Nevada 4-H Statewide Impact Assessment 18 USC 707
2004
Loretta Singletary and Marilyn Smith COOPERATIVE EXTENSION Bringing the University to You EB-04-01
Nevada 4-H Statewide Impact Assessment Loretta Singletary Associate Professor and Extension Educator University of Nevada Cooperative Extension 504 S. Main St. Yerington, NV 89447 Phone: 775-463-6541 Fax: 775-463-6545 Email:
[email protected] Marilyn Smith Professor and Youth Development Area Specialist University of Nevada Cooperative Extension 701 Walnut Street Elko, NV 89801 Phone: 775-738-1990 Fax: 775-753-7843 Email:
[email protected]
COOPERATIVE EXTENSION Bringing the University to You EB-04-01 18 USC 707 The University of Nevada, Reno is an Equal Opportunity/ Affirmative Action employer and does not discriminate on the basis of race, color, religion, sex, age, creed, national origin, veteran status, physical or mental disability, sexual orientation. The University of Nevada employs only United States citizens and aliens lawfully authorized to work in the United States.
Copyright© University of Nevada Cooperative Extension All rights reserved. No part of this publication may be reproduced, modified, published, transmitted, used, displayed, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopy, recording or otherwise without the prior written permission of the publisher and authorizing agency.
Table of Contents CHAPTER 1
Introduction .................................................................................. 3
CHAPTER 2
Conducting the Impact Assessment ............................................... 12
CHAPTER 3
Who Participates in Nevada 4-H? ................................................... 16
CHAPTER 4
What Does Nevada 4-H Teach Youth? ............................................ 23
CHAPTER 5
4-H Teaching Tools and Program Management .............................. 28
CHAPTER 6
Skill Levels of Parents and Adult 4-H Leaders ................................. 36
CHAPTER 7
Conclusions and Recommendations ............................................... 43
CHAPTER 8
County Impact Assessment Results ............................................... 51
REFERENCES ................................................................. 61 APPENDIX A ................................................................... 65 APPENDIX B ................................................................... 68
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CHAPTER 1 INTRODUCTION
History of 4-H: An American Pioneer in Youth Development The 4-H organization is one of the oldest and largest youth development organizations in the United States (Deen, 2000). From its birth in rural Texas over 100 years ago, early 4-H programs emphasized agricultural science education through activities held outside of school. Early 4-H activities featured instruction for boys in raising improved corn varieties and livestock breeds. For girls, there was instruction in canning tomatoes, baking muffins and sewing. Youth provided an information link between land grant university researchers and farm families. The hope was that the information youth learned would be passed along to their parents (Howard, et al. 2001). This information was often considered critical to enhancing farm profitability
and quality of life for rural families. Land grant universities promoted 4-H as a way to interest rural youth in agriculture during the 19th century when they were increasingly migrating to cities (Blyth, 2000).
For girls, there was instruction in canning, baking and sewing.
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Early 4-H activities featured instruction for boys in raising improved livestock breeds.
Since its humble beginnings, 4-H has expanded its enrollment to approximately 1 million members nationwide. Agricultural science remains a large part of 4-H programs in many rural communities. Livestock projects, such as poultry, rabbit, goat, swine, beef and lamb, continue to comprise mainstream 4-H activity and provide a focus for county fairs and 4-H competitions. Role of 4-H in Contemporary Rural America A lot has changed about 4-H since the early 1900s. Agriculture production remains an important part of 4-H. However, the number of
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4-H youth once provided a critical information link between research and farm families.
people living in rural America has declined dramatically in the last century, from 60 percent to 25 percent of the total population (U.S. Census Bureau, 2002). The number of acres in farms has slowly declined as has the number of farms and families living on farms (National Agriculture Statistics Service, 1997; USDA, 1998). Similarly, 4-H has expanded its educational initiatives beyond agriculture and farm based educational projects (Singletary, Smith and Hill, 2004). Changes in 4-H curriculum have been based on research to assess the educational and developmental needs of today’s youth (McKee, Talbert and Barkman, 2002; Mincemoyer and Corbin, 2001; Schlink, 2000). Although agriculture 4-H projects remain a steadfast tradition in many rural communities in America, contemporary 4-H
curricula feature a much more expansive and sophisticated selection of educational topics. These include, for example, skateboarding, snowboarding, photography, rocketry, sport fishing, rock climbing and music and drama to name a few (Bourdeau, 2002; Sabo and Hamilton, 1997). Contemporary 4-H focuses less on agriculture and more on building life skills through “hands on” educational projects, which may include communications technology, outdoor education and recreation, leadership styles and personal development (Singletary, Smith and Evans, 2001). It has been suggested that 4-H’s strength over other youth development programs is its use of non-formal and out-of-school education
The mission of 4-H remains unchanged - to teach life skills through a childcentered approach.
activities. To accomplish this mission, 4-H relies almost exclusively upon adult volunteer involvement and leadership (Hutchins, Seevers and Van Leeuwen, 2002; Walker and Dunham, 1994). The mission of 4-H remains unchanged— to teach life skills through a child-centered approach. The 4-H Pledge summarizes what 4-H is about. Its goal is the four-fold development of youth: Head, Heart, Hands and Health. The four leaf clover that serves as the official 4-H symbol represents this four-fold development (National 4-H Headquarters Website, 2002).
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4-H Pledge I Pledge my HEAD to clearer thinking I pledge my HEART greater loyalty I pledge my HANDS to larger service I pledge my HEALTH to better living For my Club, my Community, my Country and my World. 18 USC 707
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The number of people living in rural America has declined dramatically.
Power of 4-H to Develop Youth For the majority of 4-H’s history, it was simply assumed that 4-H members developed positive attributes relating to self-esteem, were academically successful, and were less likely than non 4-H members to drop out-of-school or engage in at-risk behavior. During the past decade measuring the impact of 4-H on teaching youth life skills has become a focal point for documenting accountability of 4-H programs (Gruidl and Hustedde, 2003; National 4-H Impact Assessment Project, 2001; Karr, et al., 2001; Seevers, Dormandy and Clason, 1995; Scholl and Lago, 1994; Boyd, Herring and Briers, 1992). Many studies have documented the effectiveness of 4-H in teaching youth valuable lifelong skills (Scholl, 2003). Many of these studies have evaluated specific life skills including, for example,
4-H is one of the oldest and largest youth development organizations in the United States.
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leadership (Astroth, 1996), career development (Matulis et. al, 1988), self-worth, decision-making, value of community service, self-esteem (Howard et al., 2001) and conflict resolution (Deen, 2000; Singletary, Smith and Evans, 2001). Studies also have documented that 4-H successfully teaches skills related to animal sciences (Ward, 1996; Sawer, 1987), shooting sports (Sabo and Hamilton, 1997) and 4-H competitions (Keith and Vaughn, 1998). Little research, however, has measured the impacts of 4-H programs. These impacts include the array of skills members learn, teaching tool effectiveness, achieve program management goals and prepare adult leaders to work effectively with 4-H youth. Purpose of the Nevada 4-H Statewide Impact Assessment The purpose of this assessment was to measure the impacts of Nevada’s 4-H youth development program. Cooperative Extension faculty and 4-H professionals desire and need to know how well Nevada 4-H is doing in developing youth. Nevada is undergoing rapid social, economic and demographic changes. While the nation’s rural population has declined steadily since the 1900s, Nevada’s rural population has diminished even more
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4-H programs have emphasized education through activities held outside of school.
so from 83 percent in 1900 to less than 12 percent in 1990 (U.S. Census Bureau, 2002). Nevada is now a predominantly urban state. Gaming and tourism dominate the economy of the two urban areas of the state, Reno and Las Vegas. Yet, anyone who has driven through Nevada can see vast open spaces that also are an important part of the state. In these areas, some of the world’s richest gold mines are in production. And, cow-calf production takes advantage of Nevada’s public lands grazing privileges; Nevada has more publicly owned land than any other state in the country. Nevada’s high-desert ranchers and farmers provide highquality alfalfa hay to dairy industries in neighboring states. The youth of these rural communities are valued. Yet, because of geographic isolation and demands placed on state coffers by urban centers, few services and amenities are available that target and serve the needs of rural youth and their families. In a state with such diverse needs, Cooperative Extension administrators in the mid 1980s made some pivotal decisions about how to manage Nevada’s Cooperative Extension programs. At that time, Nevada was divided into four geographic administrative areas. The areas were responsible for developing programs based upon local needs. The decision was made to discontinue the State 4-H leader position. Instead, a 4-H specialist was hired for each area to provide leadership for 4-H programs. While administrative Extension areas are still in existence, the 4-H area specialist positions were discontinued after a few years. Currently, state administrators plan to hire a State 4-H specialist to oversee 4-H programs throughout Nevada.
Because of this history of organizational change, the Nevada 4-H Statewide Impact Assessment provides a timely and important benchmark tool. Results from the assessment can help counties consider their program impacts and identify program areas that need improvement. Chapter 8 provides an assessment activity to assist counties in developing a plan to maximize program impacts while considering areas in need of improvement. As the new State 4-H specialist is hired and begins gathering data to support statewide 4-H program priorities, this report will be one of the resources used. The State 4-H specialist will also have access to the most recent (2003) Annual Extension Youth Enrollment Report (ES237). The ES237 is widely used by 4-H professionals for county reports on numbers and ethnicity of youth and volunteers in Cooperative Extension youth programs. Many county Cooperative Extension offices only report their “traditional” 4-H club activity in the ES237 report and this is the section of the report that identifies 4-H volunteers by name and address. There are also sections of the report that include short-term and special interest youth programs. These “nonclub” program participants were not included in the 4-H study because names and addresses are not required reporting and are, therefore, not available for survey. The researchers were interested in the “traditional” 4-H club programs for this study. County ES237 reports are submitted to state level Cooperative Extension administrators. A statewide report is then submitted to Cooperative Extension at the federal level. These statistics are used for a variety of reporting purposes. Civil Rights auditors, for example, look at the ES237 report as one indicator of program integration. As 4-H programs and enrollment figures have increased, 4-H staff requested a computer-based approach to tracking youth and volunteers reported in ES237. 4-H Plus is computer software that Nevada counties are using to enter names and addresses of youth members and volunteers. The software is used on a regular basis to generate mail labels for newsletters or to generate lists of participants in specific project areas. The software also generates the ES237 report at the end of the program year. These and other information sources will likely be used to create a current baseline assessment of Nevada 4-H. The ES237 report indicates there are 63,583 youth participating in Nevada 4-H programs. Of that number, 15,288 are youth members in organized 4-H clubs. From that ES237 data base of members in organized clubs came the county mailing lists for this survey of parents and leaders. Surveys were mailed to 3,074 households as described in Chapter 2. This number represents all parents and leaders currently involved in Nevada 4-H.
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Limitations of This Study
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In the ES237 report there are six program categories of 4-H youth development activity. These include short-term and special interest, overnight camp programs, school enrichment, independent programs, school-aged child care, and instructional TV and video programs. No data was collected involving parents and volunteers for these categories. The ES237 (2003) report indicates there are 15,288 youth members in organized 4-H clubs. The total number of mailing addresses for parents and volunteer leaders provided by counties was 3,074. It is assumed that most youth are represented by one parent and/or leader. Thus, we would expect to see a much smaller database of volunteer leaders and parents than youth members. In addition, while in recent years an emphasis has been placed on standardizing reports, 4-H staff and Extension faculty continue to discuss difficulties with the 4-H Plus database management software used to compile the ES237 reports. This technical difficulty may explain part of the discrepancy between the number of youth members reported and the number of mailing addresses for volunteer leaders and parents. Upon receiving the list of addresses from the counties, duplicate addresses for many individuals were found. Those duplicate addresses were eliminated, in addition to incomplete entries, and the usable number of addresses reduced to 3,074. One of the purposes of this assessment is to encourage Extension faculty and 4-H staff to examine impacts both statewide and countywide and prepare an action plan for program improvements. Thus, this study provides a benchmark for future comparisons of impact assessments. Maintaining accurate 4-H Plus database entries is imperative. How to Use this Extension Bulletin This Extension bulletin shares the results of the 2003 Nevada 4-H Impact Assessment. It is written to help Cooperative Extension faculty and 4-H professionals develop a clearer understanding of how 4-H is performing as a youth development program in Nevada. Chapter 1 provides a brief history of the 4-H youth development program, contemporary 4-H and implications for Nevada’s program. It also explains the purpose of the statewide assessment. Chapter 2 provides background information about the assessment. It explains how we designed the questionnaire for the assessment, who we surveyed and why. Chapter 2 also explains data collection procedures and statistical procedures used to analyze the data. Chapters 3 through 6 provide an overview and discussion of the assessment results. Chapter 3 presents results concerning who participates in Nevada 4-H, reviewing residence, ethnicity and income in addition to characteristics of 4-H club members as well as 4-H parents
and leaders. Chapter 4 presents results concerning the skills youth learn through their participation in Nevada 4-H. Chapter 5 reviews results concerning the effectiveness of Nevada 4-H program management goals as well as traditional teaching tools used in 4-H. Chapter 6 presents skills levels of 4-H parents and volunteer leaders to work with 4-H youth. Chapter 7 briefly summarizes the 2003 Nevada 4-H Impact Assessment and provides recommendations for further research and discussion. Chapter 8 includes an activity to help Cooperative Extension and 4-H professionals brainstorm future directions for 4-H within their county as well as for Nevada. Appendix A includes the questionnaire designed for the assessment and the cover letter inviting parents and leaders to participate. Appendix B is a compilation of tables featuring results of the assessment for each county that participated. Further, results of the 2001 assessment are included in these tables to compare with 2003—at the county level.
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CHAPTER 2 CONDUCTING THE IMPACT ASSESSMENT
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In 2001, the authors initiated the 4-H impact assessment project by designing and piloting a questionnaire to mail to 4-H parents and volunteer leaders. We piloted the impact assessment in Lyon and Elko Counties. The pilot proved successful in acquiring useful information about program impacts. Following the pilot assessments, we collaborated individually with Cooperative Extension Educators across Nevada to implement the assessment in ten additional counties. These included Clark, Carson City, Storey, Douglas, Eureka, Humboldt, Lander, Lincoln, Northern Nye and White Pine Counties. Only nine counties surveyed in 2001 produced data that were usable for comparative purposes, however. In 2003, we redesigned the questionnaire. We added questions about adult skills needed to work with youth. We also added demographic questions to help us better understand who participates in Nevada 4-H. To facilitate county impact assessments, rather than asking each county in Nevada to conduct the assessment individually, we conducted the assessment statewide from the Office of Dean and Director of Cooperative Extension. Reviews of Questionnaire Similar to the assessment conducted in 2001, randomly selected 4-H Program Coordinators, Instructors and Assistants in Nevada reviewed earlier drafts of the questionnaire. These individuals reviewed and approved the final draft. Additionally, a panel of university faculty reviewed the final questionnaire and changes were made based upon their recommendations. The purpose of the review was to identify missing attributes and to check for clarity and comprehension of survey questions. Parent and Adult Volunteer Leader Stakeholders Stakeholder evaluations can indicate program strengths and weaknesses as well as stakeholder expectations for program performance. Stakeholder evaluations can help to identify the critical interests and concerns of the people most involved in determining a program’s success (Scheer and Lafontaine, 1999).
