Monday, October 23, 2017

Marketing 3950, Dr.Upadhyaya
Spring 2017

May 8, 2017



Woodcraft Rangers

340 E. 2nd Street, Suite 200
Los Angeles, CA 90012





Group 5


Brian Kim

Hien Ly

David Puga

Caridad Rajamin
Aaron Rodriguez





Table of Contents

Executive Summary 3
Social Issue, Background, Purpose, and Focus 5
Social Issue 5
Background/History on social issue 5
Background/Purpose of Organization involved 6
Project Purpose & Focus 7
Situational Analysis 7
Target Market 9
Segment the Market 10
Evaluating Segment, Target Segment, and Primary Target Audience 10
Barriers, Benefits and Motivators 11
Behavior Objectives and Target Goals 11
Behavior Objectives 11
Knowledge Objectives 14
Belief Objectives 14
Campaign Target Goals 14
Positioning Statement 15
Marketing Mix Strategies (4 P’s) 15
Product 15
Price 15
Place 16
Promotion 16
Market Research Methodology 17
Recommendations 18
References 19
Appendix 20
Executive Summary

Social Issue
Juvenile delinquency has always been an issue in Los Angeles. In the early 1990’s, the city saw the highest levels of juvenile crime and gang-related activity in its history. This rate has steadily decreased within the past decade, reaching a record low in 2005.  Although the issue has been continually improving, youth related crime still remains an important issue in some parts of L.A. We discovered one of the factors that went into the improvement of juvenile delinquency was a greater investment in the city’s after school programs.  It was realized investment in after school programs had a ripple effect on the lives of youth.  By providing them with a safe environment to be after school, they were less likely to be on the streets where they could be influenced by negative pressures.
Summary of Purpose and Focus
The main focus of this project is to raise the awareness of the Woodcraft rangers to ultimately benefit the communities of Los Angeles. By increasing awareness of our organization, the youth of LA can benefit from opportunities previously unknown to them. We partnered up with the Woodcraft Rangers to devise possible marketing campaigns and recommendations to increase their reach. By narrowing down the scope of this project, we determined two major focuses: first, to increase membership attendance of NVISION, Woodcraft’s most well-known afterschool program, by expanding its online presence through social media channels. Two, increase the number of new clients by analyzing possible schools which may have the student demographics who can afford pay-for programs.
Summary of Organizational Strengths and Weaknesses
When conducting a situational analysis on Woodcraft, we examined the best possible strengths to maximize, weaknesses to minimize, opportunities to seize, and threats to prepare for. We determined the greatest strengths Woodcraft can maximize are their unique programs and rich history in Los Angeles. The most significant weakness to minimize was low levels of funding towards any marketing campaigns. An opportunity that showed the most potential was to quickly expand online and social media presence. Threats the organization can prepare for are the annually fluctuating amounts of federal and state grants.
Summary of Target Market and Barriers
Our primary target market would be focused on median to low income family households, while also targeting certain regions where juvenile crime rates have increased and where after school programs do not exist. Some barriers we came across are that some students may be disinterested in the types of programs that NVISION offers, also some families are not even aware of after school programs like NVISION exist.
Objectives
This report evaluates ideal behavioral objectives selected from our target market which is parents, students and school districts. We evaluated the overall impact of how the program can affect the the lives of its participants and their families. We dived in and discussed the willingness of our target audience and how they can perceive it can solve a problem or need. Strategies on measurability of the target audience were identified and explored by Brand to brand and Brand to consumer. A better understanding of the market by applying simple and practical solutions to the possible target market. Also addressed is how the overall awareness of after school programs needs more support from the community and what is currently being done. We discussed what we want our parents and school district to know and feel based on the  beneficial aspects of NVISION.

Recommendations
As this report has demonstrated we can see the students feel safe and benefit from the Woodcraft Rangers/NVISION Program. We have offered recommendations after conducting a SWOT Analysis, Identified Barriers, Narrowed down the target market and selected a Marketing Mix.






















Social Issue, Background, Purpose, and Focus
Social Issue:
Juvenile delinquency has always been an issue in Los Angeles. In the early 1990’s, LA experienced the highest rates of juvenile crime and gang related activity. Fast forward to the mid 2000’s, youth related crime and gang activity dropped dramatically. What accounts for this drastic decline? Many factors went into this reduction; one of them was a higher investment in LA’s afterschool programs. It has been shown the hours from when a young person leaves school to 6 PM is the most sensitive to their development. These four hours are when youth are most at-risk to be influenced by negative social pressures. This time span has been associated with spikes in juvenile crime and when younger people are most likely to try a new drug.
Background/History:
For working parents in Los Angeles, ensuring their kids aren’t influenced by negative peer pressures after school has always been a challenge. Parents in at-risk neighborhoods have struggled with finding a safe environment for their kids when school ends. It has been shown the duration from when youth leave school until 6 P.M. are when they are most vulnerable to be impacted negatively. From the moment the school bell rings, millions of young people are free to do whatever they want. This prime time is when young people are without responsible adult supervision or constructive activities. According to Northeastern University with data provided by the FBI, there is a clear correlation with spikes in violent juvenile crime and when youth are released from school. In appendix A we can see this crime rate steadily decreases until the next morning (Fox). Without any supervision, teens are most likely to try a new drug in this duration. According to a study on the components of an effective afterschool program, these hours are when "teens ages 16-17 are most likely to be in or cause a car crash." (Little, 2007)  The study also revealed, based on a nationwide survey of 2000 youth, 56% reported being home alone for more than four hours every weekday.  Youth who were unsupervised for more than 30 hours per week were more likely to engage in sexual activity.  This study showed boys who were unsupervised for more than five hours per week were more likely to have an STD.  These unsupervised hours represent increases in teen pregnancies and higher rates of STDs.

