What are the Impacts of School Gardens on Academic Success? Slow Food USA

Article DetailsStudy OutcomesMain Findings The Child in the Garden: An Evaluative Review of the Benefits of School Gardening by Dorothy Blair (2010) The author conducted a literature review of studies on children’s gardening and impacts on academic achievement and food literacy Blair focuses on gardens’ positive impacts, including results revealed through standardized testing scores, GPA, and qualitative feedback The author emphasizes the importance of gardening on children’s understanding of food & ecological systems and experiential learning 9/12 studies revealed a positive difference in test scores between students who gardened and those who did not Science scores were increased in all studies in which students gardened 72% of 4 th -grade teachers thought gardens were important for enhancing academic instruction 53% of teachers indicated gardens were effective at enhancing science subjects Hands-on learning via gardening integrates science, math, and other subjects Common theme found: “…school gardens provided a diversity of environmental stewardship, math, and science- education opportunities…” Author concludes that “gardens can improve the ecological complexity of the schoolyard in ways that promote experiential learning…particularly in the areas of science…and food education” Study 1: Review of School Gardening Benefits on Academic Success

9/12 studies revealed a positive difference in test scores between students who gardened and those who did not Science scores were increased in all studies in which students gardened “Gardens can improve the ecological complexity of the schoolyard in ways that promote experiential learning…particularly in the areas of science…” L ITERATURE R EVIEW Review of studies on children’s gardening & their impacts on academic achievement The Child in the Garden: An Evaluative Review of the Benefits of School Gardening by Dorothy Blair (2010)

Article DetailsProgram OutcomesMain Findings Designing Nature for Learning: School Gardens for Youth and Child Education by Sarah A. Moore, Morgan Apicella, Sallie A. Marston and Moses Thompson (2012) School garden program was developed in an Arizona elementary school aimed at academic growth, community involvement, and access to healthy food Program was particularly focused on science development with scientific communities & organizations Students received 30-min. gardening lessons weekly Barriers were encountered, including: Lack of individuals leading gardening program Funding Incorporating gardens into school curriculum These were overcome by: Creating a garden committee Including the community in the program to acquire volunteers Integrating garden site into school’s mission and class lessons Students were able to observe “science in action” through plant & soil science in the gardening lessons Gardens provided students with the opportunity to apply their math & science education in the gardening context Authors propose that “school gardens are a valuable tool for…schoolchildren in both the sciences and social sciences” Study 2: School Garden Program Aimed at Science Development

Designing Nature for Learning: School Gardens for Youth and Child Education by Sarah A. Moore, Morgan Apicella, Sallie A. Marston and Moses Thompson (2012) E LEMENTARY SCHOOL GARDEN PROGRAM AIMED AT ACADEMIC GROWTH & ACCESS TO HEALTHY FOOD P ROGRAM FOCUSED ON SCIENCE DEVELOPMENT THROUGH 30- MIN. WEEKLY GARDENING LESSONS S TUDENTS APPLIED MATH & SCIENCE EDUCATION IN THE GARDENING CONTEXT Successfully integrated garden site into school’s mission & curriculum Students observed “science in action” through plant & soil science in gardens “School gardens are a valuable tool … in the sciences & social sciences”

Article DetailsProgram OutcomesMain Findings Impact of Hands-on Science Through School Gardening in Louisiana Public Elementary Schools by Leanne L. Smith and Carl E. Motsenbocker (2005) Hands-on garden curriculum program was introduced in 3 Louisiana elementary schools Consisted of 2-hour weekly gardening lessons including science and garden activities Science achievement tests that were specifically designed for the program were administered pre- and post- lessons to intervention & control groups to see impacts on science scores Two of the elementary schools’ participants saw significant positive differences from their pre- and post-test scores: Students who participated in the program saw higher science scores on the post-tests when compared with the pre-tests The experimental group saw an average increase in their science test scores The control group did not see any significant differences between their pre- and post-test scores Authors report that: “there were significant differences in pretest and posttest scores and that the differences were only in the experimental group scores” They state that even with instructors who had little background in once-a- week gardening lessons, students can see some improvement in science achievement scores Regardless of the positive impacts seen as a result of the gardening program, the authors conclude that “more research needs to be conducted in this area before researchers can definitively say that gardens increase science achievement or achievement scores” Study 3: Impacts of School Garden Curriculum on Science Achievement