13 For the purpose of this impact assessment, the population of stakeholders consisted of all adult volunteer 4-H leaders and the parents of all 4-H members currently enrolled in 4-H projects. Both groups are important to the success of 4-H programs. Without their support, leadership, and voluntary teaching expertise, 4-H programs would not exist. Also, 4-H leaders and the parents of 4-H members have the most frequent opportunity to observe any changes that occur among youth members as a result of participating in 4-H programs. The statewide impact assessment was implemented using the 4-H Plus software address list for Nevada. Recipients included parents of all currently enrolled (2003) 4-H youth members and active adult volunteer 4-H leaders. We surveyed the total population rather than a random sample of the population, so that even counties with small enrollment figures could participate and be represented in the county level analysis. In addition, we made a special effort to obtain mailing addresses of 4-H parents and volunteer leaders living on Native American reservations and working with Native American 4-H clubs in Nevada. The total number of questionnaires mailed to parents and leaders was 3,074.
The largest number of 4-H youth in Nevada was between 11 and 13 years of age.
Data Collection Each survey packet mailed contained a two-page questionnaire (front and back) with instructions and a self-addressed and stamped return envelope (see Appendix A). Also included was a cover letter from the Director and Dean of Cooperative Extension that explained the purpose of the survey, ensured confidentiality to participants and thanked them for their participation. This anonymous approach received exemption from the Office for Human Research Protections (OHRP) and did not require signed consent forms. Response Rate
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Of the total (3,074) surveyed, 576 returned completed questionnaires. Of these, 322 were volunteer leaders and 254 were parents. To protect the confidentiality of survey participants, no attempts were made to track participants through follow-up surveys. This one-time mailing procedure however, also contributed to the fact that 19 percent of the total population surveyed responded. Still, the number of completed surveys provides important information about Nevada 4-H as well as honest responses since the one-time mail survey ensured confidentiality to respondents. We weighed the issues of confidentiality and response rates early on, and decided that survey participant confidentiality was more important than response rate. In replicating the impact assessment in the future, we will implement a multiple-stage mailing procedure that requires respondent tracking but should increase response rates significantly. A multiple-stage procedure, however, will increase the cost of impact assessment. Finally, for this assessment, we surveyed the total population rather than a random sample so that even counties with small enrollment figures could participate and be represented in the county level analysis. In addition to confidentiality issues, budget and personnel constraints also limited options for other survey methods that could be used to increase response rates. For example, a mail survey was used rather than a phone survey because of the prohibitive costs of a phone survey of 3,074. In addition, due to costs constraints we used bulk mailing rather than stamps on the outgoing envelopes. Survey research indicates that the use of stamps and other personalized touches significantly improves response rates to mail surveys (Dillman, 1978). Statistical Procedures The data were analyzed utilizing SPSS (Version 10.1) for Windows. Instrument reliability of the 15 questions about life skills, using Cronbach’s coefficient alpha (CCA) estimate of internal consistency, resulted in a high score (r = .955) (Carmines and Zeller, 1979).
Similarly, Cronbach’s coefficient alpha score for the 10 questions concerning program management goals and 4-H teaching tools was high (r = .868). Finally, instrument reliability of the 18 questions concerning parent and leader skills to work with 4-H youth resulted in a high score as well (r = .944). The high scores for instrument reliability indicate the questions asked in the assessment are reliable indicators for the items measured. Descriptive statistics were used to analyze the data. These included percentages, based on total responses, in order to develop and report rankings of impacts.
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CHAPTER 3 WHO PARTICIPATES IN NEVADA 4-H?
Questions about Nevada 4-H Families In order to describe and better understand Nevada’s 4-H participants, we developed a set of demographic questions. These include standard socioeconomic measures such as, residence (urban, rural or farm), ethnic origin and income. In addition, we asked respondents to report the age(s) of 4-H youth in their family, activity level of the 4-H member, the club’s climate and whose responsibility is it to see that the 4-H member “gets the most out of 4-H.” Additional questions asked if respondents had participated in 4-H as a child, years of experience as a 4-H parent or leader and age of 4-H member(s) with whom they work. Where Do Nevada’s 4-H Families Live? The majority of 4-H families who responded to the survey indicated that they reside in rural Nevada (53%; n = 294) followed by farm or ranch (29%, n = 163). Only 18 percent (n = 103) of the survey respondents indicated they lived in urban areas of the state (see Table 3a). These results suggest that Nevada 4-H families maintain rural
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Survey results suggest that 4-H families in Nevada maintain rural lifestyles.
lifestyles primarily with some association or involvement with agriculture, but this result only reflects the survey respondents and not all Nevada 4-H families. Readers should note that the 4-H Plus address list of parents and volunteers used for this mail survey, did not distinguish between rural, farm or ranch, or urban designations. Thus no comparison between the survey respondents and the total population of 4-H volunteers and parents is made is this document. Is Nevada 4-H Ethnically Diverse? Table 3b illustrates the ethnic composition of Nevada 4-H families who participated in the survey. The results indicate that the majority of respondents were white (87%, n = 478). The second largest respondent Figure 3a. Respondents' place of residence. groups were Hispanic (5%, n = 24) and Rural mixed (5%, n = 24) 18% Farm/ranch followed by AmeriUrban can Indian (3%, n = 13). Only .6 percent 53% (n= 2) were Asian and .2 percent (n = 1) 29% were black. Readers should note that the 4-H Plus address list (2003) of parents and
Figure 3b. Respondents' Ethnic Origin 0% 1%
White
2%
Hispanic
5%
Other/mixed
5%
Amer. Indian Asian/Pac. Is Black
87%
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volunteers used for this mail survey, did not include ethnic composition. Thus no comparison between the survey respondents and the total population of 4-H volunteers and parents is made in this document. Income Levels of 4-H Parents and Volunteer Leaders Figure 3c illustrates the approximate income levels of 4-H impact assessment respondents (n=502). In 2003, the majority of 4-H parent and leader respondents (28%) earned between $50,000 and $74,999. The second largest group of respondents (18%) earned between Figure 3c. Respondents income level 30 25
Percent
20 15 10 5 -
18
Less than $10,000
$10,000 to $14,999
$15,000 to $24,999
$25,000 to $34,999
$35,000 to $49,999
$50,000 to $74,999
$75,000 to $99,999
$100,000 to $150,000 to $200,000 or $149,999 $199,999 more
$35,000 and $49,000 while the third largest group (16%) earned between $75,000 and $99,999. A very small percentage of total respondents earned below $14,999 (.6%) or $200,000 and above (1%). These survey results suggest that Nevada 4-H programs attract primarily middle income families.
Nevada Clover Bud participation is increasing.
4-H Youth and their 4-H Clubs Figure 3d reports numbers of Nevada 4-H youth participation by age groupings, based on assessment responses. The largest number of youth participants (263) was between 11 and 13 years of age, followed closely by 14 to 16 years of age (229). The third largest number of participants (140) was ages 9 to 10. The number of 4-H participation
Figure 3d. Age of respondents' children
Actual number of chldre
300 250 200 150 100 50 0 Less than 9 years old
10-Sep
13-Nov
14-16
17-19
Older than 19
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decreased among older age groups, 17 to 19 (114), followed by those older than 19 (85). A surprising number of 4-H participants (109) were less than 9 years old and represent growing “Clover Bud” participation in Nevada. Figure 3e reports youths’ level of 4-H participation and activity by percent of total responses (n=517). The majority of respondents
Figure 3e. Compared with other children, my child(ren)'s 4-H participation & activity level is... 35 30 Percent
25 20 15 10 5 0 Very low
Slightly low
Slightly high
High
Very high
indicated that the level of their children’s 4-H activity was high (30%) followed by very high (28%). The third largest group reported their 4-H activity as slightly high (21%). The assessment respondents reported only a small percentage of 4-H youth activity levels as very low (6%). Figure 3f illustrates how 4-H parents and leaders who responded to the assessment describe their 4-H club’s climate (n=513). The majority of respondents (61%) indicated their club climate was both
3f. Which best describes your club's climate? 70 60
Percent
50 40 30 20 10 0 Very structured
20
Somewhat structured
Both structured & flexible
Flexible
Very flexible
structured and flexible. This group was followed by much smaller percentages of respondents who described their club climate as somewhat structured (14%) and flexible (11%). Figure 3g presents the results for the question (n=505), “whose responsibility is it to see that your child gets the most out of the 4-H
Figure 3g. Whose responsibility is it to see that the child gets the most out of the 4-H program? 70 60
Percent
50 40 30 20 10 0 Child
Parent(s)
Leaders
Extension staff
Community
program?” The majority of respondents (58%) indicated it is the parents’ responsibility. This was followed by 23 percent of the respondents who indicated that volunteer leaders are responsible for the youth getting the most out of 4-H. Only 15 percent of the respondents indicated the child or 4-H member is responsible for getting the most out of their 4-H experience. 4-H Parents and Leaders Figure 3h illustrates the percentage of respondents who were members of 4-H programs as children (n=560). Slightly more than half of the respondents (51%) indicated they had been 4-H members as children. Figure 3i (n=261) illustrates number of years respondents had been 4-H members. The majority (61%) had been members
Figure 3h. As a child, were you a member of 4-H?
Yes
No
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Figure 3i. If yes, how many years? 35 30
Percent
25 20 15 10 5 0 1-3 years
4-6 years
7-9 years
10+ years
between 1 to 6 years, followed by 25 percent that had been members between 7 and 9 years. Only 14 percent had been members throughout much of their youth (10 years or more). Figure 3j (n=558) illustrates the total number of years respondents had participated in 4-H with youth either as a parent or leader. The majority of respondents (29%) had participated in 4-H for 3 to 5 years, followed by 23 percent with 1 to 2 years participation experience and 21 percent with 6 to 10 years experience. Only 9 percent had participated 11 to 20 years and 4 percent with 21 years experience or more. Figure 3k reports the ages of 4-H youth with who volunteer leaders that responded to the assessment work (n=328). The majority Figure 3j. Number of years respondent participated in 4-H with children or as a volunteer 35 30
Percent
25 20 15 10 5
22
0 Never
Less than1 year
1-2 years
3-5 years
6-10 years
11-20 years
21+ years
of respondents (53%) work with youth ages 11 to 13 years. The second largest group (21%) worked with ages 14 to 16 years followed by 18 percent who worked with ages 9 to 10 years. Only 1 percent worked with ages 17 to 19 years.
Figure 3k. Age of youth that respondents volunteer to work with. 60 50
Percent
40 30 20 10 0 Less than 9
9-10 years old
11-13 years old
14-16 years old
17-19 years old
older than 19
CHAPTER 4 WHAT DOES NEVADA 4-H TEACH YOUTH?
Questions to Measure Skills Learned Questions asked to measure the impact of Nevada 4-H to teach life skills were based on two models of youth development. We adapted attributes from each model describing desirable positive youth development. One model outlines six indicators of successful youth development (Blyth, 2000). These indicators are: • confidence • competence • caring • connection • contributing • character. Successful youth development helps children become: confident they can make a difference; competent through their ability, skills, and knowledge, and; able to work with people in a way that develops and promotes caring relationships. These youth connect beneficially with people and organizations, contribute their services to make a difference in their personal development as well as in their community, and demonstrate responsible and honest character, or a sense of who they are (Blyth, 2000). Another model for youth development programming focuses on core concepts established in 1990 by University of Nevada Cooperative Extension Youth Development faculty (UNCE, 1993). The core concepts provide a basis for successful statewide youth development programs. Such programs produce youth who: • learn and practice self-responsibility and social responsibility to feel accountable and in control of their lives; • recognize when and how to make informed decisions and implement decisions to solve a problem or achieve goals;
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Successful youth development helps children become confident.
• communicate effectively in both verbal and written form, to share thoughts and feelings which increase social competence and; • obtain career and occupational information to help prepare for the world of work. Life Skills Questions about skills youth learn through 4-H incorporated the six indicators associated with positive youth development plus Nevada’s four core concepts. Nine questions were designed
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Successful youth development promotes caring relationships and self-responsibility.
specifically to measure life skills youth learn when engaged in positive youth development programs, presumably such as 4-H. When youth learn these nine life skills they nurture a sense of self and community combined with improved thinking and organization skills. Specifically, these skills include: preparation for the world of work, improved organization skills, improved decision-making ability, self-responsibility, how to set and reach goals, to acquire greater self-esteem, to achieve greater self-confidence around others and knowledge about the particular 4-H project in which they participate.
Each question, using a five-item Likert scale of 1 (very little) to 5 (very much), asked parents and leaders how much 4-H members learn about life skills through 4-H. Table 4a presents ranked percentages reflecting respondents’ evaluation of life skills about which youth learned “much or very much.” The highest rated life skills are knowledge about the project in which the youth participates (85%, n = 547), followed by greater selfconfidence around others (84%, n = 548) and greater self-esteem (84%, n= 548). The lowest ranked life skill is learning about future career choices (56%, n =505).
The highest rated life skill 4-Hers learned is knowledge about the project.
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Figure 4a. Percentage who responded "much or very much" regarding life skills their children learned as a result of 4-H. career development organizational skills decision-making community service self-responsibility goals self-esteem self-confidence project knowledge -
10
20
30
40
50
60
70
80
90
100
Social Skills To clarify further and understand types of skills youth learn through 4-H, we developed six questions that measure social skills
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Positive youth development promotes learning of social skills.
youth learn through 4-H programs. Again, based on the two models of positive youth development (Blythe, 2000; UNCE, 1993), these include skills that emphasize and develop the capacity in youth to communicate effectively, develop healthy, positive connections with others and work towards becoming responsible leaders. Specifically, social skills include skills useful in dealing with human conflict, to trust others and to be trustworthy, the ability to lead peers, improved public speaking skills, relationship-building skills and improved communication skills. Table 4b presents ranked percentages for social skills about which youth learned “much or very much.” The two social skills ranked
highest are improved communication skills (78%, n = 544) and relationship building skills (78%, n = 543). The social skill ranked lowest, comparatively, is skills useful in dealing with conflicts (50%, n = 518).
Figure 4b. Percentage who responded "much or very much" regarding social skills their children had learned as a result of 4-H. dealing with conflicts trusting & trustworthy peer leadership public speaking relationship building communication skills -
10
20
30
40
50
60
70
80
90
100
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CHAPTER 5 4-H TEACHING TOOLS AND PROGRAM MANAGEMENT Questions to Measure Effectiveness of 4-H Teaching Tools Teaching tools characteristic of 4-H have remained somewhat stable over the history of the program’s evolution. Since the early days of 4-H corn and canning clubs, competitions have been a rudimentary feature of 4-H instruction. Competition in 4-H has been
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Competition in 4-H has been described as analogous to serving apple pie at Independence Day picnics.
described as analogous to serving apple pie at Independence Day picnics; it is a significant part of American culture (Fetsch and Yang, 2002; Astroth, 1994; Weber and McCullers, 1986). County and state fairs have long featured 4-H projects and competitions, especially livestock projects, to highlight accomplishments of members and leaders (Diem and Rothenburger, 2001).
