Journal of Science Policy & Governance
​Volume 22, Issue 01 | March 6, 2023

Policy Analysis: Climate Education Policy in New York: Preparing Students for a Climate-Altered World

Elise Birkett (1*), Emily Fano (2*), Alicia Alonso (3), Isabel Avina (4)​
  1. Middlebury Institute of International Studies, Center for the Blue Economy, Monterey, California, USA
  2. National Wildlife Federation, Washington, DC, USA
  3. Yale University, Yale College Department of the History of Science and Medicine, Hartford, Connecticut, USA
  4. New York University, College of Global Public Health, New York, New York, USA 
​
*denotes equal contribution
​
Corresponding author: eliselbirkett@gmail.com
Keywords: climate education policy; climate literacy; climate solutions; New York state education policy; education mandate; climate justice; education ​
https://doi.org/10.38126/JSPG220102 ​

Executive Summary

New York’s lack of comprehensive, interdisciplinary and standardized K-12 climate education curricula highlights a gap in the state’s climate action plan. Education plays a key role in building climate literacy and encouraging sustainable behaviors. The climate crisis is complex and requires engaging students in systems thinking to gain a holistic understanding of its root causes, global impacts, and solutions, including preparing students to enter the growing green jobs sector. Existing learning standards and proposed legislation do not address these needs. Compulsory climate education across New York is necessary to prepare students for a climate-altered society, engage youth in climate discussions, model state leadership and support economic competitiveness. Teachers, students, and parents want climate education, but gaps in New York’s education policies have left educators without the resources or bandwidth to teach it. Analysis of gaps in New York state policy, existing literature, and model programs, suggests that to increase student climate literacy, the state legislature should amend its education laws and create a K-12 climate education mandate with the following key components: 
  1. An Office of Climate Literacy should be established either within the New York State Education Department or the Board of Regents. 
  2. Curricula should be comprehensive, interdisciplinary, and justice-centered. They should be place-based, solutions-oriented, and engage students in building relationships with their communities. 
  3. Robust funding mechanisms should be identified to support schools, teacher training, and professional development, and for creation of a task force - housed within a new state Office of Climate Literacy - to guide equitable implementation of the mandate. 
  4. Resources for professional learning should be identified and developed, in collaboration with teachers. 

-Read the full article through download.-

Background header image courtesy of Brookings
Elise Birkett holds a Masters degree in International Environmental Policy from the Middlebury Institute of International Studies with a concentration in Ocean and Coastal Resource Management. She has worked with the Center for the Blue Economy, the NYC Mayor's Office of Climate Resiliency, and the Climate and Resilience Education Task Force on climate resilience policy and advocacy projects. Her focus is in climate justice, education, and climate change based human rights. Elise currently works at Stevens Cooperative School, a progressive school in Jersey City, as a second grade associate teacher. 
​
Emily Alix Fano holds a Masters degree in Urban and Environmental Policy from Tufts University and is an experienced climate leader specializing in the design, development, implementation and management of urban climate resilience education programs. She manages the Resilient Schools Consortium (RiSC) program for the National Wildlife Federation and co-founded the Climate and Resilience Education Task Force. The Task Force is dedicated to expanding access to K-12 climate education and relevant vocational training, and mentors high school students to engage them in climate education policy and advocacy. 

Alicia Alonso is a student at Yale University studying the History of Science and Medicine (HSHM) and Political Science. Alicia is particularly interested in health policy – with a focus on strategies to improve access to health care and address social determinants of health, including the adverse health outcomes of climate change. 

Isabel Avina is a NY-based climate justice organizer, educator, and researcher. Their work focuses on developing climate justice curricula, supporting youth in the climate movement, and facilitating multi-stakeholder education programs. Currently, Isabel works with NYC-based climate and energy nonprofit, Solar One, offering climate education programming to teens and teachers. Isabel has worked as a consultant with clients like GrowNYC, the National Wildlife Federation, the Climate and Resilience Education Task Force, and NYC’s Department of Environmental Protection (DEP). Isabel received their Masters degree in Environmental Ethics from New York University and their Bachelor’s degree in Environmental Science from New York University. 

Acknowledgements 
The authors would like to acknowledge the contributions and express their gratitude for the thought partnership of Elissa Teles Munoz and Frank Niepold, Climate Education Coordinator at the National Oceanic and Atmospheric Administration (NOAA). 

Disclaimer 
Any opinions expressed in this article reflect those of the authors, and should not be seen as official position statements by any of the affiliated universities or institutions.

