[Title]

[Title]

HIGHLIGHTS FROM 

THE 2023 HONOREES
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U.S. Department of Education Green Ribbon Schools

Highlights From the 2023 Honorees

Office of Communications and Outreach 

April 2023 

U.S. Department of Education - 400 Maryland Ave. SW - Washington, DC 20202

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This report was produced by the U.S. Department of Education. The views expressed herein do 

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commodity, service, or enterprise mentioned in this publication is intended or should be inferred.

U.S. Department of Education

Miguel Cardona

Secretary of Education 

Office of Communications and Outreach

Anna Hartge

Acting Assistant Secretary for Communications

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Department of Education, Office of Communications and Outreach, U.S. Department of 

Education Green Ribbon Schools: Highlights From the 2023 Honorees, Washington, D.C., 

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Contents

Tables .....................................................................................................................................iv

Abbreviations ...........................................................................................................................v

Introduction ............................................................................................................................. 1

Director’s Award...................................................................................................................... 7

2023 U.S. Department of Education Green Ribbon Schools Awards....................................... 8

Alabama.................................................................................................................................. 8

Shades Mountain Elementary School ................................................................................. 8

Gulf Shores City Schools .................................................................................................... 9

California................................................................................................................................10

Jefferson Elementary School .............................................................................................10

Santiago STEAM Magnet Elementary School ....................................................................11

Redwood High School........................................................................................................12

Bellarmine College Preparatory .........................................................................................13

Moreno Valley Unified School District ................................................................................14

Connecticut............................................................................................................................15

Mill Hill Elementary School.................................................................................................15

District of Columbia................................................................................................................16

Francis L. Cardozo Education Campus..............................................................................16

Georgetown University.......................................................................................................17

Florida....................................................................................................................................18

Arbor Ridge K8 School.......................................................................................................18

Stone Lakes Elementary School ........................................................................................19

Oak Ridge High School......................................................................................................20

Palmer Trinity School.........................................................................................................21

Illinois.....................................................................................................................................22

Prairie Trails School...........................................................................................................22

Huntley Community School District 158 .............................................................................23

Indiana...................................................................................................................................24

Carmel Clay Schools .........................................................................................................24

Purdue University...............................................................................................................25

Iowa .......................................................................................................................................26

Iowa City Community School District..................................................................................26

Kentucky ................................................................................................................................27
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Cardinal Valley Elementary................................................................................................27

Mary G. Hogsett Primary School........................................................................................28

Louisiana ...............................................................................................................................29

Park Forest Elementary Creative Sciences & Arts Magnet School.....................................29

Maryland ................................................................................................................................30

Watershed Public Charter School ......................................................................................30

Queen Anne’s County Public Schools................................................................................31

Massachusetts .......................................................................................................................32

Boston Public Schools .......................................................................................................32

Missouri .................................................................................................................................33

Patrick Henry Downtown Academy ....................................................................................33

Pennsylvania..........................................................................................................................34

Hillendale Elementary School ............................................................................................34

California Area School District............................................................................................35

West Chester University.....................................................................................................36

Rhode Island..........................................................................................................................37

East Providence High School.............................................................................................37

Jamestown School Department .........................................................................................38

Virginia...................................................................................................................................39

Little Tree Huggers Preschool............................................................................................39

Freedom High School ........................................................................................................40

Washington............................................................................................................................41

Pioneer Elementary School................................................................................................41

Chief Leschi Schools .........................................................................................................42

Wisconsin ..............................................................................................................................43

Browning Elementary School .............................................................................................43

Eagleville Elementary Charter School................................................................................44

Forest Edge Elementary School.........................................................................................45

Tamarack Waldorf School..................................................................................................46

Unified School District of De Pere ......................................................................................47

University of Wisconsin-Platteville......................................................................................48

Acknowledgements................................................................................................................49
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Tables

Table 1. Number of U.S. Department of Education Green Ribbon School honorees ...... 2

Table 2. Number of nominating authorities for U.S. Department of Education Green ..... 3

Table 3. 2023 honorees by type...................................................................................... 5
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Abbreviations 