Other teaching tools include explicit instruction about project subject matter supported by 4-H project or curriculum materials (El Sawi and Smith, 1997). Such materials are oriented towards providing facts about the subject matter rather than incorporating information about life and social skills. Similar to project competitions and curriculum materials, the 4-H record book originated as a teaching tool to reinforce knowledge about project subject matter. Record books require youth to document their learning experiences by recording various stages of their particular subject from start to end. This kind of “learning by doing”
The 4-H record book originated as a teaching tool to reinforce knowledge about projects.
4-H teaching tools have remained stable over time.
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has been a foundation of 4-H since its beginning. Projects emphasize a curriculum, and project completion features three components. These include an exhibit of some sort, a completed project book, and an activity record or 4-H record book. The completion of 4-H projects is often used to determine individual recognition and award the 4-H member’s progress (Woloshuk, Brown and Wagaman, 1999). Newsletters provide a more contemporary teaching tool for 4-H programs and may be used to educate and engage 4-H youth and their families (Nelson and Cudaback, 1985). Newsletters may feature a variety of information ranging in scope from ethical treatment of livestock projects to importance of participation in community service events to learning to recite the 4-H Pledge. Newsletters can help to maintain communication and connection with youth by reminding them of upcoming events, deadlines and guidelines for participation (Zimmer, Scheer and Shriner, 1999).
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Alternative 4-H projects, such as shooting sports are increasingly popular among youth.
Alternative 4-H projects have emerged in recent years that attract youth who lack either interest or resources to join traditional agricultural based 4-H projects. Alternative 4-H projects can include skateboarding, rocketry, skiing, fly-fishing, shooting sports and, in Nevada, Native American drum circles. Alternative projects may include structured after-school activities that provide valuable
opportunities to teach life skills through 4-H programs (Astroth and Haynes, 2002).
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Finally, training and preparing adult volunteer leaders to lead 4-H youth programs is perhaps the most critical tool in the bag of 4-H teaching tricks. Recruiting and training adult volunteers to teach and work with 4-H youth is time-consuming and challenging. Nevertheless, volunteers provide the foundation of 4-H programming (McNeely, et al. 2002). Training them adequately to lead and keeping them motivated through refresher trainings is critical to achieving a quality 4-H program (Fritz et al. 2003; Woodrum and Safrit, 2003). Are 4-H Teaching Tools Effective? To measure the effectiveness of teaching tools commonly used in 4-H, we developed six questions, each using a five-item Likert scale of 1 (ineffective) to 5 (very effective). Table 5a presents percentages reflecting total respondents’ evaluation of effectiveness of 4-H teaching tools. The top ranked 4-H teaching tools rated “effective or very effective” were: 1) 4-H competitions/shows are useful teaching tools (84%, n = 522); 2) 4-H newsletters are useful ways to teach and announce upcoming events (81%, n = 541) and 3) alternative 4-H projects, such as snowboarding, teach valuable skills (80%, n = 436).
Alternative 4-H projects provide valuable opportunities to teach life skills.
The lowest ranked teaching tool was volunteer leader training is adequate in providing the skills needed to lead projects (59%, n = 481).
Figure 5a. Percentage who responded "effective or very effective"regarding the following 4-H teaching tools...
volunteer training project materials value of teaching record keeping alternative projects usefulness of newsletters competetion/shows 0
10
20
30
40
50
60
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100
32 Questions to Measure Effectiveness of Program Management Goals In Nevada, 4-H program management occurs at the county level. County 4-H professionals tailor their 4-H programs to satisfy the needs of local youth. To assess how effectively Nevada 4-H achieves its program management goals, we developed four questions. These questions measure the quality of 4-H volunteer leader skills as key to successful programming, whether 4-H projects offer a variety of subject matter, how well 4-H is working to recruit youth from diverse cultural and ethnic backgrounds, and how well 4-H meets the changing needs of youth. County 4-H professionals are responsible for recruiting, training and motivating adult volunteer leaders (Culp and Schwartz, 1999). Volunteer leaders assume the larger responsibility for organizing 4-H projects and teaching youth through self-selected project activities. Volunteers are a critical part of any 4-H program (Hutchins, Seevers and Van Leeuwen, 2002). Since 4-H has such a rich history in traditional agricultural based projects, recent efforts to increase 4-H member recruitment include providing more variety in projects offered (Sabo and Hamilton, 1997; Bourdeau, 2002). Versatile programs offering topics of interest to urban youth as well as low-income urban and rural youth have been successful for many 4-H programs experiencing declining enrollment.
Similarly, seeking diversity in membership recruitment and program development that is sensitive to diverse cultural and ethnic backgrounds provides a way for 4-H programs to reach nontraditional agricultural audiences (Van Horn, Flanagan and Tomson, 1999).
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Today’s youth have interests and developmental needs that differ from those of 4-H youth in the program’s earlier years. To keep in step, 4-H
programs are seeking to satisfy diverse cultural and ethnic backgrounds as well as the changing needs of today’s youth (Schlink, 2000; Hobbs, 1999; Schauber and Castania, 2001; Stumpf et al, 2002).
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Table 5b presents the percentage of respondents who rated 4-H program management goals as effective or very effective. Questions are based on a Likert scale of 1 (not effective) to 5 (very effective).
Figure 5b. Percentage who responded "effective or very effective" regarding the following 4-H program management goals. 4-H meets the changing needs of youth 4-H attracts diverse ethnic/cultural groups 4-H offers project variety 4-H needs quality volunteer leaders 0
10
20
30
40
50
60
70
80
90
100
The highest rated management goal was quality of adult leadership is key to achieving a successful 4-H program (90%, n = 558). The second ranked goal was 4-H projects offered satisfy a variety of subject matter interests (78%, n = 551). The management goals at which 4-H is ranked as least effective in achieving, comparatively, are meeting the changing needs of community youth (63%, n = 514) and attracting children from diverse cultural and ethnic backgrounds (63%, n = 476).
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CHAPTER 6 SKILL LEVELS OF PARENTS AND ADULT 4-H LEADERS Questions to Measure Skills of Parents and Adult Leaders to Work with 4-H Youth
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Parents and volunteer leaders are critical to the success of 4-H programs.
For the 2003 assessment, we developed a set of questions to measure the skills of parents and leaders to work with 4-H youth. We adapted these questions, with permission, from the National Working with Teens Study (Evans, et al, 2003). These questions were intended, in part, to measure how well adult leaders are trained to work with youth as a result of leader training programs provided at the county level. Since each county in Nevada develops, implements and evaluates leader trainings individually, this impact measure seems especially important and informative. Additionally, we developed these questions to represent a much larger set of items that serve as critical indicators of quality youth development programs as determined by the National Academy of Sciences Committee on Community-Level Programs for Youth (Eccles and AppletonGootman, 2002).
The resulting 18 questions, each using a five-item Likert scale of 1 (I need lots of improvement) to 5 (I am very good at this), asked respondents to evaluate their skills in working with 4-H youth. We grouped these skills into three categories using the framework established by the National Committee on Community Programs to Promote Youth Development (Eccles and Gootman, 2002). These categories are:
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• teaching 4-H youth, • managing programs to encourage positive youth development through 4-H and • preventing negative and high-risk behavior among 4-H youth. Parent and Leader Teaching Skills Table 6a presents percentages reflecting survey respondents’ evaluation of their skills to teach 4-H youth through their involvement and/or leadership with 4-H projects. The top ranked teaching skills for which parents and leaders indicated they were either “good or very good at” were listening to youth (87%, n = 550), making sure they are
Volunteer leaders teach youth, manage programs and prevent negative behavior among 4-H youth.
easily approachable if youth has a problem (81%, n = 544) and letting youth know I have high expectations of them (81%, n = 539). The lowest ranked teaching skills were providing activities designed to help youth learn social skills such as communication and relationship building (66%, n = 520) and providing activities that are designed to help youth learn life skills such as healthy life-styles, goal setting and decision making (67%, n = 518). Figure 6a. Percentage of parents and adult leaders who indicated they were "good or very good" at teaching ... social skills life skills activities that are challenging age-appropriate activities youth to take leadership by understanding a "youth" point of view by having high expectations by being easy to approach by listening to youth 0
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10
20
30
40
50
60
70
80
90
100
Parent and Leader Management Skills Table 6b presents percentages reflecting survey respondents’ evaluation of their skills to manage 4-H youth programs and activities to provide positive youth development experiences. The highest rated management skills for which respondents indicated they were either “good or very good at” were: ensuring that youth act appropriately in the 4-H program (83%, n =537), helping youth to feel like they belong
Figure 6b. Percentage of parents and adult leaders who indicated they were "good or very good" at managing 4-H by... relating to cultures/backgrounds keeping youth occupied helping youth feel important helping youth feel special ensuring youth act appropriately 0
10
20
30
40
50
60
70
80
90
100
to a part of a special group (82%, n = 542), and helping youth to feel they are an important part of the 4-H program (81%, n = 532). The comparatively lowest ranked good or very good management skill was relating well to youth from different cultures and backgrounds (70%, n = 527).
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Parent and Leader Prevention Skills Table 6c presents percentages reflecting survey respondents’ evaluation of their skills to prevent 4-H youth from engaging in negative or high-risk behaviors. The highest rated prevention skill for which respondents indicated they were either “good or very good at” was preventing 4-H activities from being held in unsafe facilities (84%, n = 523). The second ranked prevention skill was preventing youth from bullying each other (78%, n = 538). The lowest ranked prevention skill was keeping youth from hurting each other’s feelings (69%, n = 543).
Nevada 4-H parents and leaders indicate they are good at ensuring youth act appropriately in the 4-H program.
Figure 6c. Percentage of parents and adult leaders who indicated they were "good or very good" at preventing…..
hurt feelings
conflict
bullying
unsafe conditions 0
10
20
30
40
50
60
70
80
90
100
40
Parents and leaders need to be able to relate to diverse cultures and backgrounds
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Parents and leaders in Nevada effectively provide a physically and psychologically safe environment for 4-H activities.
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Parents and leaders help 4-H youth to feel important and a part of something special.
CHAPTER 7 CONCLUSIONS AND RECOMMENDATIONS As discussed in previous chapters, Nevada’s 4-H leaders and parents rate their local 4-H programs well above average. However, a comparison of the highest and lowest rated impacts presents several interesting topics for discussion (see Table 7a). Two discussion topics are type-coded. The first topic (in bold) involves social skills. The second topic (in italics) involves children from diverse cultural and ethnic backgrounds.
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Parents and leaders indicated that improved communication and relationship building are among the highest rated skills 4-H youth are learning.
Table 7a. Highest and Lowest Rated Impacts of the Nevada 4-H Program ______________________________________________________________________________ Highest Rated Impacts: • Youth Life Skills: knowledge about the project(s) in which s/he participates. • Youth Social Skills: (tied) improved communication skills and relationship building skills • Teaching Tools: competitions and shows • Program Management: quality of adult leadership is key to achieving a successful 4-H program • Parent and leader teaching skills: listening to youth • Parent and leader management skills: ensuring that youth act appropriately • Parent and leader prevention skills: making sure the facility where we have 4-H is safe Lowest Rated Impacts:
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• Youth Life Skills: about future career choices • Youth Social Skills: skills useful in dealing with conflicts • Teaching Tools: volunteer leader training • Program Management: (tied) 4-H meets the changing needs of youth in the community and attracts children from diverse cultural and ethnic backgrounds • Parent and leader teaching skills: providing activities designed to help youth learn social skills such as communication and relationship building • Parent and leader management skills: relating well to youth from different cultures/backgrounds • Parent and leader prevention skills: keeping youth from hurting each others feelings ______________________________________________________________________________
Nevada’s 4-H programs have several admirable strengths as indicated by this assessment of parents and 4-H adult leaders. Even impacts that rated lowest are above average but are included for comparison purposes. In the statewide comparison of impacts presented in Table 7a, knowledge about their projects is the top life skill 4-H youth are learning. Communication and relationship building are the top social skills youth are learning. According to Nevada’s parents and leaders, 4-H competitions are a successful teaching tool and quality adult leadership is a key to achieving successful programs. Parents and leaders are very good at listening to youth and ensuring that youth act
appropriately in the 4-H program. Parents and leaders make sure that the facilities where they have 4-H activities and meetings are safe.
Quality adult leadership is key to achieving successful 4-H programs.
45 In the statewide comparison shown in Table 7a, the lowest rated life skill statewide is teaching youth about future career choices. Skills useful in dealing with conflicts are the lowest rated social skill. Training and preparation of adult volunteer leaders is the lowest rated 4-H teaching tool. In the program management area, meeting the changing needs of youth in the community and attracting children from diverse cultural and ethnic backgrounds tie with one another.
According to the 2003 survey Nevada 4-H has numerous strengths.
Parents and leaders indicated their lowest rated teaching skill was providing activities that help youth learn social skills such as communication and relationship building. Their lowest rated management skill was relating well to youth from different cultures and backgrounds. Their lowest rated prevention skill was keeping youth from hurting each other’s feelings. In addition to this discussion about highest and lowest rated
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Parents and leaders place importance on the capacity of 4-H to teach youth communication and relationship building
impacts, the two topics type-coded in Table 7a provide additional information for discussion. Parents and leaders indicated that improved communication and relationship building are among the highest rated skills youth are learning through 4-H. Yet, they rate their ability to teach those skills as the lowest of all teaching skills measured. This interesting phenomenon may indicate the importance adults place on communication and relationship building as skills that 4-H offer, yet they desire to do a better job of teaching those skills to youth. When we view this information with the knowledge that volunteer leader training and preparation is the lowest rated impact statewide, it suggests the need to examine current volunteer leader trainings, and consider making possible changes.
Again, looking at Table 7a, among the lowest rated impacts, reaching youth from diverse cultural and ethnic background appears twice, both in program management and again as a parent and 4-H leader skill. This issue seems another likely topic to address through improved and focused volunteer leader training. Since changing needs of youth and 4-H attraction to diverse cultural and ethnic backgrounds are also low rated program management goals, efforts will likely be required to improve this aspect of Nevada’s 4-H program. Cooperative Extension faculty and 4-H professionals will need to strategize additional ways to manage needed change.
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Local Adaptation of 4-H Program Goals and Methods County 4-H programs are encouraged to look at the assessment results for each county presented in Appendix B. Using this information, Cooperative Extension and 4-H professionals may compare highest and lowest rated impacts for their county program within a framework of their program goals. As discussed in Chapter 2, the administrative Extension area approach to Nevada 4-H programming was intended to encourage local 4-H programming
Reaching youth from diverse cultural and ethnic backgrounds may require improved and focused leader training.
based upon local needs. This philosophy echoes other 4-H programs nationwide: “…local program staff are free to adapt general educational programs to local situations, local participants doing so only voluntarily, as they perceive a program’s utility and value. In case of 4-H, this is particularly critical, as many efforts are predicated on high rates of adult participation as volunteer staff. Thus, there is a considerable potential for variability in 4-H programs, not only from state to state, but from community to community within states, as agents modify their practices to juxtapose with local preferences.” (Meyers, 1980) Recommendations for Further Research
Nevada 4-H effectively teach youth life and social skills.