In the past decade, LA has seen some of the most dramatic changes in crime among youth. In 2005, gang-related crime decreased by over 55% and homicides decreased by over 67%. It is no coincidence that an increase in the funding for afterschool programs has led to a reduction in gang activity. In addition to harm done to communities, juvenile incarceration places financial strain on the U.S.  Annually, s $56.7 billion dollars is spent on costs associated with juvenile detention. (Caldwell, 2006) Research has shown for every dollar spent on afterschool programs, a savings of $2.50 is translated back to society in the form of costs associated with incarceration. (Little, 2007) According to research on the effects of enrollment on LA's BEST, a rival after-school program in the L.A. area, "20% are less likely to drop out of school than students who do not participate in the programs" (Huang, 2005).  Furthermore, "30% are less likely to commit juvenile crime compared to peers not in the program" (Goldschmidt, 2007) Cuts at the federal and state level funding have been shown to be correlated with increases in youth related crime. What we can conclude from these studies is the significance of after school programs and their positive effect on communities. The investment in afterschool programs has a ripple effect: proper adult supervision prevents youth from being influenced by negative social pressures, fewer youth join gangs, juvenile and gang related crime decreases, costs associated with juvenile incarceration decrease, and society benefits from safer neighborhoods and less expenses. It is vital to provide proper funding for enrichment programs and to invest in our kids.

History/Purpose of Organization Involved
What started as an act of vandalism eventually led to the formation of the oldest youth enrichment program in the greater Los Angeles area.  In 1922, a group of young boys vandalized the home of artist and Naturalist Ernest Thompson Seton.  Instead of seeking prosecution, Seton sought to understand the root of their behavior.  He invited them to his home, where they engaged in storytelling and other outdoor activities.  Seton's objective was to deter at-risk youth from engaging in criminal activity by providing them with enriching experiences. Founded on an ideology of character-development opportunities based on trust, honesty, and resilience, the Woodcraft Rangers was formed.  Through the decades, Seton's original emphasis on outdoor activities has shifted to meet the demands of modern youth and urban living.  Today, the organization serves the community through its most significant afterschool program NVISION. To date, the Woodcraft Rangers have served over 1.1 million youth in 94 sites and schools since their inception. Enrollment in the program has shown members have a higher graduation rate, with 82% of members completing high school versus 62% in LAUSD; furthermore, elementary school students scored ten times higher on on CST exams versus their non-attending peers.
Purpose of Project
The purpose of this project is grow the awareness of the Woodcraft Rangers in the communities and schools they already serve.   More specifically, the intended impact of this project is to increase attendance of Woodcraft’s NVISION program. NVISION stands as Woodcraft’s most significant and well-known program in LA. The intended impact is to benefit the youth of LA by providing them with a safe environment, where they are supported through positive reinforcement, to decrease juvenile delinquency. Furthermore, the intended impact of this project is to decrease STD rates, drug usage, and teen pregnancy rates. Increasing the awareness of Woodcraft provides enrichment opportunities to youth who would otherwise be on the streets.

Focus of Project
In order to fulfill our projects purpose, we narrowed down the scope of potential projects to focus on increasing the percentage of Woodcraft’s afterschool public and charter school attendance, and increasing the number of new school clients. To accomplish our focus, we developed two major methods which will provide our organization with the recommendations needed to increase their attendance and footprint. First, we will analyze social media presence and utilize Woodcraft’s 95th anniversary across all channels. Social media remains one of the greatest modern resources Woodcraft can utilize to increase its attendance. Their 95th anniversary is a huge milestone and represents a great opportunity to reach new attendees and clients. Second, in order to reach new school clients, we have compiled a list of potential school districts that have the capability to provide their students with strictly fee-based programs.  Woodcraft currently only has five school sites where their programs are fee-based. By providing them with the information on school districts they can approach, they can increase their number of school clients. These locations were chosen based on the demographics of the city, average income of residents, and levels of funding provided by ASES (After school educaiton and safety program) See appendix C for more.
Situational Analysis
A situational analysis consists of the microenvironment and the macroenvironment related to our organization.  The microenvironment consists of factors related to the internal strengths and weaknesses. Typically, these factors are somewhat controllable for the organization, such as resources and delivery capabilities. The macroenvironment consists of the external opportunities the organization has little control over such as: cultural, technological, and legal trends. The macroenvironment includes external opportunities to maximize and threats to minimize. This situational analysis will analyze the potential strengths and weaknesses of our marketing campaign in relation to Woodcraft.
Organizational strengths to maximize
Woodcraft’s model of creating activities which are strictly driven by the members themselves. What sets their organization apart from the competition is the autonomy given to the members on which interests to engage in. Youth have a wide scope of interests to choose from, including: photography, visual and performing arts, dance, and gardening. More recently, NVISION has begun offering programs to meet the demands of tech-savvy youth, such as Stop Motion Animation and Robotics. This freedom of choice has shown retention of its members is 20% longer for Woodcraft’s programs in comparison to its peers.
Strong management support. Woodcraft’s CEO Chris Johnson endorses any marketing efforts towards growth. The company is looking to transition their organization from a non-profit institution into a social enterprise.
Healthy relationships with well known public figures and corporations. NFL veteran and Woodcraft Alumni Marcellus Wiley showed support in 2015 at the Woodcraft Rangers annual award Gala. UFC Champion and alumni Rhonda Roussey provides support through appearances at organization events by providing signed items for silent auctions. In addition to celebrity endorsement, the company has strong relationships with corporations such as: Nike, Telemundo, Coke, and Target. In 2016, Woodcraft saw over $600,000 in corporate support. These well-known public figures and corporations are a great marketing tool to spread online awareness.
Student’s don’t have to set foot off their school grounds to attend. NVISION takes place at the school sites themselves. Parent’s have the convenience of not having to transport their kids to an off-site location.
Organizational weaknesses to minimize
Low funding towards marketing campaigns.  Because woodcraft receives majority of its funding through state and federal grants, there is little to no budget towards any marketing efforts. We can minimize this by focusing on online outlets.
Providing fee-based programs may be costly for members. Although some public schools may have the demographics who have the financial capability to pay for after school programs, fee-based programs may deter potential members.
External opportunities to take advantage of:
Raising awareness through social media.  Woodcraft’s 95th anniversary is a great marketing tool the organization can use to raise its presence on social media. Spreading awareness through social media is a great opportunity due to its cost effectiveness, speed, and ease to reach target audience.
Offering fee-based programs with a unique competitive advantage. By expanding the amount of programs which are fee-based, Woodcraft can take advantage of potential clients who are open to their unique program. Their program, which is focused on youth-driven interests, may capture a new market.





