1. Department of Youth Development & Agricultural Education
State FFA Constitution Membership Language Regarding Private and Homeschool Students
Matt Kararo
Dr. Neil Knobloch
Department of Youth Development & Agricultural Education
Purdue University

2. Introduction
FFA was founded on the principle of developing leadership and interpersonal skills through an intracurricular model for secondary students enrolled in Agricultural Education (FFA History, 2015)
Well-established traditions in community for public school students (Croom, 2008)
Holistic approach to student development (Hughes & Barrick, 1993)
Federal legislation/funding and Congressional charter for FFA supported school-based Agricultural Education (Mercier, 2015)

3. Source:

4. Problem Statement
National FFA Research Priority Interests Priority 1: Making FFA Accessible, Diverse, and Inclusive
“Imperative that barriers be removed in order to engage all young people enrolled in agricultural education in the National FFA Organization” (Crutchfield, 2013, p. 1)
What counts as “enrolled?”

5. Significance Over 2 million homeschool students in US (Ray, 2011)
Over 100% increase since 1999 (Clemmitt, 2014)
1.3 million private high school students in US (Kena et al., 2016)
Membership growth is a key priority for FFA (Crutchfield, 2013)
Shortage of employees for the AFNR workforce (Foster, 2015)

6. Policy Framework
National FFA Constitution membership eligibility language
To become an active member and retain membership, a student must: While in school, be enrolled in at least one agricultural education course during the school year and/or follow a planned course of study; either course must include a supervised agricultural experience program, the objective of which is preparation for an agricultural career (National FFA Constitution, 2012)

7. Purpose
Describe policy language of state FFA constitutions regarding active FFA membership and specifically program access to private and homeschool students

8. Methods & Procedures Qualitative policy analysis
49 out of 50 states
Iterative evaluation coding process (Saldaña, 2013)
Grouping together similar membership language
Rubric development based upon observed membership language differences
Document analysis of state FFA constitutions

9. Results Membership requirement language
Two categories in state FFA constitutions
Member must be enrolled in at least one approved Agricultural Education course each year and maintain a supervised agricultural experience
10 states
More restrictive?
Member must be enrolled in at least one Agricultural Education course each year and/or follow a planned course of study with either including a supervised agricultural experience
39 states
More inclusive?

10. Results Specific audiences
Two specific inclusive membership clauses
Five states mentioned private school FFA chapters (AL, AK, NC, OR, TX)
Three states mentioned homeschool students (AK, LA, NC)

11. Results Private school FFA chapters
Alabama
Allows FFA chapters in private schools provided teacher is state certified in Agricultural Education
Alaska
Includes secondary agricultural and natural resource courses of study at both charter and private schools as qualifying students for FFA membership
North Carolina
Private school FFA chapters allowed, not explicitly stated in state FFA constitution
Oregon
Allows private school FFA chapters provided they meet and maintain program approval with state officials and renew status every three years
Texas
Charter and private school students are mentioned as potential FFA members in state FFA constitution, but no explicit policy

12. Results Homeschooling and FFA
Alaska
Homeschool FFA chapters stated as being allowed in state FFA constitution and one exists with multiple sub- chapters
Louisiana
Added clause for homeschool FFA members to state FFA constitution in 2011, no homeschool FFA chapters
North Carolina
Homeschool FFA chapters exist, however official policy remains undefined; membership requirements for homeschool FFA members are not explicitly stated in state FFA constitution

13. Implications Membership requirement language
Two categories in state FFA constitutions with subtle yet significant differences
10 states
Member must be enrolled in at least one approved Agricultural Education course each year and maintain a supervised agricultural experience
39 states
Member must be enrolled in at least one Agricultural Education course each year and/or follow a planned course of study with either including a supervised agricultural experience

14. Implications Why care about policy? Public face of organization
Defines pathways to membership eligibility
Accountability to National FFA Organization (National FFA Organization, 2012)
Gives credence to being recognized by Congress

15. Implications A policy is only as useful as its interpretation:
Member must be enrolled in at least one approved course each year and maintain a supervised agricultural experience
Indiana example: SAE counted as “approved” course, counting for both requirements
Member must be enrolled in at least one Agricultural Education course each year and/or follow a planned course of study with either including a supervised agricultural experience
More explicitly SAE could be approved “course of study”

16. Implications Subtle differences from National FFA Constitution
Kentucky – no mention of SAE requirement
Member must be enrolled in at least one agricultural education class each year and attend that class when it is taught
Tennessee – not explicit about physical location of enrollment or chapter; cases can be decided by local members
Any student regularly enrolled in agricultural education is entitled to become an active member upon receiving a majority vote of the members present at any chapter meeting

17. Implications
FFA membership eligibility pathways for all students need clarification
More inclusionary clauses could be added to state FFA constitutions (perhaps at national level)
Current policy could be interpreted as not being followed (SAE) (Lewis, Rayfield, & Moore, 2012; Talbert & Balschweid, 2004)

18. Future Studies Survey of state FFA advisors/executive secretaries
Attitudes about membership eligibility requirements
Attainment value of more inclusion
Intrinsic value
Utility value
Perceived costs
Survey of local FFA advisors in three states
Same variables

19. Thank you
Matthew Kararo References available upon request