Why UsePlace-based Education?
Four answers that emerge from the findings of PEEC, the Place-based Education Evaluation Collaborative
(Group presentation version)
Prepared by:
Michael Duffin, PEER Associates, Inc.
Prepared for:
the Place-based Education Evaluation Collaborative (PEEC)
February 9, 2007
Suggested citation:
Duffin, M., & PEER Associates (2007). Why use place-based education?: Four answers that emerge from the findings of PEEC, the Place-based Education Evaluation Collaborative, (Presentation version). Retrieved [date] from http://www.peecworks.org/PEEC/PEEC_Reports/S01248363-01248382
2
What is place-based education (PBE)?– Community as curriculum
– 3 integrated goals: student achievement, community vitality, ecological integrity
– See www.PromiseOfPlace.org for more
What is the Place-based Education Evaluation
Collaborative (PEEC)?– 5 programs, one foundation
– 3 goals: improve programs, share evaluation tools, contribute to research base
– See www.PEECworks.org for more
About this presentation– Summarize four key findings
– Multiple versions can be downloaded for free at www.PEECworks.org
Background Context
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Overview of the Body of Evidence
Large amount of data…– 4 years of individual and cross-program evaluations of 6 place-
based education programs representing more than 75 schools (rural, suburban, and urban) in 5 states
– Over 700 adult interview or focus group participants– Over 200 student interview/ conversation/focus group participants– Nearly 650 educator surveys– Nearly 1,500 student surveys– Extensive document review and
on-site observations
Evidence suggests that…
Hal
ey S
choo
l, R
oslin
dale
, MA
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Overview of the Body of Evidence
Place-based education can…
1. Invigorate educators
2. Support transformation of school culture
3. Help students learn
4. Engage parents and communities
Hal
ey S
choo
l, R
oslin
dale
, MA
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#1 – PBE can Invigorate Educators
Place-based education can help educators become more excited and collaborative in their professional practice, and more likely to use local resources for teaching
and learning
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PEEC Cross-Program Survey Results 2003-2006Changes in Educator Practice Toward PBE Outcomes
Dose-response strategy
Best fit line going from lower left to upper right suggests program is active ingredient
#1 – PBE can Invigorate Educators
Program “Dose”
(Exposure + Implementation)P
rogr
am “
Res
pon
se”
(Mea
sure
s of
Int
ende
d O
utco
me)
Less More
Low
er
H
ighe
r
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PEEC Cross-Program Survey Results 2003-2006Changes in Educator Practice Toward PBE Outcomes
Strongest PEEC finding
PEEC dose accounts for 17% of variance in
Overall Educator Practice
(For comparison, weight status accounts for 17-19% of the variance in costs of cardiovascular disease)
#1 – PBE can Invigorate Educators
0.0 1.0 2.0 3.0 4.0
Dosage of PEEC Program
1.0
2.0
3.0
4.0
Avg
. of
12
Ed
ucato
r P
racti
ce S
urv
ey I
tem
s
Educator Practice (overall module, 2003-2006)
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ONE EXAMPLE: Forest For Every Classroom program helps second grade teacher(s) from the Ray School in Hanover, NH
“FFEC gave me the peers on a professional level outside my school to recharge and to update my knowledge and content and gave…me the push to get the science committee to commit to the outdoor-focused curriculum.”
“We have been energized to do more in the area of backyard science because we realize that we CAN!”
For instance
Gilford Elementary School, Gilford, NH
#1 – PBE can Invigorate Educators
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Other examples of place-based educators reporting increased engagement, collaboration, and professional growth
“I think of this work as a big ball, and I have to push it up this big hill. But the more I think about it, it’s like a little snowball at the top of the hill and all you have to do is push it, and then it builds and builds…even with all the obstacles along the way.”
- TTEC Educator
“Because of CO-SEED I’ll never again be the same teacher…It’s transformed my whole vision about how I teach my kids. It gave me the tools…the opportunity. The results are just phenomenal…and I will never ever teach the same again.”
- CO-SEED Educator
More
Gilford Elementary School, Gilford, NH
#1 – PBE can Invigorate Educators
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Other examples of place-based educators reporting increased engagement, collaboration, and professional growth
Inspires additional training
Release time for collaborative planning is key
SSP Critical Friends Groups
LREC increased staffing
More
Gilford Elementary School, Gilford, NH
#1 – PBE can Invigorate Educators
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#2 – PBE can Transform Culture
Place-based education can actively shape and become embedded in a school’s
culture and identity
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ONE EXAMPLE: CO-SEED helps Haley Elementary in Boston achieve their goal of becoming a model environmental school
Surveys show gains over 3 years
88% of educators surveyed agree that “Place-based education is a part of the cultural fabric of our school.”
“’Ahh ha’ moments are slowly but surely infiltrating all of the other minds of the other teachers.”
“I think the mentality is really part of our identity. It’s who we are.”