External threats to prepare for:
Fee-based programs face competition from other pay-for programs.  Potential fee-based programs face competition from similar institutions or tutoring centers which operate for the same purpose.
Woodcraft faces unexpected budget cuts.  Because majority of Woodcraft’s funding comes from federal and state grants, the organization is at the mercy of volatile levels of funding. In 2013, funding for afterschool programs was unexpectedly cut. Budgets for marketing

Fierce competition from other similar programs.  Woodcraft faces competition from many of the other after school programs in L.A. LA’s best is a similar organization and is one of Woodcraft’s major competitors. The company faces competition from other programs which may have bigger budgets.
Previous marketing efforts. Woodcraft has not provided information on any previous marketing efforts.
Target Market
Segment the Market
When it comes to our target market, segmentation helps by dividing the broad consumer market, and understanding the subgroups of consumers we can attract. The first segment we categorize our consumers in, is the behavioral factor. The behavioral segmentation helps our marketing strategy by understanding our consumers buying behavior. For example, why would family’s need or want to use an after school program like Woodcraft Rangers/NVISION. The second segment market would be a locational factor. Helping us understand that certain consumers may not have after school programs around them, or specifically do not have Woodcraft rangers/NVISION programs near them.
Evaluating Segments
When evaluating our segment we must understand the benefiting factors of what the after school program like NVISION brings to the community and to the participants such as the youth. Programs offered by NVISION can help engage youth and students in certain criteria that their school might not offer. By showing student’s new and innovative ways to have fun while also educating them with new skills that can become very useful later in their careers. With many public schools in the Greater Los Angeles area loosing extracurricular programs like art music, and sports, NVISION can offer these types of programs to students who do not have access anymore. NVISION programs can also help youth be deterred away from gang activities and criminal activities. Woodcraft Rangers/NVISION can target certain regions and areas where juvenile crime rates have risen, providing supervision for the youth and guidance that certain communities can benefit from.

Targeting Segment
 When targeting our segment we can categorize our consumers on an income basis, household number, and where juvenile crime rates have risen. These areas will help us further promote Woodcraft Rangers/NVISION into areas and communities that can benefit from the programs.  Certain income levels that we should highlight are median-low income families, particularly because these types of families tend to have guardians with 9am to 5pm jobs, leaving the students or children unsupervised after school.This time gap can cause children and students to be disengaged from productive ethics and often can lead to misled interactions that may cause harm in their lives. Another segment we can target within communities and regions are juvenile crime rates that have risen. These areas can use after school programs like NVISION to deter the youth away from harmful activities and engage them in productive and useful skills within the programs.

Primary Target Audience
 Our primary target audience to promote Woodcraft rangers/NVISION would be Median to Lower Income families, particularly the parents that have 9am - 5pm jobs, whose children would need some sort of supervision during the off hours they are not home, and communities that do not have any type of afterschool programs around them. Certain families with low to median income have to work full time 9am - 5pm jobs and come home at late hours of the day. Children typically get out of school around 2-3pm, giving a 2-4 hour gap when the children are either unsupervised or not properly guided (leading to bad influence) or not effectively use their time. Children can be unmotivated when not stimulated in the right areas of the brain. NVISION and Woodcraft Rangers are great ways to show children different ways to have fun while at the same time educating them and developing useful skills they can use later in their lives.

Barriers, Motivators, and Benefits
Certain barriers can be students or community members not knowing about the afterschool program (social media campaigns and advertisements can help neighboring families know that these after school programs exist) Also students who are not willing to attend these programs (interests, certain programs are not “fun”) Some other barriers could be that students are not liking certain programs (not engaging enough for the youth). Certain motivating factors can be applying certain after school programs to be more related to the students around the community. (based on student interests, what they like to do) Also helping families, most directly parents understand the benefits of putting their children into after school programs like NVISION, helps cognitive thinking, while engaging children with different methods outside of the classroom. Afterschool programs like NVISION also benefit the youth by helping students understand their strengths and trying to apply new activities that can help develop new skills that will later be beneficial in their careers and life in general.

Objective Behavior our Effort is Intended to Promote

Behavior Objectives - What we want our audience to do:
In broad terms we want our audience to become familiar with the NVISION and Woodcraft Rangers program. Specifically, at the community level we aim to have every parent at the school aware of the extended learning opportunity after school offered by NVISION. We wish for every student to be enrolled in the program at least three days a week.

At each school district in southern California we want District Board members to know about the NVISION program and how they can serve at the elementary, middle and high school level. Adoption of the program at more schools within the district currently serving the borad Los Angeles and Long Beach area.

Impact: If our audience adopts this behavior, will it make a difference relative to the purpose of our campaign?

If we see an increase in participation from students in the after school programs across Southern California there can be a decrease in juvenile delinquency and high school dropout rates.
If the NVISION program can meet target attendance goals set by the state and federal grants for the fiscal school year they can develop a healthy track record. The benefits of student attendance can reflect on the school and the after school provider. School districts can seek for an increase in after school program grants.  
Should NVISION become familiar to more local organization, businesses and members of the community it can increase market share and brand loyalty of the Woodcraft Rangers Program. This can result in a greater awareness of the priceless services NVISION programs offers the community.

School Districts acquiring the NVISION/Woodcraft Rangers Program at more schools could bring about more familiarity with the brand and services offered.

Willingness: Has our target audience heard of doing this behavior before? How willing or interested are they in doing this behavior? Do they perceive it will solve some problem, concern they have or will it satisfy some unfulfilled need?

Most of our parent/student target audience has heard of after school programing but may not be aware of magnitude of positive development and real issues resolved by the student being active in an activity after school. In some instances parents might not be aware of the NVISION program at their child's school. Since there is no real method to gauge this other than a school wide survey in which you may not receive every survey back there is no real way to answer this. However, to face the adversity of a parent not being aware of NVISION program can be resolved by extended promotional efforts. Promotional efforts can be in the form of flyers, phone calls or even set up a display booth at the beginning of the school year and at every parent school event.