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As stated in the conclusions, an impact assessment conducted in all counties in Nevada indicates that 4-H teaches youth life and social skills. Teaching tools used in 4-H are effective. The assessment indicates, however, that 4-H does a slightly better job of teaching some skills than others.
Although it is evident from this assessment that 4-H successfully teaches youth skills, this may vary across counties, communities and projects. Differences in success rates or impacts in part may be dependent upon quality of volunteer leaders and the training and preparation volunteers receive prior to taking their leader and teaching role in 4-H projects. Replications of an impact assessment in future years will be helpful and is highly recommended. Repeating assessments periodically will help to measure change over time and provide more conclusive information used to effect change in 4-H programs. Results of this assessment suggest that 4-H offers a powerful resource for teaching skills to youth. Additionally, 4-H provides an attractive out-of-school alternative to athletic extracurricular programs, in that it does not necessarily require physical strength, 4-H provides an motor coordination or daily drills and competitions. attractive outof-school Recommendations for research in the near future include determining differences in evaluations based on prior experience with alternative to athletic extra4-H and intensity of experience. This might include, for example, curricular youth programs.
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comparing responses of parents of 4-H members who belonged to 4-H as children or who serve as volunteer leaders of 4-H projects.
Analyses to determine if urban counties differ from rural counties in their evaluation of skills youth learn, teaching tools used and parent and leader skills may provide insight concerning demographic diversity of the sample population. Further analyses can include for example, identifying similarities or differences between urban and rural populations and/or ethnic groups in evaluating 4-H life skills and teaching tools. Finally, additional work should attempt to survey 4-H youth with varying years of participation in 4-H. Youth who participate in 4-H programs can provide critical information about life skills learned and the effectiveness of 4-H teaching tools.
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Additional research should strive to survey 4-H youth members.
CHAPTER 8 COUNTY IMPACT ASSESSMENT RESULTS
Anticipating and Effecting Positive Changes in County 4-H Programs Impact assessment results presented in Chapters 3 through 7 of this publication can help Cooperative Extension Administrators, Extension Educators, 4-H and Youth Specialists and 4-H Program Coordinators, Instructors and Assistants anticipate and effect positive changes in programming at the county level. Chapter 8 provides a focused opportunity to assist and support county program improvement efforts. Appendix B is included to enable Cooperative Extension faculty and 4-H professionals to examine and consider the 2003 impact assessment results for their respective county(ies). The following activity is designed to assist with this effort. Based upon the highest and lowest rated impacts of 4-H state and county programs, Cooperative Extension faculty, staff, volunteers and parents are encouraged to develop an improvement plan for their respective county program. In addition to the county assessment results presented in Appendix B, we suggest including information from other sources. The 2003 Nevada County ES237 report is one essential source of information and should be onfile in the local Cooperative Extension office. Other local data are available, including the Nevada Kids Count Sourcebook. For the sake of convenience, Tables 8a and 8b provide demographic information about school-age children by county for Nevada. Table 8a provides the 2003 data on public school enrollment by county. Table 8b provides the ethnic distribution of public school enrollment by county. Public school enrollment figures provide the most current school-age data for Nevada. Given Nevada’s recent “boom and bust” population trends, we included data from the Nevada Department of Education to provide the most current information. Counties that have significant numbers of school-aged children not enrolled in public schools should refer to the most recent U.S. Census data for numbers of school-aged youth. For the sake of convenience, Table 8c is provided to assist county 4-H planning efforts. Similarly, Table 8c provides estimated median
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family income for each of Nevada’s counties. This information can help identify more clearly the economic resources of families residing in Nevada and who may benefit from participation in 4-H programs. Table 8a. 2003 Nevada Public School Enrollment by County.
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County
*PreKindergarten
Kindergarten
Elemtary
Secondary
**Ungraded
Carson City Churchill Clark Douglas Elko Esmeralda Eureka Humboldt Lander Lincoln Lyon Mineral Nye Pershing Storey Washoe White Pine
41 60 1,642 30 38 0 0 48 10 21 106 6 69 16 1 381 11
649 306 19,527 432 723 4 19 248 96 48 447 47 373 72 21 4,183 92
4,029 2,047 127,817 3,099 4,522 53 120 1,583 569 358 3,371 355 2,482 382 211 29,171 624
4,115 2,197 107,074 3,619 4,393 17 100 1,625 592 563 3,342 379 2,369 405 217 26,510 708
0 0 514 0 18 0 0 0 9 2 2 0 29 0 0 139 0
8,834 4,610 256,574 7,180 9,694 74 239 3,504 1,276 992 7,268 787 5,322 875 450 60,384 1,435
Totals
2,480
27,287
180,793 158,225
713
369,498
Total
*Pre-Kindergarten refers to 3 and 4 year old children receiving special education **Ungraded refers to a student who is enrolled in a non-graded class in a school for special education or a student who cannot be assigned to a particular grade because of the nature of his/her condition. Source: Nevada Department of Education, 2003.
Table 8b. 2003 Nevada Ethnic Distribution of Public School Enrollment by County
County
American Indian or Alaskan Native
Asian or Pacific Islander
Hispanic
Black
White
Carson City Churchill Clark Douglas Elko Esmeralda Eureka Humboldt Lander Lincoln Lyon Mineral Nye Pershing Storey Washoe White Pine
280 326 2,156 203 676 8 18 167 62 20 381 139 136 57 5 1615 74
206 230 19,055 161 89 1 4 28 9 19 62 7 104 16 13 3,502 13
2,065 474 81,431 714 2,277 19 19 853 266 85 1,025 65 749 219 37 15,600 148
94 111 35,931 55 59 0 0 17 2 41 70 45 138 7 2 2,187 17
6,189 3,469 118,001 6,047 6,593 46 198 2,439 937 827 5,730 531 4,195 576 393 37,480 1,183
8,834 4,610 256,574 7,180 9,694 74 239 3,504 1,276 992 7,268 787 5,322 875 450 60,384 1,435
6,323 23,519 106,046 38,776 Percent of Total 1.71 6.37 28.7 10.49 Source: Nevada Department of Education, 2003.
194,834
369,498 52.73
Total
53 Totals
Table 8c: 2002 Estimated Median Family Income by Nevada County 2002 Estimated Median Family Income
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Location
Annual
Carson City Churchill County Clark County Douglas County Elko County Esmeralda County Eureka County Humboldt County Lander County Lincoln County Lyon County Mineral County Nye County Perishing County Storey County Washoe County White Pine County NEVADA
$60,000 $53,100 $54,300 $63,800 $63,400 $50,400 $61,700 $58,200 $54,900 $33,400 $44,200 $44,200 $54,300 $49,500 $66,400 $62,300 $55,000 $56,050
Source: Nevada KIDS COUNT Center for Business and Economic Research, University of Nevada Las Vegas http://kidscount.unlv.edu
Use Caution in Interpreting County Impact Assessment Results Please note that while all counties in Nevada participated in the assessment and are included in the statewide results, some counties had higher rates of participation. For example, two counties, Eureka and Lander, each had fewer than 10 respondents. Instead of excluding those results, and since those counties are both rural and adjacent, we combined them as one unit in order to include them in Appendix B. We combined other counties for the same reason. While the results for counties with 10 or more respondents are included individually in Appendix B, those counties with small numbers of respondents should be careful in interpreting and using the results. Such small numbers of respondents may not accurately reflect local opinions about the local 4-H program. County assessment results are provided to encourage program staff and volunteer leaders to prepare a county level plan of action, using the 4-H County Program Planning Tool. County results should not be used to compare counties. Each county 4-H program has different resources and traditions that have shaped its local programs. It is not the intent of the authors to evaluate or change these traditions. Rather, the intent is to provide a way to compare highest and lowest rated impacts and other conditions within a framework of local priorities for planning program improvement. After the county plan is prepared, recommendations made and priorities established, looking at assessment results from other counties may be helpful. For example, if involvement of youth from additional ethnic and/or cultural backgrounds is determined to be a priority for program improvement and another county has done well in attracting youth from diverse backgrounds, sharing that information across county lines may be helpful. However, only after a county plan of action and priorities are established should other counties’ results be considered and resources sought. Each county has both high and low impacts based upon local resources, needs and traditions. Developing a plan of action to strengthen programming includes targeting areas for improvement while recognizing positive impacts and continuing to provide resources to keep those areas strong. We suggest that in addition to 4-H staff developing their county planning tool, that they involve county leaders, 4-H leaders and 4-H youth in the planning process. To ensure a strong planning effort, we encourage the Cooperative Extension Expansion and Review Committee to review each county 4-H plan. Finally, we encourage posting the approved plans on the UNCE website so that they may be shared with others.
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Highest Rated Impacts Statewide:
Highest Rated Impacts for My County:
The following planning tool provides an opportunity to examine results of the impact assessment at the county level. Use Appendix B to locate your county results and complete the following table (county results are presented in alphabetical order by county name).
4-H COUNTY PROGRAM PLANNING TOOL
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59%
Volunteer leader training is adequate in providing skills needed to lead projects 4-H meets changing needs of youth Attracts diverse cultural/ethnic groups Provide activities to help youth learn social skillscommunications/relationship Relating well to youth from different cultures/ethnic backgrounds Keeping youth from hurting each others feelings
Teaching Tools:
Program Management:
Parent & leader teaching skills:
Parent & leader management skills:
Parent & leader prevention skills:
69%
70%
66%
63%
50%
Skills useful in dealing with conflicts
Youth Social Skills:
56%
Percent
Learning about future career choices
Impacts
Youth Life Skills:
Statewide
Lowest Rated Impacts Statewide:
Impacts
My County Percent
Lowest Rated Impacts for My County:
The following planning tool provides an opportunity to examine results of the impact assessment at the county level. Use Appendix B to locate your county results and complete the following table (county results are presented in alphabetical order by county name).
4-H COUNTY PROGRAM PLANNING TOOL
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4-H COUNTY PROGRAM PLANNING TOOL The following questions provide an opportunity to examine results of the impact assessment at the county level. Use the tables included in this chapter in addition to Appendix B to locate your county results and complete the following (county results are presented in alphabetical order by county name). My County’s Demographics: Number of school-age children in my county (from Table 8a) Total number of 4-H youth in my county (from 2003 ES-237) Ethnic distribution of children in my county (from Table 8b) Ethnic distribution of 4-H youth in my county (from 2003 ES-237) Median income of families in my county (from Table 8c): Income distribution of 4-H families in my county (from 4-H survey) Percent 4-H families in my county earning below $25,000 annually (from 4-H survey) Percent of families in my county earning below $25,000 (from Figure 8a)
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Action PLAN to Strengthen My County’s 4-H Program The following activity will help you to begin thinking about ways in which to strengthen your county’s 4-H program in light of the results of the 2003 impact assessment. Using the results that you entered into the 4-H County Program Planning Tool: 1. Write a paragraph that describes the highest rated impacts of your county 4-H program. Explain why you think these impacts rated highest.
2. Write a paragraph that describes the lowest rated impacts in your county 4-H program. Explain why you think these impacts rated lowest.
3. Write a paragraph that compares and contrasts similarities and differences between the Nevada 4-H County ES237 data and the county school-age children demographics focusing on age and ethnicity.
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Action PLAN to Strengthen My County’s 4-H Program The following activity will help you to begin thinking about ways in which to strengthen your county’s 4-H program in light of the results of the 2003 impact assessment. Using the results that you entered into the 4-H County Program Planning Tool: 4. Write a paragraph that compares and contrasts similarities and differences between the results for the 4-H survey concerning income levels in your county with Nevada Kids Count income data provided in Figure 8a and Table 8a.
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5. List other considerations to include for strengthening your county’s 4-H program.
6. Write a paragraph that includes at least one recommendation for strengthening your county’s 4-H program. Use information provided in this chapter concerning highest and lowest rated impacts, demographics, income and other information not presented here that is relevant to your recommendation.
REFERENCES
Astroth, K.A. 1996. Leadership in nonformal youth groups: Does style affect youth outcomes? Journal of Extension [Online]. 34(6). Available from: http:// www.joe.org/joe/1996december/rb2.html. Astroth, K.A. 1994. The trouble with gold stars, incentive plans, A’s praise, and other bribes. Journal of Extension [Online]. 32(2). Available from: http:// www.joe.org/joe/1994august/tt3.html. Astroth, K.A. and G.W. Haynes. 2002. More than cows and cooking: Newest research shows the impact of 4-H. Journal of Extension [Online]. 20(4). Available from: http://www.joe.org/joe/2002august/a6.shtml. Blyth, D. 2000. Extension’s roles in community youth development for the 21rst century. The Center. Communication and Educational Technology Services, University of Minnesota Extension Service. Bourdeau, V.D. 2002. Improving science education in the 4-H geology project. Journal of Extension [Online]. 40(1). Available from: http://www.joe.org/ joe/2002february/iw4.html. Boyd, B.L., D.R. Herring, and G.E. Briers. 1992. Developing life skills in youth. Journal of Extension [Online]. 30(4). Available from: http://www.joe.org/joe/ 1992winter/a4.html. Carmines, E.G., and Zeller, R.A. 1979. Reliability and Validity Assessment. Beverly Hill, CA: Sage Publications. Culp III, K. and V.J. Schwartz. 1999. Motivating Adult Volunteer 4-H Leaders. Journal of Extension [Online]. 37(1). Available from http://joe.org/joe/ 1999february/rb5.html. Deen, M.Y. 2000. Differences in the solution-oriented conflict style of selected groups of 4-H youth development volunteer leaders. Journal of Extension [Online]. 38 (1). Available from http://joe.org/joe/2000february/rb5.html. Diem, K.G. and L. Rothenburger. 2001. The County Fair: What Has it Done for You, Lately? Journal of Extension [Online]. 39(4). Available from http:// joe.org/joe/2001august/iwl.html. Eccles, J. and J. Appleton-Gootman. 2002. Community Programs to Promote Youth Development. Washington, DC: National Academy of Sciences Press. El Sawi, G. and M.F. Smith. 1997. Skills and Competencies in 4-H Curriculum Materials. Journal of Extension [Online]. 35(2). Available from: http:// www.joe.org/joe/1997april/al.html. Fetsch, R. J. and R.K. Yang. 2002. The effect of competitive and cooperative learning preferences on children’s self-perceptions: A comparison of 4-H and non-4-H members. Journal of Extension [Online]. 40(3). Available from: http:// www.joe.org/joe/2002june/a5.html.
