No Child Left Inside Act of 2023
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 to (1) states for implementing state environmental literacy plans, and (2) local educational agencies and their partners for establishing or expanding outdoor school education programs.
[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[H.R. 2784 Introduced in House (IH)]
<DOC>
118th CONGRESS
1st Session
H. R. 2784
To promote environmental literacy.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
April 20, 2023
Mr. Sarbanes (for himself, Ms. Brown, Ms. Pingree, Ms. Norton, Mrs.
Watson Coleman, and Mr. Ruppersberger) introduced the following bill;
which was referred to the Committee on Education and the Workforce
_______________________________________________________________________
A BILL
To promote environmental literacy.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``No Child Left Inside Act of 2023''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Hands-on experiences in nature help build stronger,
smarter, and happier children.
(2) Children and young adults are increasingly disconnected
from the natural world around them, spending less time outside
playing, exploring, and learning.
(3) Quality education for students includes regular
opportunities to make connections outside of the classroom.
(4) Environmental education, when integrated across the
curriculum, has positive impacts on the development of
important skills, such as critical thinking, problem solving,
and citizenship and leadership skills.
(5) Every student should have the opportunity to
participate in residential outdoor education programs or
comparable outdoor education programs.
(6) Outdoor and environmental education programs have been
shown to build critical thinking skills and leadership skills,
and can improve student attendance and retention rates.
(7) Colleges, universities, and higher education
associations play a critical role in cultivating the next
generation of scientists, engineers, educators, planners, and
business leaders for 21st century careers in the public and
private sectors.
(8) Environmental education, as part of the formal
prekindergarten through grade 12 school curriculum, has
positive impacts on student achievement in all subjects, and
especially in science, reading, mathematics, and social
studies, and improves critical thinking skills, enthusiasm for
learning, stewardship, and healthy lifestyles.
(9) The Partnership for 21st Century Learning identified
environmental literacy as one of the key interdisciplinary
themes critical to helping students to acquire the skills,
knowledge, and expertise necessary to succeed in work and life.
(10) The Programme for International Student Assessment
(PISA) rankings find that the United States is falling behind
other nations in preparing students with the educational tools
necessary to compete for the growing opportunities in the
sciences, including careers related to the environment, natural
resources, and energy.
(11) Forty-six States have developed, or are in the process
of developing, environmental literacy plans to effectively
integrate environmental education into the prekindergarten
through grade 12 curriculum and to ensure that students
graduate from high school environmentally literate.
(12) Support from the Department of Education is needed to
help State and local educational agencies, and the partners of
such agencies, implement environmental literacy plans and
advance State curriculum frameworks for environmental and
natural resource education that meets new State academic
content and student achievement standards.
(13) Federal science agencies, natural resource agencies,
and other agencies have important resources, including Federal
lands and laboratories, content experts, data, and programs,
that can inform and support State and local environmental
literacy policies and programming.
SEC. 3. ENVIRONMENTAL LITERACY.
Title IV (20 U.S.C. 7101 et seq.) of the Elementary and Secondary
Education Act of 1965 is amended by adding at the end the following:
``PART G--ENVIRONMENTAL LITERACY
``SEC. 4701. DEFINITIONS.
``In this part:
``(1) Eligible partnership.--The term `eligible
partnership' means a partnership that includes a local
educational agency and not less than 1 of the following
partners:
``(A) A Federal, State, regional, or local
environmental or natural resource management agency, or
parks and recreation department, that has demonstrated
effectiveness, expertise, and experience in the field
of environmental literacy, including the professional
development of teachers.
``(B) A nonprofit organization that has
demonstrated effectiveness, expertise, and experience
in the field of environmental literacy, including the
professional development of teachers, such as--
``(i) museums, as defined in section 273 of
the Museum and Library Services Act (20 U.S.C.
9172);
``(ii) a teacher preparation program at an
institution of higher education;
``(iii) the environmental or life sciences
department of an institution of higher
education;
``(iv) another local educational agency, a
public charter school, a public elementary
school or secondary school, or a consortium of
such schools;
``(v) nature centers; or
``(vi) organizations with environmental
education programming.
