Evaluating the Local, State and National Economic Impact of Supervised Agricultural Experiences: A National Perspective
DOI:
https://doi.org/10.5032/jae.v66i1.2837Keywords:
Work-Based Learning (WBL), Supervised Agricultural Experience (SAE), Economic ImpactAbstract
Supervised Agricultural Experience (SAE) has been a critical component of School-Based Agricultural Education (SBAE) for decades. Formally called the ‘home project’, Rufus Stimson developed the concept of SAE in the early 20th century. This work-based learning concept provides students with experiential instruction that strengthens their employability and technical skills. While SAE has a long-standing tradition in SBAE, little is known about its national economic impact. This study utilized data collected through the Agricultural Experience Tracker (AET) system to assess the economic impact of SAE nationally. Overall, there are approximately 8,690 agricultural education programs nationwide, with 6,752 of those programs utilizing the AET system. Upon further analysis, 1,932 programs only utilized AET for FFA award applications and did not input SAE records into the system. These programs were removed from the study, and data from 4,820 SBAE programs were analyzed for economic impact. It was determined that the average SBAE program has $98,672 in investments and $64,212 in income annually. In addition, students’ SAEs account for approximately $857 million in direct spending. These figures were utilized to derive national economic impact estimates utilizing the IMPLAN Type II Model. Overall, it is estimated that student SAE projects have an economic impact of approximately $1.6 billion nationally. This impact has implications for agricultural education professionals nationally and should be leveraged with key stakeholders including legislative officials, educational administrators, and other CTE professionals to advance the mission and goals of SBAE.
Downloads
References
Agricultural Experience Tracker. (2024). Our story. https://theaet.com/story
Bible, B. L. (1941). The F.F.A. as an aid in improving supervised farming programs. The Agricultural Education Magazine, 14(6), 109.
Bird, W. A., Martin, M. J., & Simonsen, J. C. (2013). Student motivation for involvement in supervised agricultural experiences: An historical perspective. Journal of Agricultural Education, 54(1), 31–46. https://doi.org/10.5032/jae.2013.01031 DOI: https://doi.org/10.5032/jae.2013.01031
Blackburn, J. J., & Ramsey, J. W. (2014). Barriers to conducting supervised agricultural experiences as perceived by preservice education teachers. Journal of Human Sciences and Extension, 2(3), 97–112. https://doi.org/10.54718/ATCA9032 DOI: https://doi.org/10.54718/ATCA9032
Bureau of Labor Statistics (2024). Consumer Price Index for All Urban Consumers. https://data.bls.gov/timeseries/CUUR0000SA0L1E?output_view=pct_12mths
Christiansen, J. E. (December, 1999). Economic impact of supervised agricultural experience programs in Georgia: A critique [Paper Presentation]. National Agricultural Education Research Conference, Orlando, Florida. https://aaea.wildapricot.org/Resources/Documents/National/Proceedings,%20National1999.pdf
Croom, D. B. (2008). The development of the integrated three-component model of agricultural education. Journal of Agricultural Education, 49(1), 110–120. https://doi.org/10.5032/jae.2008.01110 DOI: https://doi.org/10.5032/jae.2008.01110
Dewey, J. (1938). Experience and education. Simon and Schuster.
