%
Attribution
100%
Deadweight
72%
Displacement
0%
Benefit Period
3 years
Drop-off
20%
IMPACT CLAIM
14%
Attribution
100%
Deadweight
86%
Displacement
20%
Benefit Period
3 years
Drop-off
20%
Rationale prevent others from experiencing this outcome (displacement). Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%. Deadweight figure is based on attendance rates (proportion attending 90% or more of the time) sourced from My School website control school (Ashwood - no scholarships awarded in 2016 to Ashwood Secondary College) https://www.mys The benefit lasts only while the scholarship is being provided and there is a net benefit because experiencing this outcome does not prevent others from experiencing this outcome (displacement). Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%. The deadweight figure is based on post school destination of students (at University and TAFE/vocational study) from My School website control school (Ashwood - no scholarships awarded in 2016 to Ashwood Secondary College) https://www.myschool.edu.au/SchoolProfile/Index/108796/AshwoodH ighSchool/45518/2016 The benefit lasts only while the scholarship is being provided. There is some displacement because of the limited number of University places and employment that may displace others from the position.
Parents and carers of scholarship recipients Increased emotional wellbeing
OUTCOME INCIDENCE
79
Number in
134
IMPACT CLAIM
80%
Attribution
100%
Deadweight
20%
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Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%. The deadweight figure is assumed, and therefore a key variable in
Outcome Value: $862,680
IMPACT CLAIM stakeholder group % experiencing the change
60%
OUTCOME INCIDENCE
37
Number in stakeholder group
84
% experiencing the change
44%
Better home life and relationships
OUTCOME INCIDENCE
74
Value: $219,810
Number in stakeholder group
134
% experiencing the change
55%
OUTCOME INCIDENCE
56
Number in stakeholder group
134
% experiencing the change
42%
Improved financial position Value: $29,570
Increased sense of connection to the school/local community Value: $2,800
Displacement
0%
Benefit Period
1 year
Drop-off
0%
IMPACT CLAIM
80%
Attribution
100%
Deadweight
0%
Displacement
20%
Benefit Period
1 year
Drop-off
0%
IMPACT CLAIM
80%
Attribution
100%
Deadweight
20%
Displacement
0%
Benefit Period
1 year
Drop-off
0%
IMPACT CLAIM
100%
Attribution
100%
Deadweight
0%
Displacement
0%
Benefit Period
1 year
Drop-off
0%
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Rationale the sensitivity analysis. The benefit lasts only while the scholarship is being provided and there is a net benefit because experiencing this outcome does not prevent others from experiencing this outcome (displacement). Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%. Number in stakeholder group is the number of households impacted. The deadweight figure is assumed, and therefore a key variable in the sensitivity analysis. The benefit lasts only while the scholarship is being provided and there is a net benefit because experiencing this outcome does not prevent others from experiencing this outcome (displacement). Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%. The deadweight figure is assumed, and therefore a key variable in the sensitivity analysis. The benefit lasts only while the scholarship is being provided and there is a net benefit because experiencing this outcome does not prevent others from experiencing this outcome (displacement). Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%. The deadweight figure is assumed, and therefore a key variable in the sensitivity analysis. The benefit lasts only while the scholarship is being provided and there is a net benefit because experiencing this outcome does not prevent others from experiencing this outcome (displacement).
Outcome
IMPACT CLAIM
Rationale
Siblings of scholarship recipients Better home life and relationships
OUTCOME INCIDENCE
50
Value: $118,816
Number in stakeholder group
135
% experiencing the change
37%
OUTCOME INCIDENCE
110
Number in stakeholder group
110 and 473
Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%.
IMPACT CLAIM
64%
Attribution
80%
Deadweight
20%
Displacement
0%
Benefit Period
1 year
Drop-off
0%
IMPACT CLAIM
14%
Attribution
80%
Deadweight
86%
Displacement
0%
Deadweight figure is based on post school destination of students (at University and TAFE/vocational study) from My School website control school (Ashwood - no scholarships awarded in 2016 to Ashwood Secondary College) https://www.myschool.edu.au/SchoolProfile/Index/108796/AshwoodH ighSchool/45518/2016 The benefit will last beyond the year of the scholarship because the benefit of the educational attainment can be realised into the future with a 25% drop-off. There is a net benefit because experiencing this outcome does not prevent others from experiencing this outcome (displacement).
