Place -based Education: Test Scores and Going Beyond Test Scores

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1 The Challenge Lew Coleman, San Francisco Business Times, "Moore's New Laws Place -based Education: Test Scores and Going Beyond Test Scores "We screen out things that are not measurable, and there are lots of important things you can't measure. We end up saying 'no' to a lot of things that are important. For instance, after almost a year and a half of discussion, the foundation decided it would not make a big investment in environmental education for youth because it's not always clear if investments in environmental education result in changing a person's behavior. Photo: Fabio Marini The Response Create an evaluation and research agenda that addresses the identified missing research. Identification of three major needs: * achievement *stewardship behavior *environmental quality Other evaluation and research targets emerged: *changes in teacher behavior *changes in school climate In New EnGland Creation of Place-based Education Evaluation Collaborative : original members: *New Hampshire Charitable Foundation *A Forest for Every Classroom (FFEC) *Sustainable Schools Program *CO-SEED Project *Community Mapping Project new members; *Trail to Every Classroom (TTEC) *Litzsinger Road Ecology Center 1

2 California Student Assessment Project: The Effects of Environment-based Education on Student Achievement (SEER, 2000, California) Design: 8 paired sets of s: one class exposed to EIC programs and the other without (twice from same school, six times from different, neighboring schools matched by demographics/ses) California Student Assessment Project: The Effects of Environment-based Education on Student Achievement (SEER, 2000, California) Findings: Substantiates and builds upon findings from the Closing the Achievement Gap study. Haley School, Roslindale, MA Evidence came from standardized test scores, site visits, and teacher surveys and interviews Haley School, Roslindale, MA PBE and Academic Achievement A PEEC EXAMPLE: Effects of CO-SEED on Standardized Test Scores (MCAS) at the Beebe Health & Environmental Magnet School More Typical pattern: state performs highest, then Beebe, then district Beebe School, Malden, MA 2

3 A PEEC EXAMPLE: Effects of CO-SEED on Standardized Test Scores (MCAS) at the Beebe Health & Environmental Magnet School A PEEC EXAMPLE: Effects of CO-SEED on Standardized Test Scores (MCAS) at the Beebe Health & Environmental Magnet School More More Impact on 8th grade life science test scores Beebe School, Malden, MA Impact also shows up in 8th grade Open Response Math test scores. Beebe School, Malden, MA Basic Theory of Change for Student Academic Achievement Placebased Education Program in a school Changes in educator practice (e.g. increased collaboration, interdisciplinary integration, use of local resources, professional growth & engagement etc.) Increased engagement & enthusiasm Improved academic achievement 3

4 Educator Surveys: Tipping Point Dose-Response versus Pre-post Educator Surveys: Tipping Point Dose-Response versus Pre-post Educator Surveys: Tipping Point Basic Theory of Change for Student Academic Achievement Placebased Education Program in a school Changes in educator practice (e.g. increased collaboration, interdisciplinary integration, use of local resources, professional growth & engagement etc.) Increased engagement & enthusiasm Changes in school culture Improved academic achievement 4

5 PBE and Environmental Stewardship PBE and Environmental Stewardship Pre-post survey of teacher data in Warren, ME indicates increase in observed stewardship behavior after three years of CO-SEED programming. Students in Burlington, VT help revitalize a neighborhood street as part of the Sustainable Schools Project Students get school zone signs installed For instance Students as Active Citizens * There is not a town project I do now, where I don t first start with how can we involve the s? - Littleton Town Manager [Our s] are very comfortable now with business owners, extremely comfortable with the Mayor, with the City Council, and with the Neighborhood Planning Committee because they ve spoken there. And when they go to speak, people listen. - SSP Teacher Sustainability involves strengthening the relationships between a community and a project, such that eventually the project naturally happens on its own because the entire community is so invested in its success. - SSP Parent Barnes Elementary, Burlington, VT * Thanks to the presentations on why we need to close the landfill, the vote on the bond passed by one of the largest margins ever in the community Littleton Transfer Station Manager *Littleton, NH was recently identified in Outside Magazine as one of the top 10 most livable communities in the country. Community-School Partnerships were cited as one of the reasons. 5

6 PBE and Environmental Quality Aim: Review the evidence for a direct connection between placebased learning and environmental quality. Project Partners: National Park Service Conservation Study Institute Center for Place-based Learning & Community Engagement Shelburne Farms Adopt-A-Watershed PEER Associates Antioch University New England Massachusetts General Hospital The Seed of an Idea Funding: EPA s Office of Environmental Education Photo: Jeffery Simpson Calling All Programs For Instance Photo: Skyseeker Photo: Skyseeker 6

