Growing Together: Open Forum

How do you measure the impact of a summer gardening program in your setting?
I'm seeking guidance on how to assess the effectiveness and impact of my gardening program. I work with children in residential treatment facilities, where there are significant restrictions and frequent changes in attendance. Since I don't have information on where the children go after their time in our program, I'm struggling to determine how to measure long-term impact, particularly with foster care youth and those in residential treatment. Any advice or strategies would be greatly appreciated! Input on how you track impact is also helpful :) 
Thank you!

Kalie - I love the name, and mission, of your org! I am in my 8th year of working in program, and now as ED, of a 20-year school garden support org. As much as I would love to track and share long-term impact, am in some what of the same position because we don't know what students do at home or after elementary school. I think that reliable data on what we are doing is the most valuable thing we can provide. Here are some of the metrics that I can share with donors and partners:

• number of garden visits per student
• minutes spent in the garden per student over the season
• number of servings sent home with students (or number of things tasted or consumed on site)
• pounds of food donated to food banks or taken home by volunteers over the summer
• number of volunteers and volunteer hours per season/year
• number of teachers/adults who engage with the garden per season/year
• number of people (adults) trained in ecologically-sound gardening practices per season/year
• trends in these numbers over the seasons/years

The structure of our program (16-19 elementary schools per year) means that we're using teacher signups plus school enrollment numbers to calculate much of this data. This stuff may be pretty obvious, but maybe not! I wish you all the best in your awesome endeavors!

Lindsey LeCuyer

Garden to Table

Boulder Valley, CO

Since long-term tracking isn't possible, maybe focus on short-term impact-things like engagement levels, changes in mood, or how they interact with the garden over time. You could use simple observation notes, quick reflection sheets, or even photos of their progress with plants. If possible, getting feedback from staff on any behavioral or emotional changes could also be helpful. Even small wins, like a child showing pride in something they've grown, can be a huge impact! Would love to hear what's worked for others too.

This is such an important question, and you're not alone in navigating these challenges. Working with youth in residential treatment or foster care means attendance is unpredictable, transitions are frequent, and long‑term follow‑up is often impossible. In settings like yours, impact has to be measured in the moments you can observe, not the ones you can't track after they leave. I teach at a disciplinary alternative education placement school and know this all too well. Here are a few approaches that have worked well in a similar environment:

1. Focus on short‑term, observable outcomes

These are things you can see during a single session, week, or season. There is no long‑term tracking required. Examples include:

• Engagement levels (participation, willingness to try tasks, time spent focused)

• Emotional regulation during garden activities

• Social interactions (cooperation, communication, helping peers)

• Skill acquisition (planting, watering, harvesting, identifying plants)

• Confidence indicators (taking initiative, showing pride in their work)

These can be captured with simple checklists or quick reflection notes.

2. Use "before and after" snapshots

Even if they are only with you for a short time, you can document:

• What they knew or felt about gardening on Day 1

• What they could do or can share by their last session

• Any shifts in mood, behavior, or comfort outdoors

Short-term growth is still meaningful growth.

3. Track program‑level metrics instead of individual outcomes

This is especially helpful when attendance varies. You might track:

• Number of youths who participated

• Number of garden sessions offered

• Pounds of produce harvested or used

• Number of hands‑on activities completed

• Improvements to the garden space itself

These show the program's consistency and value even when individual data is limited.

4. Capture qualitative moments

In residential settings, the most powerful evidence often comes from:

• Staff observations ("He was calmer after gardening today")

• Youth comments ("I didn't know I could grow something")   :-)

• Photos of engagement

• Small breakthroughs (a child who rarely participates choosing to water plants) yes!!!

These stories matter and funders and administrators value them.

5. Use quick reflection tools (I do this ALOT even when teaching Science)

Because youth may come and go, short, simple reflections can be powerful:

• "One thing I learned today…"

• "One thing I liked in the garden…"

• "One thing I want to grow…"

Even a single sentence can show impact.

6. Measure the environment you're creating

In therapeutic settings, the garden itself is part of the intervention. You can document:

• Increased access to calming outdoor space

• Opportunities for sensory regulation

• Safe, predictable routines

• Positive adult‑youth interactions

These are meaningful therapeutic outcomes.

The key is in environments with high turnover, impact is measured in moments, not months. And those moments of connection, calm, curiosity, accomplishment are incredibly valuable for youth navigating instability.

You're doing important work, and the fact that you're thinking so deeply about impact already shows your commitment to your kids and your program.

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Tina Steiner
Round Rock TX
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