‘Broader context’ for the county investments (Factor 1) refers to environmental and climate action indicators that are happening (or not happening) at the county jurisdictional level. 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.
Video Overview of County Investments in Environmental and Climate Action
Key Questions
Core Question:
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?
Additional Questions:
Broader Context Indicators: What are indicators of environmental and climate action investments being made at the county (or sometimes the municipal level), and why might these indicators be seen as barriers or opportunities for schools/districts to take environmental and climate action?
County Broader Context: What environmental and climate action investments are being made by county-level public agencies (i.e. government, joint power authorities, County offices of Education (COE), etc.)? To what extent might these investments be correlated or connected to environmental and climate action by that county jurisdiction’s schools and districts?
In what areas is supportive context there, AND school districts ARE making significant investment? And why?
In what areas is supportive context there, BUT school districts ARE NOT making significant investment? And Why?
In what areas is supportive context NOT there, BUT school districts ARE making significant investment? And why?
In what areas is supportive context NOT there, AND school districts ARE NOT making significant investment?
Table of Contents:
County-Level Broader Context is broken down into three main sections or elements that can provide context for the districts working within the county. The sections are as follows:
County Offices of Education (COEs) are starting to invest in impactful environmental and climate action initiatives for TK-12 schools, staffed by Environmental Literacy and Sustainability Coordinators. Evidence from these first pilot COEs shows that when COEs invest in environmental and climate action, it catalyzes and accelerates similar efforts in districts and schools within that region. Evidence has also shown that COEs can benefit from partnerships with other county-wide or regional environmental and climate action initiatives.
There are two main indicators that demonstrate that a county is making investments in environmental and climate action:
i) high impact initiatives
ii) staff to coordinate these initiatives
If a COE has at least one of these indicators they are well positioned to accelerate scaling services to districts and schools within their region for supporting environmental and climate action in TK-12 schools.
Investments in Environmental and Climate Action Initiatives: Overview
A high impact county-wide initiative provides backbone support to districts and schools within the county in prioritizing environmental and climate action in their school communities. When done with a whole systems mindset, these initiatives provide projects, programs, networks, and services that help districts and schools in their county to catalyze environmental and climate action across their campus facilities (buildings and grounds) and operations, curriculum and instruction, and community and culture.
County offices of education (COEs) support school districts in their county region on things that would be difficult or expensive to do alone, such as professional development programs, special programs for students (e.g., internships, concurrent enrollment at community colleges, service learning projects), and programs for students that are marginalized, in the court and probationary system, or special education. They also provide regulatory functions, craft regional partnerships, support family services, and lead high-impact initiatives.
Investments in Staff Focused on Environmental/Climate Action: Overview
Staff focused on environmental and climate action are coordinators, conveners and communicators for environmental and climate-related activities across functions and departments. In County Offices of Education, these positions have most often been referred to as an “Environmental Literacy and/or Sustainability Coordinator.” This position helps to initiate, intensify, or consolidate environmental and climate action efforts. In order to be most effective, the position should have at least 50% and up to 100% of their job responsibilities focused on projects, programs, networks, and services related to environmental and climate action in TK-12 schools.
Research shows that environmental and climate action for an organization is most effective when coordinated or directed by a compensated full-time employee. If not, initiatives and efforts tend to remain scattered, inconsistent, slow, and ineffective.
Data from the district-level indicator tracking system also points to a correlation between county investment in dedicated county-level staff and district-level indicators of initiatives.
The average of district indicators for environmental and climate action across systems is higher for counties with a county-level environmental coordinator.
Note: Since 2017, seven counties have invested in environmental coordinators who are leading high impact environmental initiatives. Other COE/DOEs are launching initiatives and efforts.
California Environmental Literacy Initiative (CAELI) Participation Data is another measure of investment in capacity building for COE/DEO staff; however, data may be incomplete prior to 2023-24.
Additional data on county investments are currently being collected and a report on the impact of these investments is planned.
