| Instructions For Completing The State 4-H Enrollment Report (2009) |
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| This workbook consists of 5 spreadsheets and will be filled out at the state level. |
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| Along the bottom of this screen you will notice 6 tabs, including this "Instruction" tab. |
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| As you click on the tabs, you will see different spreadsheets where the state compiled |
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| data will be entered in the blank cells. You will also notice that there are comment fields |
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| that provide help or definitions should something be not clear. Just "mouse-over" the field |
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| in question, and a box will pop-up with the necessary information. An example is provided |
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| below: |
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Example comment
Example Comment |
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| These spreadsheets are to be populated with state level 2009 4-H enrollment data. Please |
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| do not leave any cells blank, and populate with a zero (0) if applicable. Also, please notice |
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| that on the "4-H Particpants" worksheet, all four totals should match. If they do not, please |
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| readjust as neccesary. |
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| Please do not change the name of the file that you download when you submit your |
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| completed workbook back to USDA. |
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| Example - alabama_ES237.xls |
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| Also, please provide the name and contact information below of the person filling out |
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| this spreadsheet in the event there are any questions after the fact |
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| Name: |
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| State: |
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| Email: |
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| Phone: |
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| If there are any business related questions concerning this report, please contact: |
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Suzanne Le Menestrel |
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National Program Leader, Youth Development Research |
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National 4-H Headquarters, NIFA |
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[email protected] |
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202-720-2297 |
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| If there are any technical-related questions concerning this report, please contact: |
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Bill Bristow |
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Information Technology Specialist |
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Information Systems and Technology Management, NIFA |
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[email protected] |
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202-690-1956 |
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| Your completed workbook should be returned as an attachment to an email sent to |
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| Bill Bristow. Please include the following information in the subject line: |
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ES237 2009 Your State |
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The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or part of an individual’s income is derived from any public assistance program (Not all prohibited bases apply to all programs.) To file a complaint of discrimination, write to USDA, Director, Office of Civil Rights, 1400 Independence Avenue, SW, Washington, DC 20250-9410, or call (800) 795-3272 (voice) or (202) 720-6382 (TDD). USDA is an equal opportunity provider and employer.
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| According to the Paperwork Reduction Act of 1995, an agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is OMB-0524-0045. The time required to complete this information collection is estimated to average 61 minutes per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. |
| 4-H Participation (with duplications included) |
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(a) |
(b) |
(c) |
(d) |
(e) |
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All extension youth programs from 1862, 1890, or 1994 land-grant universities should be included in this summary.
How Do Young People Participate in 4-H? |
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A 4-H Club is an organized group of youth, led by an adult, with a planned program that is carried on throughout all or most of the year. 4-H clubs may meet in any location and typically have elected officers and a set of rules approved by the membership to govern the club, or for very young groups, other developmentally appropriate structures and operating processes. Includes the following:
Community clubs typically meet in the evenings or on weekends and offer self-chosen multiple learning experiences and activities.
In-school clubs meet during school hours, but have officers and planned activities beyond school enrichment.
4-H after-school clubs are organized within after-school programs administered by Cooperative Extension staff or other organizations (i.e. other youth development organizations, housing authorities, faith-based groups. They set the above definition of a 4-H Club and the young people and adult staff identify themselves as 4-H members and volunteers.They may have officers and elements of a club structure.
Military 4-H clubs are organized by the Armed Forces, often on military installations, and principally for military dependents.
Youth members of Organized 4-H CommunityClubs |
A 4-H Club is an organized group of youth, led by an adult, with a planned program that is carried on throughout all or most of the year. 4-H clubs may meet in any location and typically have elected officers and a set of rules approved by the membership to govern the club, or for very young groups, other developmentally appropriate structures and operating processes. Includes the following:
Community clubs typically meet in the evenings or on weekends and offer self-chosen multiple learning experiences and activities.
In-school clubs meet during school hours, but have officers and planned activities beyond school enrichment.
4-H after-school clubs are organized within after-school programs administered by Cooperative Extension staff or other organizations (i.e. other youth development organizations, housing authorities, faith-based groups. They set the above definition of a 4-H Club and the young people and adult staff identify themselves as 4-H members and volunteers.They may have officers and elements of a club structure.
Military 4-H clubs are organized by the Armed Forces, often on military installations, and principally for military dependents.
Youth members of Organized 4-H In-School Clubs |
A 4-H Club is an organized group of youth, led by an adult, with a planned program that is carried on throughout all or most of the year. 4-H clubs may meet in any location and typically have elected officers and a set of rules approved by the membership to govern the club, or for very young groups, other developmentally appropriate structures and operating processes. Includes the following:
Community clubs typically meet in the evenings or on weekends and offer self-chosen multiple learning experiences and activities.
