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Washington County Demonstration Site

Key Program Outcomes

A summary of key program outcomes for the Washington County Demonstration Site appears below. The outcomes relate to the central goal of the Oregon Outreach project and the specific educational goals and objectives developed to address local needs and capitalize on local assets. Reported outcomes reflect activities from October 1998 to September 2002.

Key Outcomes for Youth

4-H Web Wizards. More than 150 students, referred by school personnel as at-risk for dropping out of school, have participated in this program (1999-2002 data). Overall, about 90% of all participants improved their GPA and only about 5% dropped out of school (compared to the school district's 30% Latino drop-out rate). Throughout the program

• All participating youth remaining in school increased the number of math, science, and technology courses in which they enrolled.
• All participating youth learned web design and publishing skills and created web sites for non-profit organizations, all learned media literacy and skills utilizing video technology, and all reported a heightened comfort with and appreciation of their culture within the U.S. because of their relationship with their mentors.
• All participating youth were able to contribute to family income by designing web pages for local businesses contracting with the project. Two youth set up their own small business designing and publishing bilingual web sites for local businesses and non-profit organizations.
• All participating youth individually contributed at least 15 hours of community service each year he/she was in the program, through teaching about computers and the Internet at a school, community center, or public library.
• All participating seniors graduating from high school have enrolled in a college, university, or vocational school to pursue careers in computer and technology-related fields.
• Participating in Web Wizards has made a difference in the lives of many youth. A student interviewed for a news story commented, "Before Web Wizards, I didn't know about these things (technology careers) or about computers. I never thought about a career. Now people stop me in the halls and ask me about technology. I told my brother he had to be a 4-H Web Wizard. I am planning to go to college in technology." Another student, in a testimony before a legislative budget committee, said, "Before I started 4-H Web Wizards I was very discouraged and thinking about dropping out of high school. A counselor told me that Latinos did not graduate or go to college. A month later I was introduced to 4-H. Everything changed. My Intel Latino Network mentors and 4-H staff encouraged me to continue in school and convinced me that I could go to college. . . In 4-H, I learned that giving back to my community is a pleasure. I learned to fight for what I want and for my future, to make good choices, setting goals, and problem solving. I now have a different way of looking at life. . . I will be the first in my family to graduate from high school and the first to go to college. I look forward to college and to getting a bachelors degree in computer science and counseling."

By 2001, twelve youth had presented computer workshops at a national conference, two youth served on a national computer technology leadership team, six helped launch a national CyberSeniors/CyberTeens Initiative, and dozens worked on a companion website for a PBS documentary series, "The Conquistadors". In 2002 alone, twelve youth formed three teams and presented workshops about the program at three national conferences (CYFAR, N4-HTC, and NAE4HA) and one youth was selected to participate in the AT&T Youth Leadership Project, based on his community service project assisting students in learning how to build their own low cost computers. Also in 2002, project youth were awarded the NetGeneration Youth Service Congressional Award for their community service and technology leadership.

4-H Video and Media Arts Project. Nearly 90 youth have participated in this project (1999-2002). In 2000-2001 pre/post-tests, all youth (n = 22) demonstrated an increased understanding of media literacy, increased confidence in public speaking, and mastery of the basic skill level for the use of media tools. Additionally, these youth participated in two studio television programs about their project experiences and took leadership roles with peers, faculty, and administration to address issues depicted in student-produced videos dealing with discrimination, bad influences, drugs, and identity in their high school. They also mentored middle school youth in the use of media tools, individually contributed at least 15 hours of community service, and presented their project at a national CYFAR conference. In subsequent years, continuing students acquired advanced technology skills using computers and digital photography and joined Web Wizard participants in learning skills related to streaming video.

4-H Summer Day Camp. About 450 youth have participated in the summer day camps (1999-2002 data). Youth have learned traditional dances, crafts, activities, and songs of various cultures, as well as the geography and history of Mexico and the American continents. Additionally, students have learned about 4-H through a series of activities introducing them to a variety of project areas such as animals, natural resources, nutrition, and the sciences. Since 2001, day campers have also worked with microscopes and web cams in a portable computer lab, applying basic computer skills to fun learning activities. Through their participation, youth who were reluctant to speak Spanish in a school setting (the program was held at a public school site) followed the modeling of the bilingual staff and volunteers and finished the program being confident and proud to use Spanish and remain bilingual.

Key Outcomes for Families

4-H Web Wizards. Families have expressed pride that their children are a resource to the community, provide positive role models as they mentor peers and family groups, and contribute to family income. Schools have reported that because of the encouragement and involvement parents have received through the 4-H Web Wizard project, more parents have taken an active role in interacting with the schools concerning student academic performance. Families also have been encouraging siblings to participate in the program. In addition, more family groups have come to the community computer labs to learn together about computers and the Internet.

4-H Video and Media Arts Project. Through the youth-produced videos relating to discrimination, bad influences, drugs and identity, parents and families have gained a better understanding of the issues their youth face in school and the community, and therefore have been better able to help their children address these issues. Parents have reported pride in the courage of their children.

4-H Summer Day Camp. Parents and families have had fun together and have shared common cultural interests. Parents have become aware of additional programs available to their youth as well as networking opportunities.

Key Outcomes for the Community

4-H Web Wizards. As a result of the community collaboration of public school districts, parents, chambers of commerce, business and industry, public libraries, and cultural centers, along with OSU Extension 4-H, an increased number of Latino adults have become involved with community-based educational programs for Latino youth. Additionally, progress made in institutionalizing the required components of the program has helped to ensure the sustainability of the project. Because of the success and relevance of the project, three additional collaborations have been formed to expand the 4-H Web Wizard project within Washington County as well as statewide. These collaborations are not directly driven by 4-H Web Wizards, but are outcomes of the model that 4-H Web Wizards has established. Additionally, 4-H Web Wizards created a web site for outreach to Spanish speaking audiences. Requests to download curriculum from the site have averaged five a week since the curriculum became available in late August 2002.

4-H Video and Media Arts Project. In the basic program, partnerships with Tualatin Valley Community Access Television, public schools, and Latino community organizations involved the larger community in addressing pressing social issues. Community members were able to view their local community activities and celebrations on local television through the community service efforts of the youth participants, thus reinforcing the value of their experiences. In the advanced program, partnerships with Centro Cultural, public schools, and Latino community organizations involved the larger community in creating a culturally traditional mural to serve as a backdrop for video productions.

4-H Summer Day Camp. A number of community partnerships were built to support the Summer Day Camp. As a result, local youth who normally would be unsupervised and had a history of making mischief were instead engaged in supervised, positive youth activities, with communities benefiting from this engagement. A cable television broadcast of the 2000 camp showcased the cooperative efforts of the Mexican consulate, public schools, and OSU Extension 4-H, involving the community in an intercultural partnership of local and international resources.