References

  1. Alsubaie, Merfat A. 2016. “Curriculum Development: Teacher Involvement in Curriculum Development.” Journal of Education and Practice, 7, no. 9. https://www.researchgate.net/publication/3620 34358_Curriculum_Development_Teacher_Involvement_in_Curriculum_Development 
  2. Anderson, Grace. 2019. “5 Things to Know About Greta Thunberg’s Climate Lawsuit.” United Nations Foundation. Last modified November 21, 2019. https://unfoundation.org/blog/post/5-things-toknow-about-greta-thunbergs-climate-lawsuit/ 
  3. Burns, Tobias. 2022. “Tax gap rises as IRS finds amount of unpaid taxes is increasing.” The Hill, October 28, 2022. https://thehill.com/policy/3709827-tax-gap-rise s-as-irs-finds-amount-of-unpaid-taxes-is-increasi ng/ 
  4. California Department of Education. n.d.. “Education & the Environment Initiative Curriculum—Science.” Accessed March 15, 2022. (n.d.). California Department of Education. Retrieved March 15, 2022, from https://www.cde.ca.gov/ci/sc/ee/ 
  5. California Education and Environment Initiative (EEI). n.d.. “Home”. Accessed March 15, 2022. https://www.californiaeei.org/ 
  6. Chalk. 2022. “The Essential Parts of a Strong Climate Change Curriculum.” Accessed March 23, 2022.. https://www.chalk.com/resources/the-essential parts-of-a-strong-climate-change-curriculum/ 
  7. Cho, Renee. 2019. “How Climate Change Impacts the Economy.” State of the Planet, June 20, 2019. https://news.climate.columbia.edu/2019/06/20 /climate-change-economy-impacts/ 
  8. Climate Action Council. 2021. “CLCPA Draft Scoping Plan.” NYSERDA. Last modified December 30, 2021. https://climate.ny.gov/Our-Climate-Act/Draft-Sc oping-Plan 
  9. Congresswoman Barbara Lee. 2019. “Congresswoman Barbara Lee Stands With Students to Support Teaching Climate Change in Schools.” Congresswoman Barbara Lee | 13th district of California. Last modified September 19, 2019. https://lee.house.gov/news/press-releases/cong resswoman-barbara-lee-stands-with-students-to support-teaching-climate-change-in-schools 
  10. Constantinides, Costa G. 2014. Res: 0375-2014. The New York City Council. Last modified August 21, 2014. https://legistar.council.nyc.gov/LegislationDetail. aspx?ID=1890953&GUID=A7AE4C36-D944-4BC4 -ABA6-3EFE563F646A&Options=&Search 
  11. Cordero, Eugene C., Diana Centeno, and Anne Marie Todd. “The Role of Climate Change Education on Individual Lifetime Carbon Emissions.” PLoS ONE 15(2). https://doi.org/10.1371/journal.pone.0206266
  12. Darling-Hammond, Linda, Maria Hyler, and Madelyn Gardner. 2017. “Effective Teacher Professional Development.” Learning Policy Institute. Last modified June 5, 2017. https://doi.org/10.54300/122.311 
  13. DiNapoli, Thomas P. “Green and Growing: Employment Opportunities in New York's Sustainable ...” Office of the New York State Comptroller. Last modified February 23, 2022. https://www.osc.state.ny.us/files/reports/pdf/gr een-jobs-in-new-york.pdf. 
  14. Dinowitz, Jeffrey, Liz Kreuger. 2022. “Make the climate polluters pay up.” Daily News, July 18, 2022. https://www.nydailynews.com/opinion/ny-oped -make-the-climate-polluters-pay-up-20220718-yf hzmhdw3zc4ffi25mut3rblim-story.html 
  15. García-Esteban, Eduardo F., and Maria Ángeles Murga-Menoyo (2015). “Childhood Education Teachers towards Sustainable Development.” Training needs. Enseñanza & Teaching, 33(1), 121. https://doi.org/10.14201/et2015331121142
  16. Garcia, Luis Antonio Ramirez. “How Climate Education Addresses Social and Economic Issues.” World Economic Forum. Last modified September 1, 2022. https://www.weforum.org/agenda/2022/09/cli mate-education-address-social-economic-challen ges/. 
  17. Herr, Orna. 2021. “Can climate education help with eco-anxiety?” British Science Association. Last modified November 5, 2021. https://www.britishscienceassociation.org/blog/ eco-anxiety-and-education 
  18. Hickman, Caroline, Elizabeth Marks, Panu Pihkala, Susan Clayton, Eric Lewandowski, Elouise E Mayall, Britt Wray, Catriona Mellor, and Lise van Susteren. 2021. “Climate Anxiety in Children and Young People and Their Beliefs about Government Responses to Climate Change: A Global Survey.” The Lancet Planetary Health 5 (12): e863–73. https://doi.org/10.1016/s2542-5196(21)00278- 3. 