In-school clubs meet during school hours, but have officers and planned activities beyond school enrichment.
4-H after-school clubs are organized within after-school programs administered by Cooperative Extension staff or other organizations (i.e. other youth development organizations, housing authorities, faith-based groups. They set the above definition of a 4-H Club and the young people and adult staff identify themselves as 4-H members and volunteers.They may have officers and elements of a club structure.
Military 4-H clubs are organized by the Armed Forces, often on military installations, and principally for military dependents.
Youth members of Organized 4-H After School Clubs |
A 4-H Club is an organized group of youth, led by an adult, with a planned program that is carried on throughout all or most of the year. 4-H clubs may meet in any location and typically have elected officers and a set of rules approved by the membership to govern the club, or for very young groups, other developmentally appropriate structures and operating processes. Includes the following:
Community clubs typically meet in the evenings or on weekends and offer self-chosen multiple learning experiences and activities.
In-school clubs meet during school hours, but have officers and planned activities beyond school enrichment.
4-H after-school clubs are organized within after-school programs administered by Cooperative Extension staff or other organizations (i.e. other youth development organizations, housing authorities, faith-based groups. They set the above definition of a 4-H Club and the young people and adult staff identify themselves as 4-H members and volunteers.They may have officers and elements of a club structure.
Military 4-H clubs are organized by the Armed Forces, often on military installations, and principally for military dependents.
Youth members of Military 4-H Clubs |
Total of (a) - (d) - auto summed
Total 4-H Club Membership |
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0 |
0 |
0 |
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0 |
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(f) |
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(g) |
(h) |
(i) |
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Groups of youth meeting for a specific learning experience that involves direct teaching by extension staff or trained volunteers, including teachers. Program is not part of school curriculum and not restricted to members of 4-H clubs. Multiple-day meetings, for example on college campuses, should be reported as short-term programs. The direct audience contact hours should be at least six for enrollment to be reported.
Youth participating in 4-H Special Interest / Short-Term Programs |
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Youth taking part in an Extension-planned educational experience of group living in the out-of-doors. Overnight camping includes being away from home at least one night (resident, primitive, or travel camping) and is not restricted to members of organized 4-H clubs.
Youth participating in 4-H Overnight Camping Programs |
Youth taking part in an Extension-planned educational experience of group living in the out-of-doors. Day camping consists of multiple-day programs, with youth returning home each evening.
Youth participating in 4-H Day Camping Programs |
Total of (g) - (h) auto summed
Total youth participating in 4-H Camping Programs |
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0 |
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0 |
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(j) |
(k) |
(l) |
(m) |
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Groups of youth receiving a sequence of learning experiences in cooperation with school officials during school hours to support the school curriculum. Involves direct teaching by extension staff or trained volunteers, including teachers.
Youth participating in School Enrichment Programs |
Planned learning that occurs independently of a formal group setting, such as a club, as an individual, paired, or family learning effort. Self directed, usually with limited adult involvement except for parents (or mentor). Examples include self-study, home study courses, advanced placement courses, mentoring or shadowing with an "expert," whole families learning together.
Youth participating in Individual Study / Mentoring / Family Learning Programs |
After-School educational programs offered to youth outside of school hours, usually in a school or other community center. The after-school program must be supported by Extension by training the after-school staff, infusing 4-H curricula into the program, and/or other significant support such as conducting needs assessments, evaluations, and/or resource development. The primary purpose of the program is to provide care, developmental and educational experiences for children and youth while parents are working or unavailable. As general guidance, facilities or settings should operate approximately 3 days per week and two hours per day (e.g. six hours per week) for about five months of the academic year or three days per week for six hours per day (e.g. 18 hours per week) and/or for at least eight weeks in the summer. The children and youth in these programs should be enrolled as 4-H members in the county program, have the benefits of all 4-H programs and activities, and identify themselves as 4-H members. (4-H clubs in after-school settings should be reported under Organized 4-H After School Clubs.)
Youth participating in After-School Programs Using 4-H Curricula / Staff Training |
Youth offered learning experiences through Extension via broadcast or closed circuit television, including satellite transmission, or videotape replays of such series. May also include instruction delivered by internet.