Impact of Hands-on Science Through School Gardening in Louisiana Public Elementary Schools by Leanne L. Smith and Carl E. Motsenbocker (2005) Control Group Intervention Group Average increase in science test scores Higher science scores on post-program tests No significant differences between pre- & post-test scores School Garden Program hands-on garden curriculum in 3 elementary schools 2-hour weekly gardening lessons science achievement tests given pre- & post-lessons to intervention & control groups P ROGRAM O UTCOMES

Article DetailsProgram OutcomesMain Findings Growing Minds: The Effect of a School Gardening Program on the Science Achievement of Elementary Students by C.D. Klemmer, T.M. Waliczek, J.M. Zajicek (2005) School gardening program combined school gardening lessons and science curriculum in seven Texas elementary schools A science achievement test was created specifically for each grade level (3 rd, 4 th, & 5 th ) based on Texas science curriculum standards Intervention students received full- day school garden training program Intervention & control groups were tested pre- and post- program Control group students did not utilize hands-on garden learning together with their science curriculum as intervention group students did. The study reported the following results: Experimental group students scored 5.6 points higher than those in the control group, which was identified as statistically significant 5 th grade experimental group students scored 14.9 points higher than those in the control group There was no significant difference in scores between males and females, indicating program benefits regardless of gender The authors report that: “school gardens offer one area of agriscience through which schools can provide opportunities for student-centered, experiential learning” and that those who participated had higher science achievement than those who did not The authors conclude that “the garden curriculum was more effective as a teaching method in raising science achievement scores for boys in 3 rd and 5 th grade, and for girls in the 5 th grade compared to traditional classroom- based methods alone” Study 4: School Gardening & Science Curriculum Impacts on Science Achievement

Growing Minds: The Effect of a School Gardening Program on the Science Achievement of Elementary Students by C.D. Klemmer, T.M. Waliczek, J.M. Zajicek (2005) I NTERVENTION G ROUP O UTCOMES Intervention students scored 5.6 points higher on test than control students 5 th grade intervention students scored 14.9 points higher than control students on test no significant difference in scores between males and females P ROGRAM D ETAILS Combined school gardening lessons with science curriculum in 7 elementary schools Intervention students received full-day gardening training program Intervention & control students tested pre- & post-program

Article DetailsProgram OutcomesMain Findings Effects of a Gardening Program on the Academic Progress of Third, Fourth, and Fifth Grade Math and Science Students by A.E. Pigg, T.M. Waliczek, and J.M. Zajicek (2006) Garden program implemented in a Texas elementary school to assess science & math achievement scores Program aimed at teaching students about horticulture, nutrition & envi. science through a math/science curriculum in conjunction with gardening Math & science achievement scores were tested with a previously developed test instrument after the intervention Math achievement scores indicated that the control group actually scored 4.13 points higher than the experimental group [-authors suggest that this outcome exists because “the subject of math was not included within the particular curriculum… used for this study” and that an emphasis on math curriculum within the gardening program might be necessary to see an improvement] No significant differences between 3 rd grade control & experimental groups 4 th grade experimental group performed better in science assessments by 4.94 points than control 5 th grade control group experienced better science and math achievement scores than experimental group The mixed results of garden impacts on science & math achievements led authors to report that: further research needs to be done on the relationship between garden programs/curriculum and academic achievement (particularly for math and science) garden programs can be effective in enhancing some students’ achievement and learning process, as well as in enhancing traditional curricula garden curricula should focus more on specific subject areas (e.g. math) if they want to improve achievement scores on particular subjects Study 5: Garden Program Impacts on Science & Math Students’ Academic Progress

Effects of a Gardening Program on the Academic Progress of Third, Fourth, and Fifth Grade Math and Science Students by A.E. Pigg, T.M. Waliczek, and J.M. Zajicek (2006) P ROGRAM Garden program in elementary school to assess science & math achievement scores Math/Science curriculum taught in conjunction with gardening lessons Achievement assessed in post-intervention test -No significant differences between 3 rd grade control & experimental groups -4 th grade experimental group performed better in science assessments by 4.94 points than control -5 th grade control group experienced better science and math achievement scores than experimental group -Mixed results suggest that garden programs can be effective in enhancing some students’ achievement and learning process -Garden curricula should focus more on specific subject areas (e.g. math) if they want to improve achievement scores on particular subjects -Further research needs to be conducted in this area

What are the Impacts of School Gardens on Academic Success? In one literature review, science scores were increased in all studies in which students gardened Students applied math & science education in the gardening context Mixed results suggest that garden programs can be effective in enhancing some students’ achievement and learning process One study’s intervention students had higher science scores on post- garden program tests