The parents of the students can be willing to let their child stay after school for many reasons. The school institution for many parents and guardians is a safe haven for learning. NVISION is the best option rather than having their child walk home, many times to an empty adult-less home. As mentioned already the dangers from the time they are out of school until 6pm is most dangerous time for students. The students on the other hand are not as willing to stay as they grow to middle school and high school grades. To say that children aren't motivated to come to school and participate doesn't make sense. It's what they are motivated to do while at school. NVISION can change that. We can make it more likely our children want to go to school and like what their teachers ask them to do if they are interested in what they are doing.

The NVISION program can assist those parents who are unfamiliar with dangers that come with leaving a child unattended after school by having them go home while no capable adult is supervising or mentoring. Our target market can be divided into two groups. One, those who are involved in their child's education. Two, those who wish to be involved but they have no idea how to be involved. It is no shock that parent involvement plays an important role in their child's education. Parent involvement at the elementary level is  highest and tends to diminishes as the child grows from middle to high school. The reason is possibly that parents feel their support is less necessary as their child learns to take responsibility for their actions and gains a sense of identity. It also could be that the parents feel the school is less-accessible to them. Building the importance of after school programing to parents will fill the need once they understand the Schools can't be expected to do all the work engaging students. The more parents get involved with their kids and their children's schools, the more likely children are to feel that their school is a place they belong.

Measurability: Can the behavior be measured?
The desired behavior of more aware students, parents and school districts of the NVISION programs and its success can be measured. The ways in which this can be measured is  by recording attendance, recording social media metrics, graduation rates of NVISION participants and post evaluation reports of participants after graduation. Measuring of the behaviors requires a different mindset and strategy for each one. The different tactics for different audiences can be measured by brand-to-consumer and brand-to business.

  1. B2C - NVISION to students and parents
    1. Measuring attendance patterns of new students of the program.
    2. Measuring the retention of the students attending the program.
    3. Measuring the students who are not attending and why?
  2. B2B - NVISION to school districts, community members and social media platforms
    1. Measure new schools added to the NVISION/Woodcraft Ranger Branch in specified school districts.
    2. Measure how many schools who do not have the NVISION/Woodcraft Ranger program and why?
    3. Measure in kind donations from all communities
    4. Measure the social media increases across all platforms

Market Opportunity: How many in the target audience are not doing the behavior?
Currently, there is no study of how many student are not participating in the NVISON program. From our understanding attendance is taken daily in the program. However, we would recommend for NVISION to analyze attendance data and what percentage of the school wide body is attending their program along with who is not attending. Understanding why students are not attending and changing strategies for student retention. Also understand reasons why parents are not sending students to the NVISION program will help the everyone.

Market Supply:  Does the behavior need more support? Are other organizations doing “all that can be done”?
The NVISION program offered after school and overall awareness of the Woodcraft Rangers Organization and ones alike can all use more support. After school programming needs more backing from the community, school districts, statewide initiatives and federal support. The support needed is donations, funding, student participation, parent involvement and school day alignment participation.

There are other after school programs however, they face the same challenges as Woodcraft Rangers/NVISION does. After school programs do have the potential to impact positive learning and developmental outcomes for our future leaders. Yet we need to see more support for sustained participation in the program, quality programming and staffing, strong partnerships among the program and other places where students are learning, such as their schools, their homes, and other community institutions.

Currently, there is the  “Afterschool Alliance [who] is working to ensure that all children have access to affordable, quality afterschool programs.” (Afterschool Alliance). They are the nation's leading voice for afterschool awareness. They work with presidential administration, U.S. Congress, governors, mayors and afterschool programs. There efforts are important to the afterschool world. Annually they host a nationwide celebration called “Lights On Afterschool” “it attracts 1 million Americans to more than 8,000 events across the country” (Afterschool Alliance).
Knowledge Objectives -What we want our audience to know
We want parents to know across the country what can be offered by the NVISION program after school and the benefits: See Appendix B.

Belief Objectives -What we want our audience to believe or feel
It is important for every child to feel safe afterschool and the NVISION program is the perfect solution. NVISION’s campaign efforts should make parents and school officials aware of the findings from their 2016 Student Survey. According to the Woodcraft 2016 Survey data an outstanding 82% elementary and 90% at the middle schools claim to feel safe in the afterschool program. Reminding and offering parents a near to free or low cost option to make their children feel safe after school is priceless. The added bonus is the the quality programming offered by the NVISION program.

Campaign Target Goals
  • In our NVISION’s Awareness Campaign, with a duration of two years we would like to increase school body wide attendance at each site by at least 20%.  
  • Further develop social media and online presence on a quarterly basis, by an increase in metrics by 10 interactions, reaches and likes on the page and or post.

  • Open locations in at-risk areas by 10% each fiscal school year with a duration of two years.


Positioning Statement
We want to target families who have median-low income and also communities, where juvenile crime rates have risen, to be more aware of afterschool programs like NVISION, so they can help motivate and build empowering youthful students to be more engaged outside of the classroom. Our positioning statement comes from a Behavior-Focused positioning and also a Benefit-Focused positioning. Our behavior we wanted to focus on is to lower juvenile crime rates within certain regions of the greater los angeles area. We also want to benefit these communities by providing them with after school programs to enrich the youth around them and to help students follow a more productive and engaging educational track.