Doss, W., & Rayfield, J. (2019). Assessing school-based agricultural education teacher familiarity, knowledge, and perceptions of supervised agricultural experience categories. Journal of Agricultural Education, 60(3), 206–218. https://doi.org/10.5032/jae.2019.03206 DOI: https://doi.org/10.5032/jae.2019.03206
Dyer, J. E., & Osborne, E. W. (1995). Participation in supervised agricultural experience programs: A synthesis of research. Journal of Agricultural Education, 36(1), 6–14. https://doi.org/10.5032/jae.1995.01006 DOI: https://doi.org/10.5032/jae.1995.01006
Dyer, J. E., & Williams, D. L. (1997). Supervision of supervised agricultural experience programs: A synthesis of research. Journal of Agricultural Education, 38(4), 59–67. https://doi.org/10.5032/jae.1997.04059 DOI: https://doi.org/10.5032/jae.1997.04059
Ferand, N. K., Thoron, A. C., & Myers, B. E. (2020). The relationship of prior FFA membership on perceived ability to manage an FFA chapter. Journal of Agricultural Education, 61(2), 162–172. https://doi.10.5032/jae.2020.02162 DOI: https://doi.org/10.5032/jae.2020.02162
Foster, D. D., Lawver, R. G., & Smith, A. R. (2020). National Agricultural Education Supply and Demand Study, 2019 Executive Summary. http://aaaeonline.org/Resources/Documents/NS D2019Summary.pdf
Foster, D. D., Lawver, R. G., & Smith, A. R. (2021). National Agricultural Education Supply and Demand Study, 2020 Executive Summary. http://aaaeonline.org/Resources/Documents/NSD 2020Summary.pdf
Haddad, B., & Marx, A. A. (2018). Student perceptions of soft skills and career decision self-efficacy through participation in SAE. Journal of Agricultural Education, 59(4), 159–176. https://doi.org/10.5032/jae.2018.04159 DOI: https://doi.org/10.5032/jae.2018.04159
Hanagriff, R. (2023). 2023 Agricultural Education Engagement Executive Summary Report. https://www.theaet.com/docs/edited%202023%20Exec%20Summary%20-All%20Program%20Summary%20Values_FINAL.pdf
Hanagriff, R., Murphy, T., Roberts, G., Briers, G., & Lindner, J. (2010). Economic impact of supervised agricultural experiences: Returns from SAE investment costs in Texas, 2007-2008. Journal of Agricultural Education, 51(4), 73–83. https://doi10.5032/jae.2010.04073 DOI: https://doi.org/10.5032/jae.2010.04071
Hanagriff, R., Rayfield, J., Briers, G., & Murphy, T. (2014). Economic impacts and program involvement in agricultural mechanics competition projects in Texas. Journal of Agricultural Education, 55(2), 79–90. https://doi10.5032/jae.2014.02079 DOI: https://doi.org/10.5032/jae.2014.02079
Institute of Student Employers. (2018). The Global Skill Gap in the 21 Century. Institute of Student Employers. http://info.qs.com/rs/335VIN535/images/The%20Global%20Skills%20Gap%2021st%20Century.pdf.
Kim, S., & Miller, C. R. (2017). An economic model comparison of EMSI and IMPLAN: Case of mistletoe marketplace. Tourism Economics, 23(5), 1124–1130. https://doi.org/10.1177/1354816616656420 DOI: https://doi.org/10.1177/1354816616656420
Lewis, L. J., Rayfield, J., & Moore, L. L. (2012). Supervised agricultural experience: An examination of student knowledge and participation. Journal of Agricultural Education, 53(4), 70–84. https://doi.org/10.5032/jae.2012.04070 DOI: https://doi.org/10.5032/jae.2012.04070
McKim, A. J., Sorensen, T. J., & Burrows, M. (2021). The COVID‐19 pandemic and agricultural education: An exploration of challenges faced by teachers. Natural Sciences Education, 50(1), 1–10. https://doi.org/10.1002/nse2.20060 DOI: https://doi.org/10.1002/nse2.20060
McKim, A. J., Velez, J. J., & Sorensen, T. J. (2018). A national analysis of school-based agricultural education involvement, graduation, STEM achievement, and income. Journal of Agricultural Education, 59(1), 70–85. https://doi.org/10.5032/jae.2018.01070 DOI: https://doi.org/10.5032/jae.2018.01070
Miller, T. R. (1980). The changing status of supervised occupational experience in vocational agriculture in North Carolina. Journal of Agricultural Education, 21(1), 13–18. https://doi.org/10.5032/jaatea.1980.01013 DOI: https://doi.org/10.5032/jaatea.1980.01013
Moore, G. E. (1988). The forgotten leader in agricultural education: Rufus W. Stimson. Journal of Agricultural Education, 29(3), 50–58. https://doi.org/10.5032/jaatea.1988.03050 DOI: https://doi.org/10.5032/jaatea.1988.03050
Mulkey, D., & Hodges, A. (2003). Using IMPLAN to assess local economic impacts. https://fred.ifas.ufl.edu/pdf/economic-impact-analysis/using-implan.pdf
National Association of Agricultural Educators. (2024). Agricultural education in the United States. https://www.naae.org/advocacy/profiles/ag-ed-nationwide.pdf
National Council for Agricultural Education. (2024). Work-based learning through supervised agricultural experience: Real learning for a real future. https://ffa.app.box.com/s/exollg1x7q2lntun3su2mdufw07wiklf
National FFA Organization. (2020). 2020-2021 Official FFA Manual. https://issuu.com/nationalffaorganization/docs/2020-21_national_ffa_official_manual
National FFA Organization. (2023). 2023-2024 Official FFA Manual. https://ffa.app.box.com/s/z6bkjdmqd7e329a58a27e5xn1fzcqeqq
National FFA Organization. (2024). Agricultural education. https://www.ffa.org/agricultural-education/
National Vocational Education Act of 1917, Pub. L. No. 64-347, 39 Stat. 929 (1917). DOI: https://doi.org/10.1115/1.4059623
National Vocational Education Act of 1963, Pub. L. No. 88-210, 77 Stat. 403 (1963).
