How do effective environmental programs relate to student achievement?

Seventh and eighth graders in CEEP’s Earth Force program choose a local environmental issue to study and develop a project to address it. Photo courtesy of Lakeside Views.
In the Calumet Region along the southern shores of Lake Michigan, the Chicago Field Museum serves over 2,700 students in grades four through twelve with its Calumet Environmental Education Program (CEEP). Fourth through sixth graders learn about biodiversity through field trips to local nature and stewardship activities; middle school students identify local environmental issues and develop action projects around them; high schoolers participate in ecological monitoring, attend leadership days, and work at summer internships.
“Growing up and learning through the Calumet Environmental Education Program…shaped the path my life would follow,” Purdue University sophomore Sophia Vela wrote for the Field Museum’s website. Vela is majoring in Natural Resources and Environmental Science at Purdue’s College of Agriculture.
CEEP makes use of the rich ecological resources in the Calumet Region to teach students about conservation and biodiversity. But just north of the Calumet Region, the Chicago public school system, like urban school systems all over the US, struggles with funding issues, school closings, and race and socioeconomic achievement gaps.
Wind is a natural phenomenon that occurs when molecules move freely in response to differences in air pressure. Likewise, energy can be harnessed for human consumption when blades of a turbine move in response to these innate fluctuations. Wind farming allows for the production of relatively clean energy. The price of this energy, however, is far from free.

