Raising the Bar: Impacts and Implementation of the New Heights Program for Expectant and Parenting Teens in Washington, dc

APPENDIX A 
 
IMPLEMENTATION STUDY DATA SOURCES AND METHODS

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APPENDIX A: IMPLEMENTATION STUDY DATA SOURCES AND METHODS
 
The study of New Heights implementation examined program delivery in the nine study 
schools in spring 2015, and included input from New Heights staff based at two original New 
Heights schools: Cardozo High School and Anacostia High School. The implementation study 
relied on the following data sources: (1) site visits, which consisted of key informant interviews, 
focus groups with youth, observations of program delivery, and review of select participant case 
files; (2) the New Heights program database; (3) a survey of New Heights school-based 
coordinators; and (4) New Heights program materials. 
Site visits 
A team of five site visitors conducted three site visits to Washington, D.C., to collect in-
depth data on (1) the intended program design for New Heights, (2) the New Heights program as 
implemented in spring 2015, (3) staff and youth experience and perceptions of New Heights, and 
(4) lessons learned from program implementation. All site visits took place in spring and summer 
2015, after the expansion of the New Heights program in 2011. During the site visits, 
Mathematica staff conducted several types of data collection:
Key informant interviews:
Site visitors conducted in-person discussions with district 
leaders (n = 2), New Heights program staff (n = 3), school-based coordinators (n = 11), and 
representatives of several associated community-based providers (n = 12). Interviews focused on 
staff roles and backgrounds, the development and refinement of the New Heights model, staff 
training and support, youth needs and motivations, program implementation, and lessons learned. 
Focus groups: 
To learn about youth’s experience with New Heights and their perceptions of 
the program, Mathematica staff conducted four focus groups with a total of 29 current 
participants in three study schools, as well as program alumnae. Our selection of schools ensured 
variation across respondents but was also based on convenience to accommodate schedules of 
staff and youth. Of the three schools, one was an alternative high school and two were traditional 
high schools. Discussions with youth focused on (1) their decisions to participate in specific 
program activities, (2) their opinions about the activities in which they participated, (3) the 
aspects of the program they liked or would change, and (4) their participation in other similar 
programs.