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Fritz, S., D. Karmazin, J. Barbuto, Jr., S. Burrow. 2003. Urban and rural 4H adult volunteer leaders’ preferred forms of recognition and motivation. Journal of Extension [Online]. 41(3). Available from: http://www.joe.org/joe/2003june/ rb1.shtml. Gruidl, J. and R. Hustedde. 2003. Evaluation of capacity-building programs: A learning organization approach. Journal of Extension [Online]. 41(5). Available from: http://www.joe.org/joe/2003october/al.shtml. Hobbs, B.B. 1999. Increasing the 4-H participation of youth from high-risk environments. Journal of Extension [Online]. 37(4). Available from: http:// www.joe.org/joe/1999august/rbl.html. Howard, J., Couch, M., Townsend, C., Boleman, C. 2001. Impact assessment of the Texas 4-H and youth development program. Texas 4-H Research Review: 2000 – 2001. Office for Texas 4-H and Youth Research. College Station, TX: Texas A & M University. Hutchins, J.K., B.S. Seevers, D. Van Leeuwen. 2002. Value of adult volunteer leaders in the New Mexico 4-H program. Journal of Extension [Online]. 40(2). Available from http://www.joe.org/joe/2002april/rb4.html. Karr, K., Keith, L., Vaugh, P., Lockaby, J. 2001. The self-perceived impact of participation in the Texas 4-H council by former council members. Texas 4-H Research Review: 2000 – 2001. Office for Texas 4-H and Youth Research. College Station, TX: Texas A&M University. Keith, L. and Vaughn, P. 1998. The value of 4-H competitive activities as perceived by the parents of 4-H members. Journal of Agricultural Education, 39(3), 41-50. Matulis, J.K., Hedges, L.E., Barrick, K., Smith, K.L. 1988. 4-H strikes a positive note. Journal of Extension [Online]. 26(1). Available from http:// www.joe.org/joe/1988spring/a5.html. McKee, R.K., B. A. Talbert, S. J. Barkman. 2002. The challenges associated with change in 4-H/Youth Development. Journal of Extension [Online]. 40(2). Available from http://www.joe.org/joe/2002april/a5.html. McNeely, NN., R. J. Schmiesing, J. King, S. Kleon. 2002. Ohio 4-H Youth Development Extension Agents’ Use of Volunteer Screening Tools. Journal of Extension [Online]. 40(4). Available from http://www.joe.org/joe/2002august/ a7.shtml. Mincemoyer, C.C. and D.F. Perkins. 2001. Building your youth development toolkit: A community youth development orientation for Pennsylvania 4-H/Youth Programs. Journal of Extension [Online]. 39(4). Available from http:// www.joe.org/joe/2001august/a7.html. National Agriculture Statistics Service. 1997. Available from: http:// www.nass.usda.gov/census/census97/National 4-H Headquarters. 2002. Available from: www.4-h.org. National 4-H Impact Assessment Project. 2001. Developing Positive Youth. CSREES Families/4-H/Nutrition unit and University of Tennessee. Nelson, P.T. and D. Cudaback. 1985. Catch them when you can. Journal of Extension [Online]. 23(2). Available from http://www.joe.org/joe/1985summer/ a4.html.
Sabo, K.E. and Hamilton, W.V. 1997. 4-H shooting sports hits the mark with youth-at-risk. Journal of Extension [Online]. 35(5). Available from http:// www.joe.org/joe/1997october/a3.htm. Sawer, B.J. 1987. What 4-H members learn in animal science projects. Corvallis, OR: Oregon State University, Department of 4-H and Youth Development. Schauber, A.C. and K. Castania. 2001. Facing issues of diversity: Rebirthing the Extension service. Journal of Extension [Online]. 39(6). Available from http:// www.joe.org/joe/2001december/comm2.html. Scheer, S.D. and Lafontaine, K.R. 1999. Stakeholder satisfaction with a 4-H Extension program for five to eight-year-old children. Journal of Extension [Online]. 37( 5). Available from: http://www.joe.org/joe/1999. Schlink, K. 2000. Addressing educational needs of youth in today’s society. Journal of Extension [Online]. 38(4). Available from http://www.joe.org/joe/ 2000august/comm1.html. Scholl, J. (2003). Making the Best Better: 4-H Graduate Research 19112002. Scholl, J. and D. Lago. 1994. Using non-reactive methods to study and improve 4-H programs. Journal of Extension [Online]. 32(3). Available from http:/ /www.joe.org/joe/1994october/tt3.html. Seevers, B.S., Dormondy, T.J., Clason, D.L. 1995. Developing a scale to research and evaluate youth leadership life skills development. Journal of Agricultural Education, 36, 28-35. Singletary, L., Smith, M., Evans, W. 2001. Can 4-H help schools and parents fill a gap? Rural Educator, 23(2),13-20. Singletary, L., M. Smith, G. Hill. 2004. The changing focus of 4-H and the role of rural schools. Rural Educator. 25(2), 15-21. SPSS Applications Guide (Base 10.1) (2001). Chicago: Author. Stumpf, M., K. Henderson, K. Luken, D. Bialeschki, M. Casey II. 2002. 4H programs with a focus on including youth with disabilities. Journal of Extension [Online]. 40(2). Available from http://www.joe.org/joe/2002april/a4.html. UNCE (University of Nevada Cooperative Extension). 1993. “Youth development in Nevada core concepts: A framework for programming.” Tri-fold Brochure. Reno, NV: University of Nevada Cooperative Extension. U.S. Census Bureau. 2002. Population and housing unit count. Available from http://www.census.gov/population/censusdata/urpop0090.txt. USDA. 1998. A time to act. A report of the USDA national commission on small farms. Available from: http://www.reeusda.gov/smallfarm/report.htm. Van Horn, B.E., C.A. Flanagan, J.S. Thomson. 1999. Changes and challenges in 4-H (part 2). Journal of Extension [Online]. 37(1). Available from: http:/ /www.joe.org/joe/1999february/comml.html. Walker, J. and Dunham, T. 1994. Understanding youth development work. St. Paul, MN: Center for 4-H Youth Development, Minnesota Extension Service, University of Minnesota. Ward, C. K. 1996. Life skill development related to participation in 4-H animal science projects. Journal of Extension [Online]. 34(2). Available from: http://www.joe.org/joe/1996april/rb2.html.
63
Weber, J.A. and J.C. McCullers. 1986. The blue ribbon: An American way of life. Journal of Extension [Online]. 24(3). Available from: http://www.joe.org/ joe/1986fall/al.html. Woloshuk, J.M., G. Brown, G.D. Wagaman. 1999. 4-H projects: Is completion important? Journal of Extension [Online]. 37(5). Available from: http:// www.joe.org/joe/1999october/rb5.html. Woodrum, W. and R.D. Safrit. 2003. Leadership practices of West Virginia University Extension agents working with the 4-H youth development program. Journal of Extension [Online]. 41(3). Available from: http://www.joe.org/joe/ 2003june/rb3.html. Zimmer, B.P, S.D. Scheer and J.A. Shriner. 1999. Cloverbud Connections: A Newsletter Approach to Tuning into Kids. Journal of Extension [Online]. 37(1). Available from: http://www.joe.org/joe/1999february/tt2.html.
64
APPENDIX A
65
COOPERATIVE EXTENSION Bringing the University to You Dean and Director’s Office/404 • Reno, NV 89557-0106. • (775) 784-7070 • Fax(775) 784-7079 www.unce.unr.edu
October 13, 2003 Dear 4-H Parent and/or 4-H Leader: Two years ago, we asked 4-H parents and leaders to complete a survey and mail it back to us. Many of you participated in that survey and we want to offer our personal thanks for your time. As a result, many counties used the information to help them understand what was working and what could be better. Because many Nevada counties have experienced changes in population, economic conditions and other trends, we are asking for your participation in a second round of surveys. As the Dean of Cooperative Extension, I am personally interested in hearing directly from people like you so that Extension can continue to be on-target to provide the support parents and volunteers need to keep 4-H strong.
66
Enclosed is a 2-page (front and back) questionnaire that asks questions about life skills learned, 4-H management and skills useful in working with youth. Be sure to completely darken or “bubble” the number that best indicates your answer (see graphic at right for the right and wrong way to answer each question). After you complete the questionnaire, enclose it in the self-addressed and stamped envelope provided. Please leave the survey folded the same way that you received it. The survey should take 5 to 10 minutes of your time. Your participation is strictly voluntary. Please return the completed questionnaires by November 3. We assure you that your individual responses will be kept confidential. No identifying marks are on the questionnaire and we request that you do not include your name on the questionnaire. Once we have a statistical summary, we will share it with you either through a newsletter or fact sheet. No individual answers will be shared with anyone. Please accept my personal thanks for your time in completing and returning the enclosed questionnaire. We all work very hard to provide a quality 4-H program. This survey will help us to “make the best better.” If you have any questions please call me at 775-784-7070, or the University of Nevada, Reno Social Behavioral Institutional Review Board at 775-327-2368. Sincerely,
Karen L. Hinton Dean/Director University of Nevada Cooperative Extension Encl. A Partnership of Nevada Counties, University of Nevada and U.S.D.A.
67
APPENDIX B 2003 COUNTY IMPACTS
68
2001-2003 4-H Survey in Carson/Storey County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents The 4-H projects offered satisfy a variety of subject matter interests
30
dents 3
8
38
71%
74%
7
5
35
80%
79%
4
6
31
77%
75%
6
3
40
85%
28
64%
10
9
33
70%
4-H competitions/shows are useful teaching tools for my child(ren)
31
94%
2
2
36
86%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
23
74%
8
4
33
85%
The quality of adult leadership skills is key to achieving a successful 4-H program
31
100%
1
1
39
90%
Volunteer leader training is adequate in providing the skills needed to lead projects
20
80%
5
10
33
67%
4-H meets the changing needs of youth
19
68%
9
7
35
74%
Project materials my child receives help him/her to gain knowledge and skills related to a project
31
4-H record book-keeping teaches valuable skills
24
4-H newsletters are useful ways to teach and a nnounce upcoming events
32
4-H attracts children from diverse cultural and ethnic backgrounds
87%
69
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
2003
2003
number of
% of
total
respon-
total
skills useful in dealing with conflicts3
dents 31
55%
15
14
dents 36
64%
improved communication skills
31
74%
9
10
36
75%
relationship-building skills
32
81%
6
5
35
80%
to acquire greater self-esteem
32
88%
3
1
35
89%
improved organization skills
31
84%
5
13
37
70%
improved decision-making ability
31
71%
11
11
35
71%
to achieve greater self-confidence around others
31
90%
1
3
36
83%
improved public-speaking skills
30
73%
10
9
35
77%
improved skills to lead peers
31
61%
13
6
34
79%
about future career choices
27
59%
14
15
33
64%
self-responsibility
32
84%
4
4
36
81%
to trust others and be trustworthy
31
65%
12
12
35
71%
knowledge about the project(s) in which s/he participates
31
90%
2
2
37
84%
to set and reach goals
32
78%
7
7
35
77%
to value service to the community
32
75%
8
8
35
77%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
70
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
14
33
76%
keeping youth from bullying each other
7
32
84%
managing conflict between youth
6
33
85%
making sure that the facility where we have 4-H is safe
11
30
80%
making sure youth are occupied during 4-H meetings & activities
18
32
69%
providing youth with age-appropriate learning activities
16
33
73%
listening to youth
3
36
86%
understanding a “youth” point of view
8
36
83%
relating well to youth from different cultures/backgrounds
12
34
79%
making sure I’m easy to approach if a youth has a problem
1
35
94%
helping youth to feel like they belong to a part of a special group
2
34
88%
helping youth to feel they are an important part of the 4-H program
10
35
83%
letting youth know I have high expectations of them
9
35
83%
ensuring that youth act appropriately in the 4-H program
4
35
86%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
15
32
72%
providing activities designed to help youth learn social skills such as communication a nd relationship building
17
31
71%
encouraging youth to take on leadership roles
5
34
85%
conducting activities with youth that are challenging to them
13
32
78%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001 0% 29.6% 22.2% 18.5% 29.6%
2003 8.3% 22.2% 30.6% 13.9% 25.0%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 8.6% 2.9% 77.1% 8.6% 2.9%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001 31.0% 34.5% 31.0% 3.4% 0%
2003 16.7% 69.4% 13.9% 0% 0%
How old are your children? (total number) 2001 2003 7 7 11 19 7 5
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001 96.7% 0% 0% 0%
2003 86.1% 0% 2.8% 2.8%
Response White Black Amer. Indian Hispanic
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001 37.5% 62.5% 0%
2003 51.3% 43.6% 5.1%
Response Urban Rural (non-farm) Farm/ranch
2003 4.5% 13.6% 63.6% 18.2% 0% 0%
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
As a child, were you a member of 4-H? 2001 28.1% 71.9%
2003 37.5% 62.5%
Response Yes No
If yes, how many years 2001
2003 38.5% 38.5% 7.7% 15.4%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 0% 0% 3.1% 21.9% 12.5% 28.1% 15.6% 15.6% 3.1% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
2003 5.1% 17.9% 25.6% 25.6% 17.9% 5.1% 2.6%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
71
2001-2003 4-H Survey in Churchill County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents
dents
The 4-H projects offered satisfy a variety of subject matter interests
72
4
37
78%
Project materials my child receives help him/her to gain knowledge and skills related to a project
7
32
72%
4-H record book-keeping teaches valuable skills
6
31
74%
4-H newsletters are useful ways to teach and a nnounce upcoming events
1
36
89%
4-H attracts children from diverse cultural and ethnic backgrounds
10
31
58%
4-H competitions/shows are useful teaching tools for my child(ren)
5
32
78%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
3
25
80%
The quality of adult leadership skills is key to achieving a successful 4-H program
2
36
86%
Volunteer leader training is adequate in providing the skills needed to lead projects
8
29
62%
4-H meets the changing needs of youth
9
34
59%
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
total
dents
2003
2003
number of
% of
respon-
total
skills useful in dealing with conflicts3
15
dents 35
improved communication skills
10
35
66%
relationship-building skills
5
36
72%
to acquire greater self-esteem
3
36
78%
34%
improved organization skills
7
36
69%
improved decision-making ability
6
35
71%
to achieve greater self-confidence around others
1
36
86%
improved public-speaking skills
11
35
60%
improved skills to lead peers
13
36
58%
about future career choices
14
34
47%
self-responsibility
2
36
81%
to trust others and be trustworthy
12
35
60%
knowledge about the project(s) in which s/he participates
4
36
75%
to set and reach goals
8
35
69%
to value service to the community
9
34
68%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
8
36
76%
keeping youth from bullying each other
16
36
58%
managing conflict between youth
17
36
56%
making sure that the facility where we have 4-H is safe
7
36
78%
making sure youth are occupied during 4-H meetings & activities
10
35
69%
providing youth with age-appropriate learning activities
4
35
83%
listening to youth
5
37
81%
understanding a “youth” point of view
9
37
70%
relating well to youth from different cultures/backgrounds
15
34
59%
making sure I’m easy to approach if a youth has a problem
1
36
92%
helping youth to feel like they belong to a part of a special group
2
35
86%
helping youth to feel they are an important part of the 4-H program
3
35
86%
letting youth know I have high expectations of them
11
35
69%
ensuring that youth act appropriately in the 4-H program
6
36
81%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
14
35
60%
providing activities designed to help youth learn social skills such as communication a nd relationship building
18
35
54%
encouraging youth to take on leadership roles
12
36
67%
conducting activities with youth that are challenging to them
13
36
67%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001
2003 13.9% 19.4% 22.2% 16.7% 27.8%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 3.3% 23.3% 53.3% 10.0% 10.0%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
73
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001
2003 12% 61% 21% 3% 0%