Youth participating in Instructional TV/Video/ Web Programs |
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Total of (e), (f), (i), (j), (k), (l), (m) (with duplications included)
Total (with duplications included) |
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0 |
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| 4-H Youth Participant: Any youth taking part in programs provided as a result of action |
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| by extension personnel (professional, paraprofessional, and volunteer). This includes youth |
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| participating in programs conducted through 1862, 1890, and 1994 land-grant universities, |
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| EFNEP, urban gardening, and other programs that may not actually use the 4-H name and |
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| emblem with participants. |
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| 4-H Activities |
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| What Types of 4-H Activities Are Young People Engaged In? |
Record the number of youth participants in 4-H subjects/projects/learning experiences. Youth may participate in more than one of the subject matters listed below and should be counted each time. Include all youth enrolled in Extension-sponsored educational efforts, whether or not they carry the "4-H" label. For example, include all TV series, 1890 programs, youth urban gardening, youth EFNEP participants, youth FSNEP participants, camps, and targeted Youth at Risk programs.
Specific state or local projects should be incorporated into the categories that most accurately reflect educational work being done in Extension 4-H youth programs. Each state or county may report in the "Youth Enrolled" blanks below at any appropriate level of specificity. (e.g., if a project is a general introduction to plants and animals, it would be coded "G"; if it deals with all animals, it would be coded "GB." If it is specific to Beef, "GBB." If the project deals with an animal species not specifically listed, report it under Animals, “GB." There are no "other" categories.
The categories below combine together many of the previous curriculum categories. The prior categories can be seen when you roll-over each category.
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| Science, Engineering, and Technology |
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Includes Child Development, Child Care, Babysitting, Clothing and Textiles, Consumer Education, Home Environment, and Parenting and Family Life Education
Consumer and Family Science |
0 |
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Includes Animal Science, Aquatic Science, Entomology and Bees, Food Science, Marine Science, Meat Science, Plant Science, and Poultry Science and Embryology
Biological Sciences |
0 |
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Includes Aerospace, Automotive, Bicycle, Computer Technology, Electric, Electronics, Engines, Tractors and Field Equipment, and Wood Science and Industrial Arts
Technology and Engineering |
0 |
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Includes Astronomy, Chemistry, Mathematics, and Physics
Physical Sciences |
0 |
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Includes Environmental Stewardship (general), Earth, Water, and Air, Geology and Minerals, Weather and Climate, Soils and Soil Conservation, Water, Energy (general, home, farm, transportation), Forests, Rangeland, and Wildlife, Forestry, Range Series, Wildlife and Fisheries, Adventure/Challenge, Shooting Sports, Waste Management, Composting, Recycling, and Household Hazardous Waste
Environmental Education / Earth Sciences |
0 |
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Includes Ag in the Classroom
Ag in the Classroom |
0 |
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Includes Aquaculture, Beef, Birds and Poultry (caged birds, chickens, pigeons, waterfowl), Cats, Dogs, Dairy Cattle, Goats (dairy, hair, meat, Pygmy), Dairy goats, Hair goats, Meat goats, Pygmy goats, Horse & Pony, Rabbits/Cavies, Sheep, Small Animals/Pocket Pets/Lab Animals, Swine, Alpacas and Llamas, and Emus and Ostriches
Animals |
0 |
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Includes, Crops/Weeds, Flower, Gardening/House Plants, Gardens - Fruit/Vegetables, and Ornamental Horticulture
Plant Science |
0 |
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| Total Science, Engineering, & Technology |
0 |
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| Citizenship |
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Includes Citizenship (local, state, national), Cultural Education (including heritage, diversity, exchanges), Global Education (including international exchanges, if enrolled), Intergenerational Programming, and Understanding Physical and Mental Limitations
Civic Engagement |
0 |
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Includes Volunteerism, Service Learning, and Community Service
Community / Volunteer Service |
0 |
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Includes Career Exploration and Employability, Critical Thinking Skills
Economics, Business and Marketing, Mini-Society (specific entrepreneurial program), Other Entrepreneurship, Introductory 4-H Projects (for participants 5-8 years old), Hobbies and Collections, Leadership Skills Development, Leisure Education (general), Personal Development (general), Reading Literacy, Social Recreation Skills, Values Clarification, and Character Education
Leadership and Personal Development |
0 |
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Includes Communication Arts (Speaking/Radio/TV, Writing/Print), Performing Arts (Clowning/Mime, Dance/Movement, Drama/Theater, Music/Sound), and Visual Arts (Arts and Crafts, Drawing/Painting/Sculpture, Graphic Art/Displays/Exhibits, and Photography/Video)
Communications and Expressive Arts |
0 |
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| Total Citizenship |
0 |
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| Healthy Lifestyles |
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Includes EFNEP (ALL youth participants of EFNEP programs), Foods Safety, Food Preservation, and FSNEP (Food Stamp Nutrition Education Program)
Foods and Nutrition |
0 |
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Includes Chemical Health, Mental and Emotional Health, and Physical Health (Fitness and Sports, Growth, Development, and Disease, Home Nursing, First Aid/CPR, and Sexual Health)
Health |
0 |
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Includes ATV Safety, Automotive Safety (including seat belts, etc.), Bicycle Safety, Communities for Child Safety, Emergency Preparedness, Tractor and Machinery , Safety Certification
Personal Safety |
0 |
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| Total Healthy Lifestyles |
0 |
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| 4-H Youth Participants |
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| What Do We Know About 4-H Youth Participants? |
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All extension youth programs from 1862, 1890, or 1994 land-grant universities should be included in this summary.
