4-H Study of Positive Youth Development OVERVIEW

1. 4-H Study of Positive Youth Development OVERVIEW 4-H Study of Positive Youth Development Waves 1-5

2. Presenters Dr. Jo Turner, National 4-H Council Liaison to the 4-H Study of Positive Youth Development Dr. Jacqueline Lerner, Scientific Director and Co-Principal Investigator

3. SURVEY QUESTION: Have you participated in the 4-H Study of Positive Youth Development? Yes or No?

4. Background • Study began in 2001 when National 4-H Council wanted to support a study of Positive Youth Development and the role of 4-H • 4-H Council wanted scientific rigor and neutrality. • Drs. Richard and Jacqueline Lerner, Tufts University, and the Institute for Applied Research on Youth Development were selected to plan and lead the study. 4-H Study of Positive Youth Development Waves 1-5

5. Conceptual Model Guiding the 4-H Study Connection Caring Character Individual Strengths PYD Contribution Reduced Risk Behaviors Contextual Assets Confidence Competence 9/21/2014 4-H Study of Positive Youth Development Waves 1-5

6. The 4-H Study of Positive Youth Development The Student Questionnaire • More than 300 questions • Demographic questions - About the children, their household, the time they have lived in their neighborhood, etc. • Future Goals and Expectations • Activity Participation - School clubs, sports, lessons, after-school programs • Relationships with parents, friends, other adults • Involvement in positive behaviors • Involvement in risk behaviors • Many questions that relate to 4-H mission mandate areas such as SET, Healthy Living, Citizenship. 4-H Study of Positive Youth Development Waves 1-5

7. Design of the 4-H Study • This is a longitudinal study. Youth are surveyed in “Waves” across time. • Cross-sectional data are also analyzed. In each “Wave”, we look at a “snapshot” of youth at a point in time. • To adjust for youth who drop out of the study and to maintain ability to conduct powerful statistical analyses, new students added each year. • Ideally, for the longitudinal analysis, a minimum of three times of measurement (surveys) are needed to assess developmental change. 4-H Study of Positive Youth Development Waves 1-5

8. Design of the 4-H Study • The sample includes 4-H youth and non-4-H youth. • To assess the differences between 4-H youth and other youth, matched sub-samples are created. • As of 2009, faculty and staff from 20 land-grant universities have been actively engaged in data collection, data analysis, and dissemination of findings. 4-H Study of Positive Youth Development Waves 1-5

9. Wave 7 – Land-grant University Partners • University of Alaska • University of California • Cornell University • Colorado State University • University of Delaware • Purdue University • University of Massachusetts • University of Minnesota • Mississippi State University • University of Missouri • Lincoln University • University of Nebraska • Ohio State University • Oregon State University • Rutgers University • North Carolina State University • North Dakota State University • Texas A&M • Washington State University • University of Wyoming 4-H Study of Positive Youth Development Waves 1-5

10. Research Timeline • Pilot (2001-2002) • Wave 1: 2002-2003 (5th grade cohort) • Wave 2: 2003-2004 (6th grade cohort) • Wave 3: 2004-2005 (7th grade cohort) • Wave 4: 2005-2006 (8th grade cohort) • Wave 5: 2006-2007 (9th grade cohort) • Wave 6: 2007-2008 (10th grade cohort) • Wave 7: 2008-2009 (11th grade cohort) • Wave 8: 2009-2010 (12th grade cohort) 4-H Study of Positive Youth Development Waves 1-5

11. STATUS:The 4-H Study includes diverse youth…. • Waves 1 - 5: • Surveyed 4,701 adolescents • 69 % European American • 13 % Hispanic/Latino American • 7 % African American • 2 % Native American • 2 % Asian American • 5 % Multi-racial • 2 % Unknown 4-H Study of Positive Youth Development Waves 1-5

12. …and diverse communities: • Type of community: • 21 % Urban • 36 % Suburban • 43 % Rural • Nationwide: • 18% Western states • 33% Southern states • 18 % North Central states • 21 % Northeastern states 4-H Study of Positive Youth Development Waves 1-5

13. What have we learned so far? Positive Youth Development (PYD) can be defined and measured by the "Five Cs.” PYD is correlated to Contribution. • PYD constructs: • Competence • Confidence • Character • Caring • Connection Contribution .62*** 4-H Study of Positive Youth Development Waves 1-5

