Program theory-driven evaluation science in a youth development context

• Program theory-driven evaluation science (PTDES) was applied to Project K, a multi-component youth development program.
• A theory of change was developed through the integration of integrating stakeholders’ views, program documents and previous research.
• This suggested that participant growth was promoted by experiential learning and sustained support in an intense but safe environment.
• The theory of change informed future program development and evaluation initiatives.
• We recommend PTDES to other researchers and youth development practitioners interested in systematic understanding of a program.

Program theory-driven evaluation science (PTDES) provides a useful framework for uncovering the mechanisms responsible for positive change resulting from participation in youth development (YD) programs. Yet it is difficult to find examples of PTDES that capture the complexity of such experiences. This article offers a much-needed example of PTDES applied to Project K, a youth development program with adventure, service-learning and mentoring components. Findings from eight program staff focus groups, 351 youth participants’ comments, four key program documents, and results from six previous Project K research projects were integrated to produce a theory of change for the program. A direct logic analysis was then conducted to assess the plausibility of the proposed theory against relevant research literature. This demonstrated that Project K incorporates many of the best practice principles discussed in the literature that covers the three components of the program. The contributions of this theory-building process to organizational learning and development are discussed.