New Jersey Farm to School Network

Transcription

1 New Jersey Farm to School Network School Garden Report (Based on 2012 School Garden Award Survey) Created by Karenna Martin, Princeton University 15 1

2 Table of Contents Introduction and Goals.3 Methods.3 Findings.5 Discussion and Recommendations 13 Appendix

3 Introduction and Goals Last year, the New Jersey Farm to School Network (NJF2S) sponsored a School Garden of the Year award for the first time. To enter, school garden leaders filled out a multi-question survey, comprised of both multiple-choice and open-ended questions, and described different aspects of their school gardens. Response was enthusiastic and overwhelming; 165 different schools and organizations filled out the survey. While the contest winners have already been announced, NJF2S hopes to utilize the data collected in the survey to provide a snapshot of the state of school gardens. The survey was not originally meant to be sociologically analyzed, and consequently faces many issues with data validity and reliability; the analysis I do here is only meant to apply to this sample of school gardens and to provide a quick look into these 165 schools. However, this short analysis of the survey responses may potentially lead to a better understanding of the current needs and goals of school gardens in this diverse state. Methods The Survey The survey was conducted through SurveyMonkey and comprised of 10 separate questions, some with multiple fields. The questions ranged in format some were multiple-choice (where either multiple answers or only one answer were accepted), while some were completely open-ended and inspired paragraph-long answers. Figure 1 shows the format of the original survey questions. Participants were allowed to come back to questions if need be. In all, 165 schools answered some part of the survey. I used all responses in my data analysis. I also supplemented the survey data with information on school classification (public, private, or charter), school type (rural, suburban, or urban), and school population, gathered from the NJ Department of Education and the National Center for Education Statistics. Analysis Method The survey s combination of both quantitative and qualitative questions proved a unique challenge when attempting to analyze answers. In the case of the quantitative and multiple-choice questions, I relied on the answers survey respondents provided. The qualitative, open-ended questions required deeper analysis. Because of the mixed nature of the survey, I compiled all answers in an Excel file that allowed for ease of manipulation of data. For each qualitative question, I examined answers across all 165 responses in order to get an idea of the most common answers for each question. I turned each answer into a code with a corresponding description and letter representation. For example, responses to Potential Fund Use are sorted into six categories: size expansion (A), season expansion (B), raw materials and maintenance (C), sustainability (D), outdoor classroom materials (E), enrichment (F), and donation/outreach (G). With this approach, I was able to quickly see the most common trends across all data and compare across different groups of gardens. In effect, this strategy allowed for 3

4 the quantitative analysis of qualitative answers. The breakdown of all of the final qualitative codes is in Figure 2, which also shows the intricacies of how I chose to sort certain phrases (for example, a school that expressed a wish to build a greenhouse with potential winnings was sorted as A [size expansion] rather than D [sustainability]). Obstacles Because the survey was not originally designed to be analyzed, I ran into difficulties regarding survey reliability. The survey was originally designed as an online contest entry, so participants were selfselecting. The sample gathered is therefore almost certainly not representative of the entire NJ school garden population. It is essential to understand that the results cannot and should not be assumed to represent the entire population of school gardens in NJ. However, the data gathered still provide a snapshot of the needs and goals of the participating school gardens. Compounding these validity issues were other issues with survey reliability. There was no regulation in terms of who was allowed to fill out the survey; there was simply a space for Garden Contact. Without this crucial piece of information, it is impossible to know any possible biases in terms of the reporting of certain garden elements (for example, survey results would almost certainly differ based on whether it was a teacher, volunteer, parent, or administrator who filled it out). Additionally, the freedom of participants to stop the survey partway through and come back later resulted in many schools not filling out the entire survey. This problem was compounded by the fact that participants were also allowed to skip questions. This resulted in confusion regarding the intent of certain answers; for example, for a blank response in the Connections to the Cafeteria section, it is unclear whether or not the survey respondent forgot to fill out the question, decided to skip and come back to it later, or simply skipped it because the garden has no connection to the school cafeteria. A lack of N/A option in the questions made it difficult to know the survey respondent s true intent. Because it was impossible to ascertain this intent, I included even blank spaces in my equations (for example, even if only 160 out of 165 schools answered a question, I still divided the total by 165 to get the percentage of total schools who chose a certain option, with a blank answer space interpreted as the option none ). Additionally, many respondents provided answers to questions in different places on the survey (for example, providing information on health and nutrition education in the section on potential fund use). In the case of answering a question in another section, I attempted to include the answer in the pertinent section as well. In every case, my approach to analyzing each response was not only question-by-question across all surveys, but also an in-depth look at each individual survey to ensure that all aspects of the garden were represented in the results. In necessary places (such as in the event of typos), I attempted to intuit what the survey respondent meant. Another common difficulty was that survey respondents sometimes misinterpreted a survey question for example, a question about Steps taken to make the garden sustainable inspired answers about both environmental sustainability and economic sustainability, leading to confusion in the answers. For this reason, I left the sustainability question out of my data analysis. In addition, the 4