At the local level, environmental and climate action efforts are implemented in counties, municipalities, and special districts (including LEAs). There are many different types of investments in environmental and climate action that can be made at the local level including; examples include, but are not limited to: the development of environmental and climate action plans, climate emergency declarations, and the establishment of entities like Community Choice Aggregators (CCAs) and Offices or Departments of Sustainability. These five key indicators of investments and opportunities that have been shown to support the acceleration of environmental and climate action in a county. If a County Offices of Education is in a county that has three or more of these broader context indicators, they might be well positioned to form partnerships with the agencies overseeing these efforts to advance forward environmental and climate action initiatives for schools.
Counties with Plans Related to the Environment: Overview
City (municipal) and county governments use a number of different plans that outline how they will achieve long-term goals. In California, cities and counties are required by state law to have a general plan, which is a broad, long-range policy document that guides future development. Counties and municipality jurisdictions will often include a section related to the environment such as conservation or land-use. In order to achieve sustainability goals set in a general plan or mandated by law, a jurisdiction may also adopt additional plans such as a sustainability plan, green infrastructure plan, bicycle and pedestrian master plan, climate action plan, climate adaptation plan (CA or EPA), and local hazard and mitigation plan (LHMP).
Why It Matters: If a county has environmental or climate action embedded into plans, or specialized plans for these actions it means the county has already established a vision and or goals for public entities, commercial organizations, and residents.
Community Climate Action Plan (CAP): Overview
A climate action plan (CAP) is a detailed and strategic framework for tracking and reducing greenhouse gas (GHG) emissions that contribute to global warming. In California, these plans are connected to GHG emissions goals outlined in California state legislation, such as Assembly Bill (AB) 32 (2006), and Senate Bill (SB) 32 (2016). Jurisdictions (counties, municipalities, special districts, school districts, etc.) design and utilize climate action plans as customized roadmaps for taking action to reduce environmental impact that causes climate change.
Why It Matters: Public school districts are within the boundaries of a climate action plan (CAP); however, they are considered independent jurisdictions (Local Education Agencies, or LEAs). Still, the emissions from schools are included in a greenhouse gas (GHG) inventory, and are therefore included in the CAP target emissions goals. Because counties cannot enforce LEA participation (this enforcement can only come from the state), they rely on a collaborative relationship that can result in a shared message and goals towards reducing emissions and preparing for the impacts of climate change. For COEs, districts, and schools interested in climate action plans, an already existing municipal or county climate action plan can support the school community in identifying a vision or goals for their own internal plan. To learn more, see an overview and analysis of Climate Action Plans in San Mateo County.
Climate Emergency Declaration: Overview
A Declaration of Climate Emergency is a piece of legislation passed by a governing body such as a city council, a county board of supervisors, a state legislature, or even a national government. It puts the government on record in support of taking emergency action to reverse global warming. Learn more at Climate Emergency Declarations and Resources for Schools.
12 out of 58 Counties
Have Declared a Climate Emergency
Why It Matters: A climate action plan (CAP) is a detailed and strategic framework for tracking and reducing greenhouse gas (GHG) emissions that contribute to global warming. In California, these plans are connected to GHG emissions goals outlined in California state legislation, such as Assembly Bill (AB) 32 (2006), and Senate Bill (SB) 32 (2016). Jurisdictions (counties, municipalities, special districts, school districts, etc.) design and utilize climate action plans as customized roadmaps for taking action to reduce environmental impact that causes climate change.
Office/Department of Sustainability: Overview
Across the United States, county and municipal jurisdictional governments have begun to invest in offices and departments within their local government that are focused on issues related to sustainability and climate change. These offices and departments usually center around making the operations of public buildings as well as supporting efforts of the business and residential communities within the jurisdiction more sustainable and resilient to the effects of climate change.