The deadweight figure is assumed, and therefore a key variable in the sensitivity analysis. The benefit lasts only while the scholarship is being provided and there is a net benefit because experiencing this outcome does not prevent others from experiencing this outcome (displacement).
Federal Government Increased tax income Value: $138,965
Scholarship recipients and Tertiary Aspiration Program participants % experiencing the change
55% and 11%
Benefit Period
3 years
Drop-off
25%
50
IMPACT CLAIM
12%
Attribution
50%
Outcome incidence is based on the average net change for each outcome indicator from survey responses with an attribution of 100%.
Tertiary Aspirations Program Expanded employment
OUTCOME INCIDENCE
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The outcome incidence is based on the % students that indicated their interest in going to University changed and University is
Outcome opportunities / aspirations Value: $216,911
IMPACT CLAIM Number in stakeholder group
473
% experiencing the change
11%
Deadweight
71%
Displacement
20%
Benefit Period
3 years
Drop-off
50%
Rationale something I will not look into. The deadweight figures are based on the % of students that indicated in the survey that they were already planning to go to University. There is some displacement because of the limited number of University places and employment opportunities that may displace others from the position.
A.5 Verification Boroondara Cares Foundation was provided an opportunity to review and provide feedback on the preliminary results of the SROI model.
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Appendix B Sensitivity analysis The Social Return on Investment model includes a set of judgements and assumptions to determine the social and economic value. To test the influence that these judgements have on the model, a sensitivity analysis was conducted. This includes testing key variables and assumptions used. The results of the analysis show that by varying key variables, the SROI ranges from 12.23 – 17.59. The results of this analysis are provided below. Table 7 Summary sensitivity analysis Outcome
Adjusted variable
Base case
New value
Outcome $
SROI
Scholarship recipients Increased emotional wellbeing
A traded goods exercise was used to examine the financial proxy value of increased emotional wellbeing and found to be above $100k. It is likely that we are underestimating the full value of this outcome. The full value of the statistical value of a life year ($182,000) adjusted for the loss attributable to mild depression 0.15 (disability weighting) was tested.
$13,650
$27,300
$1,621,360
17.37
Scholarship recipients Increased emotional wellbeing
The deadweight figure for this outcome was assumed. To test its influence on the model, deadweight was adjusted for a pessimistic view suggesting 50% of students are likely to experience this outcome without CHANCES.
10%
50%
$450,450
12.23
Scholarship recipients Better home life and family relationships
The deadweight figure for this outcome was assumed. To test its influence on the model, deadweight was adjusted for a pessimistic view
20%
80%
$121,786
13.08
Scholarship recipients – Greater sense of belonging and connection
The deadweight figure for this outcome was assumed. To test its influence on the model, deadweight was adjusted for a pessimistic view
20%
80%
$18,986
13.23
Scholarship recipients – expanded employment
In line with the principle ‘do not overclaim’ the attribution around this outcome was tested.
100%
20%
$106,140
13.64
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Outcome
Adjusted variable
Base case
New value
Outcome $
SROI
opportunities/ aspirations Scholarship recipients – expanded employment opportunities/ aspirations
To examine the impact of a 3year benefit period compared with 1 year. It is likely the benefit of higher levels of education will return value to the young person beyond 3 years however in line with ‘do not overclaim’ this variable was tested.
3 years
1 year
$183,019
13.97
Parents – Increased emotional wellbeing
Parents identified increased emotional wellbeing as the most valuable outcome from the program. We therefore sought to test the impact of the full value of the statistical value of a life year ($182,000) adjusted for the loss attributable to mild depression 0.15 (disability weighting) was tested.
$13,650
$27,300
$1,725,360
17.59
Parents – Better home life and family relationships
The deadweight figure for this outcome was assumed. To test its influence on the model, deadweight was adjusted for a pessimistic view
20%
80%
$54,952
12.76
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Appendix C Survey template
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CHANCES Scholarship evaluation for students
About you
Think Impact has been engaged by Boroondara Cares Foundation to evaluate the impact of the CHANCES scholarship program. We would like learn from your feedback and the difference that CHANCES has made to you and your family. Please provide answers relating to your current experience. Your answers will be provided to CHANCES at a summarised level. It will take about 15 minutes to complete. Thank you for completing this survey. 1. Name
2. Are you currently receiving a CHANCES Scholarship? Yes No
3. What year did you first receive a scholarship? (please select)
4. How long did you / have you received a scholarship? Please tick the most appropriate response. 1 year or this is my first year 2 years 3 years 4+ years
5. Name of your current place of education School/University/TAFE
1
6. What grade/year are you in? Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 First year University/TAFE Second year University/TAFE Third year University/TAFE Other (please specify)
7. Are you Male Female Other
8. Do you have a part-time job? Yes No Other (please specify)
9. Please tick the responses (i.e. can be more than 1) that are most appropriate. The scholarship provides me with: Uniform Textbooks Computer (laptop) Myki Extra-curricula activities (e.g. music classes, sport, art, tuition) Other (please specify)