5 contest required gardens to turn in three lesson plans tied to the garden. Because lesson plans varied so widely from school to school, I instead sorted the plans into the major school subject categories science, social studies, etc. Findings All Gardens In total, 165 schools filled out at least part of the survey. 68% of the schools were public schools, 29% were private, 2% charter, and 1% other (these groups were a children s hospital and a YMCA). Of the public schools, 86% were suburban, 11% were rural, and 3% were urban (according to official Department of Education locale types). Figures 3 and 4 represent these data. The most common type of student that the gardens served were elementary-aged; over 61% of the surveyed school gardens served elementary students, while approximately 41% served pre-k students, 44% served middle school students, 25% served high school students, and 9% served other students (such as adult community members). Graph 1 represents these data (note that the answer choices were not mutually exclusive for example, it was possible for a garden to select both pre-k and elementary ). The median school size across all gardens was 453 students. Graph 1 Percentage of Schools Students Served Pre- K Elementary Middle High Other The median garden existence was 3 years, while the median garden size was 512 square feet. Of those who responded to the garden size question, 48% had gardens under 500 square feet (Figure 5). 42% of gardens have container gardens (Figure 6), while 71% of gardens have raised beds (Figure 7). In terms of fencing, 42% of gardens have complete fencing around their garden, while 32% have no fencing, 7% have partial fencing, and 19% have no need for fencing (for example, the garden is enclosed in a school courtyard [Figure 8]). Only 24% of the gardens have their own website or a designated spot on their school s website (Figure 9). When asked to select strategic partners involved in the garden, 96% of schools pointed to teachers, 69% to principals, and 65% to parents. Fifty-eight percent of schools selected school 5

6 administrators, 42% selected local businesses, 35% selected nonprofits, and 21% selected district administration. In addition, 46% of schools chose the other category usually, schools described this as a Boy or Girl Scout troop, or a community organization (Graph 2). Graph 2 Percentage of Schools Strategic Garden Partners When asked to identify what mainly funded the garden, the most common answers were donations from teachers (48% of schools selected this) and grant funding (42%). Only 11% of school gardens were funded by a line item in a school budget (Graph 3). Graph 3 Percentage of Schools What Funds the Garden? Qualitative Questions 6

7 Potential Fund Use When asked what the potential contest winnings would be used for, the most common answer was raw materials and maintenance. In many cases, schools expressed that they would use the potential winnings to purchase the most basic garden materials (such as seeds, trowels, or hoses). We work hard to be able to just keep the garden's head above water, one respondent noted. Another echoed this need for funding: The supplies are mostly funded from the school budget and teacher donations which can limit the amount purchased. In all, 56% of schools indicated that they would use winnings for raw materials and maintenance. The next most popular potential fund use was size expansion of the garden. Among the 42% of schools who selected this option, the desire for a greenhouse was the most popular potential avenue for expansion. A greenhouse would enable us to expand beyond food for wildlife [and] help the students to understand what it means to grow and provide food for people, one respondent noted. Having some control over the climate would also allow us to introduce the children to a wider range of fruits and vegetables. Other common desires included building additional raised beds, constructing trellises, and adding more edible plants to the garden. Twenty-nine percent of respondents indicated that they would spend potential winnings on enrichment materials (such as gardening books to aid in curriculum integration or gardening classes for teachers). Twenty-one percent indicated that they would spend the winnings on ecological sustainability materials (potential sustainability materials included rain barrels, solar panels, and irrigation systems). Only about 12% of respondents indicated that they would use the winnings on an outdoor classroom, and only 11% desired to expand their season. Nine percent of respondents indicated they would use winnings to aid in donation or outreach efforts, such as contributing to local gardens or assisting other schools in beginning their own garden programs. Graph 4 Percentage of Schools What Would the Money be Used For? 7