Marketing Mix Strategy
    • The marketing mix strategy includes the 4 p’s of marketing: product, price, place, and promotion. A product can be good, service, or an idea. There are three types of product elements: core, actual, and augmented. The core product is the benefit the audience wants for performing the behavior. In this case, the core product is the benefit of keeping the children out of trouble, and the productive behavior children get from engaging in the program. Keeping children off the streets can lower crime rate in the area and can alleviate the burden parents have wondering what their children are doing after school when they are not home. Involvement in NVISION enables children to have an increase in test scores and creativity.
    • The actual product is the tangible or tangible service being promoted. The service being promoted is NVISION. There are other programs such as “SK8 and Summer Learning”, but the program we are going to be focusing on is NVISION. NVISION provides the services the core product encompasses. This includes the core beliefs the service tries to pass on to the children.
    • The augmented product is additional product elements that help support behavior change. This includes the actual program itself. NVISION has many programs, such as photography class, robotics class, and nutrition class. These are examples of augmented product since they help the core product promote the behavior change. NVISION wants the parents to enroll children in their afterschool program to alleviate the burden of wondering where the children are when they are not home.
    •         Price is the cost that the target audience associates with adopting the desired behavior. Cost has two main characteristics: monetary and nonmonetary. Monetary cost is the physical cost associated with adopting the behavior. NVISION using monetary costs to charge membership fees for each student enrolled depending on a need based basis. This program is fee-based. Depending on income, the parents pay accordingly. For example, depending on the location, prices can range from $6 to $9 per day, per student, with the parents charged monthly. However, much of the programs are free for students. Per NVISION, this is a great price relative to their competitors which have a per day fee ranging from $10 to $12 per day. The nonmonetary cost is intangible, meaning it’s the time, effort, and energy required to perform the behavior. For NVISION the current nonmonetary costs are the time and effort students take to go to the afterschool programs instead of going home.
    •         Place is where and when the target audience will perform the desired behavior, this can be done online or offline. NVISION uses several techniques to get to the target audience. For starters, they go to the site location instead of the students going to a specific site. This in turn is a huge advantage for NVISION as it not only makes it more accessible than the competitors, it also works with existing distribution channels, and it is where the target audience hangs out. This is one thing NVISION is proud of considering the competitors make the students go to their location. Also, NVISION works with the school to distribute upcoming events and using the school site to recruit prospective students for the upcoming school year. By incorporating itself in the school, NVISION prevents any incident that may happen during the transition from school to the program site. This also prevents any gang related incidents from happening.
    •         One of the most important part of the marketing campaign deals with promotion. Promotions are persuasive communications designed and delivered to inspire the target audience to action. To develop a promotion strategy, the organization needs to include four major decisions: what is going to be communicated, who is going to deliver the message, what will the message say, and where and when the messages will appear. The message NVISION tends to deliver is to guide young people as they explore pathways to purposeful lives. Another message NVISION delivers is “Excellence in expanded learning”. These messages explain the mission statement of NVISION and their goal of helping students keep out of trouble by providing after school programs. The messengers are the students attending the program. The students are the ones delivering the message since they are the ones participating in the programs. At the end of the school year, NVISION has a chance to demonstrate what the children have been doing throughout the year. If the students do not have anything to show, then what have they been doing that whole time? It is the student's job to demonstrate what they learned in the program and showcase the skills they learned throughout the year. If the students are successful, word would spread of the success of NVISION allowing more students to enroll in the program. The message delivered demonstrates how children enrolled in the NVISION program use the time to enhance their learning and avoid any gang related activity after school. The creative strategy NVISION uses is “Excellence in Expanded Learning”. This creative strategy serves to focus on what the target audience wants. In this case, the target audience wants a place where their children can stay out of trouble and be in a safe environment. These messages will appear around school once the school year begins and once the school year ends. This serves to allow incoming students to know what the program is about and talk to students already in the program.          
Marketing Research
  • Data Collection Method
    • Primary Research - Surveys
    • Secondary Research - Social Media Analysis

The previous data will be analyzed from the previous studies to see how the growth of the organization has progressed to see how the growth could proceed in the future. The previous data will show how the program has reached previous schools and can be offered to the entire district. This data will show how they focus in on one school in a district and get the rest of the district to offer their program. The social media analysis will show a snapshot of how the organization's name recognition is currently and from the surveys social media will target the audience which Woodcraft Rangers wants to spread their word to. Currently, on Twitter Woodcraft Rangers has 500 followers and on Facebook they have 2,300 followers.  They have a small outreach currently and should look to partner with companies who can help fund their programs and they can use their technology in order to run the programs that they need to run as well as look to  celebrities to help spread their cause by asking celebrities who were once part of working class families how programs like this can help children.They can also create an application in order to make all their information easily accessible. They can make it easy to locate schools that have Woodcraft Rangers as well as showing what programs they offer at each site as well as history and other information about them and their programs. According to the surveys 82% of elementary students felt safe with Woodcraft Rangers while 90% of middle schoolers felt safe. Also students who attended Woodcraft Rangers 79% of Elementary School children and 73% of Middle School children feel like they are doing better in school. Finally 90% of those who are a part of the program feel like they will graduate high school while 85% feel like they will graduate college. Students also tend to be more involved in their communities 53% of students volunteer in their community while 52% take a leadership role in an activity in school. Students also learned social and emotional competencies, persistence and self-efficiency. Overall Woodcraft Rangers helps build leaders through their numerous programs as well as help them excel in  the classroom. However they need to spread their word more effectively by using all their resources and looking into increasing their presence on social media.   
Recommendations
  • Update website
    • Functionality (Faster, Easier to navigate, Mobile friendly)
    • Have school site specific related information for parents
      • Student Application
      • Program Event Dates
    • Create an application in order to make information about them accessible
  • Social Media
    • Posting on each platforms constantly
    • Recruit Social Media Ambassadors
  • School Site Promotions
    • Flyers ( talk during classes about their program and pass flyers as well as have flyers in the office)
    • Banners in front office
    • Booths/ Table at each parent/student on campus event to help explain their programs and who they are to parents and have paperwork to sign up
    • Lunch time recruitment ( talk during lunchtimes about them and their program)






References

Caldwell, M., Vitacco, M., & Van Rybroek, G. (2006). Are Violent Delinquents Worth Treating? Journal of Research in Crime and Delinquency, 43(2), 148-168.  
Goldschmidt, P., Huang, D., & Chinen, M. (2007). The long-term effects of after-school programming on educational adjustment and juvenile crime: A study of the LA’s BEST after-school program. Washington, DC: U.S. Department of Justice.

Huang, D., Kim, K. S., Marshall, A., & Perez, P. (2005). Keeping kids in school: An LA’s BEST example—A study examining the long-term impact of LA’s BEST on students’ dropout rates. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.