Abbreviation Full Term 

ADA Americans with Disabilities Act 

AP Advanced Placement 

COVID-19 coronavirus disease 2019

CTE career and technical education

ED-GRS U.S. Department of Education Green Ribbon Schools 

EPA United States Environmental Protection Agency

FY fiscal year

GHG greenhouse gas

HVAC heating, ventilation, and air conditioning 

IAQ indoor air quality

IB International Baccalaureate 

IPM integrated pest management 

K kindergarten

LED light-emitting diode

LEED Leadership in Energy and Environmental Design

pre-K prekindergarten

STEAM science, technology, engineering, the arts, and math

STEM science, technology, engineering, and math

USDA United States Department of Agriculture
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Introduction 

Origins of the U.S. Department of Education Green Ribbon Schools program

In 2011, key leaders from the Campaign for Environmental Literacy, the Center for Green 

Schools at the U.S. Green Building Council, the National Wildlife Federation, and the Earth Day 

Network led some 80 national and state-based nonprofit organizations to request that the U.S. 

Department of Education (ED) honor schools for their sustainable facilities, health practices, and 

effective environmental education. The award that evolved from this petition, U.S. Department 

of Education Green Ribbon Schools (ED-GRS),

1 has had a significant effect on the green 

schools movement and allowed ED a platform to address school facilities, health, and the 

environment.

These leaders ultimately assisted ED in developing a consensus definition of a green school, 

featuring what came to be known as the Three Pillars of the award:

Pillar One: reducing environmental impacts, such as waste, water, energy, greenhouse 

gases, and transportation, encompassing the areas of school facilities, grounds, and 

operations;

Pillar Two: improving health and wellness by promoting a healthy physical environment 

(including aspects such as air quality, contaminant control, moisture control, pest 

management, daylighting, and acoustical and thermal comfort) and student and staff 

wellness practices (such as healthy school food and outdoor physical activity); and 

Pillar Three: offering effective environmental and sustainability education, including civic 

learning, green careers, and STEM connections.

How the ED-Green Ribbon Schools recognition award functions 

Annually, state education officials voluntarily participate by nominating their top schools, 

districts, and postsecondary institutions based on their achievement in ED’s three pillars. 

Although ED provides some suggestions to state educational agencies to help them document 

nominees’ work in the three pillars, ultimately, states have flexibility in their selection and 

nomination, so long as they document progress for each nominee in all of the pillars. ED then 

uses the award to communicate honorees’ promising practices and the helpful resources they 

successfully employ to the nation’s schools.

Growth of the ED’s infrastructure and sustainability work

Over time, ED added several components to the initial school award, including recognition of 

school districts, early learning centers, and postsecondary institutions, as well as a state 

education authority official’s award. Building on the success of the recognition award, ED

developed ED Infrastructure and Sustainability, a small section within the Office of 

Communications and Outreach, which has, over time, heard and responded to the need for ED 

to develop expertise on environment, climate, and infrastructure as they relate to schools. In this 

1 ED’s award is called “U.S. Department of Education Green Ribbon Schools” and includes “District 

Sustainability Award” and “Postsecondary Sustainability Award” categories. “Green Ribbon Schools” 

without the “U.S. Department of Education” is not ED’s award, but instead is a separate program 

overseen by another organization.
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way, ED Infrastructure and Sustainability has come to serve as ED’s voice with federal agencies 

and other partners; advise senior ED officials and policymakers; and respond to stakeholder 

and public requests on these subjects. It has also allowed ED to address emerging key issues 

for schools as they relate to infrastructure, including climate adaptation, environmental and 

social justice, and the COVID-19 pandemic.

The program’s outreach also has grown, along with its engagement functions to offer a nearly 

annual Green Strides Tour spotlighting clusters of honorees around a theme and, through a 

partnership with the Center for Green Schools at the U.S. Green Building Council, a Green 

Strides School Sustainability Resource Hub, https://greenstrides.org/. ED Infrastructure and 

Sustainability now includes a homepage, a monthly newsletter, and social media (Twitter and 

Facebook) to get the word out to schools about the three pillars, providing information about 

resources, programs, grants, and webinars, as well as other initiatives. 