For instance
Haley School, Roslindale, MA
#2 – PBE can Transform Culture
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Analysis of data across PEEC programs reveals a “Tipping Point” pattern of culture change at multiple sites
After multiple years of whole school model PEEC program, newer educators tend to report similarly high outcomes as veterans of the school or program
Intended outcomes transmitted through the norms and culture of the school as much or more than by direct exposure to the program
“Now it’s just part of the culture of the school.”
“Collaboration is now kind of a built in thing.”
“[Veteran teachers] sweep these new people up and into the theme, the culture of the school.”
More
Haley School, Roslindale, MA
#2 – PBE can Transform Culture
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#3 – PBE can Help Students Learn
Place-based education can help students with academic achievement
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Ten studies from across the United States connect place-based education and student academic achievement
16 states, 265 schools, recent (1998-2005)
Standardized test scores, interviews, observations, demographics, and document review
Compelling as a group
Detailed references at www.PEECworks.org: (AIR, 2005; Athman & Monroe, 2004; Bartosh, 2004; Danforth, 2005;
Emekauwa, 2004; Ernst & Monroe, 2004; Falco, 2004; Liebermann & Hoody, 1998; NEETF, 2000; SEER, 2000)
Does not even include service-learning
#3 – PBE can Help Students Learn
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ONE PEEC EXAMPLE: First Grade Academic Achievementas a Function of CO-SEED/ Experiential Units
“One thing we know is that kids’ writing is much more interesting, complex, and detailed if they’ve had rich experience …The current first grade has about a third of the kids who didn’t have Kindergarten here and in general it is breathtaking the difference in the academic achievement. Our Kindergarten has the strongest place-based education in the school, especially with language development.”
Compared achievement scores of first graders with one versus two years of exposure to strongest PBE teachers
For instance
Young Achievers School, Jamaica Plain, MA
#3 – PBE can Help Students Learn
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ONE PEEC EXAMPLE: First Grade Academic Achievementas a Function of CO-SEED/ Experiential Units
First graders with more in-depth place-based education outperformed peers on all measures
For instance DRA Assessment: 1 year vs. 2 year tenure at Y.A.
Grade 1 only 9.57
Grades K-1 13.2
0
4
8
12
16
20
24
28
32
36
DRA
Assessment
Mea
n S
core Grade 1 only
(N=14)
Grades K-1(N=25)
Young Achievers School, Jamaica Plain, MA
#3 – PBE can Help Students Learn
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ONE PEEC EXAMPLE: First Grade Academic Achievementas a Function of CO-SEED/ Experiential Units
First graders with more in-depth place-based education outperformed peers on all measures
For instance
Young Achievers School, Jamaica Plain, MA
#3 – PBE can Help Students Learn
Writing Assessment: 1 year vs. 2 year tenure at Y.A.
1.63
1.55
1.44
1.61
1.54
1.71.65
1.61
1.681.64
1
1.25
1.5
1.75
2
2.25
2.5
Writing-Content Writing-Organization Writing-Language Writing-Mechanics Writing-Overall
Assessment
Mea
n s
core Grade 1 only
(N=14)
Grades K-1(N=25)
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ONE PEEC EXAMPLE: First Grade Academic Achievementas a Function of CO-SEED/ Experiential Units
First graders with more in-depth place-based education outperformed peers on all measures
For instance
Young Achievers School, Jamaica Plain, MA
#3 – PBE can Help Students Learn
TERC Math: 1 year vs. 2 year tenure at Y.A.
Grade 1 only 60.71%
Grades K-168.60%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
TERC Math
Assessment
Mea
n S
core Grade 1 only
(N=14)
Grades K-1(N=25)
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ANOTHER PEEC EXAMPLE: Effects of CO-SEED onStandardized Test Scores (MCAS) at the
Beebe Health & Environmental Magnet School
CO-SEED worked with Beebe 4+ years
Environmental theme became embedded in the school culture
Predicted increased performance relative to district and/or state in four content areas
More
Beebe School, Malden, MA
#3 – PBE can Help Students Learn
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ANOTHER PEEC EXAMPLE: Effects of CO-SEED onStandardized Test Scores (MCAS) at the
Beebe Health & Environmental Magnet School
Typical pattern: state performs highest, then Beebe, then district
MoreMCAS - Grade 5 Earth Science
3035404550556065707580
2000 2001 2002 2003 2004 2005
year
% c
orre
ct BeebeDistrictState
Beebe School, Malden, MA
#3 – PBE can Help Students Learn
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ANOTHER PEEC EXAMPLE: Effects of CO-SEED onStandardized Test Scores (MCAS) at the
Beebe Health & Environmental Magnet School
Prediction supported for three out of four content areas
More
Beebe School, Malden, MA
#3 – PBE can Help Students Learn
MCAS - Gr. 8 Life Science
3035404550556065707580
2000 2001 2002 2003 2004 2005
% c
orre
ct BeebeDistrictState
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ANOTHER PEEC EXAMPLE: Effects of CO-SEED onStandardized Test Scores (MCAS) at the
Beebe Health & Environmental Magnet School
Prediction supported for three out of four content areas
More
Beebe School, Malden, MA
#3 – PBE can Help Students Learn
MCAS - Gr. 8 Math, Open Response