2
10. To what extent does CHANCES scholarship cover educational expenses
11. Have you had a brother or sister receive a CHANCES scholarship? Yes No Not sure
3
CHANCES Scholarship evaluation for students
The impact of the CHANCES scholarship on you
12. Please tell us what has changed for you, both positive and negative, since receiving a CHANCES Scholarship?
13. What do you think may have happened for you if you had not received the CHANCES scholarship?
14. What three words would you use to describe the change you have felt since receiving a CHANCES scholarship. 1. 2. 3.
15. Have you noticed any positive or negative changes for OTHER people in your life as a result of you receiving a CHANCES scholarship? (e.g. your parents, friends, siblings?) Please tell us about this change and who experiences the change.
4
16. Please indicate to what extent you agree with the following statements. This is about your life BEFORE receiving a CHANCES scholarship. Strongly disagree
Disagree
Neutral
Agree
Strongly agree
I was worried I wouldn't be able to finish my education I spent a lot of time worrying about money I felt anxious going to school I was holding myself back from school/education activities because of the costs I didn’t want to go to classes because I didn’t have the things I needed
17. Please indicate to what extent CHANCES is contributing, either positively or negatively, to the aspects of your life listed below. Please place a tick in the corresponding box. Because of CHANCES... A lot less
A bit less
About the same
A bit more
A lot more Not applicable
I am doing well in my studies I feel a part of my school/education community I feel anxious I feel positive about my future My relationships at home have improved I can see myself getting the job I want I have opportunity to get involved in community/school activities I feel like I can do anything I set my mind to
5
A lot less
A bit less
About the same
A bit more
A lot more Not applicable
I feel comfortable socialising with my friends I can contribute positively in my classes I feel able to do things with my friends outside of class I like spending time at home My family have money to spend how they want to I am attending school/classes regularly I have energy and time for study I feel less anxious
18. The following questions are for SCHOOL students only. Please indicate to what extent CHANCES is contributing to the aspects of your life listed below. Please place a tick in the corresponding box. Because of CHANCES... A lot less
A bit less
About the same
A bit more
A lot more Not applicable
I am more likely to go to University I am more likely to finish school My teachers find it easier to teach because I have the things I need in class I am more likely to go onto further education (e.g. TAFE) I participate in extra school activities
6
19. Please rate the benefits to you of receiving the CHANCES scholarship from 1 to 5, where 1 is the most significant outcome and 5 is the least significant. Feeling better within myself (e.g. feeling less anxious, more confident and happier about the future)