8 Connections to the Cafeteria When asked an open-ended question about garden connections to the school s cafeteria, only 21% of schools identified their garden as being consistently integrated into the school s cafeteria. However, an additional nineteen percent of schools professed the desire to integrate produce from the garden into school lunches. In explaining their struggles in getting produce into lunches, these schools often cited obstacles like inadequate harvest or logistical issues. My dream [is] to have the parents and students informed enough to over come [sic] our central office's resistance to letting us use the 124 pounds of produce we grew last year enter the cafeteria, one respondent wrote. Graph 5 shows the breakdown of produce integration in school cafeterias. Graph 5 Produce Integra=on into Cafeteria Regular IntegraAon 21% No Expressed Interest 53% Desire to Integrate 19% No Cafeteria 7% However, notably, 26% of schools frequently used the garden s harvest in the classroom in taste tests, snack time, or tasting parties. Additionally, twenty-six percent of schools regularly composted in their school s cafeteria (note: this figure refers only to composting that occurs in the cafeteria and is separate from the composting mentioned in the Environmental Stewardship section below). Only 9% of respondents reported using garden produce for special events, but those who fell into this category often described these events as integral to garden success and student involvement. One respondent noted the success of a Bring Your Parent to Lunch Day, where parents and students were able to sample garden produce together. Another described an annual fundraising event where students raised all the funds for the garden by running the Harvest Dinner where they harvest, cook, and serve dinner to 250 community members and teach about the importance of local and sustainable agriculture. Figure 10 shows the breakdown of all Connections to the Cafeteria answers. 8

9 Environmental Stewardship When asked to provide information about environmental stewardship in the garden, most schools focused on composting; 64% of schools regularly use compost in the garden. Most of the respondents indicated that they kept a compost pile in the classroom or cafeteria. Everyday composting is a low-effort task that allows teachers and administrators to instill in students the responsibility of caring for the earth for tomorrow by including them in daily efforts to protect and restore the environment, one respondent noted. While most composting efforts were relatively small-scale, a few schools described extensive composting systems, including vermicomposting and using tumbler composters. Over the years our methods for composting have become more advanced, one school wrote. Students are exposed to at least three types of composting methods. One example is the collection of leaves during the fall to construct a large pile. Another example is a bio-intensive inspired compost pile that includes layering of grass clippings, kitchen scraps and precomposted leaves. The third is a Biodynamic compost pile described by Rudolf Steiner. Many schools described composting as an important first step into understanding garden learning: Practically every student that enters the garden for the first time asks and wonders what it is, how it works and why we do it. These questions lead to engaging discussions about the many things everyone can do to conserve. In addition to composting, about 18% of respondents indicated that they practice water conservation (such as using rain barrels or timed watering systems), and about 35% practiced other forms of stewardship (such as seed-saving or planting perennials). Only 20% of respondents indicated the use of reused materials (such as recycled pallets for garden beds or gallon jugs for container gardens) in the garden. Over 50% of schools professed to involve stewardship and conservation science in the classroom. Common lesson integration topics included the three R s (reducing, reusing, and recycling), waste reduction, the water cycle, and tending to smaller container gardens in the classroom. Notably, only 17% of schools identified the presence of a Garden Club or Environmental Club. These clubs were often an integral part of sustaining the garden: Our organic garden club does fund-raising throughout the year, selling everything from crepes to hand-harvested sunflower seeds packaged in student-drawn art packs, one respondent said, while another respondent explained how Garden Club members and their families assist with garden maintenance including monthly weeding events. Another noted that garden clubs help educate other students: Our environmental club and garden club spend time working in the garden and educating the school by hanging posters of the wildlife (birds and insects) that visit. Garden Clubs also play an integral role while school is not in session: During summer months Garden Club students take turns harvesting and donating crops to local food banks, another respondent explained. 9

