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CHAPTER 05: CONCLUSION AND NEXT STEPS87its applicability and use (access the feedback form atwww.farmtoschool.org/resources-main/evaluationframework).LimitationsThere are several inherent challenges to developinga cross-sectoral evaluation framework for a field ofpractice that is rapidly evolving and gaining tractionin communities all across the country. The farm toschool outcomes and indicators prioritized in eachsector are influenced by the realities that there are:(1) few institutionalized, publically available, datacollection and analysis mechanisms for farm toschool; (2) few validated instruments for researchersand evaluators for identified priority outcomes; and(3) few systems for regular tracking and monitoring offarm to school activities and related state and nationalpolicies that influence farm to school.Further, there are a handful of hypothesized andobserved outcomes regularly identified with farmto school activities that were not included in thepriority outcomes and measures in this framework.For example, outcomes such as improvementsin academic achievement and body mass indexwere extensively debated during the frameworkdevelopment process, but ultimately not included aspriority outcomes. Chapter 4 includes rationale forexclusion of such outcomes within each sector.There were also limitations to the frameworkdevelopment and review processes. During thedevelopment phase, participants were intentionallyasked to first apply a specific sector’s lens to farm toschool activities, to then predict plausible ways thefarm to school core elements might have impactsin that sector, and then look at the same outcomeswith a cross-sectoral lens. The purpose was topush thinking beyond participants’ specific area ofexpertise. It was a challenge, however, to come toagreement from individuals approaching farm toschool from different vantage points with limitedexperience from the other perspectives.During the review process, extensive feedbackwas sought from both on-the-ground andresearch perspectives. Reviewers were limited byinternet-based interactions and thus feedbackthat was incorporated may have missed nuancesin explanation. Additionally, the content of thisframework reflects the combined expertise andexperience of all those who formally and informallycontributed to its development. Despite the highnumber of individuals involved, their perspectives maynot have contributed the full spectrum of diversityin socio-economic background, race, age, abilityand cultural perspective that farm to school does orcould encompass. This limitation may be addressedin the future through field testing, new understandingof specific needs and conditions, and increasedavailability and institutionalization of data collectionand analysis systems.Implications of The FrameworkThe framework was written by and for various groups,including farm to school practitioners, researchers,policymakers, decision makers and funders.For practitionersIn tandem with consistently articulating the core andsupplemental farm to school program elements, sitesalso need to consistently measure farm to schooloutcomes using suggested tools and templates.Practitioners can use the table templates presentedin Section 4.1 to consistently talk about how eachsite implements farm to school core and supportingelements. Farm to school practitioners can groundtruththe articulation templates, outcomes andindicators identified in the framework, and suggestalternatives from their learning. As more practitionerscommit to following a farm to school programarticulation template, more evaluation and researchstudies will be feasible to support the field.New program sites can begin establishing evaluationplans and strategies in early planning stages, andthen build from there using this framework. Similar tostarting farm to school activities, it can be easiest tofocus on one area — such as buying local and tellingeveryone about it — and as success builds in thatarea, the program can expand to include changes incurriculum, gardening and community involvement.NATIONAL FARM TO SCHOOL NETWORK