Little, P., Wimer, C., Weiss. (2007). Afterschool Programs In The 21st Century: Their Potential And What It Takes To Achieve It. Harvard Family Research Project. Pp. 6.
Lee, N. R., & Kotler, P. (2016). Social Marketing Changing Behaviors for Good (5th ed., pp. 41-471). Thousand Oaks, CA: Sage Publications, Inc.
Oxley, Diana. "Connecting Secondary Schools to Parents and Community."
    Principals Research Review, vol. 8, no. 1, Jan. 2013, pp. 1-7.
    National Association of Secondary School Principals,
    educationnorthwest.org/gateway/download/355576/1492541470. Accessed 18 Apr.
    2017.
(n.d.). In After School Alliance . Retrieved from AfterSchoolAlliance.org











Appendix A.  


















Appendix B. Study Conducted by UCI (U.S Depth of Education) afterschool_050608 copy.jpg



Appendix C
The following is a list of schools which may have the demographics to support pay-for programs. These cities were based on median income, levels of ASES funding (or lack-of funding due to a high median income), and demographics.

  1. Arcadia USD
  2. Beverly Hills USD
  3. Bonita USD
  4. Claremont USD
  5. El Segundo USD
  6. Glendora USD
  7. Hermosa Beach City USD
  8. Las Virgenes USD
  9. Manhattan Beach USD
  10. Palos Verdes USD
  11. San Marino USD
  12. Saugus Union School district
  13. South Pasadena USD
  14. Walnut Valley USD
  15. William S. Hart Union High School district
Appendix D.

A SUMMARY OF WOODCRAFT 2016 SURVEY DATA
A-1
DESCRIPTION OF SAMPLE

# Sites
# Respondents
Middle School
17
864
Elementary
19
1050


Elementary and Middle School Survey Results
A-2
Program Experience
Elementary
(Somewhat; very true)
Middle School
(Somewhat; very true)
Students report a positive program climate, a sense of physical; emotional safety and sense of belonging.


  • I felt safe when I was at Woodcraft.
82% (27; 55)
90% (21; 69)
  • I liked going to Woodcraft.
81% (26; 55)
87% (27; 60)
  • I felt like I belonged in Woodcraft.
71% (28; 43)
80% (30; 50)
Positive relationships with adults


  • The staff was helpful when I had homework questions.
79% (24; 55)
77% (23; 54)
  • The staff helped me feel like I can succeed.
75% (27; 48)
81% (28; 53)
Choice and Learning Opportunities


  • I got to choose which activities I wanted to do.
63% (27; 36)
87% (27; 60)
  • I learned new things I can do even when I am not at Woodcraft
74% (29; 45)
75% (23; 52)
Parental Involvement


  • My parent(s) attended Woodcraft activities.
36% (19; 17)
36% (16; 20)
  • My parent(s) helped out at Woodcraft.
50% (22; 28)
20% (8; 12)
ACADEMIC AND BEHAVIORAL OUTCOMES
Elementary
(Somewhat; very true)
Middle School
(Often; always)
Academic Efficacy and Positive School Behaviors


  • Feel good about your grades
79% (31; 41)
73% (16; 57)
  • Look forward to coming to school
N/A
71% (14; 57)
  • Talk to your parents about school or homework
62% (31; 48)
N/A
  • Turn all of your homework in on time
87% (27; 60)
82 (12%; 70%)
  • Follow the rules at school
89% (24; 65)
N/A
  • Use math in fun activities (like sports or games)
72% (25; 47)
45
  • Ask for help on homework when you need it
70% (32; 38)

Positive Peer Relations and Healthy Behaviors


  • Get along well with other students
83% (34; 49)
76% (16%; 60%)
  • Healthy foods like fruits and vegetables
80% (35; 45)
67
  • Do physical activities like running, dancing, or sports
84% (20; 64)
81%


Survey Data Highlights
A-3
  • Majority of elementary and middle school students report positive experiences in the WR afterschool program related to activities, staff and peer relationships.
  • Half of elementary students report parents helping in the program and over a third of elementary and middle school students report their parents attending WR activities.
  • Majority of elementary and middle school students report academic efficacy and positive behaviors related to school academic success.
  • Majority of elementary and middle school students report positive peer relations and healthy behaviors.
Middle School Specific Data
BELONGING AND PERSISTENCE
A-4
  • During a typical week at school, middle school students indicate a sense of belonging with their peer group and are persistent in completing homework and attending class regularly:
  • 86% say they have at least one adult in their life that believes in them
  • 82% report feeling accepted by their group of friends during a typical week (52% always; 18% almost always and 12% often)
  • 72% report that they kept working on their homework even when it was hard (43% always; 15% almost; 14% always)
  • 81% never skipped class
LEADERSHIP SKILLS
A-5
  • Middle school students report taking positive action on the behalf of others, participating in community service and leadership experiences in the past year:
  • 77% Helped to do something that made a positive change for someone else
  • 53% Volunteered at school or in your community
  • 52% Lead an activity at school or in your community
  • 50% Helped to organize or plan an activity or event at your school or in your community
HIGHER EDUCATION ASPIRATIONS
A-6
  • The overwhelming majority of middle school students are confident that they will graduate and pursue a higher education degree and succeed in career of their choice:
  • 90% say they will graduate from high school (65% definitely and 25% probably)
  • 80% say they will graduate from college or a technical school (50% definitely; 30% probably)
  • 82% say they will be successful in whatever career they choose (55% definitely; 25% probably)
  • The overwhelming majority of middle school students (nearly 90%) believe WR helps them prepare for college and career success
  • 89% say they are learning things that will be useful in a job or career (46% say this is very true; 22% pretty much true; 20% somewhat true)
  • 89% believe they are able to set goals, follow through and accomplish them (40% say this is very true; 30% pretty much true; 19% somewhat true)
  • 88% report that know about college preparation requirements: A-G classes and entrance exams (46% very true; 22% pretty much true; 20% somewhat true)
  • More than half (62%) of middle school students report completing a written education and career plan
Elementary Students’ Written Responses
A-7
  • The overwhelming majority of elementary students (94%) are able to identify specific skills and benefits they gained from participation in Woodcraft Rangers during the past year. Examples of students’ written statements related to their academic efficacy, persistence, healthy behaviors and social emotional skills learned include:
ACADEMIC/SELF EFFICACY
A-8
  • I learned how to do math.
  • I learned that I can do my homework this year.
  • I learned facts about space and animals.
PERSISTANCE
A-10
  • I learned to never give up.
  • I've learned that you can do anything if you put your mind to.
HEALTHY BEHAVIORS
A-11
  • I learned to garden and cook.
  • To exercise more.
SOCIAL-EMOTIONAL COMPETENCIES
A-12
  • Be nice to other people even they are not your nationality
  • I learned how to have fun, safe, respectful, and helpful
  • We need to take care of earth.
  • That I can be myself and don’t let anyone bring you down.
  • One thing I learned in Woodcraft is believe in yourself
  • One thing I learn in Woodcraft is I know more friends and new experiences


