Environmental education (EE) research indicates that student participation in EE programs can bolster academic performance. However, more evidence is needed to understand the impact of EE in the classroom, which may lead to additional integration of EE across the curriculum. About 20 years ago, Maryland implemented a program to certify and recognize K-12 schools that integrate EE into the curriculum, known as the Maryland Green Schools Awards Program (MDGS). The authors sought to understand relationship between student engagement in EE programming and academic performance using standardized test scores to measure academic achievement. Specifically, this study examined student standardized test scores in schools before and after the schools were MDGS certified, as well as how that may have varied by student demographics.
MDGS seeks to improve the school community's environmental awareness, attitudes, knowledge, and behaviors. The program certifies schools in Maryland that meet certain criteria: (1) integrate EE into classrooms across disciplines, (2) demonstrate sound environmental management practices across campus, and (3) partner with the community in environmental efforts. All MDGS schools must have green teams—which are composed of students, teachers, staff, and parents—that determine how to implement at least four of seven MDGS-approved environmental management practices for two years. Approved activities include ones that promote ecosystem health, conserve water and/or energy, and reduce waste. MDGS programming is grounded in inquiry-based, experiential, project-based, and place-based EE.
In this study, the authors included all 59 schools that were MDGS-certified at the time of this research (41 elementary schools, 7 middle schools, 9 high schools, and 2 private schools). For the three years leading up to MDGS certification and the three years following certification, the authors analyzed math and reading standardized test scores for 5th and 8th graders. For all high school students for the same time period, they examined algebra, biology, and English standardized test scores. They also collected school and community demographic information, including socioeconomic status (SES), school and classroom sizes, teacher education and experience, and presence of environmental clubs. The authors analyzed the data by exploring correlations between MDGS certification and standardized test scores and between student demographics and standardized test scores.
The authors found that overall test scores improved once MDGS programming was implemented. Improvements were statistically significant for all subjects except biology. When demographic information was considered, however, there were noticeable trends in standardized test score increases. Scores increased the most for schools with high percentages of students of color from low SES backgrounds. In schools with predominantly white, high SES student populations, scores were already relatively high before MDGS implementation, so score increases were small. Furthermore, the authors found that schools that already had high percentages of students scoring “proficient” on standardized tests continued to have high percentages of proficient scores, and schools that had low percentages of students scoring “proficient” on these tests continued to have low percentages of proficient scores.
The use of standardized test scores to measure student achievement is problematic. Scant evidence exists to support the assertion that standardized test scores accurately represent student achievement. Further, the MDGS certification and oversight processes were grounded in self-reporting. This likely meant that MDGS programming varied widely from school to school, making it difficult to determine the degree to which the programming impacted student achievement. Finally, while the authors identified correlations between MDGS programming and academic achievement, their findings do not necessarily show that participation in MDGS programming caused higher academic achievement. Other factors not measured in this study may have also contributed to the increase in test scores.
The authors found deep value in MDGS programming, as it encouraged teachers to facilitate more place-based projects and use experiential, inquiry-based, and student-centered teaching strategies. These teaching methods have been shown to increase student engagement in learning and promote positive learning outcomes. The authors recommend that similar programs integrating EE into the core curriculum be implemented. They also feel evaluating these programs will provide critical evidence supporting the impact of EE.
The Bottom Line
<p>EE research indicates that participation in EE programs bolsters student academic performance. The Maryland Green Schools (MDGS) program uses a holistic approach to increase the school community's environmental awareness, attitudes, knowledge, and behaviors by weaving EE into core curricula, implementing proven environmental management practices, and building connections to the larger community. To further explore the relationship between EE participation and academic achievement, this study looked at student (grades 5, 8, and 9-12) performance on standardized tests three years before and three years after the implementation of the MDGS awards program. The authors found that standardized test scores in English, language arts, math, and science increased across the board. The authors found that the largest score increases were for students of color from low SES backgrounds. The scores were already high for white students from high SES backgrounds, so changes were negligible. The authors correlated EE participation and student achievement, but more research is needed to confirm that EE participation directly contributes to academic achievement. The authors recommended continued implementation and evaluation of EE programs like MDGS.</p>
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