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Environment-Based Education

Environment-Based Education. Impact on Academic Achievement and Learning. How the Environment Affects Learning. Six main benefits of EE Kevin J. Coyle, President National Environmental Education & Training Foundation, Washington, DC www.NEETF.org December 15, 2003

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Environment-Based Education

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  1. Environment-Based Education Impact on Academic Achievement and Learning

  2. How the Environment Affects Learning • Six main benefits of EE Kevin J. Coyle, President National Environmental Education & Training Foundation, Washington, DC • www.NEETF.org • December 15, 2003 Chesapeake Bay Education Summit

  3. Six “E” Advantages • Science achievement • Reading and language skills • Respect and responsibility • Thinking skills and motivation • Cultural relevance • Integrated learning

  4. Popularity and Public Perspective • 95% Public support for EE in schools (2% opposition) • Strong beliefs in: e-literacy (87%); science (84%); community service (86%) respect (85%) • Tougher sell for reading and social studies • 75% say as important as Math and English (20% 0pposition)

  5. 1. Science Achievement • Seer findings – 100% of educators report improvement • Chariton Middle (IA) – 50% at least one grade above and 28% three grades above. • School Environmental Science (MN) – ACT scores – 24.2 vs. 22.5 statewide and 21.1 national • Thompkinsville Elem. (KY) 1995 24.15 1998 50.00 on KRIS scores

  6. 2. Reading and Language Skills • SEER- 93% report improvement overall -- 94% improved communication with others • Dowling Elem. (MN) – 7% median rise reading comp • Dickson Elem. (NC) – one year – 70% to 79% • Bagley Elem. (WA) – ITBS scores – 44 to 53 • Kruse Elem. (TX) – comprehension – 62 program, 58 nation, 38 entire school • SES (MN) – 24.6 SES, 22.3 state, • 21.4 nation

  7. 3. Respect and Responsibility • www.SEER.org -- 70% improved behavior -- 93% civility to others • Hotchkiss Elem. (TX) – 91% reduction in discipline referrals • Little Falls High (MN) – 28% discipline problems from 46% student body • Tahoma High (WA) – absenteeism down from 2.5% to 1%. • Community service # 1 choice

  8. 4. Thinking Skills and Motivation • Florida Study -- environment 9th grade students scored 4.33 points higher on the 76 point Cornell test. 12th graders scored 5.54 points higher • California Mental Motivation 50 point scale -- environment program 9th graders showed no difference but 12th graders scored 4 points higher. • Achievement Motivation Inventory --environment 9th graders scored 2.75 points higher and 12th graders scored 8.56 points higher.

  9. 5. Cultural Relevance • SEER findings: Suburbs vs. city and rural • Pine Jog schools – West Palm (FL) FCAT -- Expository Writing -Westward –1.8 to 2.8 -Melaleuca – 1.5 to 2.6 -Green Acres – 1.5 to 2.7 -Del Prado – 2.4 to 3.1 • EnvironMentors (DC). 98% grad rates 90% college acceptance • Local environment and after school

  10. 6. Integrated Learning • SEER Findings – an entire learning system • EIC students composite statewide scores 27% higher than others in system • EIC students grew one full stanine on Stanford Nine Test • EIC ninth graders had 3.2 GPA vs. 2.6 for other students

  11. What’s Up With Environment-Based Education? • Relevance • Team thinking • Investigation and Self direction • Adapted learning styles • Experience and context • Teacher enthusiasm

  12. Some Core Success Ingredients • Top support • Beyond the classroom • Student direction • Team activity • Discipline-blending

  13. Some Impediments: • “Light and fluffy” reputation • The science-only box • Change-averse teachers • Reality of the “standards push” • Episodic, non-sequenced content

  14. Benefits: • Deeper, “richer” science education • Apply “book” learning • Responsibility toward neighbors • Give back to the community • Care for creatures who can’t protect themselves • Get outside and be more active • Connect with the place they live

  15. Chesapeake Connection: • Natural field Lab • Mix of disciplines – readily grasped • Regional identity and home place • State leadership • Bay program leadership • NGO strength • Mix of schools – cultures • Positioned for policy observation

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