Bill Overview
Title: Living Schoolyards Act of 2022
Description: This bill directs the Department of Education (ED) to award grants to local educational agencies for developing outdoor learning spaces on school grounds. Outdoor learning space refers to an outdoor physical space on school grounds that is (1) dedicated to meet or conduct curriculum-tied activities, (2) a dedicated space for outdoor classrooms that has seating and tables installed for students and teachers to meet regularly, or (3) a place that is used when the need arises to take learning outdoors. Additionally, ED must maintain a clearinghouse that provides specified information, including links and information about state and local entities with expertise in outdoor learning spaces and environmental education.
Sponsors: Sen. Heinrich, Martin [D-NM]
Target Audience
Population: Students and teachers at schools receiving grants for outdoor learning spaces
Estimated Size: 29400
- The target population includes students and teachers because the legislation focuses on creating outdoor learning spaces that require their engagement.
- The teachers will need access to the outdoor classrooms for planning and executing curriculum-tied activities.
- Students at schools utilizing the grants will directly use the outdoor learning spaces for educational activities, impacting their learning experience.
- The development of these outdoor spaces may also impact school administrators as they implement and manage these new facilities.
- Maintenance staff or facilities management teams at schools may have additional work responsibilities related to the upkeep of these outdoor learning spaces.
Reasoning
- The policy primarily impacts schools that receive grants, so we focus on simulations from environments likely to benefit from grants.
- The diversity in school settings (urban, suburban, rural) means people’s reactions will vary based on location and school resources.
- Teachers and students at schools that do not receive grants may not witness any impact directly, thus should reflect 'no-policy' scores similar to their 'policy' scores.
- Some individuals may be initially skeptical or unaware of the benefits, influencing their perceptions.
- Implementation timelines and local interest in applying for grants will affect how quickly and widely impacts are observed.
- The policy impacts could take several years to materialize fully, especially in terms of educational performance or wellbeing change.
- Teachers and students in schools that effectively utilize the grants might report higher satisfaction due to improved outdoor learning environments.
Simulated Interviews
Elementary School Teacher (Los Angeles, CA)
Age: 34 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- I've always believed in the importance of connecting students with nature, so this policy aligns perfectly with my teaching philosophy.
- Our school could benefit significantly, especially since we have limited indoor space and a struggling infrastructure.
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 | 5 |
| Year 10 | 9 | 5 |
| Year 20 | 9 | 5 |
High School Principal (Chicago, IL)
Age: 45 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- The policy provides a much-needed opportunity for schools like ours to improve our learning environments.
- There's always a concern about grants being equitable, but having such support is invaluable.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Middle School Science Teacher (Austin, TX)
Age: 29 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 6.0 years
Commonness: 7/20
Statement of Opinion:
- I love engaging students with the outdoors, but not all schools might prioritize these projects.
- Resources can be a barrier, and this policy addresses that directly.
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 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
School Maintenance Staff (New York, NY)
Age: 40 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 15/20
Statement of Opinion:
- Outdoor Classroom projects would mean more work for us, but I see potential benefits for the students.
- If handled well, it might even make my job more interesting.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
High School Student (Denver, CO)
Age: 16 | Gender: other
Wellbeing Before Policy: 8
Duration of Impact: 7.0 years
Commonness: 10/20
Statement of Opinion:
- Having an outdoor space for learning would be amazing! It's hard to find places to discuss our projects currently.
- Relaxing in a natural environment would definitely help with stress.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 10 | 8 |
| Year 20 | 10 | 8 |
Elementary School Administrator (Miami, FL)
Age: 47 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- Grant management is resource-intensive itself, so I'd need to plan how to maximize benefits effectively.
- Great idea in theory, but execution is challenging with our current limitations.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 5 |
Middle School Student (Seattle, WA)
Age: 14 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 12/20
Statement of Opinion:
- I'd love to have classes outside. Inside, I just feel too distracted.
- More outdoor time would probably make school feel less tiring.
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 | 8 | 6 |
Retired Teacher (Orlando, FL)
Age: 63 | Gender: female
Wellbeing Before Policy: 9
Duration of Impact: 0.0 years
Commonness: 20/20
Statement of Opinion:
- I retired after years of pushing for similar initiatives, so I'm thrilled this is finally happening.
- It's heartening to hear that schools are considering going back to nature.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 9 | 9 |
| Year 5 | 9 | 9 |
| Year 10 | 9 | 9 |
| Year 20 | 9 | 9 |
Urban School Teacher (Boston, MA)
Age: 32 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 3/20
Statement of Opinion:
- Space is at a premium, so it’s hard to imagine this taking priority.
- I'm concerned about whether we’ll even have the capacity to apply for these grants effectively.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 5 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 7 | 5 |
College Student studying Education (Phoenix, AZ)
Age: 28 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 0.0 years
Commonness: 5/20
Statement of Opinion:
- This seems like an excellent move towards more holistic education.
- I'm hopeful that by the time I graduate, more schools will have implemented such improvements.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
Cost Estimates
Year 1: $500000000 (Low: $400000000, High: $600000000)
Year 2: $500000000 (Low: $410000000, High: $610000000)
Year 3: $510000000 (Low: $420000000, High: $620000000)
Year 5: $520000000 (Low: $430000000, High: $630000000)
Year 10: $540000000 (Low: $450000000, High: $650000000)
Year 100: $600000000 (Low: $500000000, High: $700000000)
Key Considerations
- The program duration initially anticipated is 5 years, after which re-evaluation of results and potential continuation may be considered.
- The implementation variability across states and districts might impact financial and logistical needs.
- Consideration of geographical and climatic constraints may also play a role in the effective use of outdoor spaces.