``(2) Environmental literacy.--The term `environmental
literacy' means--
``(A) a fundamental understanding of ecological
principles, the systems of the natural world, the
relationships and interactions between natural and man-
made environments, and the skills to apply such
understanding in real-world settings; and
``(B) having the ability, both individually and
together with others, to make informed decisions
concerning the environment, having the will to act on
those decisions to improve the well-being of other
individuals, societies, and the global environment, and
participating in civic life.
``(3) Environmental literacy plan.--The term `environmental
literacy plan' means a plan developed, approved, or sponsored
by a State educational agency in consultation with State
environmental agencies, State environmental education
associations, and State natural resource agencies, and with
input from the public, that--
``(A) prepares students to understand ecological
principles, the systems of the natural world, and the
relationships and interactions between natural and man-
made environments, and to apply such knowledge in real-
world settings;
``(B) provides field and hands-on experiences as
part of the regular school curriculum and creates
programs that contribute to healthy lifestyles through
outdoor recreation and sound nutrition;
``(C) provides environmental service learning
opportunities;
``(D) provides targeted professional development
opportunities for teachers that improve--
``(i) environmental and natural resource
content knowledge of teachers;
``(ii) pedagogical skills in teaching about
the environment, including the use of--
``(I) interdisciplinary, field-
based, and research-based learning; and
``(II) science, technology,
engineering, and mathematics content
knowledge and tools; and
``(iii) the ability and confidence to use
school buildings and grounds as a context for
learning;
``(E) describes the measures the State will use to
assess the environmental literacy of students,
including--
``(i) relevant State academic content
standards and content areas regarding
environmental education, and courses or
subjects where environmental education
instruction will be integrated throughout the
prekindergarten through grade 12 curriculum;
and
``(ii) a description of the relationship of
the plan to the secondary school graduation
requirements of the State;
``(F) describes the outdoor learning spaces the
State makes available to local educational agencies;
``(G) describes how the State educational agency
will implement the plan, in partnership with
nongovernmental organizations, Federal agencies, State
environmental agencies, State environmental education
associations, State natural resource agencies, and
local educational agencies, including how the State
educational agency will secure funding and other
necessary support;
``(H) is periodically updated by the State
educational agency not less often than every 5 years;
``(I) utilizes school buildings and grounds as a
context for learning;
``(J) describes teacher professional development
needs; and
``(K) develops and describes a plan to adopt best
management practices for early childhood environmental
education, including guidelines for time outdoors,
outdoor space design, and learning context.
``(4) High-need local educational agency.--The term `high-
need local educational agency' means a local educational
agency--
``(A) with respect to which not less than 20
percent of the children served by the agency are
children from low-income families;
``(B) that serves not fewer than 10,000 children
from low-income families;
``(C) that meets the eligibility requirements for
funding under section 5211(b); or
``(D) that meets the eligibility requirements for
funding under section 5221(b).
``(5) High-need school.--The term `high-need school' means
a public elementary school or secondary school that is located
in an area in which the percentage of students from families
with incomes below the poverty line is 30 percent or more.
``(6) Outdoor school education program.--The term `outdoor
school education program' means a multi-day educational program
that delivers outdoor hands-on learning experiences, and that--
``(A) addresses community needs and contexts;
``(B) takes place in a residential or day program
setting;
``(C) provides field study opportunities for
students;
``(D) is integrated with local school curricula and
support students in meeting State standards; and
``(E) provides students with opportunities to
develop leadership, critical thinking, and problem-
solving skills.
``SEC. 4702. GRANTS FOR IMPLEMENTATION OF ENVIRONMENTAL LITERACY PLANS.
``(a) Program Authorized.--From amounts appropriated to carry out
this section, the Secretary shall award grants to States to enable the
States to award subgrants, on a competitive basis, to eligible
partnerships to support the implementation of the State environmental
literacy plan.
``(b) Application.--
``(1) In general.--A State that desires a grant under this
section shall submit an application to the Secretary, at such
time, in such manner, and containing such information as the
Secretary may require.