Norris, W., Swortzel, K., & McCubbins, O. (2023). A quantitative analysis of the perceptions of CTE administrators on the integration of employability skills into agricultural education. Journal of Agricultural Education, 64(3), 243–260. https://doi.org/10.5032/jae.v64i3.85 DOI: https://doi.org/10.5032/jae.v64i3.85
Phipps, L. J., & Osborne, E. W. (1988). Handbook on agricultural education in public schools (5th ed.). Interstate Printers and Publishers.
Plasman, J., & Thompson, C. (2023). The value of informal learning within work‐based learning: The economic benefits of WBL. International Journal of Training and Development, 27(3), 305–326. https://doi.org/10.1111/ijtd.12299 DOI: https://doi.org/10.1111/ijtd.12299
Price, T. J., Manuel, E. O., Sewell, E. A., & Robinson, J. S. (2023). Preservice teachers’ perceptions of their ability to use the AET as a data management system. Journal of Southern Agricultural Education Research, 73(1), 1–16. http://jsaer.org/wp-content/uploads/2023/11/73-Price-Manuel-Sewell-Robinson.pdf
Ramsey, J. W., & Edwards, M. C. (2011). Entry–level technical skills that agricultural industry experts expected students to learn through their supervised agricultural experiences: A modified Delphi study. Journal of Agricultural Education, 52(2), 82–94. https://doi.org/10.5032/jae.2011.02082 DOI: https://doi.org/10.5032/jae.2011.02082
Ramsey, J. W., & Edwards, M. C. (2012). Entry–level technical skills that teachers expected students to learn through supervised agricultural experiences (SAEs): A modified Delphi study. Journal of Agricultural Education, 53(3), 42–55. https://doi.org/10.5032/jae.2012.03042 DOI: https://doi.org/10.5032/jae.2012.03042
Rank, B. D., & Retallick, M. S. (2016). Synthesis of contemporary SAE research 1994–2014. Journal of Agricultural Education, 57(4), 131–145. https://doi.org/10.5032/jae.2016.04131 DOI: https://doi.org/10.5032/jae.2016.04131
Rank, B. D., & Retallick, M. S. (2017). Supervised agricultural experience instruction in agricultural teacher education programs: A national descriptive study. Journal of Agricultural Education, 58(2), 143–169. https://doi.org/10.5032/jae.2017.02143 DOI: https://doi.org/10.5032/jae.2017.02143
Retallick, M. S. (2010). Implementation of supervised agricultural experience programs: The agriculture teachers’ perspective. Journal of Agricultural Education, 51(4), 59–70. https://doi.org/10.5032/jae.2010.04059 DOI: https://doi.org/10.5032/jae.2010.04059
Retallick, M. S., & Martin, R. A. (2005). Economic impact of supervised agricultural experience in Iowa: A trend study. Journal of Agricultural Education, 46(1), 44–54. https://doi.org/10.5032/jae.2005.01044 DOI: https://doi.org/10.5032/jae.2005.01044
Riley, M. K. (2014). The Economic Impact of Supervised Agricultural Experiences in Agricultural Education from a National Perspective (Order No. 30265510). [Doctoral dissertation, Auburn University]. ProQuest Dissertations & Theses Global. https://nmsu.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/economic-impact-supervised-agricultural/docview/2779137157/se-2
Roberts, T. G. (2006). A philosophical examination of experiential learning theory for agricultural educators. Journal of Agricultural Education, 47(1), 17–29. https://doi.org/10.5032/jae.2006.01017 DOI: https://doi.org/10.5032/jae.2006.01017
Roberts, T. G., & Harlin, J. F. (2007). The project method in agricultural education: Then and now. Journal of Agricultural Education, 48(3), 46–56. https://doi.org/10.5032/jae.2007.03046 DOI: https://doi.org/10.5032/jae.2007.03046