14. Longitudinal data and developmental trajectories are helping us understand… There is NOT a single pathway for PYD. Patterns of PYD may change over time. 4-H Study of Positive Youth Development Waves 1-5

15. We’ve also learned… Youth Development programs work best when they include the “Big 3:” • Sustained, positive youth-adult relationships • Skill building experiences • Youth engagement and leadership 4-H Study of Positive Youth Development Waves 1-5

16. The 4-H Study of Positive Youth Development Selected Wave 5 Longitudinal Findings • Across grades, almost 2/3 of young people move from low to moderate levels of contribution. • Only about 9% are in the highest contribution trajectory or level. • 4-H’ers are significantly more likely to be in the highest contribution trajectory. 4-H Study of Positive Youth Development Waves 1-5

17. 8.5% 8.5% 8.5% 24.5% 51.1% 15.9% 4-H Study of Positive Youth Development Waves 1-5

18. Selected Wave 5 Longitudinal Findings: • Across grades, 90% of youth report no or very low levels of risk behaviors. • 4-H’ers are significantly more likely to be in the lowest trajectory for risk behaviors. • Only about 6% of youth appear to be in a trajectory of increasing risk behaviors. 4-H Study of Positive Youth Development Waves 1-5

19. 3.2% 2.8% 42.1% 51.9% 4-H Study of Positive Youth Development Waves 1-5

20. We’ve also learned a lot about 4-H! • And the news is good! 4-H Study of Positive Youth Development Waves 1-5

21. Waves 1-5 Analysis4-H and Non-4-H Youth Cross-sectional: matched samples of 215 4-H youth who participated at least twice per month in 4-H programs to 215 other youth who regularly participated in other OST activities. Longitudinal: matched samples of 481 4-H youth who participated at least twice per month in 4-H programs to 481 youth who regularly participated in other OST activities. 4-H Study of Positive Youth Development Waves 1-5

22. Sample groups matched on: • Gender • Race/ethnicity • Type of community • Number of parents in the home • Family per capita income • Mother’s education • Region of the country 4-H Study of Positive Youth Development Waves 1-5

23. Wave 5 Cross-sectional Findings: • 4-H participants had higher scores on: • Positive Youth Development (PYD) • Contribution • 4-H participants had lower scores on: • Depression • Risky or problem behaviors 4-H Study of Positive Youth Development Waves 1-5

24. GRADE 9: DEVELOPMENTAL OUTCOMES OST 4-H 100 SCORE 50 0 PYD* Contribution* Risk Behaviors* SOC* Depression Statistically significant differences: *p<.05 Wave 5 Cross-sectional Findings 4-H Study of Positive Youth Development Waves 1-5

25. The 4-H Study of Positive Youth Development Selected Wave 5 Longitudinal Findings • When 4-H youth were compared with youth in similar OST programs, active 4-H’ers were: • 2.5 times more likely to be in the highest level of contribution or service to others • 1.1 times more likely to be in the highest PYD level • 1.76 times more likely to report better grades • 1.68 times more likely to report higher levels of academic competence • 1.70 times more likely to report that they expected to go to college • Wave 5 – Longitudinal Sample – All differences were statistically significant. Active 4-H was defined as participating at least two times per month for a year. 4-H Study of Positive Youth Development Waves 1-5

26. Survey Question • Have you used the findings or information from the 4-H Study of Positive Youth Development? • __ yes • __ no 4-H Study of Positive Youth Development Waves 1-5

27. Survey Question • If yes, how have you used the findings? • (Select the one most important answer.) • To make presentations to decision makers about 4-H impact • To tell parents about 4-H • To promote 4-H with school administrators • To improve my programs • To identify the needs of young people in the communities that I serve • Other 4-H Study of Positive Youth Development Waves 1-5

28. This study is important so that we can… Improve and enhance 4-H programming. Share the information with other youth development programs so that they can strengthen, improve, and enhance programs. Share the results parents, schools, and communities in order to promote PYD for all adolescents. 4-H Study of Positive Youth Development Waves 1-5

29. This study is important so that we can… Communicate with funders, donors, alums, legislators, and other decision makers the value and importance of 4-H youth development programs. 4-H Study of Positive Youth Development Waves 1-5

30. The last word… • “The true value of 4-H programs comes not from short-term results or even the effects over a few years. It comes from the programs’ influence on lifelong pathways of development.” Lerner et al, 2007 4-H Study of Positive Youth Development Waves 1-5