10 Graph 6 Percentage of Schools Forms of Environmental Stewardship Health and Nutrition Education The next question asked schools to describe health and nutrition education as it related to their garden program. About 42% of respondents explicitly mentioned the inclusion of a unit on health and nutrition education in the curriculum. Popular lesson plans included those centered on nutrition label reading, proper serving sizes, and vitamins and minerals. Some schools partnered with a local Cooperative Extension or brought in a nutritionist to provide these lessons. Additionally, 39% of respondents reported encouraging healthy habits in the classroom. These schools were those that did not have a specific nutrition unit included in the curriculum, but used the garden to encourage general healthy choices. Through lessons in the school garden, students have become much more aware of where their food comes from and why organic foods are important to health, one respondent said. As a result, the cafeteria reports that involved students are [selecting] vegetables more often. Twenty-two percent of respondents indicated that some sort of food preparation class was offered to students. Often these classes were run by school cafeteria workers; one respondent talked about how our own Chef became an instant celebrity! She taught a series of cooking demonstrations for students with a focus on healthy food choices. Both students and parents loved it! Strong parental involvement proved vital in many schools; 26% of respondents indicated that parents played a large role in garden education. Interactive, grade-appropriate [nutrition] lessons, which include a snack of fruit salad or assorted vegetables, are delivered twice a year by parent volunteers, one respondent explained. Many respondents noted the importance of parental involvement in helping children realize the value of healthy eating. Offering varied cooking classes for parents is helping families support each other in making [healthy] choices, one respondent explained. 10

11 Only 12% of respondents indicated that their school garden curriculum included an emphasis on physical activity. Strategies to involve the garden with physical activity included school wide exercise competitions to get students motivated and using garden maintenance like weeding, watering, [and] harvesting, as exercise. Overall, school gardens offer wide-open spaces to play in and useful work that exercises small hands and builds fine motor coordination in the garden, in the words of one respondent. Graph 7 Health and Nutri=on Educa=on Percentage of Schools NutriAon Unit Healthy Habits Parental Involvement Food Prep Physical AcAvity Other Uses of Produce Participants were then asked about other uses of produce from the garden. Many respondents neglected to answer the question (probably because of the lack of extra produce on hand many schools expressed a desire for a produce surplus). The most common additional use of produce was donation 27% of respondents claimed that garden produce was donated. Many community organizations benefit from produce donation from school gardens. Food bank[s] Trenton soup kitchens, senior living centers, and local area group homes were among those who received one garden s donations, according to one respondent. We are always trying to give back to the community that nurtures our cause and grows with us. Hospices, churches, needy families in the school district, and men s and women s shelters were also among the organizations that benefitted from produce donation. Twelve percent of schools provided extra produce to staff, often by providing it in the teachers lounge or by allowing those teachers who tended the garden to take produce home. Only 8% of respondents indicated that produce was sent home with children. While only 10 schools total (6%) sold the produce at market, many of these schools cited these events as important fundraisers. Two schools raised funds for the garden by selling eggs from their free-range chickens, while other 11

12 schools routinely set up a table at local farmers markets. Events like this establish relationships between our students and the local merchants, one respondent noted. Graph 8 30 Other Uses of Produce Percentage of Schools DonaAons Staff Use Sent Home Market Event Use Subject Integration Finally, schools were asked to provide three lesson plans that involved the garden (these responses were then sorted by subject area). Science was overwhelmingly the most popular subject integrated into the garden, with over 83% of respondents providing a science lesson plan. Science lesson plans among the respondents were very diverse, including lessons that focused on the plants themselves ( Children are taught to identify the various parts of the plant by their correct names (roots, stem, leaves ), one respondent explained), the growing process ( the children learn that seeds come from a plant and when the plant is at the end of its life cycle, the seeds are collected, so they can be planted the next season, another respondent explained), and garden wildlife (in one class, earthworms are brought in form the garden and observed in class to watch them break down food sources ). Lesson plans for children in older grade levels often included topics like soil composition, ecosystems and food chains, and photosynthesis. The next most popular lesson plan among the survey responses were those that centered on math, though only 33% of respondents provided a math lesson plan. Popular garden-based math topics included area and perimeter problems, measurement and growth rate problems, and graphing (by plotting garden dimensions onto graph paper). Language arts (30%) was the next most popular subject integrated with the garden. Almost all of these lesson plans included some sort of journaling (one respondent described the journaling process: Initially, the students write about their planting experience. They continue by recording daily observations of the progress of their plants. Their written work is used to reinforce the writing concepts taught in class ) or vocabulary words. Only twenty percent of respondents provided a social studies lesson plan, which often centered on the Three Sisters concept and the history of American gardens (such as victory or community 12