``(2) Contents.--Each application under this subsection
shall--
``(A) include the State's environmental literacy
plan and information on the status of implementation of
such plan;
``(B) describe how funds received under this
section will assist the State in furthering the
implementation of the State's environmental literacy
plan;
``(C) describe the process the State will use to
make subgrants to eligible partnerships; and
``(D) describe the process the State will use to
evaluate the impact of the activities assisted under
this section.
``(c) Peer Review.--The Secretary shall--
``(1) establish a peer review process to assist in the
review of grant applications under this section;
``(2) appoint individuals to the peer review process who--
``(A) are representative of parents, teachers,
State educational agencies, State environmental
agencies, State natural resource agencies, local
educational agencies, and nongovernmental
organizations; and
``(B) are familiar with national environmental
issues and the health and educational needs of
students; and
``(3) include, in the peer review process, appropriate
representatives from the Department of Commerce, the Department
of the Interior, the Department of Energy, the Environmental
Protection Agency, and other appropriate Federal agencies, to
provide environmental expertise and background for evaluation
of the State environmental literacy plan.
``(d) Administrative Expenses.--A State receiving a grant under
this section may use not more than 2.5 percent of the grant funds for
administrative expenses.
``(e) State Educational Agency Report.--
``(1) In general.--Each State receiving a grant under this
section shall prepare and submit an annual report to the
Secretary containing information about--
``(A) the implementation of the environmental
literacy plan; and
``(B) the grant activities supported under this
section.
``(2) Report requirements.--The report required by this
section shall be--
``(A) in the form specified by the Secretary;
``(B) based on the State's ongoing evaluation
activities; and
``(C) made readily available to the public.
``(f) Subgrants Authorized.--
``(1) Subgrants to eligible partnerships.--From amounts
made available to a State educational agency under subsection
(a), the State educational agency shall award subgrants, on a
competitive basis, to eligible partnerships serving the State,
to enable the eligible partnerships to carry out the authorized
activities described in subsection (h).
``(2) Duration.--The State educational agency shall award
each subgrant under this section for a period of not more than
3 years.
``(3) Priority.--In making subgrants under this section, a
State shall give priority to eligible partnerships that include
a high-need local educational agency.
``(4) Supplement, not supplant.--Funds provided to an
eligible partnership under this section shall be used to
supplement, and not supplant, funds that would otherwise be
used for activities authorized under this section.
``(g) Application Requirements.--
``(1) In general.--Each eligible partnership desiring a
subgrant under this section shall submit an application to the
State educational agency, at such time, in such manner, and
accompanied by such information as the State educational agency
may require.
``(2) Contents.--Each application submitted under paragraph
(1) shall include--
``(A) a description of teacher professional
development needs with respect to the teaching and
learning of environmental content;
``(B) a description of how the eligible partnership
will utilize school facilities and grounds as tools for
teaching and learning of environmental content;
``(C) an explanation of how the activities to be
carried out by the eligible partnership are expected to
improve student academic achievement and strengthen the
quality of environmental instruction;
``(D) a description of how the activities to be
carried out by the eligible partnership--
``(i) will be aligned with challenging
State academic content standards and student
academic achievement standards under section
1111(b)(1) in environmental education, to the
extent such standards exist, and with the
State's environmental literacy plan; and
``(ii) will advance the teaching of
interdisciplinary courses that integrate the
study of natural, social, and economic systems,
and that include strong field components in
which students have the opportunity to directly
experience nature through outdoor environmental
learning;
``(E) a description of how the activities to be
carried out by the eligible partnership will ensure
that teachers are trained in the use of field-based or
service learning to enable the teachers--
``(i) to use the local environment and
community as a resource; and
``(ii) to improve student understanding of
the environment and increase academic
achievement;
``(F) a description of--
``(i) how the eligible partnership will
carry out the authorized activities described
in subsection (h); and
``(ii) the eligible partnership's
evaluation and accountability plan described in
subsection (i); and
``(G) a description of how the eligible partnership
will continue the activities funded under this section
after the grant period has expired.
``(h) Authorized Activities.--An eligible partnership shall use the
subgrant funds provided under this section for 1 or more of the
following activities related to elementary schools or secondary
schools:
``(1) Providing targeted, job-embedded professional
development opportunities for teachers that improve the
teachers' environmental content knowledge and pedagogical
skills in teaching about the environment, including in the use
of--
``(A) interdisciplinary, research-based, and field-
based learning; and
``(B) technology in the classroom.
