6/20/2015 4-h study of positive youth development - mo wave 6 1 4-h study of positive youth...

04/18/234-H Study of Positive Youth Development - MO Wave 6 1

4-H Study of Positive Youth Development

Missouri Wave 6 Update

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.

• Dr. Richard Lerner, Tufts University, and the Institute for Applied Research on Youth Development was selected to plan and lead the study.

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Conceptual Model Guiding the 4-H Study

Competence Confidence Character Caring Connection

PYD

Contribution

Reduced Risk BehaviorsContextual

Assets

Individual Strengths

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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.

The 4-H Study of Positive Youth Development

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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.

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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.

• Missouri 4-H joined the 4-H Study in 2007, Wave 5.

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Research Timeline

• Pilot (2001-2002)• Wave 1: 2002-2003 (5th grade)• Wave 2: 2003-2004 (6th grade)• Wave 3: 2004-2005 (7th grade)• Wave 4: 2005-2006 (8th grade)• Wave 5: 2006-2007 (9th grade)

– Missouri 4-H joins the study• Wave 6: 2007-2008 (10th grade)• Wave 7: 2008-2009 (11th grade)• Wave 8: 2009-2010 (12th grade)

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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

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…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

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What have we learned so far?What have we learned so far? Positive Youth Development (PYD) Positive Youth Development (PYD) cancan be be

defined and measured by the "Five Cs.” defined and measured by the "Five Cs.” PYD PYD isis correlated to Contribution. correlated to Contribution.

PYD constructs:• Competence• Confidence• Character• Caring• Connection

Contribution

.62***

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Longitudinal data and Longitudinal data and developmental trajectories are developmental trajectories are

helping us understand…helping us understand…

There is NOT a single pathway for PYD.There is NOT a single pathway for PYD.

Patterns of PYD may change over time.Patterns of PYD may change over time.

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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

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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.

The 4-H Study of Positive Youth Development

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8.5%8.5%

8.5%

24.5%51.1%

15.9%

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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.

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Risk Behaviors -- 5 Waves

0

5

10

15

20

25

30

5 6 7 8 9

Grade

Ris

k &

De

lin

q

51.9%42.1%

2.8%

3.2%

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We’ve also learned a lot about 4-H!

• And the news is good!

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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.

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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

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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

* 9th Grade Cohort – youth ages 12-16

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Wave 5 Cross-sectional Findings

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GRADE 9: DEVELOPMENTAL OUTCOMES

DepressionSOC*Risk Behaviors*Contribution*PYD*

0

50

100

Statistically significant differences: *p<.05

SC

OR

E

OST 4-H

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Selected Wave 5 Longitudinal Findings

The 4-H Study of Positive Youth Development

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.

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What about Missouri kids?

• Missouri youth came from 20+ sites in Missouri, representing urban, suburban and rural youth.

• 4-H Youth Specialists and Youth Program Associates surveyed 4-H and non-4-H youth in a variety of settings.

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Missouri youth:

Wave 5 (2007)• 338 Youth• 130 Males• 196 Females

Wave 6 (2008)• 296 Youth• 129 Males• 165 Females

165 New youth

131 Re-Surveyed youth

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We decided to look at a sub-set of MO youth for Wave 6 analysis:

• 4-H participation:– No 4-H - No 4-H club participation in last year– 4-H – Participated at least once per month in

the past year

• Grade:– 8th and 9th Graders– 10th and 11th Graders

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Our Sample:

8th and 9th Grade

10th and 11th Grade

Subtotal

No 4-H in last year

31 35 66

4-H at least once per month

46 45 91

Subtotal 77 80 15704/18/23

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MO W6 - GIRLS

04/18/23 4-H Study of Positive Youth Development - MO W6

PRELIMINARY

38

4-H Participation Totals

No 4-H in last year 33

4-H at least once per month in last year

56

Total Girls 89

MO W6 - GIRLS

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MO W6 - GIRLS

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MO W6 - GIRLS

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MO W6 – GIRLS – SET QUESTIONS

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MO W6 – GIRLS – SET QUESTIONS

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MO W6 – GIRLS – SET QUESTIONS

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MO W6 – GIRLS – SET QUESTIONS

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Wave 6 – Land-grant University Partners

• University of Alaska• University of California• 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• Oregon State University• Rutgers University• North Carolina State University• North Dakota State University• Texas A&M• Washington State University• University of Wyoming

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This study is important so This study is important so that we can…that we can…

Improve and enhance 4-H programming.Improve and enhance 4-H programming.

Share the information with other youth development Share the information with other youth development programs so that they can strengthen, improve, and programs so that they can strengthen, improve, and enhance programs.enhance programs.

Share the results parents, schools, and communities in Share the results parents, schools, and communities in order to promote PYD for all adolescents.order to promote PYD for all adolescents.

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This study is important so This study is important so that we can…that we can…

Communicate with funders, donors, Communicate with funders, donors, alums, legislators, and other decision alums, legislators, and other decision makers the value and importance of makers the value and importance of 4-H youth development programs.4-H youth development programs.

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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.”

Richard Lerner

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For a complete report of the Missouri’s Wave 6 4-H Study of Positive Youth Development findings, as well as the national findings, go to: 4h.missouri.edu/resources/evaluation