13 gardens). Twenty percent focused on life skills, often focusing on the responsibility that comes with tending a garden and the maintenance skills required for upkeep. Only 13% of respondents provided a lesson plan that included art. A total of 5 schools (3%) integrated foreign language (often involving plant vocabulary), while only 3 schools (2%) integrated religion. Graph 9 Percentage of Schools Subject Integra=on Discussion and Recommendations Because the sample size is relatively small and due to many of the concerns about survey validity and reliability outlined in the Methods section, it is not scientifically prudent to use this small, selfselecting sample to draw broad conclusions about all NJ school gardens. However, it is my hope that these findings can help in identifying challenge areas that school gardens face and better help school gardens tackle those challenges by opening up a dialogue around potential issues that gardens face. Within the small sample, the data from all schools indicate that teachers play a very important role in garden upkeep (however, it is important to recognize potential biases in the responses, since the survey did not ask about the occupation of the respondent). Nearly all gardens identified teachers as strategic partners, and almost half of gardens are funded in some part by teacher donations. According to the responses, garden funding continues to be a key issue; most gardens would use the potential $1000 winnings in part on simple raw materials and maintenance. And while produce integration in the cafeteria remains low, the small sample response analyzed here indicates that the desire to integrate the garden into the cafeteria certainly exists. Future efforts might include the encouragement of the formation of an environmental or garden club at each school (right now, less than 20% of schools surveyed reported having a club), emphasis 13

14 on the garden as a space for physical activity (only about 12% of those sampled involved physical education in their garden curriculum), or encouragement of the diversification of subject matter in the garden (using the garden not only as a space for science education, but also math, ELA, and history). Further Study Though countless studies have shown the benefits of school gardens for students, very few scientifically sound and statistically relevant studies of the academic effects of school gardens have been conducted ( Impact of Garden-Based Learning on Academic Outcomes in Schools: Synthesis of Research Between 1990 and DR Williams, 2013). It is my recommendation that NJF2S attempt to take steps to remedy this problem by working with future interns or partners to design a statistically sound longitudinal survey (not done for the purposes of a contest) from which more concrete conclusions can be drawn by avoiding many of the difficulties and pitfalls in the present research design. While the research outlined in this paper remains valuable, the potential wealth of knowledge to be gleaned from an official survey is vast and desirable. 14

15 Appendix Figure 1 Original Survey What is the name of your school? What grades does it serve? Choose all that apply. Please provide a general description of the garden including dimensions, installations and uses. Use as much space in each box as necessary. Contact Person Does the garden have a website or blog? Please provide a list of strategic partners involved with the garden. Please give a description of how the garden is funded. Choose all that apply. Please provide information about the Name Street Address 1 City Zip Phone Preschool Elementary Middle School High School Other How long has the garden been in existence? Dimension(s) Raised bed(s)? Container garden(s)? Fencing? Other Descriptions: Name Phone Yes No Address (if applicable) Teacher(s) Principal School Administration District Administration Parent(s) Local business(es) Non profit organization(s) Other (please specify) Grant funding Funding from school district Fundraising by School Fundraising by Parents Association In-kind Donations Local Businesses Teacher Donations Line Item in School Budget Other Please explain to us how you would use funding up to $1000 if you were to win this award? Please tell us how you would use the funds if your garden were to win. Connections to the Cafeteria 15

16 following uses for the garden and if any of them apply to your program. Answer only those that apply. Use as much space as necessary. If possible, please provide up to three examples of original garden lessons that are matched to classroom lessons and name the subject areas they are linked to. You may take as much space as you need for your answer. Please provide information about the following if applicable: Environmental Stewardship (reducing, reusing, recycling and composting etc) Health and Nutrition Education Other uses of garden produce (food bank donations etc) Actions taken to make the garden sustainable Figure 2 Breakdown of Codes Name Street Address 1 City Zip Phone Preschool Elementary Middle School High School Other How long has the garden been in existence? Dimension(s) Raised bed(s)? Container garden(s)? Fencing? Other Descriptions: Garden Contact: Name Phone Does the garden have a website? Yes No Address (if applicable) Strategic Garden Partners: Teacher(s) Principal School Administration District Administration Parent(s) Local business(es) Non profit organization(s) Other (please specify) (entered by school) (entered by school) (entered by school) (entered by school) (entered by school) P, E, M, H, O (entered by school) (entered by school) Y, N (yes, no) Y, N (yes, no) Y, N, NN, P (yes, no, no need, partial) (entered by school) (entered by school) Y, N (yes, no) address entered by school T, P, SA, DA, PAR, LB, N, O 16