Middle School Students’ Written Responses
A-13
  • The majority of middle school students (70%) indicated that they had acquired a new skill and valuable skills related to the various enrichment activities they experienced at Woodcraft Rangers, including visual and performing arts and sports.
  • 85% of those learning a new skill report applying it outside of the afterschool program.
  • Students reported gaining social and emotional competencies (leadership, teamwork, resiliency, self-respect or caring for others).
When asked to describe one of the new skills learned at Woodcraft this year middle school students identify a range of benefits of participation in Woodcraft Rangers.
Selected and representative responses are organized by recurring themes highlighted below:
SOCIAL-EMOTIONAL COMPETENCIES
A-14
I learned…
  • To be a leader
  • I learned how to be a leader not a follower
  • Good leadership skills
  • How to be a good leader
  • To work as a team and help each other.
  • How to work in a team and how to love everyone the same
  • How to be productive make better decisions and be a leader
  • To love myself and focus on myself
  • To get along with others.
  • Having good communications
  • How to communicate with my other teammates
  • To work and meet other people and get along
  • To be happy and proud
  • I've learned to be less shy
  • To not fight to people in soccer games or drums practice
  • Become a better person by helping coach
  • I've learned to be responsible
  • To be someone that listens
  • How to be more respectful
  • How to be polite to others.
  • To be helpful in the community
  • To help others or help the poor people
  • Sharing
  • Being kind
PERSISTANCE
A-15
I learned…
  • Sportsmanship and determination
  • Not to give up and keep trying
  • How to push myself into completing my goals
  • How to always push through a game even when you are losing
  • Learned how to deal with my problems without having a panic attack
  • Give my best effort to succeed in the future
  • To be responsible and I have to stay in the program
  • Be helpful to others and to always try and never give up
  • That no matter what I do I can achieve it even if I mess up a little
SELF-EFFICACY
A-16
I learned…
  • How to be successful
  • That you can do anything that entertains you in my life
  • How to accept that I can or can't do something.
  • To feel confident about myself
  • To believe in myself
  • To be less shy
ACADEMIC EFFICACY
A-17
I learned…
  • In journalism how to write about the topics I wanted to write
  • I learned to be organized
  • I started doing my homework everyday
  • How to write better.
  • How to study for my test.
  • How to talk in public.
  • How to speak more English
ACQUIRING & MASTERING NEW SKILLS
A-18
Visual and Performing Arts
I learned…
  • Different painting techniques
  • How to draw and paint with more skill and detail.
  • To make pottery
  • Different type of instruments
  • How to play the guitar
  • Different cultures and dances
Sports and Recreational/Enrichment Activities
I learned…
  • How to properly plays basketball.
  • A round off, this an awesome experience
  • Tumbling and new dances
  • How to basketball
  • How to play football
  • How to do judo
  • How to kick the ball and make goals
  • Tumbling and dancing with style, also how to not be shy
  • How to play volleyball and interact with others
  • Exercises that would help us and how to work as a team
  • To be better at soccer and got faster at running and learned communication skills
  • How to work as a team and learn to dance
  • How to shoot a basketball better than ever



ACADEMIC AND BEHAVIORAL OUTCOMES
Elementary
(Somewhat; very true)
Middle School
(Often; always)
Academic Efficacy and Positive School Behaviors


  • Feel good about your grades
79% (31; 41)
73% (16; 57)
  • Look forward to coming to school
N/A
71% (14; 57)
  • Talk to your parents about school or homework
62% (31; 48)
N/A
  • Turn all of your homework in on time
87% (27; 60)
82 (12%; 70%)
  • Follow the rules at school
89% (24; 65)
N/A
  • Use math in fun activities (like sports or games)
72% (25; 47)
45
  • Ask for help on homework when you need it
70% (32; 38)

Positive Peer Relations and Healthy Behaviors


  • Get along well with other students
83% (34; 49)
76% (16%; 60%)
  • Healthy foods like fruits and vegetables
80% (35; 45)
67
  • Do physical activities like running, dancing, or sports
84% (20; 64)
81%
SUMMARY OF WOODCRAFT 2016 SURVEY DATA
DESCRIPTION OF SAMPLE

# Sites
# Respondents
Middle School
17
864
Elementary
19
1050


Elementary and Middle School Survey Results
Program Experience
Elementary
(Somewhat; very true)
Middle School
(Somewhat; very true)
Students report a positive program climate, a sense of physical; emotional safety and sense of belonging.


  • I felt safe when I was at Woodcraft.
82% (27; 55)
90% (21; 69)
  • I liked going to Woodcraft.
81% (26; 55)
87% (27; 60)
  • I felt like I belonged in Woodcraft.
71% (28; 43)
80% (30; 50)
Positive relationships with adults


  • The staff was helpful when I had homework questions.
79% (24; 55)
77% (23; 54)
  • The staff helped me feel like I can succeed.
75% (27; 48)
81% (28; 53)
Choice and Learning Opportunities


  • I got to choose which activities I wanted to do.
63% (27; 36)
87% (27; 60)
  • I learned new things I can do even when I am not at Woodcraft
74% (29; 45)
75% (23; 52)
Parental Involvement


  • My parent(s) attended Woodcraft activities.
36% (19; 17)
36% (16; 20)
  • My parent(s) helped out at Woodcraft.
50% (22; 28)
20% (8; 12)





