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Early this summer, environmental education was given a resounding endorsement with the release of a report titled Closing the Achievement Gap, prepared by a 12-state consortium known as the State Education and Environment Roundtable (SEER). After studying programs in 40 schools across the United States, researchers for the group concluded that students learn more effectively within an environment-based context than within a traditional educational framework. The study found that students in programs that used the environment as a context for learning performed better in mathematics, social studies, science and language arts than did their peers in traditional programs.

The schools selected for the study were ones identified as having programs that use the environment as the integrating context (EIC) for learning. These EIC programs shared several characteristics:

• interdisciplinary integration of subject matter;
• collaborative instruction;
• emphasis on problem solving and projects;
• combinations of independent and cooperative learning; and
• learner-centered and constructivist approaches.

The authors of the report, Gerald Lieberman and Linda Hoody, visited all of the schools, interviewed hundreds of teachers and students, and administered a variety of surveys to teachers and administrators. In addition, 14 of the schools undertook quantitative assessments, comparing the grade point averages and test scores of students in EIC programs with those in traditional learning programs. The higher performance of EIC students on standardized tests was particularly remarkable because the programs in which they were enrolled used authentic learning and assessment methods that did not prepare students for standardized test formats. Equally striking, the higher performance of EIC students was evident at all grade levels. Besides scoring high on tests, students in these programs had fewer discipline problems, and at-risk students worked better and learned more effectively.

A concern of some educators is that integrated learning programs may not adequately cover subject content. Yet the study found that students in these programs actually had a more thorough understanding of the content than their peers in traditional programs. The EIC students tended to read more, often beyond the requirements of their assignments. They retained more of what they learned and produced greater volumes of higher quality writing. They had more opportunities to apply mathematics and science in real-world contexts and better understood the concepts of these subjects. Finally, the EIC students developed a greater understanding of social, economic and political systems.

A large majority of teachers reported that, in addition to mastering subject content, EIC program students developed better interpersonal and citizenship skills. Students found themselves in more situations requiring decision-making, which in turn helped them develop self-discipline, mutual respect and a sense of community. A sense of camaraderie and collaboration led students to act with more civility towards each other. Finally, students in these environment-based programs had few doubts that their studies were meaningful.

The study’s findings are also encouraging for teachers. Most teachers in EIC programs felt rejuvenated and reported greater enthusiasm for teaching in general and their own subjects specifically. They enjoyed better interaction with students, learned new teaching methods and discovered new opportunities for professional growth.

Unlike most environmental education research to date, which typically assesses the effectiveness of EE in developing skills, knowledge and behavior related to the environment, this is the first study to confirm that using the environment as a context for learning enhances the efficacy of education in many subject areas.

The authors acknowledge that evidence from 40 schools cannot be considered conclusive and say they are planning a more comprehensive and quantitative follow-up. But as the first study of its kind, Closing the Achievement Gap documents what many environmental educators already know from experience: that using the environment as the context for integrated learning offers the possibility of closing the nagging gap between education’s potential and its less promising reality. This is a document that could persuade even the most reluctant administrators that environmental education is indispensable.

The following is a brief overview of Closing the Achievement Gap, along with information on how to order the full report and other related materials.

An executive summary of Closing the Achievement Gap can be downloaded from the State Education and Environment Roundtable (SEER)Web site:

http://www.seer.org

The full report is available in the U.S. for $16 from:

Science Wizards
13648 Jackrabbit Road
Poway, CA 92064
Telephone: (619) 676-0273

Also available are two related videos:

• Closing the Gap: A Video Summary (14 min., $23), and
• Beyond Walls, Across Disciplines (66 min., $25)

The Green Brick Road
Telephone: (800) 473-3638

Tim Grant is the Co-editor of Green Teacher magazine. Subscriptions are $30/year (which includes GST) for four issues from:

Green Teacher

In Canada:
95 Robert Street
Toronto, Ontario M5S 2K5

In the U.S.:
P.0. Box 452
Niagara Falls, NY 14304-0452

Telephone: (416) 960-1244
Fax: (416) 925-3474
E-mail: greentea@web.net
Web site: http://www.greenteacher.com