Factor 1 - County Investments in Environmental and Climate Action
Last Updated - April 2024
PURPOSE AND KEY QUESTIONS FOR THE BROADER CONTEXT COUNTY INVESTMENT FACTORS
Purpose and Overview
Data 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. Check out the video to the right for an overview of this data focus area, and an explanation of some of the key findings, and explore the data in each section below.
Video Overview of Broader Context Factor 1- 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?
Data Methodology
Resources and Data Collection: The data collection process involved gathering information manually from publicly available website sources. The majority of information (ex: Climate Action Plans, Climate Adaptation Plans, Local Hazard and Mitigation Plans) was conducted through research on search engines or specific jurisdiction websites. Community Choice Aggregation programs were also found on the California Community Choice Association website. Researchers included links for ongoing data validation.
Data Cleaning: This data was cleaned manually by removing duplicate records, standardizing data formats and removing unnecessary characters and spaces. This was achieved through a combination of Excel processes, including the use of PIVOT tables and Text to Columns, as well as Python data cleaning tools such as Pandas and NumPy.
Data Team: This data was collected by a Climate Corps Fellow at UndauntedK12 and Andra Yeghoian, the Chief Innovation Officer at Ten Strands in the Fall of 2022.
PART 1: INDIVIDUAL DATA INDICATORS AND ANALYSIS OF COUNTY INVESTMENTS
County Office of Education (COE) Investments in Environmental Literacy and Sustainability
County Offices of Education (COEs) are also 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, and 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.
i) High Impact County-Wide Initiative Focused on Environmental and Climate Action in Schools
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.
Why it Matters: 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.
ii) COEs with Staff with official Job Responsibilities Focused on Environmental and 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.
Why it Matters: 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.
General Environmental and Climate Action Investment Indicators for Counties
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.
i) 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.
ii) 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.
iii) County-Wide Climate Emergency Declaration
12 out of 58 Counties Have Declared a Climate Emergency
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.
Why it Matters: Once a declaration is made, the next step for the declaring government is to set priorities to mitigate climate change, prior to ultimately entering a state of emergency or equivalent
iv) County Office of Sustainability
15 out of 58 Counties Have an Office of 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.
Why it Matters: A county-wide office of sustainability provides environmental and climate action 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.
v) Community Choice Aggregation (CCA)
25 of the 58 California Counties have a Community Choice Aggregate (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.
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.
PART 2: ANALYSIS OF COUNTY INVESTMENT INDICATORS COMBINED
To see the spreadsheet for the data in this analysis visit: Environmental and Climate Action Investment Data for Counties
If you notice any discrepancies in the data or would like to provide more information, please fill out this google form.
Methods for Analysis: The data for the indicators explained in the sections above was collected using a variety of research methods, such as web-based searches on general search engines as well as individual jurisdiction and agency websites, scanning and reading PDF documents, and surveys and interviews with staff at county agencies and organizations.
In order to complete the analysis for the findings, data analysts assigned one point for evidence of an indicator from the County Offices of Education Environmental and Climate Action Indicators or General Environmental and Climate Action Indicators for Counties.
COEs with an Environmental Coordinator: There are seven (7) COEs who have already invested in environmental staff. The efforts of these COEs have the potential to impact a combined total of 1,117,000 students, of which 46% qualify as an unduplicated pupil.
COEs with Three (3+) or More County-Level Investment Indicators BUT Have NOT yet Invested in Environmental Staff: There are fifteen (15) COEs who are in a context of having three (3+) or more investment indicator criteria (either from general or COE). These COEs are considered well positioned to make the investment in a staff FTE for an environmental coordinator at a COE who can oversee a high impact Environmental and Climate Action initiative, as they are in a supportive context of having access to developing local partnership with other county-level agencies to advance forward efforts. If all of these fifteen counties make this investment it would impact an additional 2,511,135 students of which 50% qualify as an unduplicated pupil.
COEs with Less than Three (3) County-Level Investment Indicators: There are thirty-six (36) COES that are in a county that have less than three county-level investment indicators. Despite this context, these COEs are still able to take action, and many have expressed interest in doing so. While these COEs may have less opportunity to develop local partnerships, they are still able to partner with entities and agencies outside of their county, such as larger service area regional partners or nonprofits that serve statewide (i.e. Ten Strands, UndauntedK12, Green Schoolyards America, etc.).