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The Impact of Environment-Based Education on Academic Achievement and Learning

This article examines how environment-based education (EE) positively influences academic performance and learning outcomes. It highlights six key benefits of EE, including improved science achievement, reading and language skills, respect and responsibility, enhanced thinking skills and motivation, cultural relevance, and integrated learning. Supported by compelling statistics, the article shows that 95% of the public advocates for EE in schools, while educators report significant improvements in students’ performance and behavior through collaborative and experiential learning approaches.

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The Impact of Environment-Based Education on Academic Achievement and Learning

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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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