Bill Overview
Title: No Child Left Inside Act of 2022
Description: This bill provides support for environmental literacy and environmental education programs in elementary and secondary schools, including by directing the Department of Education to award grants for (1) implementing state environmental literacy plans, and (2) establishing or expanding outdoor school education programs.
Sponsors: Sen. Reed, Jack [D-RI]
Target Audience
Population: Students in elementary and secondary schools worldwide
Estimated Size: 50000000
- The bill focuses on environmental education programs in elementary and secondary schools, so it will directly impact students in these educational stages.
- It aims to provide environmental literacy, hence teachers and educational staff involved in these programs will also be affected.
- The implementation of state environmental literacy plans and outdoor education programs will likely require collaboration with administrators and school districts.
- Since the Department of Education is involved, educational policy makers and officials will also be indirectly impacted.
Reasoning
- This policy primarily affects students in elementary and secondary schools, estimated at around 50 million in the US. Given the focus on environmental literacy, students will gain exposure to and knowledge of environmental sciences and practices, which may enhance their overall well-being and engage them in learning.
- Teachers and educational staff responsible for implementing these programs will see a change in curriculum and teaching practices. Their well-being might be affected by the increased demand, professional development opportunities, or sense of accomplishment.
- The realism of this simulation involves considering both direct impacts on students as beneficiaries of improved environmental education and indirect impacts on teaching staff and policy implementers.
- Additionally, while the budget is substantial, serving 50 million students means exact impacts may vary significantly, with high-impact areas likely correlating with regions that have previously lacked such programs.
Simulated Interviews
Student (Los Angeles, CA)
Age: 10 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 15/20
Statement of Opinion:
- I like playing outside and learning about animals. I hope we get to go on more nature trips.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 5 |
Elementary School Teacher (Chicago, IL)
Age: 39 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- I've always been passionate about teaching kids the importance of taking care of our planet. This program might just give me the tools I need.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Student (Houston, TX)
Age: 16 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 18/20
Statement of Opinion:
- I'm not really into the environment stuff, but if it means less time in class and more trips, I'm up for it.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
School District Administrator (Rural Iowa)
Age: 43 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- It sounds great, but I worry about the funds reaching all schools equally, especially those in rural areas.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Environmental Educator (Miami, FL)
Age: 30 | Gender: other
Wellbeing Before Policy: 8
Duration of Impact: 20.0 years
Commonness: 6/20
Statement of Opinion:
- This is exactly what our education system needs. More awareness, more involvement, more action.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 10 | 8 |
| Year 20 | 9 | 8 |
Student (New York, NY)
Age: 12 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 14/20
Statement of Opinion:
- I think it will be fun to learn outside school, but I hope it's not too much extra work.
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 | 5 | 5 |
School Principal (Seattle, WA)
Age: 48 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 15.0 years
Commonness: 8/20
Statement of Opinion:
- This policy could elevate our existing programs and give us more resources to engage students.
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 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 7 |
Student (Phoenix, AZ)
Age: 11 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 17/20
Statement of Opinion:
- I like the idea, but I'm worried I might not be able to participate if it involves a lot of physical activity outside.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
Department of Education Official (Atlanta, GA)
Age: 55 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 5/20
Statement of Opinion:
- Our goal is to improve education frameworks and this policy aligns perfectly with promoting comprehensive learning.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
High School Science Teacher (Detroit, MI)
Age: 45 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 13/20
Statement of Opinion:
- Integrating more outdoor learning could really make a difference in student engagement.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Cost Estimates
Year 1: $300000000 (Low: $200000000, High: $350000000)
Year 2: $310000000 (Low: $205000000, High: $365000000)
Year 3: $320000000 (Low: $210000000, High: $380000000)
Year 5: $350000000 (Low: $230000000, High: $410000000)
Year 10: $400000000 (Low: $260000000, High: $470000000)
Year 100: $500000000 (Low: $300000000, High: $600000000)
Key Considerations
- The adequacy of grant funding levels for the states implementing the environmental literacy plans and programs.
- The potential administrative burden on the Department of Education and relevant local entities.
- The scalability and sustainability of outdoor educational programs following the initial funding period.