How old are your children? (total number) 2001 2003 8 8 17 11 11 6
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001
2003 91.2% 0% 0% 2.9% 0% 5.9%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001
2003 0% 48.6% 51.4%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2001
2003 54.1% 45.9%
Response Yes No
If yes, how many years 2001
2003 22.2% 50.0% 22.2% 5.6%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 0% 8.6% 0% 8.6% 25.7% 37.1% 14.3% 5.7% 0% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
74
2003 11.8% 0% 64.7% 23.5% 0% 0%
2003 2.7% 10.8% 24.3% 18.9% 18.9% 18.9% 5.4%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001
2003 12% 61% 21% 3% 0%
How old are your children? (total number) 2001 2003 8 8 17 11 11 6
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001
2003 91.2% 0% 0% 2.9% 0% 5.9%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001
2003 0% 48.6% 51.4%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2001
2003 54.1% 45.9%
Response Yes No
If yes, how many years 2001
2003 22.2% 50.0% 22.2% 5.6%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 0% 8.6% 0% 8.6% 25.7% 37.1% 14.3% 5.7% 0% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
74
2003 11.8% 0% 64.7% 23.5% 0% 0%
2003 2.7% 10.8% 24.3% 18.9% 18.9% 18.9% 5.4%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
2001-2003 4-H Survey in Clark County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents The 4-H projects offered satisfy a variety of subject matter interests
46
dents 65%
4
4
33
73%
Project materials my child receives help him/her to gain knowledge and skills related to a project
48
27%
10
10
34
20%
4-H record book-keeping teaches valuable skills
34
71%
3
5
31
68%
4-H newsletters are useful ways to teach and a nnounce upcoming events
47
64%
5
2
33
79%
4-H attracts children from diverse cultural and ethnic backgrounds
37
41%
9
8
28
54%
4-H competitions/shows are useful teaching tools for my child(ren)
46
72%
2
3
30
77%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
33
46%
8
7
20
55%
The quality of adult leadership skills is key to achieving a successful 4-H program
48
96
1
1
34
79%
Volunteer leader training is adequate in providing the skills needed to lead projects
38
50
6
9
31
48%
4-H meets the changing needs of youth
39
49
7
6
31
55%
75
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
2003
2003
number of
% of total
total
respon-
skills useful in dealing with conflicts3
dents 47
51%
15
15
dents 29
35%
improved communication skills
45
87%
4
8
32
69%
relationship-building skills
48
77%
7
7
32
69%
to acquire greater self-esteem
48
94%
2
5
32
72%
improved organization skills
48
63%
14
13
32
53%
improved decision-making ability
48
94%
1
12
32
56%
to achieve greater self-confidence around others
48
90%
3
4
32
72%
improved public-speaking skills
48
73%
10
6
31
71%
improved skills to lead peers
48
75%
9
10
31
61%
about future career choices
48
73%
10
6
29
52%
self-responsibility
46
65%
12
3
32
75%
to trust others and be trustworthy
46
65%
13
11
30
57%
knowledge about the project(s) in which s/he participates
46
80%
6
2
33
76%
to set and reach goals
46
85%
5
1
33
76%
to value service to the community
45
76%
8
9
32
66%
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001 36.2% 42.6% 10.6 10.6 0%
2003 6.7% 56.7% 33.3% 3.3% 0%
How old are your children? (total number) 2001 2003 9 11 14 9 3 4
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001 79.5% 0% 15.9% 4.5% 0% 0%
2003 91.2% 0% 0% 2.9% 0% 5.9%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001 64.1% 35.9% 0%
2003 58.8% 32.4% 8.8%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2003 32.4% 67.6%
Response Yes No
If yes, how many years 2001
2003 9.1% 45.5% 9.1% 36.4%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 0% 0% 9.4% 3.1% 15.6% 21.9% 25.0% 21.9% 3.1% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
2001 33.3% 66.7%
2003 35.0% 25.0% 20.0% 20.0% 0% 0%
2003 0% 17.6% 44.1% 29.4% 5.9% 2.9% 0%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
77
2001-2003 4-H Survey in Douglas County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents The 4-H projects offered satisfy a variety of subject matter interests
78
32
dents 78%
4
2
31
87%
Project materials my child receives help him/her to gain knowledge and skills related to a project
31
77%
5
7
29
66%
4-H record book-keeping teaches valuable skills
28
75%
6
5
28
79%
4-H newsletters are useful ways to teach and a nnounce upcoming events
31
90%
1
4
29
79%
4-H attracts children from diverse cultural and ethnic backgrounds
29
72%
7
10
25
60%
4-H competitions/shows are useful teaching tools for my child(ren)
27
85%
2
3
29
86%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
22
55%
10
6
25
72%
The quality of adult leadership skills is key to achieving a successful 4-H program
32
84%
3
1
31
97%
Volunteer leader training is adequate in providing the skills needed to lead projects
25
56%
9
8
22
64%
4-H meets the changing needs of youth
28
64%
8
9
24
63%
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
2003
2003
number of
% of total
total
respon-
skills useful in dealing with conflicts3
dents 28
54%
14
15
dents 29
41%
improved communication skills
29
72%
8
4
29
83%
relationship-building skills
29
76%
4
11
29
69%
to acquire greater self-esteem
30
73%
5
7
29
79%
improved organization skills
29
55%
12
9
29
76%
improved decision-making ability
29
62%
11
10
29
75%
to achieve greater self-confidence around others
30
83%
1
5
29
83%
improved public-speaking skills
29
72%
6
12
28
68%
improved skills to lead peers
29
72%
7
13
29
64%
about future career choices
28
54%
13
14
26
62%
self-responsibility
30
77%
3
3
29
86%
to trust others and be trustworthy
29
66%
10
8
27
78%
knowledge about the project(s) in which s/he participates
30
80%
2
1
28
96%
to set and reach goals
0
0%
15
6
28
82%
to value service to the community
30
67%
9
2
29
90%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
9
31
74%
keeping youth from bullying each other
7
31
71%
managing conflict between youth
6
31
81%
making sure that the facility where we have 4-H is safe
3
31
90%
making sure youth are occupied during 4-H meetings & activities
13
31
71%
providing youth with age-appropriate learning activities
14
31
71%
listening to youth
1
31
94%
understanding a “youth” point of view
5
31
87%
relating well to youth from different cultures/backgrounds
10
30
73%
making sure I’m easy to approach if a youth has a problem
8
30
80%
helping youth to feel like they belong to a part of a special group
15
31
71%
helping youth to feel they are an important part of the 4-H program
11
30
73%
letting youth know I have high expectations of them
2
30
93%
ensuring that youth act appropriately in the 4-H program
4
29
90%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
18
30
70%
providing activities designed to help youth learn social skills such as communication a nd relationship building
12
30
73%
encouraging youth to take on leadership roles
17
30
70%
conducting activities with youth that are challenging to them
16
30
70%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001 7.1% 7.1% 14.3% 28.6 42.9
2003 0% 11.1% 18.5% 44.4% 25.9%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 9.7% 9.7% 71.0% 3.2% 6.5%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
79
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001 22.2% 59.3% 18.5% 0% 0%
2003 3.6% 67.9% 25% 3.6% 0%
How old are your children? (total number) 2001 2003 4 18 17 11 4 3
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001 96.6% 0% 0% 3.4% 0% 0%
2003 83.3% 0% 0% 3.3% 0% 13.3%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001 13.8% 75.9% 10.3%
2003 10% 66.7% 23.3%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2001 40% 60%
2003 51.6% 48.4%
Response Yes No
If yes, how many years 2001
2003 35.7% 7.1% 42.9% 14.3%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 3.3% 3.3% 3.3% 13.3% 26.7% 33.3% 3.3% 6.7% 3.3% 3.3%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
80
2003 5.9% 17.6% 58.8% 17.6% 0% 0%
2003 0% 16.1% 22.6% 35.5% 19.4% 6.5% 0%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
2001-2003 4-H Survey in Elko County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents The 4-H projects offered satisfy a variety of subject matter interests
50
dents 88%
4
4
85
84%
Project materials my child receives help him/her to gain knowledge and skills related to a project
49
71%
8
8
81
67%
4-H record book-keeping teaches valuable skills
48
79%
7
6
82
76%
4-H newsletters are useful ways to teach and a nnounce upcoming events
50
96%
1
1
83
92%
4-H attracts children from diverse cultural and ethnic backgrounds
46
70%
9
10
76
55%
4-H competitions/shows are useful teaching tools for my child(ren)
48
88%
2
3
82
88%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
45
96%
2
5
48
82%
The quality of adult leadership skills is key to achieving a successful 4-H program
50
88%
3
2
83
90%
Volunteer leader training is adequate in providing the skills needed to lead projects
42
64%
10
9
77
58%
4-H meets the changing needs of youth
43
81%
6
7
50
73%
81
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
2003
2003
number of
% of total
total
respon-
skills useful in dealing with conflicts3
dents 48
48%
15
15
dents 52
51%
improved communication skills
51
84%
5
8
84
87%
relationship-building skills
51
77%
13
11
83
80%
to acquire greater self-esteem
51
88%
1
2
84
92%
improved organization skills
50
82%
8
10
84
80%
improved decision-making ability
50
84%
7
12
84
73%
to achieve greater self-confidence around others
51
88%
2
7
84
87%
improved public-speaking skills
50
80%
11
1
84
92%
improved skills to lead peers
49
82%
9
9
83
81%
about future career choices
46
65%
14
14
81
58%
self-responsibility
51
84%
6
6
82
88%
to trust others and be trustworthy
46
78%
12
13
84
73%
knowledge about the project(s) in which s/he participates
51
86%
4
3
83
92%
to set and reach goals
51
80%
10
5
82
88%
to value service to the community
51
88%
3
4
82
90%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
82
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
18
81
57%
keeping youth from bullying each other
10
82
70%
managing conflict between youth
13
83
65%
making sure that the facility where we have 4-H is safe
2
82
81%
making sure youth are occupied during 4-H meetings & activities
11
84
69%
providing youth with age-appropriate learning activities
14
77
64%
listening to youth
1
82
81%
understanding a “youth” point of view
5
79
75%
relating well to youth from different cultures/backgrounds
16
82
60%
making sure I’m easy to approach if a youth has a problem
7
81
73%
helping youth to feel like they belong to a part of a special group
9
82
71%
helping youth to feel they are an important part of the 4-H program
4
82
76%
letting youth know I have high expectations of them
3
82
79%
ensuring that youth act appropriately in the 4-H program
6
84
74%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
15
81
62%
providing activities designed to help youth learn social skills such as communication a nd relationship building
17
81
58%
encouraging youth to take on leadership roles
8
82
73%
conducting activities with youth that are challenging to them
12
83
66%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001 4.1% 10.2% 24.5% 36.7% 24.5%
2003 3.7% 7.3% 15.9% 34.1% 39.0%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 2.4% 11.0% 68.3% 8.5% 9.8%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001 14.6% 68.8% 18.6% 0% 0%
2003 12.7% 38.4% 17.7% 1.3% 0%
How old are your children? (total number) 2001 2003 15 9 46 46 19 15
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001 86.0% 4.0% 0% 2.0% 0% 8.0%
2003 96.3% 0% 1.2% 1.2% 0% 1.2%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001 10.2% 59.2% 30.6%
2003 9.4% 50.6% 40.0%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2003 51.2% 48.8%
Response Yes No
If yes, how many years 2001
2003 26.2% 23.8% 33.3% 16.7%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 1.3% 5.1% 7.6% 8.9% 19.0% 29.1% 16.5% 8.9% 2.5% 1.3%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
2001 54.9% 45.1%
2003 0% 16.1% 64.5% 16.1% 3.2% 0%
2003 0% 7.1% 20.0% 34.1% 29.4% 5.9% 3.5%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
83
2001-2003 4-H Survey in Eureka/Lander County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents
dents
The 4-H projects offered satisfy a variety of subject matter interests
84
1
16
100%
Project materials my child receives help him/her to gain knowledge and skills related to a project
9
16
75%
4-H record book-keeping teaches valuable skills
7
17
82%
4-H newsletters are useful ways to teach and a nnounce upcoming events
8
13
77%
4-H attracts children from diverse cultural and ethnic backgrounds
6
14
86%
4-H competitions/shows are useful teaching tools for my child(ren)
5
15
87%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
4
13
92%
The quality of adult leadership skills is key to achieving a successful 4-H program
2
17
94%
Volunteer leader training is adequate in providing the skills needed to lead projects
10
17
71%
4-H meets the changing needs of youth
3
14
93%
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
total
dents
2003
2003
number of
% of
respon-
total
skills useful in dealing with conflicts3
15
dents 12
improved communication skills
9
15
73%
relationship-building skills
8
16
75%
to acquire greater self-esteem
1
16
81%
42%
improved organization skills
10
16
69%
improved decision-making ability
6
15
80%
to achieve greater self-confidence around others
2
16
81%
improved public-speaking skills
13
15
60%
improved skills to lead peers
7
14
79%
about future career choices
14
14
50%
self-responsibility
5
15
80%
to trust others and be trustworthy
4
15
80%
knowledge about the project(s) in which s/he participates
3
16
81%
to set and reach goals
11
15
67%
to value service to the community
12
15
67%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
15
14
64%
keeping youth from bullying each other
14
14
64%
managing conflict between youth
17
16
56%
making sure that the facility where we have 4-H is safe
5
16
81%
making sure youth are occupied during 4-H meetings & activities
4
16
81%
providing youth with age-appropriate learning activities
3
16
81%
listening to youth
6
17
77%
understanding a “youth” point of view
13
17
65%
relating well to youth from different cultures/backgrounds
18
15
53%
making sure I’m easy to approach if a youth has a problem
11
16
69%
helping youth to feel like they belong to a part of a special group
12
16
69%
helping youth to feel they are an important part of the 4-H program
7
16
75%
letting youth know I have high expectations of them
2
16
88%
ensuring that youth act appropriately in the 4-H program
1
16
88%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
8
17
71%
providing activities designed to help youth learn social skills such as communication a nd relationship building
9
16
69%
encouraging youth to take on leadership roles
16
16
56%
conducting activities with youth that are challenging to them
10
16
69%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001
2003 7.1% 14.3% 21.4% 50.0% 7.1%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 5.9% 11.8% 70.6% 5.9% 5.9%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
85
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001
2003 6.7% 66.7% 20.0% 6.7% 0%
How old are your children? (total number) 2001 2003 4 3 6 3 1 3
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001
2003 93.8% 0% 6.3% 0% 0% 0%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001
2003 0% 94.1% 5.9%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2001
2003 56.3% 43.8%
Response Yes No
If yes, how many years 2001
2003 37.5% 37.5% 25.0% 0%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 8.3% 0% 0% 8.3% 0% 75.0% 8.3% 0% 0% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
86
2003 16.7% 8.3% 75.0% 0% 0% 0%
2003 0% 29.4% 11.8% 23.5% 5.9% 23.5% 5.9%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
2001-2003 4-H Survey in Humboldt County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents The 4-H projects offered satisfy a variety of subject matter interests
35
dents 66%
5
6
41
71%
Project materials my child receives help him/her to gain knowledge and skills related to a project
35
54%
8
5
40
75%
4-H record book-keeping teaches valuable skills
33
58%
7
7
41
71%
4-H newsletters are useful ways to teach and a nnounce upcoming events
35
77%
3
3
41
83%
4-H attracts children from diverse cultural and ethnic backgrounds
