Broader Context
The purpose of this investigation is to determine what role, if any, that these broader context factors may present as barriers or opportunities for districts and schools to take environmental action.
Embedded Files
Overview Video for All Broader Context Factors ↓
The data indicators in the broader context focus area can be utilized at both the state and local level:
State: The data supports state entities (both governmental and nongovernmental) to consider what role the broader context might play in the willingness and ability of schools to take environmental and climate action, and can inform where to direct support resources to catalyze and accelerate efforts.
Local: The data can support district and site-level leaders to better understand their own supportive context for change and better anticipate challenges and opportunities for change. It can also help regional leaders and community based partners to identify possible partnerships for action.
Four Broader Context Factors
Factor 1 - County-Level Investments in Environmental and Climate Action
Purpose and Overview: For the section focused on County-Level Investments in Environmental and Climate Action, ‘broader context’ refers to environmental and climate action indicators that are happening (or not happening) at the county jurisdictional level; for example: climate emergency declaration, local office of sustainability, county or municipal environmental plan, etc. For any given county, the purpose of including this data is to determine what role, if any, that these broader context factors may present as barriers or opportunities for school communities to take environmental action.
Key Questions: Which county and municipal jurisdictions are making investments in environmental and climate action, and which are not, AND how might these investments (broader context factors) serve as barriers or opportunities for schools within these jurisdictions to take environmental and climate action in their school communities?
Factor 2 - Climate Impacts: Heat, Sea Level Rise, Wildfire, Storms, etc.
Purpose and Overview: For the climate impacts section ‘broader context’ refers to understanding the impacts of the earth's changing climate; such as: extreme heat, sea level rise, wildfire, and extreme precipitation. This factor aims to localize, explain, and provide narratives for educators and school communities to better understand and make sense of environmental and climate related data projections over the course of four decades (2025-2035, 2035-2045, 2045-2055, 2055-2065).
Key Questions: What are the impacts of climate change that have the greatest threat to the core functions of TK-12 schools? And how will these impacts affect school infrastructure and resources, the physical and mental health of students and employees, and the ability to learn and play safely and without ongoing climate related disruptions?
Factor 3 - Tree Canopy and High Heat Equity Study
*Note this databased is maintained by external partners in an external database
Purpose and Overview: Over the last two years, Green Schoolyards America’s (GSA) research team quantified the extent and distribution of tree canopy on California’s K-12 public school campuses. The goals of this study were to understand existing conditions, establish a baseline from which to measure change over time, and identify priorities for the California Schoolyard Forest System℠. A hope is that the study’s findings will also provide tools for data-driven decision making to help California’s policymakers in their efforts to protect vulnerable children from extreme heat and impacts of climate change.
Key Questions: Do K-12 students in California have access to enough shade at schools? Where are trees planted on California School Grounds? Where are students most at risk for exposure to high heat and have the last amount of access to shade?
Database Links:
Factor 4 - Community Based Partners (CBPs) Providing Environmental Education
*Note this databased is collected and maintained by external partners in an external database
Purpose and Overview: This broader context factor focuses on environmental education experiences provided by community based partners (CBPs). The data for this factor was organized by the California Association for Environmental and Outdoor Education (AEOE), and done in partnership with the EcoRise Gen Thrive data project, the North American Association for Environmental Education (NAAEE), and the California Environmental Literacy Initiative (CAELI). The main purpose of this data project is to develop a comprehensive understanding of the environmental education already happening on the ground, and identify gaps in service and the resources needed to ensure that every young person in California has access to environmental learning experiences offered by community-based partners.
For more information about the project see AEOE's EE Landscape Analysis Page
For more information, explore the methods used in this data collection here.
Key Questions and Themes: A number of key questions and themes are explored in this data project including gathering an understanding the scope and scale of employment in nonformal and informal environmental education, and understanding who these community based partners (CBPs) are serving across the state. This project also included an exploration of the distribution of Environmental Education (EE) programs and providers, as well as an understanding of the regional demographics, environmental pollution burdens, and climate risks.
Database Links on AEOE EE Landscape Analysis Page:
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