Fifteen-Year Enrollment Trends Related to the Three Components of Comprehensive Agricultural Education Programs

Abstract

The purpose of this study was to identify the agricultural education enrollment trends in Iowa using 15 years of data collected from 1991 to 2005. It was found that agricultural education enrollment, Supervised Agricultural Experience (SAE) participation, and FFA membership have grown. Using annualized growth rates, agricultural education enrollment (4.06%) grew more rapidly than SAE participation (1.65%) and FFA membership (2.39%). Although growth was realized in all three components, the widening gap between students who only enroll in agricultural education and those who also choose to participate in SAE and FFA is a concern. Increased female participation, 31.96% in 2005, accounted for much of the overall growth in total enrollment. SAE growth was attributed to increased participation in agriscience and agribusiness. The findings have implications for the profession's ability to put into practice experiential learning theory, the philosophical approach of agricultural education, local program development and management, and the future of agricultural education. FIFTEEN-YEAR ENROLLMENT TRENDS RELATED TO THE THREE COMPONENTS OF COMPREHENSIVE AGRICULTURAL EDUCATION PROGRAMS

Implementation of Supervised Agricultural Experience Programs: The agriculture teachers’ perspective

“…However, Retallick and Martin (2008) found that fewer agricultural education students participated in SAE and questioned why agriculture teachers fail to fully integrate the SAE portion into their agricultural education program.…”

“…Because of these findings and the related issues, many researchers have concluded that there is a perceived need to expand the concept and scope of SAE to meet the requirements of a more diverse clientele (Barrick et al, 1991;Graham & Birkenholz, 1999;Retallick & Martin, 2008;Roberts & Harlin, 2007;Steele, 1997;Wilson & Moore, 2007). Others have also identified a need for more in-service and dialogue related to the issues associated with SAE (Dyer & Osborne, 1995;Graham & Birkenholtz;Ramsey & Edwards, 2004;Wilson & Moore, 2007).…”

“…Research among enrollment, FFA membership, and SAE participation has suggested positive relationships between FFA membership and SAE participation (Retallick & Martin, 2008;Talbert & Balschweid, 2004;Thompson & Shumacher, 1998;White & Pals, 2004). Research also suggested a positive economic impact resulting from SAE (Graham & Birkenholz, 1999;Retallick & Martin, 2005;West & Iverson, 1999), including a positive return on investment (Retallick & Martin, 2005).…”

The Influence of Agriscience Research SAEs on Perceived Self-Efficacy of 21st Century Skill Attainment

“…Throughout recent decades, SAE involvement within school-based agricultural education (SBAE) has declined nationwide (Dyer & Osborne, 1995;Retallick & Martin, 2008;Steele, 1997). In the early 1990's, over 85% of agricultural education students in Iowa conducted SAEs, by 2005, that number dropped to only 56% (Retallick & Martin, 2008). More recently, an average of 46% of students surveyed in Florida, Indiana, Missouri, and Utah reported conducting an SAE (Lewis, Rayfield, & Moore, 2012).…”

Supervisor Involvement and Professional Development Needs Associated with SAE Programming and Safety

“…The need for greater engagement between teacher educators and school-based agriculture teachers on issues associated with SAEs has long been documented in agricultural education research (Dyer & Osborne, 1995;Graham & Birkenholz, 1999;Retallick & Martin, 2008;Wilson & Moore, 2007). Roberts and Dyer (2004) identified development of SAE opportunities for students was one of the highest professional development needs for school-based agriculture teachers.…”