Survey Data Highlights
  • Majority of elementary and middle school students report positive experiences in the WR afterschool program related to activities, staff and peer relationships.
  • Half of elementary students report parents helping in the program and over a third of elementary and middle school students report their parents attending WR activities.
  • Majority of elementary and middle school students report academic efficacy and positive behaviors related to school academic success.
  • Majority of elementary and middle school students report positive peer relations and healthy behaviors.
Middle School Specific Data
BELONGING AND PERSISTENCE
  • During a typical week at school, middle school students indicate a sense of belonging with their peer group and are persistent in completing homework and attending class regularly:
  • 86% say they have at least one adult in their life that believes in them
  • 82% report feeling accepted by their group of friends during a typical week (52% always; 18% almost always and 12% often)
  • 72% report that they kept working on their homework even when it was hard (43% always; 15% almost; 14% always)
  • 81% never skipped class
LEADERSHIP SKILLS
  • Middle school students report taking positive action on the behalf of others, participating in community service and leadership experiences in the past year:
  • 77% Helped to do something that made a positive change for someone else
  • 53% Volunteered at school or in your community
  • 52% Lead an activity at school or in your community
  • 50% Helped to organize or plan an activity or event at your school or in your community
HIGHER EDUCATION ASPIRATIONS
  • The overwhelming majority of middle school students are confident that they will graduate and pursue a higher education degree and succeed in career of their choice:
  • 90% say they will graduate from high school (65% definitely and 25% probably)
  • 80% say they will graduate from college or a technical school (50% definitely; 30% probably)
  • 82% say they will be successful in whatever career they choose (55% definitely; 25% probably)
  • The overwhelming majority of middle school students (nearly 90%) believe WR helps them prepare for college and career success
  • 89% say they are learning things that will be useful in a job or career (46% say this is very true; 22% pretty much true; 20% somewhat true)
  • 89% believe they are able to set goals, follow through and accomplish them (40% say this is very true; 30% pretty much true; 19% somewhat true)
  • 88% report that know about college preparation requirements: A-G classes and entrance exams (46% very true; 22% pretty much true; 20% somewhat true)
  • More than half (62%) of middle school students report completing a written education and career plan
Elementary Students’ Written Responses
  • The overwhelming majority of elementary students (94%) are able to identify specific skills and benefits they gained from participation in Woodcraft Rangers during the past year. Examples of students’ written statements related to their academic efficacy, persistence, healthy behaviors and social emotional skills learned include:
ACADEMIC/SELF EFFICACY
  • I learned how to do math.
  • I learned that I can do my homework this year.
  • I learned facts about space and animals.
PERSISTANCE
  • I learned to never give up.
  • I've learned that you can do anything if you put your mind to.
HEALTHY BEHAVIORS
  • I learned to garden and cook.
  • To exercise more.
SOCIAL-EMOTIONAL COMPETENCIES
  • Be nice to other people even they are not your nationality
  • I learned how to have fun, safe, respectful, and helpful
  • We need to take care of earth.
  • That I can be myself and don’t let anyone bring you down.
  • One thing I learned in Woodcraft is believe in yourself
  • One thing I learn in Woodcraft is I know more friends and new experiences


Middle School Students’ Written Responses
  • The majority of middle school students (70%) indicated that they had acquired a new skill and valuable skills related to the various enrichment activities they experienced at Woodcraft Rangers, including visual and performing arts and sports.
  • 85% of those learning a new skill report applying it outside of the afterschool program.
  • Students reported gaining social and emotional competencies (leadership, teamwork, resiliency, self-respect or caring for others).
When asked to describe one of the new skills learned at Woodcraft this year middle school students identify a range of benefits of participation in Woodcraft Rangers.
Selected and representative responses are organized by recurring themes highlighted below:
SOCIAL-EMOTIONAL COMPETENCIES
I learned…
  • To be a leader
  • I learned how to be a leader not a follower
  • Good leadership skills
  • How to be a good leader
  • To work as a team and help each other.
  • How to work in a team and how to love everyone the same
  • How to be productive make better decisions and be a leader
  • To love myself and focus on myself
  • To get along with others.
  • Having good communications
  • How to communicate with my other teammates
  • To work and meet other people and get along
  • To be happy and proud
  • I've learned to be less shy
  • To not fight to people in soccer games or drums practice
  • Become a better person by helping coach
  • I've learned to be responsible
  • To be someone that listens
  • How to be more respectful
  • How to be polite to others.
  • To be helpful in the community
  • To help others or help the poor people
  • Sharing
  • Being kind
PERSISTANCE
I learned…
  • Sportsmanship and determination
  • Not to give up and keep trying
  • How to push myself into completing my goals
  • How to always push through a game even when you are losing
  • Learned how to deal with my problems without having a panic attack
  • Give my best effort to succeed in the future
  • To be responsible and I have to stay in the program
  • Be helpful to others and to always try and never give up
  • That no matter what I do I can achieve it even if I mess up a little
SELF-EFFICACY
I learned…
  • How to be successful
  • That you can do anything that entertains you in my life
  • How to accept that I can or can't do something.
  • To feel confident about myself
  • To believe in myself
  • To be less shy
ACADEMIC EFFICACY
I learned…
  • In journalism how to write about the topics I wanted to write
  • I learned to be organized
  • I started doing my homework everyday
  • How to write better.
  • How to study for my test.
  • How to talk in public.
  • How to speak more English
ACQUIRING & MASTERING NEW SKILLS
Visual and Performing Arts
I learned…
  • Different painting techniques
  • How to draw and paint with more skill and detail.
  • To make pottery
  • Different type of instruments
  • How to play the guitar
  • Different cultures and dances
Sports and Recreational/Enrichment Activities
I learned…
  • How to properly plays basketball.
  • A round off, this an awesome experience
  • Tumbling and new dances
  • How to basketball
  • How to play football
  • How to do judo
  • How to kick the ball and make goals
  • Tumbling and dancing with style, also how to not be shy
  • How to play volleyball and interact with others

  • Exercises that would help us and how to work as a team
  • To be better at soccer and got faster at running and learned communication skills
  • How to work as a team and learn to dance
  • How to shoot a basketball better than ever
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