This article reports on experiences and methods of adapting a valid adult social capital assessment to youth audiences in order to measure social capital and sense of place. The authors outline the process of adapting, revising, prepiloting, piloting, and administering a youth survey exploring young people's sense of community, involvement in the community, and the development of social capital. They then discuss the trade-offs of defining the often amorphous concepts included in social capital as they select measurement scales. The constructs used in the survey are agency, belonging, engagement, and trust for bonding, bridging, and linking forms of social capital.

Evaluation has become a standard for youth programming, to provide both evidence for improvement recommendations and an assessment of program outcomes. Having a common evaluation tool across programs (in this case, camps) is beneficial in aggregating measurements and understanding similarities and differences between programs. The purpose of this paper is to describe the process of working with the California 4-H Camping Advisory Committee to develop a common evaluation tool for all California 4-H camps, and to share initial findings from the instrument. We present results from two years of data collection, and the multiple uses of the findings.

The driving behaviors and characteristics of unlicensed teenage drivers have been little explored. For this study of behaviors of unlicensed California teen drivers, 2,144 high school seniors at 13 school sites in California completed a written survey. Unlicensed driving was ascertained by combining survey questions about licensing and driving. Data were analyzed to examine characteristics of unlicensed drivers compared with licensed drivers, and to examine risk behaviors among the unlicensed drivers. A total of 12.4 percent (n = 265) of students reported driving a motor vehicle without a driver’s license or permit, while two-thirds of surveyed students had either a license or a permit, and the remainder did not drive. Unlicensed drivers were primarily male (56 percent) and Latino (67 percent); unlicensed drivers were more likely than others to attend a school with a lower-income population. Licensed and unlicensed drivers reported similar rates of driving after alcohol or other drug use. Licensed drivers were more likely than unlicensed drivers to report having been in a crash, but this difference was no longer significant after adjustment for risk behaviors. Unlicensed driving was fairly common in this sample, but did not appear to represent an excess risk relative to licensed drivers.

In the last three decades, positive youth development has emerged as the new paradigm for youth-related research and programming. The literature provides strong evidence that high-quality youth programs can have positive and significant effects. Positive youth development is strongly associated with three outcomes of particular public significance: improved school achievement and graduation rates, decreased incidence of risk behaviors and increased sense of personal efficacy and empathy. A strong economic case could be built for increasing public investment in positive youth development programs. What is needed now is more and better data, and measurable goals at the state level.

People of color have been historically marginalized and stripped of equitable access to education throughout this country—which is a form of social injustice. Social injustice describes societal inequities that marginalize groups by diminishing access to quality education and other human rights. One way that Extension can be a catalyst to minimizing social injustice is to become more aware of societal disparities. There are also programmatic considerations that can help foster social justice. One such consideration is to increase programs that enhance social capital, as they can serve as a conduit of social justice.