4-H Program Evaluation including Common Measures 2.0


Please review the Guidance & DM Tips for 4-H in using Common Measures and Program Evaluation surveys for youth programs.

  • At least 2 weeks BEFORE your program STARTS, complete the Program Evaluation Planning Tool (PEPT) for 4-H to document your program details and survey request, and to ask any questions. With your submitted PEPT information, we will work with you to address your questions and prepare a custom URL for your survey.
  • You will receive an email containing the “Link & Instructions” document with a custom URL generated for your Qualtrics data entry (or direct entry by youth), and a “PDF” for printing as appropriate. Do not share the custom URL outside of this program, and don’t re-use it for future programs. This URL helps sort responses by individual program, and reduces the number of questions youth have to answer by avoiding questions like title, date, location, instructor, etc.

Email evaluation@purdue.edu if you have questions.

STATEWIDE ANNUAL DEADLINE = September 1. For all using Common Measures during the year, please have your data entered in Qualtrics by September 1. We will prepare a statewide report and impact statement with the data your provide, and your name will be included in this statewide report and impact statement.


  • 4-H State Meeting, 9/21/2021 – Here are the PowerPoint Slides from the Common Measures 2.0 presentations in Danville.
  • 4-H Common Measures 2.0: 2020-2021 Results Report, 10/1/2021
    • Thanks to all 4-H Educators who included a CM2.0 post-survey with their programs during the year. We are happy to share with you the compilation of those efforts.
  • Impact Statements – If choosing to create an impact statement using Common Measures results, here are instructions for writing this “success story” about 4-H programming. Also, example impact statements are included in the Common Measures results reports.
Impact Statement Data to enter in DM
Month Year Month and Year that you are entering the impact statement (does not have to be the month/year of the program)
Title This is a catchy/descriptive/interesting headline to give a hint at what is to come in the impact statement
Issue (Who Cares and Why)
  • This is a description of the need, concern, or situation to be addressed by the 4-H Program. Examples of issues may include: obesity, prevalence of mental health issues, lack of leadership knowledge or skills, the need for stronger science education, need for positive youth development, etc.
  • In about three sentences, state the issue or problem addressed. Describe the problem. Explain the relevance of this issue. Why is it important? Information provided here demonstrates what the issue is or what the needs are. This section is about why the 4-H program is needed. Introduce any statistics that may illustrate the problem/issue in the state or among the population.
What Has Been Done (Describe the program)
  • This is a description of the 4-H program, in about three to five sentences.
  • Explain the key elements of the 4-H Program. Describe the delivery. Include the quantity of these activities (e.g., four-session weekly series; 59 middle school youth; six communities, etc.).
  • Describe the target audience of the 4-H Program. Use the demographic data from the CM2.0 Summary Report to write a sentence about the gender, ethnicity, race, and ages of 4-H Program participants.
Who Were the Participants (Describe learners/attendees by roles, numbers & demographics)
  • Who was the audience (aka learners)? Describe the audience by their roles (e.g., high school youth, childcare providers, parents, farmers, community leaders, agency representatives, landowners).
  • Look to the outputs section of the logic model – details for this section can come from that.
  • How many Youth and/or how many Adults attended? Give the unique number of program participants.
  • Provide participant self-reported demographics information – race, ethnicity, and gender from Common Measures 2.0 surveys.
  • Provide the total number of learners (youth and/or adult) who completed the evaluation, if applicable.
  • This is the most important part of your impact statement, most likely the longest section, and describes what changed because of the 4-H Program.
  • Here you document results from the CM2.0 Summary Report.
  • From the perspective of the youth, what happened to them? What did they get out of it? What did they learn?
  • Include numbers or percentages to report from your CM2.0 Summary Report. Include a narrative about, or from, the youth participants.
  • As appropriate, combine quantitative data (e.g., number, percentage) and qualitative data (e.g., anecdotes/narratives or quotes from youth participants on the CM2.0 survey. (Don’t share names but do include their titles/roles, such as, for example, high school youth, fourth graders, etc.).
  • Give the results a context. Tie the results back to the problem set in “Issue (Who Cares and Why)” above. Describe what happened as a result of the efforts described in “What Has Been Done.” What is the impact of this effort? Describe the difference the 4-H Program made or how it contributes to positive youth development for Indiana youth.




The 4-H Common Measures 2.0 IRB protocol was closed on November 13, 2020.
Here are the instructions on what you are to do for that closure:
1. Put the following documents in a locked file drawer or cabinet
a. Completed Common Measures 2.0 paper surveys
b. School letters for these programs if appropriate
c. Promotion flyers for these programs if appropriate
2. In 3 years, on or after November 13, 2023, you may shred these documents.
1. If you have any surveys that you have used to collect data in the past, but have not yet requested a results report, please email evaluation@purdue.edu and provide this information:
a. Your name
b. Your County
c. Title of your program
d. Date(s) of your program
e. Which Common Measures survey you used
1. Do not use/re-use any Common Measures 2.0 URLs or blank paper surveys from past programs

4-H Logic Models
Purdue Extension 4-H “Generic” Logic Model Template — use this to make your own!
Common Measures 2.0 Logic Models
The follow logic models were developed to establish the foundation for National 4-H efforts. 

Mary E. Arnold, Oregon State University – 4-H Program Umbrella Models – https://www.jhseonline.com/article/view/685/589