29
59%
6
8
36
64%
4-H competitions/shows are useful teaching tools for my child(ren)
34
79%
2
2
39
87%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
33
73%
4
4
35
80%
The quality of adult leadership skills is key to achieving a successful 4-H program
34
83%
1
1
40
93%
Volunteer leader training is adequate in providing the skills needed to lead projects
31
52%
9
9
39
46%
4-H meets the changing needs of youth
32
34%
10
10
39
46%
87
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
2003
2003
number of
% of total
total
respon-
skills useful in dealing with conflicts3
dents 32
34%
15
14
dents 36
50%
improved communication skills
34
77%
6
8
40
75%
relationship-building skills
34
80%
4
7
41
76%
to acquire greater self-esteem
34
82%
2
5
41
81%
improved organization skills
35
63%
10
12
40
65%
improved decision-making ability
33
67%
8
13
36
64%
to achieve greater self-confidence around others
35
77%
5
3
40
88%
improved public-speaking skills
33
58%
11
9
40
73%
improved skills to lead peers
34
65%
9
6
37
78%
about future career choices
35
51%
14
15
38
50%
self-responsibility
35
69%
7
4
41
85%
to trust others and be trustworthy
34
56%
12
10
39
72%
knowledge about the project(s) in which s/he participates
35
86%
1
2
40
88%
to set and reach goals
35
80%
3
1
40
90%
to value service to the community
35
52%
13
11
38
66%
Table 3. Total number of people who responded and percentage who responded “good and very How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
88
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
10
41
78%
keeping youth from bullying each other
8
40
83%
managing conflict between youth
15
39
67%
making sure that the facility where we have 4-H is safe
1
39
93%
making sure youth are occupied during 4-H meetings & activities
7
41
83%
providing youth with age-appropriate learning activities
11
41
78%
listening to youth
5
41
85%
understanding a “youth” point of view
12
40
75%
relating well to youth from different cultures/backgrounds
13
37
73%
making sure I’m easy to approach if a youth has a problem
6
36
85%
helping youth to feel like they belong to a part of a special group
2
40
90%
helping youth to feel they are an important part of the 4-H program
3
39
87%
letting youth know I have high expectations of them
4
41
85%
ensuring that youth act appropriately in the 4-H program
9
41
81%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
16
39
67%
providing activities designed to help youth learn social skills such as communication a nd relationship building
17
41
83%
encouraging youth to take on leadership roles
14
41
68%
conducting activities with youth that are challenging to them
18
41
51%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001 0% 15.6% 21.9% 31.3% 31.3%
2003 8.1% 8.1% 29.7% 16.2% 37.8%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 0% 15.0% 57.5% 10.0% 17.5%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001 3.1% 50.0% 40.6% 3.1% 3.1%
2003 23.1% 46.2% 28.2% 2.6% 0%
How old are your children? (total number) 2001 2003 7 6 16 15 15 9
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001 88.2% 0% 0% 11.8% 0% 0%
2003 84.2% 0% 2.6% 7.9% 0% 5.3%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001 11.4% 57.1% 31.4%
2003 0% 55.0% 45.0%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2003 50.0% 50.0%
Response Yes No
If yes, how many years 2001
2003 40.0% 20.0% 30.0% 10.0%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 0% 5.3% 13.2% 15.8% 23.7% 18.4% 21.1% 2.6% 0% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
2001 47.2% 52.8%
2003 6.7% 20.0% 46.7% 23.3% 3.3% 0%
2003 0% 10.3% 10.3% 33.3% 33.3% 10.3% 2.6%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
89
2001-2003 4-H Survey in Lincoln County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents The 4-H projects offered satisfy a variety of subject matter interests
90
13
dents 54%
8
7
13
77%
Project materials my child receives help him/her to gain knowledge and skills related to a project
12
67%
6
9
13
69%
4-H record book-keeping teaches valuable skills
10
50%
9
5
11
82%
4-H newsletters are useful ways to teach and a nnounce upcoming events
11
64%
7
10
11
45%
4-H attracts children from diverse cultural and ethnic backgrounds
12
75%
3
3
14
93%
4-H competitions/shows are useful teaching tools for my child(ren)
12
67%
5
1
14
100%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
11
27%
10
6
10
80%
The quality of adult leadership skills is key to achieving a successful 4-H program
13
85%
1
2
14
100%
Volunteer leader training is adequate in providing the skills needed to lead projects
9
78%
2
4
12
83%
4-H meets the changing needs of youth
10
70%
4
8
13
77%
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
2003
2003
number of
% of total
total
respon-
skills useful in dealing with conflicts3
dents 9
22%
15
15
dents 12
67%
improved communication skills
11
73
4
6
13
100%
relationship-building skills
10
90%
2
1
14
100%
to acquire greater self-esteem
12
67%
15
2
14
100%
improved organization skills
11
46%
12
8
14
93%
improved decision-making ability
11
55%
10
9
14
93%
to achieve greater self-confidence around others
11
91%
1
3
14
100%
improved public-speaking skills
10
50%
11
7
12
100%
improved skills to lead peers
9
22%
14
5
13
100%
about future career choices
11
46%
13
12
13
92%
self-responsibility
12
67%
6
10
14
93%
to trust others and be trustworthy
12
67%
7
14
13
85%
knowledge about the project(s) in which s/he participates
13
77%
3
13
14
86%
to set and reach goals
11
64%
8
11
14
93%
to value service to the community
12
58%
9
4
14
100%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
9
12
92%
keeping youth from bullying each other
4
11
100%
managing conflict between youth
1
12
100%
making sure that the facility where we have 4-H is safe
8
12
92%
making sure youth are occupied during 4-H meetings & activities
10
11
91%
providing youth with age-appropriate learning activities
11
11
91%
listening to youth
2
12
100%
understanding a “youth” point of view
12
13
85%
relating well to youth from different cultures/backgrounds
17
11
82%
making sure I’m easy to approach if a youth has a problem
13
13
85%
helping youth to feel like they belong to a part of a special group
14
13
85%
helping youth to feel they are an important part of the 4-H program
5
13
93%
letting youth know I have high expectations of them
15
13
85%
ensuring that youth act appropriately in the 4-H program
3
12
100%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
7
13
92%
providing activities designed to help youth learn social skills such as communication a nd relationship building
18
13
77%
encouraging youth to take on leadership roles
16
13
85%
conducting activities with youth that are challenging to them
6
13
92%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001 10.0% 30.0% 20.0% 30.0% 10.0%
2003 0% 7.7% 15.4% 38.5% 38.5%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 0% 0% 66.7% 20.0% 13.3%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
91
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001 15.4% 38.5% 30.8% 15.4% 0%
2003 6.7% 53.3% 33.3% 0% 6.7%
How old are your children? (total number) 2001 2003 3 20 6 7 6 2
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001 92.3% 0% 0% 7.7% 0% 0%
2003 100% 0% 0% 0% 0% 0%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001 7.7% 76.9% 15.4%
2003 0% 60% 40%
Response Urban Rural (non-farm) Farm/ranch
92 As a child, were you a member of 4-H? 2003 64.3% 35.7%
Response Yes No
If yes, how many years 2001
2003 10.0% 20.0% 30.0% 40.0%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 0% 0% 7.1% 7.1% 42.9% 14.3% 21.4% 7.1% 0% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
2001 69.2% 30.8%
2003 0% 30.8% 38.5% 30.8% 0% 0%
2003 0% 0% 13.3% 26.7% 20.0% 26.7% 13.3%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
2001-2003 4-H Survey in Lyon County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents The 4-H projects offered satisfy a variety of subject matter interests
85
dents 79%
4
5
80
70%
Project materials my child receives help him/her to gain knowledge and skills related to a project
77
71%
6
7
79
67%
4-H record book-keeping teaches valuable skills
83
68%
8
8
77
60%
4-H newsletters are useful ways to teach and a nnounce upcoming events
80
70%
4
7
76
72%
4-H attracts children from diverse cultural and ethnic backgrounds
74
72%
5
9
67
60%
4-H competitions/shows are useful teaching tools for my child(ren)
75
83%
6
6
73
75%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
73
84%
2
2
73
85%
The quality of adult leadership skills is key to achieving a successful 4-H program
81
88%
1
1
82
90%
Volunteer leader training is adequate in providing the skills needed to lead projects
74
61%
9
6
67
69%
4-H meets the changing needs of youth
78
58%
10
10
76
49%
93
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
2003
2003
number of
% of total
total
respon-
skills useful in dealing with conflicts3
dents 80
49%
14
15
dents 76
43%
improved communication skills
84
73%
7
7
81
72%
relationship-building skills
85
81%
5
5
79
80%
to acquire greater self-esteem
86
81%
3
3
82
82%
improved organization skills
85
67%
10
10
82
67%
improved decision-making ability
85
72%
8
9
82
68%
to achieve greater self-confidence around others
85
82%
2
1
82
84%
improved public-speaking skills
76
61%
13
13
78
64%
improved skills to lead peers
79
70%
9
12
78
65%
about future career choices
74
49%
15
14
74
55%
self-responsibility
86
81%
4
6
81
77%
to trust others and be trustworthy
84
67%
11
11
81
65%
knowledge about the project(s) in which s/he participates
86
84%
1
2
82
83%
to set and reach goals
86
74%
6
4
81
82%
to value service to the community
83
64
12
8
78
69%
Table 3. Total number of people who responded and percentage who responded “good and very How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
94
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
17
83
68%
keeping youth from bullying each other
10
83
77%
managing conflict between youth
16
83
70%
making sure that the facility where we have 4-H is safe
4
75
87%
making sure youth are occupied during 4-H meetings & activities
15
76
71%
providing youth with age-appropriate learning activities
13
75
73%
listening to youth
2
82
90%
understanding a “youth” point of view
11
82
77%
relating well to youth from different cultures/backgrounds
12
78
76%
making sure I’m easy to approach if a youth has a problem
3
82
87%
helping youth to feel like they belong to a part of a special group
5
81
85%
helping youth to feel they are an important part of the 4-H program
6
78
85%
letting youth know I have high expectations of them
8
81
79%
ensuring that youth act appropriately in the 4-H program
7
80
84%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
14
76
72%
providing activities designed to help youth learn social skills such as communication a nd relationship building
18
75
65%
encouraging youth to take on leadership roles
9
78
78%
conducting activities with youth that are challenging to them
1
13
92%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001 10.5% 17.1% 26.3% 27.6% 18.4%
2003 6.6% 18.4% 21.1% 28.9% 25.0%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 5.3% 16.0% 62.7% 14.7% 1.3%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001 15.8% 63.6% 16.9% 2.6% 1.3%
2003 10.3% 52.9% 35.3% 1.5% 0%
How old are your children? (total number) 2001 2003 10 1 45 40 49 15
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001 90.2% 0% 1.2% 1.2% 0% 7.3%
2003 89.0% 0% 6.1% 3.7% 0% 1.2%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
2003 0% 11.4% 45.5% 43.2% 0% 0%
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
How would you describe where you live? 2001 6.0% 71.4% 22.6%
2003 8.3% 51.2% 40.5%
Response Urban Rural (non-farm) Farm/ranch
Your approximate family income: 2001
As a child, were you a member of 4-H? 2001 43.0% 57.0%
2003 51.2% 48.8%
Response Yes No
If yes, how many years 2001
2003 16.7% 45.2% 31.0% 7.1%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 0% 4.2% 5.6% 14.1% 18.3% 26.8% 15.5% 11.3% 4.2% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
2003 2.4% 10.0% 15.5% 31.0% 31.0% 6.0% 3.6%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
95
2001-2003 4-H Survey in N. Nye/Esmeralda County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents
dents
The 4-H projects offered satisfy a variety of subject matter interests
96
2
13
85%
Project materials my child receives help him/her to gain knowledge and skills related to a project
10
16
62%
4-H record book-keeping teaches valuable skills
9
11
64%
4-H newsletters are useful ways to teach and a nnounce upcoming events
1
13
92%
4-H attracts children from diverse cultural and ethnic backgrounds
3
13
85%
4-H competitions/shows are useful teaching tools for my child(ren)
6
12
75%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
7
10
70%
The quality of adult leadership skills is key to achieving a successful 4-H program
5
13
77%
Volunteer leader training is adequate in providing the skills needed to lead projects
4
9
78%
4-H meets the changing needs of youth
8
13
69%
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
total
dents
2003
2003
number of
% of
respon-
total 69%
14
dents 13
improved communication skills
10
13
77%
relationship-building skills
5
13
85%
to acquire greater self-esteem
4
13
92%
improved organization skills
13
13
69%
improved decision-making ability
12
13
69%
to achieve greater self-confidence around others
1
13
100%
improved public-speaking skills
9
13
77%
improved skills to lead peers
15
12
67%
about future career choices
11
11
73%
self-responsibility
3
13
92%
to trust others and be trustworthy
6
13
85%
knowledge about the project(s) in which s/he participates
2
12
100%
to set and reach goals
7
13
85%
to value service to the community
8
13
85%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
12
13
69%
keeping youth from bullying each other
7
12
83%
managing conflict between youth
3
13
85%
making sure that the facility where we have 4-H is safe
4
13
85%
making sure youth are occupied during 4-H meetings & activities
11
12
75%
providing youth with age-appropriate learning activities
8
13
77%
listening to youth
5
13
85%
understanding a “youth” point of view
13
13
69%
relating well to youth from different cultures/backgrounds
18
13
54%
making sure I’m easy to approach if a youth has a problem
14
13
69%
helping youth to feel like they belong to a part of a special group
6
13
85%
helping youth to feel they are an important part of the 4-H program
9
13
77%
letting youth know I have high expectations of them
2
13
92%
ensuring that youth act appropriately in the 4-H program
1
13
92%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
17
12
67%
providing activities designed to help youth learn social skills such as communication a nd relationship building
10
13
77%
encouraging youth to take on leadership roles
15
13
69%
conducting activities with youth that are challenging to them
16
13
69%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001
2003 0% 8.3% 33.3% 33.3% 25.0%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 8.3% 16.7% 66.7% 8.3% 0%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
97
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001
2003 8.3% 58.3% 33.3% 0% 0%
How old are your children? (total number) 2001 2003 3 3 8 4 3 1
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001
2003 75% 0% 0% 8.3% 0% 16.7%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001
2003 23.1% 61.5% 15.4%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2001
2003 61.5% 38.5%
Response Yes No
If yes, how many years 2001
2003 50.0% 12.5% 12.5% 25.0%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 9.1% 0% 9.1% 9.1% 27.3% 27.3% 18.2% 0% 0% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
98
2003 12.5% 25.0% 25.0% 37.5% 0% 0%
2003 8.3% 8.3% 50.0% 16.7% 8.3% 8.3% 0%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
2001-2003 4-H Survey in Pershing County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents
dents
The 4-H projects offered satisfy a variety of subject matter interests
2
13
92%
Project materials my child receives help him/her to gain knowledge and skills related to a project
7
13
77%
4-H record book-keeping teaches valuable skills
9
12
75%
4-H newsletters are useful ways to teach and a nnounce upcoming events
8
13
77%
4-H attracts children from diverse cultural and ethnic backgrounds
6
12
83%
4-H competitions/shows are useful teaching tools for my child(ren)
3
12