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| School Grade (As of January 1, 2008) (duplications eliminated) |
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| Kinder-garten |
1st Grade |
2nd Grade |
3rd Grade |
4th Grade |
5th Grade |
6th Grade |
7th Grade |
8th Grade |
9th Grade |
10th Grade |
11th Grade |
12th Grade |
Post H.S. Ed. |
Not in School |
Special 4-H participants are mentally challenged persons older than 19.
Special |
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Total |
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0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
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0 |
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| Gender of 4-H Youth Participants (duplications eliminated) |
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| Male |
Female |
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Total |
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| 0 |
0 |
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0 |
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Note: The four totals on this page should all match. |
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| Place of Residence of 4-H Youth Participants (duplications eliminated) |
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Use the U.S. Census definition for a farm, which includes all persons living in rural territory on places from which $1,000 or more of agricultural products were sold, or normally would have been sold, in the reporting year.
Farm |
Persons who live in towns of under 10,000 population in rural non-farm and open country situations not reported as farm (by definition)
Towns of under 10,000 and rural non-farm |
Include participants who live within the immediately built-up areas surrounding such towns and cities, even though they might live somewhat beyond the immediate city limits.
Towns and cities (10,000-50,000), and their suburbs |
Report the number of participants in the urbanized and contiguous suburbs and towns surrounding a city of over 50,000. This category conforms to the urbanized portion of metropolitan rings included in standard metropolitan statistical areas (SMSAs).
Suburbs of cities of over 50,000 |
Report the participants living within the boundaries of metropolitan cities of over 50,000 population. The category includes twin cities of standard metropolitan statistical areas (SMSAs)
Central cities of over 50,000 |
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Total |
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| 0 |
0 |
0 |
0 |
0 |
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0 |
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| Total 4-H Youth Participants (duplications eliminated) |
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Total of participants, with duplications eliminated (each child counted only once)
Manually entered (not auto summed)
Total
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0 |
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| Race and Ethnicity of Youth 4-H Participants |
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| ETHNICITY |
Total Youth |
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RACE |
Total Youth |
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Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, Cuban, South or Central American, or other Spanish culture or origin, regardless of race.
Hispanic or Latino |
0 |
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American Indian or Alaska Native—a person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment.
American Indian or Alaskan Native |
0 |
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Not Hispanic or Latino: A person who is not of Cuban, Mexican, Puerto Rican, Cuban, South or Central American, or other Spanish culture or origin.
Not Hispanic or Latino |
0 |
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Asian—A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Phillippine Islands, Thailand, and Vietnam.
Asian |
0 |
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Black or African-American—A person having origins in any of the black racial groups of Africa.
Black or African American |
0 |
| Directions: Type in the appropriate numbers for your project. Ethnicity is separate from race. You should indicate an ethnicity category for each participant and all racial categories that apply to each participant (i.e. a participant of more than one race would be recorded in each applicable racial category). Ideally, your total participants should equal the total of numbers in your ethnicity section. Totals of racial categories will be equal to or greater than your total participants if they all report racial information. |
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Native Hawaiian or Other Pacific Islander—A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Native Hawaiian or other Pacific Islander |
0 |
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White—A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
White |
0 |
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Youth Indicating More than One Race: A person who has selected more than one racial designation.
Youth Indicating More Than One Race |
0 |
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Undetermined |
0 |
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| 4-H Youth Participants: Any youth taking part in programs |
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| provided as a result of action by extension personnel |
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| (professional. Paraprofessional. And volunteer). This includes |
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| youth participating in programs conducted through 1862, 1890, |
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| and 1994 land-grant universities, EFNEP, urban gardening, and |
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| other programs that may not actually use the 4-H name and |
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| emblem with participants. |
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