``(2) Establishing and operating environmental education
summer workshops or institutes, including follow-up
professional development for elementary and secondary school
teachers, and preschool teachers, as appropriate, to improve
pedagogical skills and content knowledge for the teaching of
environmental education.
``(3) Developing or redesigning more rigorous environmental
education curricula that--
``(A) are aligned with challenging State academic
content standards in environmental education, to the
extent such standards exist, and with the State
environmental literacy plan; and
``(B) advance the teaching of interdisciplinary
courses that integrate the study of natural, social,
and economic systems and that include strong field
components.
``(4) Designing programs to prepare teachers at a school to
provide mentoring and professional development to other
teachers at such school to improve teacher environmental
education content knowledge and pedagogical skills.
``(5) Establishing and operating programs to bring teachers
and students into contact with working professionals in
environmental fields to deepen such teachers' knowledge of
environmental content and research practices.
``(6) Creating initiatives that seek to incorporate
environmental education within teacher training programs or
accreditation standards, consistent with the State
environmental literacy plan.
``(7) Promoting the integration of outdoor environmental
education lessons into the regular school curriculum and
schedule in order to further the knowledge and professional
development of teachers and help students directly experience
nature.
``(8) Creating or improving outdoor learning spaces on
school grounds.
``(i) Evaluation and Accountability Plan.--
``(1) In general.--Each eligible partnership receiving a
subgrant under this section shall develop an evaluation and
accountability plan for activities assisted under this section
that includes rigorous objectives that measure the impact of
such activities.
``(2) Contents.--The plan developed under paragraph (1)
shall include measurable objectives to increase the number of
teachers who participate in environmental education content-
based professional development activities.
``(j) Report by Eligible Partnerships.--Each eligible partnership
receiving a subgrant under this section shall report annually, for each
year of the subgrant, to the State educational agency regarding the
eligible partnership's progress in meeting the objectives described in
the accountability plan of the eligible partnership under subsection
(i).
``(k) Authorization of Appropriations.--There are authorized to be
appropriated such sums as may be necessary to carry out this section
for fiscal year 2024 and each of the 4 succeeding fiscal years.
``SEC. 4703. OUTDOOR SCHOOL EDUCATION PILOT PROGRAM.
``(a) Grants Authorized.--From funds appropriated to carry out this
section, the Secretary shall make grants to eligible partnerships to
establish or expand outdoor school education programs.
``(b) Application.--
``(1) In general.--An eligible partnership that desires a
grant under this section shall submit an application to the
Secretary, at such time, in such manner, and containing such
information as the Secretary may require.
``(2) Contents.--Each application under this subsection
shall describe the outdoor school education program to be
carried out and how such program will--
``(A) improve student academic achievement as
defined in the State plan under section 1111(c);
``(B) promote the development of leadership skills;
``(C) increase student engagement in education;
``(D) improve critical thinking skills;
``(E) provide opportunities for civic engagement
and service learning;
``(F) address inequities of outdoor educational
opportunities for underserved children in the State;
and
``(G) improve student access to, and success in,
well-rounded educational experiences.
``(c) Priority.--The Secretary shall give priority to applicants
that propose to serve high-need schools.
``(d) Geographic Diversity.--In making awards under this section,
the Secretary shall ensure that grants are awarded to eligible
partnerships serving urban, rural, and suburban local educational
agencies.
``(e) Required Uses of Funds.--Eligible partnerships awarded grants
under this section shall use such funds for outdoor school education
programs that--
``(1) provide a residential, hands-on educational
experience, or an equivalent combination of classroom-based and
outdoor educational experience, that reflects local community
needs and contexts, featuring field study opportunities for
students, which may include learning about--
``(A) soil, water, plants, and animals;
``(B) the role of natural resources industries,
including timber, agriculture, fisheries, and others,
in the economy of the State;
``(C) the interrelationship of nature, natural
resources, economic development, and career
opportunities in the State; and
``(D) the importance of the State's environmental
and natural resources;
``(2) are integrated with local school curricula in a
manner that assists students in meeting State standards related
to science, technology, engineering, and mathematics, and
international standards related to science;
``(3) provide students with opportunities to develop
leadership, critical thinking, and decisionmaking skills;
``(4) provide students with opportunities to learn about
the interdependence of urban and rural areas; and
``(5) provide professional development for educators to
effectively implement outdoor school education programs.