N/A
Better family relationships and home life
N/A
Sense of connection and belonging at school
N/A
Better attendance and motivation at school
N/A
Less financial stress and more money to spend how we want to
N/A
7
CHANCES Scholarship evaluation for students
Other comments
20. Do you wish to be nominated for a scholarship in 2018? If so, why? If not, why not?
21. Do you have any suggestions for CHANCES?
8
CHANCES Scholarship evaluation survey for parents
About you
Think Impact has been engaged by Boroondara Cares Foundation to evaluate the impact of the CHANCES scholarship program. We would like to learn from your feedback and understand the difference that CHANCES has made to you and your family. Please provide answers relating to your current experience. Your answers will be provided to CHANCES at a summarised level. It should only take about 10 minutes to complete. Thank you for completing this survey. 1. Name
2. Gender Male Female Other
3. How many children do you have that have received a scholarship? 1 2 3 Other (please specify)
1
CHANCES Scholarship evaluation survey for parents
CHILD 1: About your child
4. Name of scholarship recipient (child 1)
5. What year did they first receive a scholarship? (please select)
6. How many years did they receive a scholarship? Please tick the most appropriate response. 1 year 2 years 3 years 4+ years
7. Name of their School/University/TAFE
8. What is their current grade/year level Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 First year University/TAFE Second year University/TAFE Third year University/TAFE Other (please specify)
2
9. Please tick the responses (i.e. can be more than 1) that are most appropriate. The scholarship provides: Uniform Textbooks Computer (laptop) Myki Extra-curricula activities (e.g. music classes, sport, art, tuition) Other (please specify)
10. To what extent does CHANCES scholarship cover educational expenses
3
CHANCES Scholarship evaluation survey for parents
CHILD 2 if applicable: About your child
Please complete these questions if you have more than one child on a Scholarship. If you do not have more than one child on a ScholarshipGO TO QUESTION 25 11. Name of scholarship recipient (child 2)
12. What year did child 2 first receive a scholarship? (please select)
13. How long have they been on a scholarship? Please tick the most appropriate response. This is their first year 2 years 3 years 4+ years
14. Name of their School/University/TAFE
4
15. What is the current grade/year level of child 2 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 First year University/TAFE Second year University/TAFE Third year University/TAFE Other (please specify)
16. Please tick the responses (i.e. can be more than 1) that are most appropriate. The scholarship provides: Uniform Textbooks Computer (laptop) Myki Extra-curricula activities (e.g. music classes, sport, art, tuition) Other (please specify)
17. To what extent does CHANCES scholarship cover educational expenses
5
CHANCES Scholarship evaluation survey for parents
CHILD 3 if applicable: About your child
Please complete these questions if you have more than one child on a Scholarship. If you do not have more than two children on a Scholarship GO TO QUESTION 25 18. Name of scholarship recipient (child 3)
19. What year did child 3 first receive a scholarship? (please select)
20. How many years did they receive a Scholarship? Please tick the most appropriate response. 1 year 2 years 3 years 4+ years
21. Name of their School/University/TAFE
6
22. What is the current grade/year level of child 3 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 First year University/TAFE Second year University/TAFE Third year University/TAFE Other (please specify)
23. Please tick the responses (i.e. can be more than 1) that are most appropriate. The scholarship provides: Uniform Textbooks Computer (laptop) Myki Extra-curricula activities (e.g. music classes, sport, art, tuition) Other (please specify)
24. To what extent does CHANCES scholarship cover educational expenses
7
CHANCES Scholarship evaluation survey for parents
About your household
25. Please tell us who lives with you at home (i.e. I live at home with a partner and 2 children)
26. What is your current employment status? Full time parent Currently looking for work Part-time employee Full-time employee Full-time education or training Other (please specify)
27. What is your primary language spoken at home? English Non-English (please specify)
8
CHANCES Scholarship evaluation survey for parents
The impact of the CHANCES scholarship on you
28. Please tell us what has changed for YOU, both positive and negative, since your child received a CHANCES Scholarship?
29. What do you think may have happened for you if you had not received the CHANCES scholarship?
30. What three words would you use to describe the change you have felt since your child received a CHANCES scholarship. 1. 2. 3.
31. Have you noticed any positive or negative changes for OTHER people in your life as a result of your child receiving a CHANCES scholarship? Please describe this change and who experiences the change.
9
32. ABOUT YOU Please indicate to what extent CHANCES is contributing, either positively or negatively, to the aspects of your life listed below. Please place a tick in the corresponding box. Because of CHANCES... A lot less
A bit less
About the same
A bit more
A lot more N/A
I feel relaxed... I like planning for the future... I have energy for my children... I have spare money to spend how I want to... I can provide basic needs for my family... I have good times with my child... I get along well with my child... I get along well with the school... I am proud of my child's educational achievements...
10
33. ABOUT YOUR CHILD Please indicate to what extent CHANCES is contributing, either positively or negatively, to the aspects of your life listed below. Please place a tick in the corresponding box. Because of CHANCES... A lot less
A bit less
About the same
A bit more
A lot more N/A
My child participates in after school activities... My child is confident... My child regularly attends school... My child thinks optimistically about their education... My child socialises with friends... My child is motivated to attend school... My child gets good school results...
34. Please rate the benefits to you of receiving the CHANCES scholarship from 1 to 3, where 1 is the most significant outcome and 3 is the least significant. Feeling better within myself (e.g. feeling less anxious, more confident and happier about the future)
N/A
Better family relationships and home life
N/A
Less financial stress and more money to spend how we want to
N/A
35. Do you have any suggestions for CHANCES?
11
Each time a person acts to improve the lot of others [...] they send forth a tiny ripple of hope [...] and those ripples build a current which can sweep down the mightiest walls of oppression and resistance. ROBERT KENNEDY, 1966 (PARAPHRASED)
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