U.S. Department of Education Green Ribbon Schools by the numbers

With the 2023 cohort, some 542 schools, 108 districts, and 62 postsecondary institutions have 

received an ED-GRS award (see Table 1). In this case, higher numbers do not necessarily 

indicate broader influence. ED-GRS was never intended to certify thousands of schools. It is not 

a certification program, but is rather intended as a recognition award. Each year, state 

educational agencies are invited to nominate up to five early learning through 12th grade school 

or district candidates and one postsecondary institution. These examples allow ED to highlight 

many innovative practices throughout the country. Institutions — whether school, district, or 

postsecondary — are eligible to receive this award only once, and award recipients always must 

state their designation with the year in which they were honored. Once ED has highlighted an 

institution’s practices, it is useful to move on to highlighting other, diverse examples. Schools 

nominated from districts that already have won the award should demonstrate achievements 

above and beyond those previously honored in the district application.

Table 1. Number of U.S. Department of Education Green Ribbon School honorees

by year and type*

Year Schools Districts* Postsecondary* Total

2012 78 N/A N/A 78

2013 64 14 N/A 78

2014 48 9 N/A 57

2015 58 9 14 81

2016 47 15 11 73

2017 45 9 9 63

2018 45 6 6 57

2019 35 14 4 53

2020 39 11 5 55

2021 30 5 5 40

2022 27 5 4 36

2023 26 11 4 41

Total 542 108 62 712

*The District Sustainability Award was added in 2013 and the Postsecondary Award in 2015.
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Number of ED-GRS participating states

Despite the exciting efforts that ED has highlighted with this recognition award, there is still work 

to be done to improve school facilities, health, and environmental engagement. On average, 

approximately 26 states voluntarily nominate candidates annually for this award (see Table 2). 

ED does not have a mechanism for highlighting the practices of green schools in the remaining 

states where state education agencies choose not to nominate. Additionally, the number of 

participating states has been steadily declining, as have the number of applicants to 

participating states.

Table 2. Number of nominating authorities for U.S. Department of Education Green

Ribbon Schools by year*

Year Number of Participating Nominating Authorities

2012 30

2013 32

2014 30

2015 30

2016 27

2017 29

2018 26

2019 28

2020 27

2021 20

2022 19

2023 18

*All states, territories, the District of Columbia, the Department of Defense Education Activity, and the 

Bureau of Indian Education are invited to nominate. 

Contributing to the development of a unified definition of a green school

A key contribution of the ED-GRS award is believed to be that, to some degree, it has brought 

various agencies and organizations together toward a common definition and meaning of a 

green school. Rather than one organization using the term “green school” to denote an energyefficient school, another to refer to institutions offering environmental and sustainability learning, 

and a third to indicate environmental health or wellness practices, there has been a 

convergence such that a green or sustainable school must encompass all three pillars. Many 

stakeholders nationally also use the term “whole-school sustainability” to encompass these 

efforts that are cross-operational and interdisciplinary. In this way, the three pillars are utilized 

as the basis of other school sustainability frameworks. There continue to be initiatives that focus 

squarely on one segment of this work; however, it usually is with the stated understanding that 

they form part of a broader three-pillar effort. 

A spotlight for school facilities, health, and environment innovations

In 2011, the term “green school” was a relatively unknown concept across much of the country. 

Today, there is a growing understanding of what this work entails, in part. because of ED’s 

efforts annually to illustrate this work with the concrete practices of its honorees. ED’s oversight 

of this award has offered the agency an opportunity to address and engage on such issues as 

school infrastructure and operational costs; environmental health and school wellness practices; 
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nutritious, local, and student-grown school food; and hands-on, outdoor, environmental, civic, 

and sustainability learning, among other related topics. The award also has allowed ED to 

highlight unique local, state, and national partnerships and projects where sustainability efforts 

intersect with equity.

A significant effect with a limited budget and innovative collaboration

Despite the historical limited availability of funds at ED for school sustainability, the award has 

facilitated collaborations and connections, as well as disseminated resources. For example, 

both ED-GRS and Green Strides have enabled ED to share the many programs for schools 

offered by counterparts at the National Oceanic and Atmospheric Administration; Environmental 

Protection Agency; U.S. departments of Agriculture, Interior, and Energy; and collaborators 

across the for-profit and nonprofit private sectors.