  19. Hollis, Adrienne. 2019. “Climate Change Isn’t Just a Global Threat—It’s a Public Health Emergency.” Time, September 12, 2019. https://time.com/5672636/climate-change-publ ic-health/ 
  20. Johnson, Corey. n.d.. “Securing Our Future: Strategies for NYC in the Fight Against Climate Change.” NYC Council. Accessed March 25, 2022. https://council.nyc.gov/data/securing-our-future / 
  21. Kamenetz, Anya. 2019. “Most Teachers Don’t Teach Climate Change; 4 In 5 Parents Wish They Did.” NPR, April 22, 2019. https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5- parents-wish-they-did 
  22. Khadka, Akriti, Christine Jie Lie, Sonja Wilhelm Stanis, and Mark Morgan. 2021. “Unpacking the power of place-based education in climate change communication.” Applied Environmental Education & Communication, 20(1), 77–91. https://doi.org/10.1080/1533015X.2020.1719238 
  23. Kwauk, Christina, and Rebecca Winthrop (2021). Unleashing the creativity of teachers and students to combat climate change: An opportunity for global leadership. Brookings. Last modified, March 26, 2021. https://www.brookings.edu/research/unleashing-the-creativity-of-teachers-and-students-to-com bat-climate-change-an-opportunity-for-global-lea dership/ 
  24. Lee, Barbara. 2021.. “H.Res.29 - 117th Congress (2021-2022): Supporting the teaching of climate change in schools.” Congress. Last modified January 11, 2021. https://www.congress.gov/bill/117th-congress/house-resolution/29 
  25. Leiserowitz, Anthony, Edward Maibach, Seth Rosenthal, John Kotcher, Jennifer Carman, Liz Neyens, Matthew Goldberg, Karine Lacroix, and Jennifer Marlonc. 2021. “Politics & Global Warming, December 2020.” Yale University and George Mason University, January 14, 2021. https://climatecommunication.yale.edu/publicati ons/politics-global-warming-december-2020/ 
  26. Lynn, Kathy, Katharine MacKendrick, and Ellen M. Donoghue. 2011. “Social vulnerability and climate change: Synthesis of literature.” U.S. Department of Agriculture, Forest Service 70: PNW-GTR-838;. https://doi.org/10.2737/PNW-GTR-838 
  27. Nahm, Jonas, and Johannes Urpelainen. “The US Should Treat Climate Policy as Economic Policy.” Brookings, July 27, 2022. https://www.brookings.edu/research/the-us-sho uld-treat-climate-policy-as-economic-policy/. 
  28. National Center for Education Statistics (NCES). 2022. “Digest of Education Statistics.” Last modified July 2022. https://nces.ed.gov/programs/digest/d22/tables/ dt22_203.20.asp 
  29. National Conference of State Legislatures (NCSL). 2020. “State Policies on Sex Education in Schools.” Last modified October 1, 2020. https://www.ncsl.org/research/health/state-poli cies-on-sex-education-in-schools.aspx 
  30. National Science Teachers Association (NSTA). 2016. “NSTA Position Statement: Teaching Science in the Context of Societal and Personal Issues.” Accessed February 22, 2023. https://www.nsta.org/nstas-official-positions/teaching-science-context-societal-and-personal-iss ues 
  31. National Wildlife Federation (NWF) & United Federation of Teachers (UFT). 2021. “CRETF ClimEd Survey 2021.” Accessed January 13, 2023. https://static1.squarespace.com/static/6001a539f8f42f6c20a08362/t/61d7371b336fc71c4a409 186/1641494299699/CRETF+ClimEd+Survey+2 021.pdf 
  32. Navarro, Mireya. 2010. “Exxon Mobil Settles State Suit on Newtown Creek Cleanup.” New York Times, November 17, 2010. https://www.nytimes.com/2010/11/18/nyregio n/18newtown.html 
  33. New York’s Climate Leadership and Community Protection Act (CLCPA). n.d.. “Progress to Our Goals.” New York State. Accessed, January 13, 2023. https://climate.ny.gov/our-impact/our-progress /. 
  34. New York State Education Department (NYSED). n.d.. “DOE Data at a Glance.” Accessed February 28, 2022. https://www.schools.nyc.gov/about-us/reports/ doe-data-at-a-glance 
  35. New York State Education Department (NYSED). 2023. “Career and Technical Education.” Accessed January 18, 2023. http://www.nysed.gov/career-technical-educatio n. 
  36. New York State Education Department (NYSED) Database. 2021. “NY STATE - Enrollment Data.” (2021). NYSED Database. https://data.nysed.gov/enrollment.php?year=2022&state=yes 