Rubenstein, E., & Scott, J. (2021). Preservice agriculture teachers’ perceived self-efficacy of specific SAE competencies. Advancements in Agricultural Development, 2(3), 50–60. https://doi.org/10.37433/aad.v2i3.157 DOI: https://doi.org/10.37433/aad.v2i3.157
Rubenstein, E. D., & Thoron, A. C. (2015). Supervised agricultural experience programs: An examination of committed teachers and student-centered programs. Journal of Agricultural Education, 56(4), 75–89. https://doi.org/10.5032/jae.2015.04075 DOI: https://doi.org/10.5032/jae.2015.04075
Rubenstein, E. D., Thoron, A., & Bird, T. D. (2023). Shaping supervised agricultural experiences in rural American schools: Support, supervision, and culture. Journal of Research in Technical Careers, 7(2). https://doi.org/10.9741/2578-2118.1126 DOI: https://doi.org/10.9741/2578-2118.1126
Shoulders, C. W., & Toland, H. (2017). Millennial and non-millennial agriculture teachers’ current and ideal emphasis on the three components of the agricultural education program. Journal of Agricultural Education, 58(1), 85–101. https://doi.org/10.5032/jae.2017.01085 DOI: https://doi.org/10.5032/jae.2017.01085
Slovachek, A. (2023a). Economic effects and multipliers. https://support.implan.com/hc/en-us/articles/18944332362523-Economic-Effects-Multipliers
Slovachek, A. (2023b). Assumptions of I-O. https://support.implan.com/hc/en-us/articles/18944187743643-Assumptions-of-I-O
Smith, A. R., Lawver, R. G., & Foster, D. D. (2019). National Agricultural Education Supply and Demand Study, 2018 Executive Summary. http://aaaeonline.org/Teacher-Supply-andDemand
Smith, K. L., & Rayfield, J. (2016). An early historical examination of the educational intent of supervised agricultural experiences (SAEs) and project-based learning in agricultural education. Journal of Agricultural Education, 57(2), 146–160. https://doi.org/10.5032/jae.2016.02146 DOI: https://doi.org/10.5032/jae.2016.02146
Sorensen, T. J., Lambert, M. D., & McKim, A. J. (2014). Examining Oregon agriculture teachers’ professional development needs by career phase. Journal of Agricultural Education, 55(5), 140–154. https://doi.org/10.5032/jae.2014.05140 DOI: https://doi.org/10.5032/jae.2014.05140
Stimson, R. W. (1919). Vocational agricultural education by home projects. Macmillan.
Talbert, B. A., Vaughn, R., & Croom, D. B. (2005). Foundations of agricultural education. Professional Educators Publications.
Toombs, J. M., Eck, C. J., & Robinson, J. S. (2022). The impact of a project-based learning experience on the SAE self-efficacy of preservice teachers. Journal of Agricultural Education, 63(1), 29–46. https://doi.org/10.5032/jae.2022.01029 DOI: https://doi.org/10.5032/jae.2022.01029
True, A. C. (1929). A history of agricultural education in the United States, 1785-1925. US Government Printing Office. DOI: https://doi.org/10.5962/bhl.title.35031
University of Wisconsin Center for Cooperative (2024). IMPLAN Methodology. https://reic.uwcc.wisc.edu/implan/
West, D., & Iverson, M. (December, 1999). Economic impact of supervised agricultural experience programs in Georgia [Paper Presentation]. National Agricultural Education Research Conference, Orlando, Florida. https://aaea.wildapricot.org/Resources/Documents/National/Proceedings,%20National1999.pdf
Wilson, E. B., & Moore, G. E. (2007). Exploring the paradox of supervised agricultural experience programs in agricultural education. Journal of Agricultural Education, 48(4), 82–92. https://doi.org/10.5032/jae.2007.04082 DOI: https://doi.org/10.5032/jae.2007.04082
Downloads
Published
How to Cite
Issue
Section