3035404550556065707580
2000 2001 2002 2003 2004 2005
year
% c
orre
ct BeebeDistrictState
24
ANOTHER PEEC EXAMPLE: Effects of CO-SEED onStandardized Test Scores (MCAS) at the
Beebe Health & Environmental Magnet School
Prediction supported for three out of four content areas
More
Beebe School, Malden, MA
#3 – PBE can Help Students Learn
Earth Science
3035404550556065707580
2000 2001 2002 2003 2004 2005
% c
orre
ct BeebeDistrictState
25
Gilford Elementary School, Gilford, NH
Other examples of place-based educationhelping students learn more or better
Educators report increased student engagement in learning
More
#3 – PBE can Help Students Learn
0.0 1.0 2.0 3.0 4.0
Dosage compositeScale: No exposure to CO-SEED = 0,
Very high CO-SEED exposure and implementation = 4
1.0
2.0
3.0
4.0
Ave
rage
sco
res
for in
dex
con
sist
ing
of thre
e
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out th
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thusi
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, pre
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ties
, and sel
f-
dir
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r C
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Scal
e: S
tron
gly
Dis
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e =
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Stro
ngl
y A
gree
= 4
Figure S3. Student Engagement in Learning (index) From CO-SEED educator surveys, 2003-04
The best fit multiple regressionline above shows that 16% ofthe variability in survey responseis predicted by dose of CO-SEED.The result is statistically significant.R2= .16, p = .000, n = 245.
Student Engagement in Learning (index)
From CO-SEED educator surveys, 2003-2004
Ed
ucato
r R
ep
ort
s o
f
Stu
den
t En
gag
em
en
t in
Learn
ing
Dosage of CO-SEED
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Other examples of place-based educationhelping students learn more or better
Students report increased place attachment
More
Gilford Elementary School, Gilford, NH
#3 – PBE can Help Students Learn
Student Attachment to Place (module)
From PEEC student surveys, 2003-2004
Stu
den
t R
ep
ort
s o
f
Att
ach
men
t to
Pla
ce
Dosage of PEEC Program
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Other examples of place-based educationhelping students learn more or better
“My kids were so excited about the things that they saw that I know they will look more and pay closer attention to our environment. Actually visiting the ecosystems helped them really understand the concepts that I was trying to get across.”
- Litzsinger Road Ecology Center Educator
More
Gilford Elementary School, Gilford, NH
#3 – PBE can Help Students Learn
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#4 – PBE can Engage Communities
Place-based education can help engage youth in their community and
connect communities to their schools
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Barnes Elementary, Burlington, VT
ONE EXAMPLE: Students in Burlington, VT help revitalize a neighborhood street as part of the Sustainable Schools Project
Students get school zone signs installed
“[Our students] are very comfortable now with business owners, extremely comfortable with the Mayor, with the City Council, and with the Neighbor-hood Planning Committee because they’ve spoken there. And when they go to speak, people listen.”
- SSP Teacher
“Sustainability involves strengthening the relationships between a community and a project, such that eventually the project naturally happens on its own because the entire community is so invested in its success.”
- SSP Parent
For instance
#4 – PBE can Engage Communities
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Barnes Elementary, Burlington, VT
Other examples of place-based educationconnecting youth to their communities
School-community collaborations– Networking for farmer’s markets– Recycling replicated by municipal officials– Bond issue to close landfill– Waste heat used to clear winter sidewalks
“There is not a town project that I do now where I don’t start with ‘How can we involve the students?’”
- Town Mgr. in CO-SEED Community
“Before… I thought of [the AT] as a very individual thing,… for ‘me.’ Now it’s something that I can’t wait to go out and share with the kids, with the community. I want other people to see what a great resource it is.”
- TTEC Community Member
More
#4 – PBE can Engage Communities
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ReviewDrawing from several years of data from PEEC, the Place-based Education Evaluation Collaborative, evidence suggests that place-based education can…
1. Invigorate educators
2. Support transformationof school culture
3. Help students learn
4. Engage parents and communitiesFFEC training, VT
Dearborn Middle School, Roxbury, MA
Woodsville Elementary School, Woodsville, NH
Young Achievers School, Jamaica Plain, MA
Why UsePlace-based Education?
Four answers that emerge from the findings of PEEC, the Place-based Education Evaluation Collaborative
(Group presentation version)
Prepared by:
Michael Duffin, PEER Associates, Inc.
Prepared for:
the Place-based Education Evaluation Collaborative (PEEC)
February 9, 2007
Suggested citation:
Duffin, M., & PEER Associates (2007). Why use place-based education?: Four answers that emerge from the findings of PEEC, the Place-based Education Evaluation Collaborative, (Presentation version). Retrieved [date] from http://www.peecworks.org/PEEC/PEEC_Reports/S01248363-01248382