Summary of Data

These totals represent the data we have received as of August 2008.

Type of organizations responding:
44% Public school
30% Nonprofit agency
13% Private school
6% Other
2% Community garden
4% Charter school
1% Alternative school


Type of students they worked with:
59% In-school
50% After-school
44% Special Needs
37% Preschool/Head Start
29% Summer Program/Camp
27% Community Gardeners
16% Gifted & Talented
15% Intergenerational
10% Youth Club
7% Church/Youth Group
5% Home school

Total number of children who participated:
12,410 Ages 2-5 (preschool-K)
13,315 Ages 6-8 (grades 1-3)
11,930 Ages 9-11 (grades 4-6)
4,595 Ages 12-13 (grades 7-8)
4,452 Ages 14-18 (grades 9-12)

Total Students: 46,702

Adult participation: 3,624 adults (18+)


Average hours per week a participating child/youth was involved in gardening activities:
3 hours/week

Average duration of gardening program in 2007:
8 months/year

Program continuation:
97% of respondents plan to continue their program the next year

Type of subjects taught through gardening:
93% teach science
72% teach health and nutrition
58% teach math
47% teach community service
47% teach arts
43% teach intra/interpersonal relationships
38% teach English
32% teach social studies
31% teach cultural studies/issues
31% teach physical education
30% teach interdisciplinary
15% teach history

State and National Education Standards:
61% of respondents connected their gardening program to State and National Education Standards

Importance of linking to these standards for respondents:
11% mandatory
27% very important
17% important
13% somewhat important
17% not important
15% not applicable

Approximate amount of money spent on the gardening program:
17% less than 250
22% $251 to $500
17% $501 to $1000
9% $1001 to $1500
7% $1501 to $2000
5% $2001 to $2500
23% more than $2501

Average percent of funding received per category (average of all the responses for each source):
53% Grants
16% Donations
9% School or school district funds
8% Parent or volunteer organizations
6% Fundraising
5% Instructor’s pocket

Approximate value of in-kind donations:
21% - less than $250
21% - $251 to $500
17% - $501 to $1000
11% - $1001 to $1500
6% - $1501 to $2000
3% - $2101 to $2500
21% - more than $2501

Average percent of time spent on different instructional techniques (average of all responses for each source):
29% Adult-led investigation/hands-on activities
25% Student-led investigation/hands-on activities
23% Collaborative project work
13% Independent learning
11% Lecture

Program leaders noted participant improvements in these characteristics:
94% environmental attitudes
90% self-confidence
90% social skills
86% attitude towards school
84% community spirit
81% leadership skills
78% volunteerism
69% nutritional attitudes
67% scholastic achievement
63% motor skills

Reported evidence documenting the effectiveness of these gardening programs:
94% positive feedback from participants (adults and children)
86% positive feedback from family members
77% positive feedback from administrators
73% positive community feedback
53% donations and financial support
33% decreased disciplinary actions
28% positive survey results
26% awards and recognition
17% improved attendance rates
9% improved test scores

For more data and comments, please see
2007 Evaluation Summary
2006 Evaluation Summary
2005 Evaluation Summary

Here are a few comments gathered during year-end evaluations:

"I LOVE vegetables!" "This is the most fun I ever had!" "I can't wait to eat the kale!" Children gave up recess time to water, weed, and admire their garden. They devoured the fresh spinach and chard we harvested this spring, and even wanted more fresh garlic to add to the salad dressing they prepared. It was astonishing to see 9- and 10-year-olds asking for seconds and thirds of salad! The grant has had an impact beyond simple access to more materials. It infused excitement throughout the classrooms and took us to a new level of involvement in the natural world; from which we will continue to explore and grow.
— Maggie Connolly, F.P.G. Child Care Program, NC

Any academic concept generated more enthusiasm when we introduced it in the context of our garden. Students read about plants, worms and pollinators. Then they wrote about what they had learned, observed and hypothesized about plant growth. They measured and solved math problems about our garden. They drew their own map that included their own ideas of what should be planted in each section of the garden. The garden provided a real-world, hands-on bridge between abstract academic concepts and their real life experiences. Teachers are excited to find more ways to incorporate the garden context in our academic curricula.
— Connie White, Enos Garcia Elementary, NM

The children are elated each time they participate in a garden activity. They ask so many questions and put such care into their work. — Patricia Haas, ChildLight Montessori School, ME

The gardening program provides an opportunity for youth to gain job and life skills. They learn cooperation, leadership, gain self-esteem, and are provided with a positive alternative to activities that can get them in trouble. By providing produce to the community, the youth gain pride in being able to do something positive for others. Youth have gone on to health internships and well-paying jobs with the city.
— Kim Allen, Berkeley Youth Alternatives, CA

Our main purpose was to provide our inner-city children hands on experience with nature, something that is lacking in their lives. Many of the students who had never used a shovel or trowel, had never dug in soil or worked in a garden thoroughly enjoyed their experiences. When a weeding or watering crew is needed, eyes light up and hands go up to be chosen for the task. The students have also experienced the pride in their work when passersby have commented on the garden while they are working and thank them for their hard work. The intangible rewards are just as long lasting for our students as the tangible results.
— Vicki Boase, Palmer School, MI

They “get it!" The personal growth that has developed for each participant through our Bee Garden program has been astounding. Watching them becoming stewards of their environment has been one of the greatest outcomes. They've learned the connections between maintaining a healthy environment, caring for our pollinators, successful yield in crops, the reproduction of important flora, and the health and nutrition of wildlife and ourselves. The journey each participant has traveled while putting these connections together led to the realization of their own capabilities to be creative and imaginative, building a Bee Garden using a design they pieced together themselves. Their commitment to the Bee Garden program, the environment, and outreach to the community continues to blossom.
— Mona Urbina, Pacifica 4-H, CA

I believe this program had a large impact on these kids. Before this, many of them had never gardened, never been encouraged to get dirty, and never been able to experience the outdoors in this way. It was clear that not only did they have fun but they also learned a lot, by the end the kids were telling me what could an could not go into the compost bin, what carrots were ready to be picked and which were not, and what garden insects names were.
— Lauren Burman, Barrington Elementary School, TX

It is readily apparent that the children at our centers enjoy being in the garden. They are animated there, frequently request to spend more time in the garden, and rarely want to leave. They enjoy planting, watering, weeding, exploring, investigating, watching and playing in the garden. The garden inspires children’s enthusiasm, curiosity, imagination and creativity. Children are spending more time outdoors being active and less time being indoors being inactive. Spending more time outdoors has resulted in improved behavior indoors. Teachers at our centers have witnessed a dramatic improvement in children’s behavior after gardening.
— Kelly Blondin, Coatside Children's Program, CA

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These grants are awarded based on merit. Winners were chosen through evaluation of written applications; winning applicants indicated well-planned, comprehensive, community-supported, and sustainable youth garden programs. Because the pool of applicants and types of programs vary each year, the statistics noted here are dynamic.