In the same way that ED works more effectively across a broader range of federal agencies as 

a result of the award, some state education agencies also are collaborating in exciting ways with 

state health, environment, and energy agencies to select their nominees. The private sector, 

both for-profit and nonprofit, also has gotten involved at the federal, state, local, and school 

levels, working with schools and governments. Through this collaboration, ED’s recognition 

award has become a tool to get various parties working better together for the benefit of 

students across the nation. 

Green schools are successfully serving disadvantaged populations

Annually, 30% to 65% of ED-GRS school honorees have served majority-disadvantaged 

student populations, as measured by free and reduced-price lunch, Title I2

, and minority 

populations in these honorees. While this is, in part, due to award criteria design, which asks 

states to ensure that at least one of their nominees is in a disadvantaged community, state 

nominations have substantially exceeded this minimum requirement. The high rate of honorees 

that serve majority-disadvantaged student populations demonstrates that, contrary to some 

misconceptions, “green school” status can be achieved by any school. In fact, it may be that 

school districts are concentrating their healthy, sustainable school facilities and learning work 

where it is most needed — in underserved communities. With ED-GRS-designated schools, 

districts, and postsecondary institutions providing better education to traditionally underserved 

students, it may be that green school practices are a tool to generally advance equal access to 

a quality education for all students.

A green school does not need to be newly constructed

To ensure that the award highlights diverse examples of sustainability, the competition 

assesses candidates based on resources available to them, rather than in comparison to each 

other. In fact, the award has, over the years, highlighted many older school constructions 

engaged in low-cost, but highly effective, retrofits and behavioral change. All of these are steps 

that any school community can undertake, without a new construction, that is designed 

specifically to be resource efficient and environmentally healthy. In this way, the award has 

2 Title I schools have high numbers or high percentages of children from low-income families. 
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helped to educate the public about the broad applicability of green school practices in both old 

and new buildings.

Creating incentives for multiple pipelines for sustainability improvements by all 

schools

Another important consequence of the award has been the refinement of various national and 

state-specific green school programs that the award has spurred. States have realigned 

preexisting state green school programs, created new ones, and now recognize runners-up 

beyond those they nominate to ED, in order to create pathways to the national award, broaden 

recognition within individual states, and provide incentives for more change.

The 2023 cohort

This year’s selectees were confirmed from a pool of candidates voluntarily nominated and 

exhaustively reviewed by 18 state education authority implementation teams. While selection 

processes vary from state to state, members of several state agencies, as well as outside 

experts, often comprise selection committees. At the federal level, we have selected 24 schools, 

11 districts, and four postsecondary institutions that demonstrate promising practices to reduce 

environmental impact, improve health, and ensure that students learn through the most handson, engaging means possible (see Table 3).

Table 3. 2023 honorees by type 

Total honorees 41

Schools 24

Nonpublic schools 3

Charter schools 2

Magnet schools 2

Districts 11

Institutions of higher education 4

Disadvantaged-serving schools 23

The diversity of U.S. Department of Education Green Ribbon Schools, District Sustainability 

Awardees, and Postsecondary Sustainability Awardees and the range of their work 

demonstrates that any school, district, or postsecondary institution can take steps to improve 

the sustainability, health, and climate-impact of school facilities; ensure nutrition and fitness 

practices for a lifetime of wellness and productivity; and engage students in real-world 

environmental learning. Notably, two-thirds of the 2023 honorees come from schools and 

districts that serve students from disadvantaged communities (institutions of higher education 

not included in disadvantaged communities identification), the highest percentage in any year of

the award. 

Schools use sustainability in context to teach important civic values and skills that encourage 

students to grow into responsible, compassionate, and contributing citizens. Furthermore, 

working with dynamic environmental, social, and economic systems from an early age nurtures 

precisely the type of thinking, collaboration, and problem-solving skills that careers of the future 

require. This is the case whether these students graduate from green career and technical 

programs, college preparatory schools, community colleges, or liberal arts colleges.
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It is with tremendous pleasure that we present the 2023 U.S. Department of Education Green 

Ribbon Schools, District Sustainability Awardees, and Postsecondary Sustainability Awardees. 

These honorees are ensuring that their students learn to live, learn, and play with sustainability 

and health in mind — not as an afterthought, but as an integral part of everything they 

undertake.

