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88 CHAPTER 05: CONCLUSION AND NEXT STEPSSimilarly, it may be easiest for practitioners to beginevaluating efforts in one area of farm to school, ratherthan attempting to analyze all of them right away. Astracking of measures becomes more mainstream andregularized, sites can expand their evaluation effortsto cover more activities in other core and supportingelements.For researchersResearchers can utilize the recommendations inthis framework to explore theoretically groundedavenues for farm to school studies where gaps havebeen identified. The evaluation framework has putforward a set of prioritized outcomes and indicatorsfor research in each of the sectors; these will need tobe tested, explored further, validated and amended,if needed. Testing the strength, directionality andcausality between farm to school core elements andintended outcomes is another critical research areathat needs attention.Researchers can further explore and work on thelimited number of experimental or quasi-experimentalstudies, particularly in the domains of educationand environmental quality, and on longitudinal,multifaceted experimental and quasi-experimentalstudies in all four sectors.In terms of methods and tools for data collection,researchers can help develop additional resourcesor formats for priority outcomes; as well as facilitatethe institutionalization of data collection and analysisby connecting with and informing existing datacollection schemes at the federal and state level.Finally, researchers can push the needle on the futureof farm to school activities across the country byengaging in studies that approach the cross-sectorconnections within and among the four sectorsoutlined in this framework.Researchers may find that some outcomes oftenhypothesized to be influenced by farm to schoolactivities are not prioritized in the framework.Samples include student attendance, disciplinethrough referrals and academic achievement throughstandardized tests in the education sector. Since inthe current understanding of farm to school, theassociations between these outcomes may be indirector limited, they are listed as long-term outcomes forpossible exploration in the future. The field wouldgreatly benefit from researchers digging into theselong-term outcomes that have been prioritized bypractitioners and funders. A summary list of theseoutcomes presented in Table 26 is at the end ofthis chapter.For policymakers and decision makersLocal, state and national policymakers shouldtest, expand and amend the policy outcomes andindicators prioritized in the framework. A deeperunderstanding of policy levers for addressing barriersto farm to school is needed to be able to advocate forsupportive policies that institutionalize this innovativemodel. Decision makers are encouraged to connectwith researchers and practitioners to understandthe reality of farm to school implementation, andassociated policy implications across the four sectors:public health, community economic development,education and environmental quality. Finally, policysupport for farm to school is imperative to scaleup and fully institutionalize the model. Dedicatedattention from policymakers will enable this change.For fundersFarm to school activities can be supported byexternal funds from private and public foundations, orlocal, state and federal grants. Funders are uniquelypositioned to drive widespread adoption of therecommendations in this framework — for bothprogram articulation, and priorities for evaluationand research. By guiding grantees and researchers tofocus on the appropriate-level outcomes presentedin this framework, funders can accelerate the growthof farm to school knowledge, and support theimplementation of programs and policies that result inthe intended goals.Specifically, funders can readily incorporate theprogram articulation descriptions provided in Chapter4.1 into their grant applications and reportingrequirements. Proposal submission forms can guideapplicants to describe their proposed farm to schoolEVALUATION FOR TRANSFORMATION