17 Funding for garden: Grant funding Funding from school district Fundraising by School Fundraising by Parents Association In-kind Donations Local Businesses Teacher Donations Line Item in School Budget Other G, D, SF, PTA, IK, LB, T, B, O Please explain to us how you would use funding up to $1000 if you were to win this award? Please tell us how you would use the funds if your garden were to win. Connections to the Cafeteria Environmental Stewardship (reducing, reusing, recycling and composting etc) Health and Nutrition Education A: Size Expansion (including efforts to increase crop output, new garden structures like greenhouses) B: Season Expansion C: Raw Materials/Maintenance (including construction costs, tools and structures for tools, seeds and soil to sustain) D: Sustainability (rain barrels, compost, solar, etc.) E: Outdoor Classroom (including benches, signs, tables) F: Enrichment (including books, field trips, courses, teaching materials) G: Donation/Outreach (including programs that donate to food bank, needy families) H: Classroom snack/taste tests I: Special events (Pasta Night, Salad Night, etc.) J: Regular composting (of cafeteria/classroom scraps) K: Regular integration (of produce into cafeteria) L: Little to no integration, but interest M: No cafeteria **note: unless marked K, the school has little to no integration; L is merely an expressed interest N: Composting (in garden) O: Water conservation (rain barrels, timed watering, etc.) P: Other stewardship (seed saving, perennials, vermicompost) Q: Reusing (materials for garden) R: Lesson integration (encouraging envirofriendly practices, sustainability, lesson plans, etc.) S: Environmental/ Garden club (existence/participation of) T: Healthy habits (encouraging produce integration, where does food come from? ) U: Nutrition unit (integrated into curriculum) V: Food prep (classes/instructions for kids) W: Parental Involvement (including classes, courses, volunteers to help sustain garden) X: Activity (emphasis on exercise) 17

18 Other uses of garden produce (food bank donations etc) School Lessons Actions taken to make the garden sustainable AA: Donations (food banks, nonprofits, needy families) BB: Staff use (given to teachers, staff, volunteers who tend garden) CC: Market (sold to parents or at farmers market) DD: Event use (used for school-wide, gardencentric event) EE: Home use (sent home with students) ELA: English (including journal-writing, vocab, poetry) SCI: Science (including biology, earth science, conservation science) SS: Social studies (including history of gardening, Three Sisters, area garden history, etc.) MAT: Math (including area, volume, economic word problems) ART: Art (including drawing, performance) FL: Foreign Language (including vocab) REL: Religion (including integration into Bible classes, studies of religious texts) LS: Life skills (including responsibility, vocational skills, real-world marketing skills, cooperation) [omitted from analysis] Figure 3 School Classifica=ons Charter 2% Other 1% Private 29% Public 68% 18

19 Figure 4 (Public) School Locale Types Urban 3% Suburban 86% Rural 11% Figure 5 Did not answer 17% >5000 sq. X 11% sq. X 24% Garden Sizes <100 sq. X 18% Note: 48% of those who answered are under 500 sq. X sq. X 21% sq. X 9% 19

20 Figure 6 Are There Container Gardens? Yes 42% No 58% Figure 7 Are There Raised Beds? Yes 71% No 29% 20

21 Figure 8 Is There Fencing Around the Garden? Yes 42% No 32% No need 19% ParAal 7% Figure 9 Does the Garden Have a Website? Yes 24% No 76% 21

22 Figure 10 Connec=ons to the Cafeteria 30 Percentage of Schools Snacks or Regular Regular Taste Tests ComposAng IntegraAon Desire to Integrate Special Events No Cafeteria 22

23 Work Cited Williams, Dilafruz R., and P. Scott Dixon. "Impact of Garden-Based Learning on Academic Outcomes in Schools: Synthesis of Research Between 1990 and 2010." Review of Educational Research (2013): JSTOR. Web. 7 July