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2014-2018 年新泽西公立学校实现可持续泽西学校计划及认证的初步评估。

Initial evaluation of the sustainable Jersey for Schools Program and certifications achieved by new Jersey public schools, 2014-2018.

出版信息

Environ Res. 2020 Jun;185:109399. doi: 10.1016/j.envres.2020.109399. Epub 2020 Mar 17.

Abstract

Sustainable Jersey for Schools (SJS) includes free and voluntary certification for New Jersey (NJ) public K-12 districts (SD) and schools. SJS promotes increased awareness for waste and greenhouse gas emissions reductions via energy efficiency and conservation measures; environmental education; equity; etc. SD first register with SJS; school(s) then register and pursue one of two current certification levels, bronze or silver. We conducted an initial external evaluation of successes, challenges and potential barriers faced by SJS registered schools pursuing certification 2014-2018. We also assessed potential associations between registered, certified schools in registered SD-compared to registered, uncertified schools and non-registered schools-and available socio-economic status and socio-demographic indicators using other State of NJ agencies data for five school years within 2014-2019. These included per student costs, number of students per teacher and per administrator, number of teachers per administrator, and average daily enrollment. Future SJS successes and challenges may be determined by political will of registered, certified participants; available paid human resources and contributions of unpaid volunteers; financial and technical resources available. Future evaluation research should expand on our initial non-statistically significant regression analyses on factors influencing SJS re-certification and expired certifications plus challenges in rural and relatively sparsely populated counties.

摘要

可持续新泽西学校计划(Sustainable Jersey for Schools,简称 SJS)为新泽西州(NJ)的公立 K-12 学区(SD)和学校提供免费且自愿的认证服务。SJS 通过能效和节能措施、环境教育、公平等方式,提高公众对减少废物和温室气体排放的认识。SD 首先向 SJS 注册;然后,学校注册并追求两种当前认证级别之一,即铜牌或银牌。我们对 2014 年至 2018 年期间注册并寻求认证的 SJS 注册学校的成功、挑战和潜在障碍进行了初步的外部评估。我们还评估了在 2014 年至 2019 年的五个学年内,与注册、认证学校相比,注册、未认证学校和未注册学校之间的可用社会经济地位和社会人口统计学指标之间的潜在关联,以及新泽西州其他机构的数据。这些指标包括每名学生的成本、每名教师和每名管理人员的学生人数、每名管理人员的教师人数以及平均每日入学人数。未来 SJS 的成功和挑战可能取决于注册、认证参与者的政治意愿;可用的有偿人力资源以及无偿志愿者的贡献;以及可用的财务和技术资源。未来的评估研究应该扩展我们对影响 SJS 再认证和过期认证的因素以及农村和人口相对较少的县的挑战的初步非统计显著回归分析。

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