Logic Models for the “Chanoch LaNa’ar” Program


“Chanoch LaNa’ar” is a program operated by the Ministry of Education for ultra-Orthodox youth at risk of leaving their community. The program was launched in 2014 and by 2022, it was active in 190 yeshivas (Jewish schools where students study religious texts) in various segments of the ultra-Orthodox community. The program was designed to help the “Yeshivot Ktanot” (unique cultural institutions for boys aged 13–17) in coping with student dropout. Through weekly meetings with a mentor, the program provides academic, social, and emotional support for students at risk of dropping out due to academic, family, and socio-emotional difficulties. The program was established to prevent both explicit and implicit dropout, improve academic and behavioral skills, promote social integration, and improve the students’ wellbeing.


The Social Inclusion Team at the Myers-JDC-Brookdale Institute is currently evaluating the Chanoch LaNa’ar program, and the Institute’s Outcomes Team was asked to design logic models for the program. The logic model is a key tool in outcomes thinking, which seeks to trace change theory and help in developing measurement systems, analyzing data and in learning about the program. The model gives a graphic presentation of the program’s main components – characteristics, needs, inputs, outputs, and outcomes – and illustrates their connections visually. It is a widely used tool for planning, conceptualization, and tracking changes.


Logic models for the Chanoch LaNa’ar program were constructed on two levels: the service recipient level and the organizational level. The models were constructed based on official documents and other information collected by the Social Inclusion Team as part of their evaluation study. The materials were analyzed thematically, and the logic models were constructed based on this analysis together with the relevant literature and feedback from program implementers.


The logic models developed present the program’s theory of change from both the aspect of the service recipients and the organizational aspect. The models provide a clear and organized construct of the program, including its benefits, missing elements, and areas needing improvement. The process of constructing the logic model at the service recipient level indicated considerable heterogeneity in the characteristics of the students and their families, which requires an individual and tailored intervention. Most students join the program due to academic difficulties and additional needs but the mentoring addresses mainly academic needs, with some attention to social, emotional and behavioral aspects. It is important to attend to non-academic needs and to provide a comprehensive response. Some of the students have complex needs which require professional services beyond the scope of the program. Therefore, the program should include capabilities for identifying these students and referring them to appropriate designated services.

On the organizational level, it appears that a key strength of the program is the experience and the high level of commitment of the mentors. It is important to cultivate that strength by developing mechanisms of learning, supervision, and support for the mentors. It is also important to define the program’s goals clearly and to convey them to the mentors. Finally, the mentors should be provided with the knowledge, tools and support required to achieve the program’s goals. Finally, as the program develops, organizational systems should be developed for managing the program, sharing information, preserving knowledge and coordination.

Citing suggestion: Bachar, Y., & Arazi, T. (2024). Logic Models for the “Chanoch LaNa’ar” Program. RR-980-24. Myers-JDC-Brookdale Institute. (Hebrew)