Case Study: Not for Profit Impact Measurement

Academically reviewed and Up to date

Not for profit organizations often require external sources of funding through resources such as grants and sponsors. Up until now metrics and data in the not for profit sector has not been readily available. Often with educational programs assessments look at qualitative measures asking participants to rate their learning experience on a scale of 1-10 not allowing people to express their true emotions. Imagine asking someone to rate how their day was on a scale of 1-10 instead of how was your day. The words we use have power and emotions behind it that tell a story. Learning is a feeling and quantifying emotions by looking at the words one are using can be a powerful tool to evaluate how people are being impacted.

Not for profit organizations typically use public funds for their project but have no metric to improve their performance for their program or way to identify who perceives their program well. With a data driven approach the public will be able to see how their tax dollars are impacting others. Also, it will provide accountability to not for profits to develop and improve their programs based on data.

Impact Assessment:

Equity based learning:

The program also improved sentiments around equity based learning. There was a 20.3% increase in positive emotions. There was a large amount of discontent that was removed while more competence was displayed. Students spoke about support at the CACD and how they felt more prepared to deal with equity related issues. Furthermore, students showed less fear, discouragement and frustration while being more satisfied with equity based learning.

Inclusion:

The ______ educational program presented a 13.5% increase when comparing the sentiment looking at pre and post surveys. Feelings of discontent and discouragement were no longer seen in the group. There was also a lot more happiness and satisfaction within the group. Frustration was still seen in a small population as they believed in life equity will not always be present.

Wellbeing:

The ________’s program also improved emotional sentiments around wellbeing. There was a 5.4% increase in positive emotions displayed. There was a large amount of frustration that was eliminated along with more happiness and competency being shown. The ______ presented support to individuals however respondents continued to discuss how school can cause stress and impact their wellbeing.