A Taller Hoy research framework, applied

Theory of Change

Every element of the HomeWorks model is built to move scholars toward one vision: young girls+ from marginalized communities are equipped with the skills and confidence to achieve their full potential and create systemic change within their community.

Getting there isn't a straight line from activity to result — it runs through what a scholar comes to believe about herself and her future.

Program Developmental driver Near-term indicators Long-term outcome

Our research identifies the developmental drivers — like Educational Commitment — that program design must build first. HomeWorks then tracks near-term indicators (attendance, GPA, course completion) that show a driver is taking hold, on the way to the long-term outcomes — high school graduation, college enrollment, and sustained leadership — that prove it did.

Program builds a developmental driver, which shows up in near-term indicators, which lead to a long-term outcome.

Track 01

Academic Development

The boarding structure exists to build one thing first: a scholar's dedication to college and the value she places on earning a degree.

Program

Structured residential learning

Daily transportation and a five-and-a-half-day dorm schedule create the conditions for academic focus — individual tutoring, an enrichment curriculum spanning coding, poetry, and architecture, and dedicated post-secondary access and alumni support.

Developmental driver

Educational Commitment

The research-identified driver behind sustained academic effort — not the daily habits themselves, but the belief that makes those habits worth keeping up.

Near-term indicators

Signs the driver is taking hold

9th–10th grade 95% attendance, on-track course credits, A's/B's with a 3.0+ GPA, 80%+ on-time task completion, PSAT/NMSQT participation
11th–12th grade 95% attendance, full college-prep course load, A's/B's with a 3.3+ GPA, 100% on-time task completion, applications to three+ four-year colleges and two scholarships

Strong, well-documented predictors that a scholar is on track to graduate on time.

Long-term outcome

Graduation and beyond

100% of scholars graduate high school with a 3.0+ GPA and enroll in a four-year college or university.

What carries a scholar through college is less about the habits she built and more about whether her Educational Commitment held — which is why we track and support that commitment through college completion, not just graduation day.

Track 02

Identity & Civic Leadership

This track builds a scholar's comfort in social situations, her ability to communicate across difference, and her sense of attachment to a community and its institutions.

Program

Culture, counseling & community

Scholars build self-knowledge and community connection through HomeWorks' culture-and-climate curriculum on self, community, and leadership; mental health counseling; sisterhood and field-trip experiences; and local social/global justice programming, internships, and capstone projects.

Developmental driver

Belonging & Social Integration

The driver behind sustained civic participation and leadership — not just isolated volunteer hours.

Near-term indicators

Signs the driver is taking hold

9th–10th grade Growing knowledge of self, others, and social systems; practicing self-advocacy in the classroom and program; beginning to identify where she wants to make an impact
11th–12th grade Active participation in at least one community initiative — a house committee, club, or project; a legacy senior project; a clearly articulated sense of purpose
Long-term outcome

Graduation and beyond

Scholars graduate as confident leaders rooted in their authentic identities, and go on to demonstrate sustained civic engagement — through advocacy, storytelling, or public leadership — in their communities.

Foundation layer

Social-Emotional Growth

Educational Commitment and Belonging & Social Integration aren't built directly — they're built on top of four underlying competencies that run through every HomeWorks program.

Confidence

9th–10th Identifies traits she values in herself and articulates what shapes those values.
11th–12th Becomes self-reflective, with a strong sense of self-efficacy and self-esteem.

Perseverance

9th–10th Works alongside HomeWorks staff to identify and address personal and interpersonal challenges.
11th–12th Uses feedback constructively to build her own strategies for long-term goals.

Relationship Management

9th–10th Identifies the resources and tools to navigate relationships across family, school, and community.
11th–12th Works cooperatively toward shared goals and resolves conflict through restorative practices.

Responsible Decision-Making

9th–10th Builds critical-thinking skills and begins defining her own ethical standards.
11th–12th Applies those skills to resist social pressure and make decisions grounded in her values.
Attendance and GPA tell us a scholar is on track to graduate. Commitment and belonging tell us she'll carry that success forward.

Programming built for one without the other only gets a scholar halfway to the vision we share.