Influence of a Statewide Green School Initiative on Student Achievement in K–12 Classrooms

This study investigates the influence of Green School designation on students’ achievement in state-mandated standardized tests. Data were gathered 3 years pre- and post-Green schools designation, from test pass rates in reading and mathematics for Grade 5 and Grade 8 students, and from mathematics,...

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Bibliographic Details
Published in:Applied environmental education and communication 2014-10, Vol.13 (4), p.250-260
Main Authors: Ghent, Cynthia, Trauth-Nare, Amy, Dell, Katie, Haines, Sarah
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Gains
Achievement Rating
Biology
certification (education)
Correlation
Demography
Elementary school students
Environmental Education
Grade 5
Grade 8
Language Arts
Maryland
Mathematics Achievement
Mathematics education
Performance Based Assessment
Pretests Posttests
Program Effectiveness
Program Evaluation
reading
Reading Achievement
School Community Programs
schools
Science Achievement
Scores
Secondary School Students
Socioeconomic factors
socioeconomic status
Standardized Tests
State Programs
Student Records
students
teachers
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Summary:This study investigates the influence of Green School designation on students’ achievement in state-mandated standardized tests. Data were gathered 3 years pre- and post-Green schools designation, from test pass rates in reading and mathematics for Grade 5 and Grade 8 students, and from mathematics, English language arts, and biology scores for secondary students. Analysis indicated that Green School designation was positively correlated with standardized test pass rates in many schools and across subjects. Future work should investigate the mitigating impact of variables such as student socioeconomic status and level of teacher certification on student achievement in Green Schools.
ISSN:1533-0389
1533-015X
1533-0389
DOI:10.1080/1533015X.2014.983658