Education Outside

Education Outside’s model was developed based on a wealth of external evidence linking school gardens with improved nutritional knowledge and preferences for vegetables and fruit in K-5 students (Graham et al., 2005) (Koch et al., 2005). Gardening experiences in which students taste food they grow have been shown to improve attitudes towards healthy foods (Morris J., Briggs M., Zidenberg-Cherr S., 2000) and to support the continuation of good eating habits into adulthood (Morris JL & Zidenberg-Cherr S., 2002). Internal evaluation points to the effectiveness of Education Outside’s interventions. According to surveys conducted by our instructors, students show increases in identifying fruits and vegetables from the garden, eating healthy garden recipes, and stronger desire to recreate recipes at home. Recent interviews and surveys of classroom teachers also affirm the lasting positive impression that growing and eating food in the garden has on our students, and that full-time, on the ground instructors are essential to creating these experiences. We also know that food in school gardens are a powerful way to activate K-5 students’ interest in science and environmental stewardship. According to surveys conducted in partnership with the Lawrence Hall of Science, students at low-income partner schools show significant increases in their fascination with and value of science. 90%+ of classroom teachers surveyed strongly agree or agree that because of Education Outside, students understand that their actions impact the natural world and are excited to care for the environment.