The innovative practices of the 2023 Green Ribbon award winners are described in the 

remainder of this report. We also invite you visit www.ed.gov/green-ribbon-schools/awards and

to learn more about their innovative practices.
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Director’s Award 

The Director’s Award celebrates an individual’s exemplary efforts to administer ED-GRS in their 

state. Specifically, the ED-GRS Director’s Award recognizes a state education agency official 

who does the most to advance green schools. ED is delighted to honor Alexandria Roe, vice 

president for capital planning and budget of the University of Wisconsin (UW) system as the 

2023 recipient of the U.S. Department of Education Green Ribbon Schools Director’s Award.

Alexandria’s leadership and dedication has been integral to ED-GRS’ postsecondary success 

in Wisconsin, where she established a statewide postsecondary ED-GRS nominating 

committee in 2015. From this structure, Alexandria has overseen a robust competition with a 

clear application process and extensive outreach to all schools in Wisconsin, regardless of 

affiliation. She thoroughly supports applicants, resolves questions, and provides guidance on 

best practices. These efforts are grounded in Alexandria’s passion for quality educational 

environments and in-depth knowledge of the programs and features of each of the 

universities in Wisconsin. Alexandria has taken the time to help each campus highlight its 

unique strengths and identify the impacts that they have for their environment, students, and 

communities.

Alexandria has made the advancement of sustainability on Wisconsin campuses a priority, 

including by hiring a systemwide sustainability coordinator. Under her leadership, each UW

system school now has a sustainability administrator as well. Her effective communication 

with campus leadership has encouraged chancellors to engage in the higher education 

sustainability conversation with experts across their own campuses. It is not surprising then, 

that this enthusiasm for the award has generated friendly sustainability competition and 

collaboration amongst University of Wisconsin campuses and led to the most postsecondary 

honorees of any state. 

ED-GRS is grateful to have Alexandria as a leader in Wisconsin and an example to higher 

education authorities across the country.

 

Alexandria Roe, vice president for capital 

planning and budget, University of Wisconsin 

system
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2023 U.S. Department of Education 

Green Ribbon Schools Awards 

Alabama

Shades Mountain Elementary School

Honoree Profile:

Location: Hoover, Alabama

District: Hoover City Schools

Type and School Level: Public; Elementary

Demographic: 49% free and reduced-price lunch eligible

Enrollment: 326 students

Summary of Achievements:

When Shades Mountain Elementary School (SMES) students were concerned about their 

carbon footprint, school officials and Alabama Power partnered with them to complete an audit 

of the school’s HVAC, insulation, and lighting. Based on the results of this audit, SMES updated 

its building automation system and installed a new cooling tower. In 2022, SMES worked with 

parents and local partners to design and install an outdoor space complete with nature trails, a 

butterfly garden, rain barrel water collection, and raised garden beds. At SMES, classroom units 

are equipped with outside air dampers, and the school’s maintenance personnel implement IPM

and purchase green cleaning products. In 2018, water bottle filling stations with automatic 

sensors were installed, and all student restrooms were equipped with auto stop water faucets. 

SMES has Safe Pedestrian Routes and a no idling policy, and buses are equipped with diesel 

particulate filters. The school has reduced paper by transitioning to paperless assignments, and

partners with Crayola ColorCycle to recycle markers. Students in K-5 experience an immersive 

curriculum, integrating math, science, and technology, that includes outdoor learning activities in 

the pollinator and vegetable gardens and schoolwide citizen science learning. The cafeteria 

uses locally sourced food and reduces food waste by hosting a share table. In July 2022, SMES 

began a partnership with The Walking Classroom, allowing for classes of students to “walk, 

listen, and learn” using pre-programmed Walk-kits housing 168 standard embedded podcasts.

 

Shades Mountain Elementary students participate in 

the annual elementary track meet hosted by the Hoover 

High School track team.