7 Methods Focused environmental quality to air quality Research design symposium Literature review Air quality education programs identified Evaluation of existing data led to creation of new survey 45-minute interviews with 54 air quality education programs Quantitative analysis of survey data Photo: Jeffery Simpson Who We Studied The universe : Interventions to improve EQ (As a benchmark, the EPA FY2008 budget = $7.8 billion) Education interventions to improve EQ (As a benchmark, the EPA Office of Environmental Ed. FY2008 budget = $9 million.) Education interventions that address air quality: Our study population About 200 AQ education programs and teachers identified, though likely that thousands of teachers incorporate AQ. Our study sample We interviewed staff from 54 programs, representing more than 50,000 s from more than 800 schools. Demographic tendencies toward teacherinitiated programs, working with lower-income, older, white s in urban areas. Photo: Skyseeker 46% of the programs in our sample reported improvements in physical or proxy air quality indicators. Key Finding #1 Nearly half of the education programs studied reported evidence of improvements in air quality. There were three types of programs in our sample: Those that provided information only, those that took some kind of action, and those that measured changes before and after an action. Measured Change 46% Information Only Program provided education and/or information about AQ, but displays no evidence of AQ improvement outcomes; AQ was not assessed; no actions known to be taken. n of programs in sample = 6 Info Only 11% Action Taken 43% Example: North Carolina DNR Outreach presentations at schools and churches about the effects of poor air quality and things individuals can do to help improve AQ. Measured Change Program displays evidence of physical or proxy AQ indicator improvement outcomes. n of programs in sample = 25 n of programs with physical AQ improvement = 6 n of programs with proxy AQ improvement = 19 Example (physical AQ improvement): East Valley (WA) Middle School Students monitored school IAQ and worked with administrators to implement structural changes resulting in improved CO2, air flow, particulate levels, odors, and mold. Action Taken Program displays no evidence of AQ improvement outcomes, but assessed AQ/related behaviors and/or took action to promote AQ improvement. n of programs in sample = 23 Example: Rose Foundation High-school s monitored AQ near their school and then contacted officials, wrote letters to polluting industries, and participated in press conferences. Example (proxy AQ improvement): Exeter (MA) High School Students studied AQ issues and monitored car pooling and idling in school parking lot. Program resulted in a no-idling policy and the installation of no-idling signs. Photo:Skyseeker 7

8 Key Finding #2 Most of the programs studied took some form of action to promote air quality improvement. PBL-EQ Theory of Change PBL or other education intervention Classroom teaching Nonprofit education program Community education Public awareness campaign Environmental quality Documented environmental measurement or assessment quality improvement Indoor air quality assessment Improvements in physical air quality Local outdoor AQ assessment (e.g. carbon dioxide, particulates, Behavior monitoring (e.g. car or relative humidity) bus idling, car pooling) Change in proxy indicators Anti-idling policy enacted Individual behavior changes Further study undertaken New institutional practices (e.g. cleaning products or procedures) Action based on findings Policy proposal to governing body Education or awareness campaign Advocacy Specific remedial actions recommended Photo:Skyseeker Photo: Christian Guthier Key Finding #3 Programs reporting more place-based learning practices also showed more evidence of improved air quality Service-learning and community involvement were the most significant PBL qualities that predicted AQ outcomes. Experiential or hands-on Driven or led by s PBL Characteristics Included a service-learning component Contributed to authentic community needs Supported by school/organization leadership Utilized existing or created new local partnerships Supported by local community Improvement in physical or proxy AQ indicators (Pearson r).38**.33*.30*.30*.29*.28*.23 Project-based Fostered collaboration with local community Students worked individually and in groups Promoted understanding on a larger scale Content was interdisciplinary Initiated by s Promoted attachment to local place and/or community Included structured reflection by s on their learning Personally relevant to learners Used the local environment as a context for learning Photo:Skyseeker Tailored to individual learning styles ** significant at.01 level (1-tailed) * significant -.16 at.05 level (1-tailed) 8

9 Summary Education programs are demonstrating measurable improvements in AQ. Use of place-based education practice was the strongest predictor of AQ improvement. Service-learning and active community connections were the specific PBL qualities with the strongest correlations to AQ improvement. It is possible to quantify a relationship between education and environmental quality in a way that helps us understand best practices. Therefore. We hypothesize that institutional carbon reduction efforts would do well to include the following qualities: Include a service-learning component Contribute to authentic community needs Supported by school/organization leadership Utilize existing or create new local partnerships Supported by local community Experiential or hands-on Curriculum that Connects School, Place and Community Curriculum that Connects School, Place and Community When curriculum connects s to the real world: *test scores improve *s become stewards of their natural and cultural resources *measurable change in environmental quality indices is achievable When curriculum connects s to the real world: *test scores improve *s become stewards of their natural and cultural resources *s and citizens become active collaborators in community improvement 9