Bill Overview
Title: Thriving Community Gardens Act
Description: This bill allows local educational agencies to use Student Support and Academic Enrichment grants for the development and maintenance of school or community gardens. Additionally, the bill directs the Department of Education to regularly collect information and publish best practices for the development and maintenance of community gardens.
Sponsors: Rep. Brown, Shontel M. [D-OH-11]
Target Audience
Population: People potentially impacted by the development and maintenance of school or community gardens through educational programs
Estimated Size: 150000000
- The bill targets local educational agencies, which are organizations that administer education at local levels, including public and charter schools.
- It involves Student Support and Academic Enrichment grants, which are likely used by schools across the country, hence affecting a broad population of students.
- Community gardens have the potential to impact both the immediate school community (students, teachers, administrators) and the larger community (families, local residents).
- Gardens can be used as educational tools, impacting students' learning experiences and possibly altering curriculum offerings.
- The inclusion of the Department of Education suggests an overarching influence through guidelines and best practices that would apply nationwide.
Reasoning
- The target population includes everyone involved or potentially impacted by school and community gardens, focusing on students, educators, local residents, and community leaders.
- This policy mostly impacts communities with educational institutions that actively apply for and manage grants.
- Participants were chosen from different community settings (urban, suburban, rural) to reflect varied perspectives on access to community gardens.
- Given the broad target population of around 150 million people, impacts are expected to vary with some experiencing greater benefits due to direct involvement or proximity to community garden projects.
Simulated Interviews
Elementary School Teacher (New York, NY)
Age: 34 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- I believe community gardens can be a fantastic addition to our school curriculum. Not only could they serve as outdoor classrooms, but they offer students a chance to learn about sustainability and healthier eating.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 8 | 5 |
Parent (Austin, TX)
Age: 45 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 15/20
Statement of Opinion:
- Having a community garden would be great! It would give my kids a chance to spend more time outdoors and learn about where food comes from. I think it could really improve their eating habits.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 5 |
Dietitian (Chicago, IL)
Age: 28 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- This initiative could significantly enhance the nutrition education in schools. Real-world applications of food sourcing and preparation can motivate students to make healthier choices.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 5 |
Community Leader (Portland, OR)
Age: 62 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 8/20
Statement of Opinion:
- Promoting green spaces like community gardens is essential for environmental education and sustainability. I think this policy could spark greater community engagement around environmental issues.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 5 |
High School Student (Baton Rouge, LA)
Age: 16 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 14/20
Statement of Opinion:
- I think having a garden at school would be cool. It could help me learn more about sustainability and maybe even lead to a career in agriculture or environmental science.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 5 | 4 |
| Year 20 | 4 | 4 |
Farmer (Rural Kansas)
Age: 54 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- Community gardens in schools could inspire kids to appreciate farming. In rural areas like ours, that connection to agriculture is critical for future generations.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 5 |
Urban Planner (Los Angeles, CA)
Age: 39 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 15.0 years
Commonness: 10/20
Statement of Opinion:
- Having more green spaces, especially educational ones, is beneficial. It helps urban areas to breathe and live better, and adds value to the community.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 6 |
School Administrator (Phoenix, AZ)
Age: 29 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 11/20
Statement of Opinion:
- Access to these grants offers an opportunity to enrich our educational offerings. Getting students involved in a garden project teaches responsibility and teamwork.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 4 |
College Student (College Station, TX)
Age: 21 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 12/20
Statement of Opinion:
- If this policy leads to more schools establishing gardens, I think it would really help foster an interest in science and the environment among younger students.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 5 |
Retired Urban Gardener (Miami, FL)
Age: 71 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 15.0 years
Commonness: 6/20
Statement of Opinion:
- I'm thrilled about the possibility of more gardens in schools. They are great places for kids to learn and for the community to gather and share.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 5 |
Cost Estimates
Year 1: $150000000 (Low: $130000000, High: $170000000)
Year 2: $160000000 (Low: $140000000, High: $180000000)
Year 3: $170000000 (Low: $150000000, High: $190000000)
Year 5: $190000000 (Low: $160000000, High: $210000000)
Year 10: $210000000 (Low: $170000000, High: $230000000)
Year 100: $250000000 (Low: $200000000, High: $300000000)
Key Considerations
- The bill relies heavily on existing grant structures, reducing the need for new funding sources but potentially redirecting funds from other educational programs.
- Participation rates by schools and community interest will largely influence the uptake and thus costs associated with the bill.
- The Department of Education's ability to efficiently collect and disseminate data on best practices will be crucial in maximizing the bill's effectiveness.