``(f) Authorization of Appropriations.--There are authorized to be
appropriated such sums as may be necessary to carry out this section
for fiscal year 2024 and each of the 4 succeeding fiscal years.
``SEC. 4704. REPORT TO CONGRESS.
``Not later than 2 years after the date of enactment of the No
Child Left Inside Act of 2023 and every 2 years thereafter, the
Secretary shall submit a report to Congress that--
``(1) describes the programs assisted under this part;
``(2) documents the success of such programs in improving
national and State environmental education capacity; and
``(3) makes such recommendations as the Secretary
determines appropriate for the continuation and improvement of
the programs assisted under this part.''.
SEC. 4. CONFORMING AMENDMENT.
The table of contents in section 2 is amended by inserting after
the item relating to section 4644 the following:
``PART G--Environmental Literacy
``Sec. 4701. Definitions.
``Sec. 4702. Grants for implementation of environmental literacy plans.
``Sec. 4703. Outdoor school education pilot program.
``Sec. 4704. Report to Congress.''.
SEC. 5. AVAILABILITY OF OTHER ENVIRONMENTAL LITERACY INFORMATION.
(a) Other Federal Agency Environmental Literacy Assistance
Programs.--The Secretary of Education shall request that all Federal
agencies provide information on any environmental literacy assistance
program operated, sponsored, or supported by such Federal agency,
including information about the application procedures, financial terms
and conditions, and other relevant information for each program, and
each Federal agency shall promptly respond to surveys or other requests
from the Secretary of Education for the information described in this
subsection.
(b) Public Information.--The Secretary of Education shall ensure
that not later than 90 days after the Secretary of Education receives
the information required under subsection (a), the eligibility
requirements, application procedures, financial terms and conditions,
and other relevant information for each environmental literacy
assistance program offered by another Federal agency are searchable and
accessible through the Department of Education's website and cross-
referenced with the United States Green Ribbon School application
information, in a manner that is simple and understandable for local
educational agencies and communities.
SEC. 6. FEDERAL INTERAGENCY COORDINATION ON ENVIRONMENTAL LITERACY.
(a) In General.--The Secretary of Education shall coordinate
environmental literacy activities between the Department of Education,
the Department of Agriculture, the Department of Energy, the
Environmental Protection Agency, the Department of the Interior, and
the Department of Commerce, the Department of Health and Human
Services, the National Science Foundation, the Institute of Museum and
Library Services, and the National Aeronautics and Space
Administration, including by carrying out the activities described in
subsection (b).
(b) Coordination Activities.--In coordinating environmental
literacy activities, the Secretary of Education shall--
(1) assess Federal environmental education programs, goals,
and budget items across agencies;
(2) assess environment-based science, technology,
engineering, and mathematics achievement to demonstrate that
learning about and in the environment is an effective strategy
for increasing engagement in learning and academic achievement
in science, technology, engineering, and mathematics subject
areas; and
(3) produce adaptable environmental literacy plan
guidelines and identify coordinated resources across Federal
agencies that States and local educational agencies can follow
as States and local educational agencies work to develop
environmental literacy plans and programs of their own.
(c) Advisory Panel.--The Secretary of Education shall appoint an
advisory panel of stakeholders, including representatives from State
educational agencies, local educational agencies, businesses, and
nonprofit organizations that are engaged in local environmental
literacy efforts representing the geographic, economic, and cultural
diversity of the United States, who shall meet quarterly to advise and
support interagency planning and assessment regarding environmental
literacy activities.
(d) Report to Congress.--Not later than 1 year after the date of
enactment of this Act, and annually thereafter, the Secretary of
Education, the Administrator of the Environmental Protection Agency,
the Secretary of the Interior, and the Secretary of Commerce shall
prepare and submit a joint report to Congress containing information
about the coordination of environmental literacy activities between
Federal agencies.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Education and the Workforce.
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