Week 10: FRAMEWORK

The condition of our nation’s school facilities can have an immense impact on the ability of our children to learn and the quality of education they receive. By improving our schools and making upgrades using green technology, this legislation will create new jobs and help improve student health, learning ability, and productivity.

- U.S. Rep. Dave Loebsack (D-IA), a member of the Education and Labor Committee

VALUES FRAMEWORK

1. Does the issue stem from a behavior fundamental to our lifestyle?

Cohen defines civilization as “a term defined as human mastery over other species, and the development of surplus wealth and leisure time needed for thought, reflection, and the transmission of learning.”(13) Our current behavior fundamental has been conspicuous consumption. The environment has been a victimized by the increasing focus of consumerism.

Cohen mentions that although we may need humans to return to nature, in our consumerist world, it will be very difficult to change the billions of people who have become dependent on their materialistic lifestyle. Cohen states, “Other values we hope to achieve such as equity, justice, family, and education also preclude a radical redefinition of our relationship to the biosphere.”(13). The Green Schools Act will aid this reformation of education interrelated with the natural world.

2. Does the problem (or proposed solution) raise fundamental issues of conflicting values?

Creating a healthier environment for teaching and learning seems like a pragmatic goal. However, different values may be of conflict. With today’s economy, and its affects on education, $20 billion over the course of 5 years seems to be quite extravagant to some who believe that this act is not warranted. Some believe that this money should be going towards previous programs that are underfunded, such as the No Child Left Behind and the Individuals with Disabilities Education Act. Others believe that this act is not throwing money away, and it will in fact improve education, economy, and the environment. By the use of sustainable design in schools, strides are made towards environmental protection while improvements in the economy are found by creating demand into a faltering U.S. construction industry. Contributing to the solution for global warming by encouraging more energy efficiency as well as the use of renewable energy recourses may cater towards the environmentalist, however economic and public health gains are visible. I think that the fundamental values of this bill are only conflicting when one fails to see the economic gains through the use of sustainable design of schools.

POLITICAL FRAMEWORK:

1. What is the status of the issue on the policy agenda.

HR. 58 “The Green Schools Act” was introduced to the 111^th Congress on January 6^th, 2009. Currently it has been referred to Committee to deliberate, and revise it before it goes into general debate.

A previous bill, H.R. 6065: Green Schools Act, was introduced to the 110^th Congress on May 15, 2008 and referred to the House of Education and Labor. Because it was not passed before the end of the 110^th session, it was cleared from the books.

2. Does the issue act independently of other political issues, or does it cluster with other key issues?

In general, the Green Schools Act is an independent political issue to “green schools”. However, it can be clustered with previous issues that combat environmental degradation through the use of environmental design practices. Such bills that could be clustered are; The Green Building Continuing Education Act, which requires that green building courses be included in mandatory courses for architects who are seeking re-licensure and The Green Building Standards Act, which required all building construction funded in whole, or in part, by the state must meet stringent green building standards. However, the Green Schools Act, does not require the schools to participate in the act. It simply helps fund those who will undergo the further step to make their school compliant with some or all of the green building standards.

3. In the U.S. context, which level of government is considered primarily responsible for addressing the issue (state, federal, or local)?

The local government is primarily responsible for addressing this issues relating to the Green Schools Act. Funding from the EPA is allocated to the local education agencies for projects for green school construction and improvements.

A local educational agency is defined in 20 USC 7801 as a

“public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or of or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools” (26 A)

SCIENCE AND TECHNOLOGY FRAMEWORK

1. Is there scientific certainty about the cause and effects of the problem?

With global warming at the heart of this initiative, the effect of the Green Schools Act will be the prevention of unnecessary production of millions of tons of CO2. It is fact that buildings are the largest contributors to US CO2 productions. Architecture 2030 a nonprofit, non-partisan and independent organization established in response to othe global warming crises notes, “Data from the US Energy Information Administration illustrates that buildings are responsible for almost half (48%) of all energy consumption and GHG emissions annually; globally the percentage is even greater. Seventy-six percent (76%) of all power plant-generated electricity is used just to operate buildings. Clearly, immediate action in the Building Sector is essential if we are to avoid hazardous climate change.” (Architecture 2030 accessed at http://architecture2030.org/current_situation/building_sector.html 03.26.09)

According to the Green Schools Act, funding will be provided to local education agencies, up to $10,000 per project for improvements or construction of green schools. The technologies used are based on the Leadership in Energy and Environmental Design (LEED) Green Building School Rating System, which is based on the LEED for New Construction rating system. The LEED standards were developed by the U.S. Green Building Council (USGBC).

2. Are the control or mitigation technologies widely available, and do we have experience with their management?

The LEED Rating System is widely available and is becoming increasingly credible with the passing years. In addition, but the Environmental Protection Agency and the USGBC are very reliable associations. Thus, the improvements and construction will be managed well in order to receive the funding.

POLICY DESIGN FRAMEWORK:

1. What is the mix of incentives and disincentives used to influence behavior to reduce damaging the environment?

Government will help fund half of the project cost; if 50 percent of the costs of the project will be paid from non-Federal sources; up to $10,000 dollars. The incentive here is for schools to invest more in the renovation or development of schools, now. This way they get help with funding from the EPA, while also being able to observe the energy savings and long term effects of green design. By upgrading schools to green design standards, both the school and the community benefit. A healthier place to teach and learn is created with low energy costs to keep running.

2. What type of progress away from the problem or towards a solution is the policy design likely to generate, and why?

This solution should aid in getting the ball rolling for “green educational improvements”. Costs have been a barrier to many school districts who would like to implement green standards into their everyday school atmosphere. In addition, health will likely improve if this act is used properly to upgrade deteriorating or unsafe schools. Lastly, with reduction in CO2 emissions from buildings, we will find ourselves pulling away from the ever apparent global warming crisis, by finding solutions to mitigate the causes.

MANAGEMENT FRAMEWORK

1. How much experience do we have in addressing this issue or others that share its characteristics?

Green Building has recently been given a rating system. LEED has been evolving over the past few years and is now at Version 3. The ever evolving rating system takes advantage of new technologies while maintaining a steady focus on energy efficiency and the reduction of CO2 emissions. As for experience, green design practices are becoming more popular and thus more utilized. There has been previous Acts, such as various Green Building Standards Acts, which are enacted by the state government and requires buildings that are owned or leased by the state to be LEED certified or comply with certain energy-efficient building standards. Energy and Environmental Design (LEED) guidelines include

Sustainable site improvements
Water conservation strategies and/or systems
Energy conservation strategies or systems
The use of sustainable materials
Strategies or systems that improve indoor environmental quality

Due to the years of experience, I think that we have much experience addressing the issue of green building. I believe that incorporating greed design in our school system will only help to educate more people about the many benefits of green design.

2. Do we know how to manage this kind of procedure or is it something we still need to learn?

Due to the previous green building procedures already discussed, I think that this is something that we know how to manage. It can be only beneficial to our education system in the United States.