  37. New York State Education Department (NYSED). n.d.. “Science Learning Standards.” Education Department. Accessed January 18, 2023. http://www.nysed.gov/curriculum-instruction/science-learning-standards. 
  38. New York State Education Department (NYSED). n.d.. “Standards and Instruction.” Accessed January 20, 2023. http://www.nysed.gov/curriculum-instruction.
  39. New York State. 2022. “Governor Hochul Signs Legislation to Hold Drinking Water Polluters Accountable.” Last modified October 5, 2022. https://www.governor.ny.gov/news/governor-ho chul-signs-legislation-hold-drinking-water-pollut ers-accountable 
  40. Next Generation Science Standards (NGSS). n.d.. “Next Generation Science Standards.” Accessed March 25, 2022. https://www.nextgenscience.org/ 
  41. Next Generation Science Standards (NGSS). n.d.. “NGSS Hub.” Accessed April 20, 2022. https://ngss.nsta.org/about.aspx 
  42. NY Open Budget. n.d.. “State Operating Funds Spending by Function | Chart.” (n.d.). Accessed October 22, 2022. https://openbudget.ny.gov/overview/overview-s pendFunction.html 
  43. NY State Senate. 2023. “Senate Bill S2129.” Accessed February 22, 2023. https://www.nysenate.gov/legislation/bills/202 3/S2129 
  44. Office of Financial Management. n.d.. “Highlights of Gov Inslee’s proposed 2019–21 budget.” State of Washington. Accessed March 7, 2022. https://ofm.wa.gov/budget/state-budgets/gov-in slees-proposed-2019-21-budgets/proposed-2019-21-budget-and-policy-highlights 
  45. Office of the Governor. 2020. “First Lady Tammy Murphy Announces New Jersey Will Be First State in the Nation to Incorporate Climate Change Across Education Guidelines for K-12 Schools.” State of New Jersey. Last modified June 3, 2020. https://www.nj.gov/governor/news/news/5620 20/20200603b.shtml 
  46. Office of the New York State Comptroller (OSC). 2022. “State Fiscal Year 2022-23 Enacted Budget Analysis.” Last modified May, 2022. https://www.osc.state.ny.us/reports/state-fiscalyear-2022-23-enacted-budget-analysis 
  47. Otto, Ilona M., Jonathan F. Donges, Roger Cremades, Avit Bhowmik, Richard J. Hewitt, Wolfgang Lucht, Johan Rockström, et al. 2020. “Social tipping dynamics for stabilizing Earth’s climate by 2050.” Proceedings of the National Academy of Sciences, 117(5), 2354–2365. https://doi.org/10.1073/pnas.1900577117 
  48. Paredes, Ingrid J., Steven Farrell, and Omar Gowayed. 2020. “Standardizing Climate Education in New York State.” Journal of Science Policy & Governance 17, no. 1. (September). https://www.sciencepolicyjournal.org/article_10 38126_jspg170118.html 
  49. Parker, Laura. 2019. “Kids suing governments about climate is a global trend.” National Geographic. Last modified June 26, 2019. https://www.nationalgeographic.com/environm ent/article/kids-suing-governments-about-climat e-growing-trend 
  50. Patz, Jonathan A., Michael A. McGeehin, Susan M. Bernard, Kristie L Ebi., Paul R. Epstein, Anne Grambsch, Duane J. Gubler, et al. 2000. “The potential health impacts of climate variability and change for the United States: Executive summary of the report of the health sector of the U.S. National Assessment.” Environmental Health Perspectives, 108(4), 367–376. https://doi.org/10.1289/ehp.00108367 
  51. Philanthropy News Digest. 2022. “White house launches public-private STEM partnership.” Candid. Accessed February 22, 2023. https://philanthropynewsdigest.org/news/white -house-launches-public-private-stem-partnership 
  52. Pidgeon, Sarah. 2018. “Teaching About Climate Change.” Environmental Education Advisory Council of New York City, Summer 2018, 12. https://eeac-nyc.org/files/newsletters/EEACnew sletter201808.pdf 
  53. Pihkala, Panu. 2020. “Eco-Anxiety and Environmental Education.” Sustainability 12, no. 23: 10149. https://doi.org/10.3390/su122310149 
  54. Pinner, Dickon and Matt Rogers. 2021. “America 2021: Renewing the nation’s commitment to climate action.” McKinsey & Company: Sustainability Practice. Last modified February 18, 2021. https://www.mckinsey.com/capabilities/sustainability/our-insights/america-2021-renewing-the -nations-commitment-to-climate-action 