15 out of 58 Counties
Have an Office or Department of Sustainability
Why It Matters: A county-wide office of sustainability provides programs and services to the organizations and communities within their county. They can be a great partner for COEs and school communities looking to launch or advance environmental and climate action initiatives. They can also possibly provide funding, technical assistance support, or partnership for COEs that are investing in staff and initiatives.
Community Choice Aggregation (CCA): Overview
A community choice aggregation (CCA), also known as government, municipal, or community energy aggregation (depending on the state), is a program that allows local governments to bid and choose an energy supplier for their communities. A CCA allows cities, counties and other qualifying governmental entities available within the service areas of investor-owned utilities (IOUs) to purchase and/or generate electricity for their residents and businesses. Typically the CCA procures clean energy, and the IOU delivers energy and maintains the grid. Most CCAs reinvest the earnings from their efforts back into the community in the form of new energy projects and programs that further reduce greenhouse gas emissions.
25 of the 58 California Counties have a Community Choice Aggregate (CCA)
Why it Matters: CCA reinvestment in the community can provide an opportunity for county offices of education (COEs), school districts, and school sites to work with their CCA to secure funding for programs and projects focused on environmental and climate action in schools.
To learn more about CCAs and their possible connection to schools, visit Overview to how CCAs can Partner with TK-12 Schools for Environmental and Climate Action and Case Study from San Mateo County.
In order to more easily identify and communicate trends in the environmental sustainability and/or climate action investments made at the County Level, the CA County Environmental and Climate Action Supportive Context Indicator Tracking System was created. The Supportive Context is based on a number of indicators at the general county level (such as within government and industry) and at County Offices of Education that could possibly lead to a more supportive environment for districts and schools to take environmental and climate action themselves.
The image above shows the indicators that were tracked for the purpose of this data initiative. More details about these indicators can be found in the sections above.
The map below shows the overall supportive context status for each of the 58 counties in California. Counties that show evidence of more environmental and climate action indicators are shown in blue, potentially indicating a more supportive context for schools. Counties with fewer indicators of environmental and climate action are shown in magenta, potentially indicating a less supportive context.
The dropdown and sliding filters to the right of the map can be used to determine which indicators are present in each county. Hovering over a county on the map will show the status.
Key Takeaways: The more costal and urban counties generally show more indicators of Environmental and Climate Investments compared to the more inland and rural counties. This pattern also somewhat aligns with the political leaning of counties based on the 2020 presidential election.
The graph below shows the breakdown in score for each county with County Office of Education Investments shown in blue and general county indicators shown in orange. The region filter to the right narrows down the graph for easier viewing. Hovering over the bars shows the county name and score breakdown.
Key Takeaways: Most counties show more general investment than investment at the County Office of Education; however, there are a few counties where the Office of Education has made significant investments in Environmental and Climate action despite the fact that the general investments are low. Very few counties show equal scores between the County Office of Education investments and the general county indicators.
The graph below shows the average District-Level Environmental and Climate Action score on the y-axis and the Overall County Supportive Context Score on the x-axis. Each county is shown as a bubble with the size of the bubble indicating the number of districts within that county. The number of districts within a county impacts have much each district's score affects the county average. The colors represent the regions in the state (see the map to the right of the graph). Clicking on the color next to the number in the region key will highlight that region's counties on the graph allowing trends to be seen statewide or within regions. Click on the color again to deselect the region.
CA County Superintendent Regions
Key Takeaways: Overall there is a slight positive correlation between County Supportive Context and average District-Level Environmental and Climate Action Indicator Status Total. This might indicate that investments at the county level may make a more supportive environment for districts to take action. However, this correlation is not the same strength for every region, with some regions showing little to no correlation. There are some districts within counties showing few investments in environmental and climate action who have made significant investments at the district level. There are also districts with counties showing significant investments in environmental and climate action who have Indicator Status Totals that are similar to districts in less supportive contexts. More research is needed to determine the role county context has on the outcomes of the districts within the county.
