programmes and the Foundation’s glob- ׀.1. Background al activities both annually and longitudinally. and justification The longitudinal results are shared in this re- port for the rst time. From a continuous improvement per- This type of evaluation is possible because spective, the Junior Achievement Foun- the programmes have a number of com- ׀.٪Introduction to the dation has been conducting this research mon, cross-cutting features. Some of these project for the last four years in collabora- common features include the “Learn by longitudinal report: four years٪ tion with the University of Murcia. Over the Doing”* methodology used by the Jun- years, annual results were obtained from ior Achievement Foundation or the cross- demonstrate our impact the evaluations. For example, a report was cutting work on non-cognitive skills and published for the 2016-2017 academic year executive functions. Non- cognitive skills (fundacionjaes.org/estudio_impacto) with
are those which are not related to the acqui- the aim of sharing and presenting these an- sition of theor etical knowledge, such as au- nual results. tonomy, the capacity for personal initiative Thanks to these evaluations and our re- or leadership, the capacity to make, man- search, there is scientic evidence to sup- age and plan decisions, critical and creative port the long-term effectiveness of our thinking, exibility and adaptation to context programmes and this allows us to design and change, teamwork, and the possession high-impact educational programmes. This and reinforcement of values and attitudes in study analyses the real effects on the stu- line with ethics and society, etc. dent beneciaries of these educa t
i onal JUNIOR ACHIEVEMENT PROGRAMMES • Financial literacy • Education in entrepreneurship • Career guidance LONGITUDINAL STUDY Evidence and positive impact For four years we have worked tirelessly to compile surveys and results from more than OBJECTIVES ACHIEVED that Junior Achievement training 12,400 students from all over Spain attending 382 educational institutions (public, private • Generation of opportunities has on youth and state subsidised schools, universities, day centres and reception centres) which have • Orientation of youth • Financial education supported us and opened the doors of their classrooms to allow us to measure the impact • Equal opportunities of 14 educational programmes of the Junior Achievement Foundation covering all educa- tional levels from primary to university education. This report, a compilation of the results of our work, aims to share not only the main con- clusions but also the lessons learned along the way. SOME RESULTS One of the most innovative aspects of this report is its longitudinal approach, which is GREATEST IMPACT • +10-20% academic performance presented here for the rst time thanks to the yearslong monitoring to assess the impact of • Youth from disadvantaged socio-eco- • +6.5% educational expectations the Junior Achievement Foundation’s educational programmes on students. nomic backgrounds • -10-30% truancy • Youth with lower academic achieve- • +22% entrepreneurial spirit ment • + 37% growth mindset • Youth who are held back • Youth who have previously received 8 Impact study Junior Achievement training