  55. Rivas, Luz. n.d.. “Bill Status: AB-1922: Pupil instruction: science requirements: climate change.” California Legislative Information. Retrieved March 15, 2022. https://leginfo.legislature.ca.gov/faces/billStatus Client.xhtml?bill_id=201920200AB1922 
  56. Ropeik, Annie (2022, March 9). Climate education funding bill clears Maine Senate. Spectrum Local News. https://spectrumlocalnews.com/me/maine/new s/2022/03/09/climate-education-funding-bill-clears-maine-senate 
  57. Ruskey, Abby (2018). Launching K-12 Climate Science Literacy to Scale in Washington State. Green Schools Catalyst Quarterly, 5(4), 5. https://www.waesd.org/wp-content/uploads/20 19/01/Green-School-Catalyst-Quarterly-journalDec-2018-WA-ClimeTime-article.pdf 
  58. Sharp, Lloyd B. (1943). Outside the Classroom. The Educational Forum, 7(4), 361–368. https://doi.org/10.1080/00131724309340840 
  59. Soland, James (2010). “Education Mandates: Overhauling a Broken System.” Legislative Analyst’s Office: The California Legislature’s Nonpartisan Fiscal and Policy Advisor. Last modified February 2, 2010. https://lao.ca.gov/reports/2010/edu/educ_mandates/ed_mandates_020210.aspx 
  60. Ten Strands. 2021. “CA Approves $6M to Climate Change and Environmental Justice Curriculum.” Last modified, July 16, 2021. https://tenstrands.org/education/california-approves-6m-to-develop-climate-change-and-enviro nmental-justice-curriculum/ 
  61. The Campaign for Climate Literacy. n.d.. “State Policy.” Retrieved April 21, 2022, from https://climate-literacy.org/state-policy__trashed /legislation/ 
  62. UNESCO. 2015. “Education for climate action.” Last modified September 1, 2015. https://en.unesco.org/themes/education-sustain able-development/cce 
  63. UNESCO. 2022. “Youth Demands for Quality Climate Change Education.” UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000 383615. 
  64. United Nations (UN). nd. “Education Is Key to Addressing Climate Change.” Cities and Local Action. Accessed January 27, 2023. https://www.un.org/en/climatechange/climate-s olutions/education-key-addressing-climate-change. 
  65. United States Census Bureau (USCB). n.d.. “U.S. Census Bureau QuickFacts: New York City, New York.” Accessed January 30, 2023. https://www.census.gov/quickfacts/fact/table/n ewyorkcitynewyork/PST120221. 
  66. USCCR. 2018. Public Education Funding Inequity In an Era of Increasing Concentration of Poverty and Resegregation. U.S. Commission on Civil Rights. https://www.usccr.gov/files/pubs/2018/2018-01-10-Education-Inequity.pdf 
  67. U.S. Department of Education (USDE). 2021. “Review of U.S. Department of Education Climate Adaptation Plan.” 2021. Last modified September 2021. https://www2.ed.gov/about/reports/strat/susta inability/climate-adaptation-plan-2021.pdf 
  68. Verger, Antoni, Mauro Moschetti. 2017. “Public-Private Partnerships as an Education Policy Approach: Multiple Meanings, Risks and Challenges.” UNESCO: 1-13. https://unesdoc.unesco.org/ark:/48223/pf0000247327 
  69. Washington Office of the Superintendent of Public Instruction (OSPI). . n.d.. “Climate Science Learning.” ClimeTime. Accessed March 1, 2022.https://www.climetime.org/ 
  70. Washington Office of the Superintendent of Public Instruction.” n.d.. “ClimeTime 2021-23.” ClimeTime. Accessed March 7, 2022. https://www.k12.wa.us/student-success/resourc es-subject-area/science/climetime-2021%E2%8​0%9323 
  71. Will, Madeline, and Arianna Prothero. “Teens Know Climate Change Is Real. They Want Schools to Teach More About It.” Education Week, November 29, 2022. https://www.edweek.org/teaching-learning/teen s-know-climate-change-is-real-they-want-schools -to-teach-more-about-it/2022/11.
DISCLAIMER: The findings and conclusions published herein are solely attributed to the author and not necessarily endorsed or adopted by the Journal of Science Policy and Governance. Articles are distributed in compliance with copyright and trademark agreements.

ISSN 2372-2193
© 2022 Journal of Science Policy & Governance, Inc. All rights reserved. The opinions, findings and conclusions from JSPG publications and events do not necessarily reflect the views of the journal.