92%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
4
9
89%
The quality of adult leadership skills is key to achieving a successful 4-H program
1
13
93%
Volunteer leader training is adequate in providing the skills needed to lead projects
10
12
67%
4-H meets the changing needs of youth
5
13
85%
99
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
total
dents
2003
2003
number of
% of
respon-
total 42%
15
dents 12
improved communication skills
6
13
77%
relationship-building skills
4
12
83%
to acquire greater self-esteem
7
13
77%
improved organization skills
14
13
54%
improved decision-making ability
3
13
85%
to achieve greater self-confidence around others
8
13
77%
improved public-speaking skills
10
12
75%
improved skills to lead peers
11
12
75%
about future career choices
13
10
60%
self-responsibility
9
13
77%
to trust others and be trustworthy
5
12
83%
knowledge about the project(s) in which s/he participates
12
8
75%
to set and reach goals
1
13
93%
to value service to the community
2
13
92%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
100
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
1
13
92%
keeping youth from bullying each other
2
13
92%
managing conflict between youth
9
13
85%
making sure that the facility where we have 4-H is safe
7
12
92%
making sure youth are occupied during 4-H meetings & activities
6
12
92%
providing youth with age-appropriate learning activities
10
13
85%
listening to youth
3
13
92%
understanding a “youth” point of view
5
13
92%
relating well to youth from different cultures/backgrounds
15
13
77%
making sure I’m easy to approach if a youth has a problem
13
13
77%
helping youth to feel like they belong to a part of a special group
4
13
92%
helping youth to feel they are an important part of the 4-H program
16
12
75%
letting youth know I have high expectations of them
11
13
85%
ensuring that youth act appropriately in the 4-H program
8
12
92%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
18
13
62%
providing activities designed to help youth learn social skills such as communication a nd relationship building
12
10
80%
encouraging youth to take on leadership roles
17
10
70%
conducting activities with youth that are challenging to them
14
13
77%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001
2003 0% 30.8% 15.4% 23.1% 30.8%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 15.3% 30.8% 53.8% 0% 0%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001
2003 23.1% 61.5% 15.4% 0% 0%
How old are your children? (total number) 2001 2003 3 3 5 1 16 6
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001
2003 92.3% 0% 0% 0% 0% 7.7%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001
2003 0% 61.5% 38.5%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2003 69.2% 30.8%
Response Yes No
If yes, how many years 2001
2003 25.0% 50.0% 25.0% .0%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 0% 0% 0% 9.1% 18.2% 27.3% 18.2% 27.3% 0% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
2001
2003 0% 16.7% 66.7% 16.7% 0% 0%
2003 0% 0% 30.8% 15.4% 7.7% 30.8% 15.4%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
101
2001-2003 4-H Survey in S. Nye County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents
dents
The 4-H projects offered satisfy a variety of subject matter interests
102
7
10
50%
Project materials my child receives help him/her to gain knowledge and skills related to a project
6
8
63%
4-H record book-keeping teaches valuable skills
2
7
71%
4-H newsletters are useful ways to teach and a nnounce upcoming events
4
6
67%
4-H attracts children from diverse cultural and ethnic backgrounds
9
6
50%
4-H competitions/shows are useful teaching tools for my child(ren)
3
7
71%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
5
6
67%
The quality of adult leadership skills is key to achieving a successful 4-H program
1
9
89%
Volunteer leader training is adequate in providing the skills needed to lead projects
10
6
33%
4-H meets the changing needs of youth
8
8
50%
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
total
dents
2003
2003
number of
% of
respon-
total 50%
14
dents 8
improved communication skills
3
8
63%
relationship-building skills
4
8
63%
to acquire greater self-esteem
5
8
63%
improved organization skills
13
8
50%
improved decision-making ability
2
7
71%
to achieve greater self-confidence around others
6
8
63%
improved public-speaking skills
7
8
63%
improved skills to lead peers
12
8
50%
about future career choices
15
8
25%
self-responsibility
8
8
63%
to trust others and be trustworthy
9
8
63%
knowledge about the project(s) in which s/he participates
1
8
75%
to set and reach goals
10
8
63%
to value service to the community
11
8
50%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
17
10
70%
keeping youth from bullying each other
6
10
80%
managing conflict between youth
7
10
80%
making sure that the facility where we have 4-H is safe
18
9
67%
making sure youth are occupied during 4-H meetings & activities
12
9
78%
providing youth with age-appropriate learning activities
13
9
78%
listening to youth
11
10
80%
understanding a “youth” point of view
14
9
78%
relating well to youth from different cultures/backgrounds
5
10
90%
making sure I’m easy to approach if a youth has a problem
1
10
100%
helping youth to feel like they belong to a part of a special group
2
10
100%
helping youth to feel they are an important part of the 4-H program
3
10
100%
letting youth know I have high expectations of them
8
10
80%
ensuring that youth act appropriately in the 4-H program
4
40
100%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
15
9
78%
providing activities designed to help youth learn social skills such as communication a nd relationship building
9
10
80%
encouraging youth to take on leadership roles
16
10
70%
conducting activities with youth that are challenging to them
10
10
80%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001
2003 14.3% 14.3% 42.9% 14.3% 14.3%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 28.6% 0% 71.4% 0% 0%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
103
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001
2003 0% 62.5% 37.5% 0% 0%
How old are your children? (total number) 2001 2003 4 3 4 4 3 2
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001
2003 55.6% 11.1% 0% 0% 22.2% 11.1%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001
2003 0% 70.0% 30.0%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2001
2003 0% 100%
Response Yes
If yes, how many years 2001
2003 0% 0% 0% 0%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 16.7% 0% 0% 16.7% 50.0% 16.7% 0% 0% 0% 0%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
104
2003 14.3% 14.3% 57.1% 14.3% 0% 0%
2003 0% 10.0% 60.0% 30.0% 0% 0% 0%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
2001-2003 4-H Survey in Washoe County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents
dents
The 4-H projects offered satisfy a variety of subject matter interests
4
99
80%
Project materials my child receives help him/her to gain knowledge and skills related to a project
8
103
70%
4-H record book-keeping teaches valuable skills
6
90
73%
4-H newsletters are useful ways to teach and a nnounce upcoming events
3
104
80%
4-H attracts children from diverse cultural and ethnic backgrounds
9
85
66%
4-H competitions/shows are useful teaching tools for my child(ren)
2
99
86%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
5
59
76%
The quality of adult leadership skills is key to achieving a successful 4-H program
1
103
91%
Volunteer leader training is adequate in providing the skills needed to lead projects
10
86
63%
4-H meets the changing needs of youth
7
92
71%
105
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
total
dents
2003
2003
number of
% of
respon-
total 61%
14
dents 99
improved communication skills
9
13
77%
relationship-building skills
4
103
83%
to acquire greater self-esteem
1
104
89%
improved organization skills
11
104
75%
improved decision-making ability
7
104
79%
to achieve greater self-confidence around others
2
104
87%
improved public-speaking skills
10
100
76%
improved skills to lead peers
13
100
74%
about future career choices
15
95
55%
self-responsibility
5
103
82%
to trust others and be trustworthy
8
98
78%
knowledge about the project(s) in which s/he participates
3
104
86%
to set and reach goals
6
103
81%
to value service to the community
12
100
75%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
106
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
1
101
98%
keeping youth from bullying each other
8
101
82%
managing conflict between youth
12
102
76%
making sure that the facility where we have 4-H is safe
6
95
83%
making sure youth are occupied during 4-H meetings & activities
11
95
77%
providing youth with age-appropriate learning activities
14
92
76%
listening to youth
2
102
88%
understanding a “youth” point of view
7
102
82%
relating well to youth from different cultures/backgrounds
15
100
75%
making sure I’m easy to approach if a youth has a problem
13
102
76%
helping youth to feel like they belong to a part of a special group
4
99
86%
helping youth to feel they are an important part of the 4-H program
5
96
85%
letting youth know I have high expectations of them
9
99
82%
ensuring that youth act appropriately in the 4-H program
3
98
88%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
18
91
67%
providing activities designed to help youth learn social skills such as communication a nd relationship building
17
93
67%
encouraging youth to take on leadership roles
10
96
78%
conducting activities with youth that are challenging to them
16
91
68%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001
2003 6.0% 12.0% 14.0% 36.0% 32.0%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 15.3% 12.2% 54.1% 11.2% 7.1%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001
2003 20.8% 49.0% 19.8% 10.4% 0%
How old are your children? (total number) 2001 2003 24 28 51 46 8 8
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001
2003 84.0% 0% 3.8% 9.4% 0% 2.8%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001
2003 37.7% 46.2% 16.0%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2003 39.3% 60.7%
Response Yes No
If yes, how many years 2001
2003 48.8% 24.4% 22.0% 4.9%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 5.1% 6.1% 8.1% 6.1% 8.1% 24.2% 20.2% 13.1% 4.0% 5.1%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
2001
2003 7.1% 35.7% 47.6% 9.5% 0% 0%
2003 8.5% 10.4% 26.4% 29.2% 19.8% 3.8% 1.9%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,999 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
107
2001-2003 4-H Survey in White Pine County What Do You Think About Your Local 4-H Program?
Table 1. Total number of people who responded and percentage who responded “effective or very effective”. How effective do you think 4-H has been at
2001
2001
2001
2003
2003
2003
achieving the following goals?
number of
% of
ranking
ranking
number of
%of
respon-
total
respon-
total
dents The 4-H projects offered satisfy a variety of subject matter interests
108
21
dents 91%
3
6
36
75%
Project materials my child receives help him/her to gain knowledge and skills related to a project
20
70%
8
10
35
43%
4-H record book-keeping teaches valuable skills
20
65%
9
7
36
72%
4-H newsletters are useful ways to teach and a nnounce upcoming events
18
94%
2
5
36
81%
4-H attracts children from diverse cultural and ethnic backgrounds
18
61%
10
8
31
58%
4-H competitions/shows are useful teaching tools for my child(ren)
19
79%
7
4
37
81%
Alternative 4-H projects, such as snowboarding and/or shooting sports, teach my child valuable skills
17
82%
4
3
35
83%
The quality of adult leadership skills is key to achieving a successful 4-H program
21
95%
1
2
37
89%
Volunteer leader training is adequate in providing
15
80%
5
1
35
89%
4-H meets the changing needs of youth
19
79%
6
9
35
46%
Table 2. Total number of people who responded and percentage who responded “much or very much” As a result of 4-H my child(ren) is learning ...
2001
2001
2001
number of
% of
Ranking Ranking
2003
respon-
2003
2003
number of
% of total
total
respon-
dents 19
53%
15
15
dents 35
37%
improved communication skills
21
91%
3
9
35
71%
relationship-building skills
21
81%
8
10
36
69%
to acquire greater self-esteem
21
91%
2
2
36
78%
improved organization skills
21
81%
7
5
36
72%
improved decision-making ability
20
75%
12
1
36
81%
to achieve greater self-confidence around others
21
95%
1
8
35
71%
improved public-speaking skills
20
85%
4
13
35
57%
improved skills to lead peers
20
80%
9
12
33
64%
about future career choices
19
58%
14
14
34
50%
self-responsibility
19
79%
11
3
36
78%
to trust others and be trustworthy
20
65%
13
11
35
69%
knowledge about the project(s) in which s/he participates
20
85%
5
6
36
72%
to set and reach goals
20
85%
6
7
36
72%
to value service to the community
20
80%
10
4
35
74%
Table 3. Total number of people who responded and percentage who responded “good and very good”. The following questions were not asked in the 2001 survey. How good do you think you are at ...
number of
% of
respon-
total
ranking
ranking
dents
number of
%of
respon-
total
dents
keeping youth from hurting each others feelings
13
37
65%
keeping youth from bullying each other
3
37
78%
managing conflict between youth
15
37
62%
making sure that the facility where we have 4-H is safe
2
35
83%
making sure youth are occupied during 4-H meetings & activities
8
33
73%
providing youth with age-appropriate learning activities
18
35
57%
listening to youth
1
37
87%
understanding a “youth” point of view
9
36
72%
relating well to youth from different cultures/backgrounds
11
35
69%
making sure I’m easy to approach if a youth has a problem
5
36
78%
helping youth to feel like they belong to a part of a special group
6
37
76%
helping youth to feel they are an important part of the 4-H program
4
36
78%
letting youth know I have high expectations of them
7
35
74%
ensuring that youth act appropriately in the 4-H program
10
36
69%
providing activities that are designed to help youth learn life skills such as healthy lifestyles, goal setting and decision making
12
35
66%
providing activities designed to help youth learn social skills such as communication a nd relationship building
16
36
61%
encouraging youth to take on leadership roles
17
37
57%
conducting activities with youth that are challenging to them
14
35
63%
Information About Respondents (Some questions were not asked in 2001 and those columns are left blank for that reason.) Compared with other children, my child(ren)’s level of activity and participation in 4-H is: 2001 11.1% 5.6% 33.3% 66.6% 16.7%
2003 5.7% 31.4% 22.9% 31.4% 8.6%
Response Very Low Slightly low Slightly high High Very High
Which one of these best describes your club’s climate? 2001
2003 0% 34.6% 46.2% 3.8% 15.4%
Response Very structured Somewhat structured Both structured and flexible Flexible Very flexible
109
Whose responsibility is it to see to it that your child gets the most out of the 4-H program? 2001 0% 88.0% 0% 11.8% 0%
2003 30.3% 57.6% 6.1% 6.1% 0%
How old are your children? (total number) 2001 2003 10 9 17 14 8 9
Response Child Parent(s) Leaders Extension staff Community
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your child’s ethnic origin 2001 100% 0% 0% 0% 0% 0%
2003 85.7% 0% 0% 5.7% 0% 8.6%
Response White Black Amer. Indian Hispanic Asian/Pac.Isl. Other/mixed
If you are a volunteer leader, what age are the majority of youth that you work with? 2001
How would you describe where you live? 2001 0% 90.0% 10.0%
2003 5.3% 63.2% 31.6%
Response Urban Rural (non-farm) Farm/ranch
As a child, were you a member of 4-H? 2001 71.4% 28.6%
2003 68.4% 31.6%
Response Yes No
If yes, how many years 2001
2003 26.9% 26.9% 23.1% 23.1%
Response 1-3 years 4-6 years 7-9 years 10+ years
2003 0% 2.9% 8.6% 6.1% 8.1% 24.2% 20.2% 13.1% 4.0% 5.1%
Total number of years you have participated in 4-H with your children as a parent or as a volunteer leader. 2001
Response Less than 9 years old 9-10 years old 11-13 years old 14-16 years old 17-19 years old Older than 19
Your approximate family income: 2001
110
2003 14.3% 10.7% 57.1% 17.9% 0% 0%
2003 2.7% 10.8% 18.9% 21.6% 10.8% 21.6% 13.5%
Response Never Less than 1 year 1-2 years 3-5 years 6-10 years 11-20 years 21+ years
Response Less than $10,000 $10,000 to $14,000 $15,000 to $24,999 $25,000 to $34,999 $35,000 to $49,999 $50,000 to $74,999 $75,000 to $99,999 $100,000 to $149,999 $150,000 to $199,999 $200,000 or more