 

 

 
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Alabama

Gulf Shores City Schools

Honoree Profile:

Location: Gulf Shores, Alabama 

Type and School Level: Public; Early Learning, Elementary, Middle, High

Demographic: 46% free and reduced-price lunch eligible

Enrollment: 241 students

Summary of Achievements:

Gulf Shores City Schools (GSCS) serves students in pre-K to grade 12, nearly half of whom are 

from underserved communities, as measured by free and reduced-price lunch count. GSCS is 

adjacent to a state park and a wetland. Accordingly, the district has established a sustainability 

focus that encourages teachers to take students outside and explore the local environment. 

GSCS promotes environmental education through its Science by the Shore sustainability 

curriculum and through its Aquaponics, Gulf Coast Ecology, and Marine Science career 

academies. Students learn by doing with electric cars, water quality testing, outdoor classrooms, 

and sand dune restoration. History courses include explicit instruction about climate change, 

along with possible solutions. The district summer camp partners with the local state park to 

host guided hikes, kayaking, bicycling, cooking classes, and recycled materials fashion shows. 

GSCS reduced energy and water use by replacing lighting and air conditiong systems, adding 

motion sensor, low-flow, and hands-free switches and fixtures, installing solar, and utilizing well 

and reclaimed water. GSCS oversees a “bike train” to safely escort students to school and is 

home to multiple “bike barns” that house 30 bikes each and are used for biking field trips to 

nearby beaches, wetlands, and lagoons. The district has replaced buses with models that 

reduce emissions from transportation by 90%. GSCS offers locally grown vegetables in the 

cafeterias, hosts an Eat a Rainbow Week, and sponsors walking and running clubs. Standing 

desks and yoga clubs are available to all staff and students. Health class offerings include 

lifeguarding, sports medicine, paramedics, and emergency services. Students cultivate produce 

in raised beds, greenhouses, and hydroponic towers and labs, with much of this food being 

used in the district’s three cafeterias. GSCS practices closed-loop systems by composting food 

waste and using the finished compost in the on-site garden.

 

Gulf Shores City Schools students design, 

build, and race electric cars.

 

 
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California

Jefferson Elementary School

Honoree Profile:

Location: Carlsbad, California

District: Carlsbad Unified School District

Type and School Level: Public; Elementary

Demographic: 54% free and reduced-price lunch eligible

Enrollment: 448 students

Summary of Achievements:

Jefferson Elementary School (Jefferson) is an IB school 

serving students from transitional kindergarten through 

fifth grade in the Carlsbad Unified School District 

(CUSD). Through a CUSD school board-approved 

facility master plan, Jefferson recently replaced heating, 

cooling, lighting, and water systems to increase energy 

efficiency and conserve resources, resulting in a 14.1% 

reduction in energy use from January 2020 to January 

2022. Jefferson planted native, drought-tolerant 

landscaping to reduce water use and installed 

bioswales, 50-gallon rain barrels, rain chains, and rain 

grates to improve rainwater capture, leading to a 59.3% reduction in combined water use from 

January 2020 to January 2023. In 2019, Jefferson began participating in the Sage Garden 

Project to support the school in forming its four gardens and nutrition program, developing a 

3,000-square-foot garden and a 400-square-foot chicken coop. The program provides students 

with weekly nutrition and cooking classes using ingredients from the garden to deepen their 

understanding of healthy food choices and the science of cooking. Jefferson oversees a 

program to educate students on appropriately recycling and composting food waste for use in 

the school’s gardens. In 2022, Jefferson launched Walk, Roll, Ride to School Wednesdays. It 

has also started a walking school bus program, installed a locked bike area, and is piloting a 

new program to reduce idling vehicles during school pickup and drop-off. Jefferson develops 

effective environmental and sustainability education through the IB Primary Years Programme 

and project-based, hands-on learning. Students participate in programs such as the Storm 

Water Pollution Prevention Program Internship to help students apply their learning from the 

classroom. Students in this internship study the effect of stormwater pollutants from the school 

site on the local waterways and develop solutions to reduce pollutants entering storm drains. All 

grade levels at Jefferson participate in the Kids for Peace program, including programs such as 

the 2022-23 Kind Coins for our Ocean campaign that focuses on the effects of ocean pollution.

Jefferson Elementary School students 

compost garden waste.

 

 
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California

Santiago STEAM Magnet Elementary School

Honoree Profile:

Location: Lake Forest, California

District: Saddleback Valley Unified School District

Type and School Level: Public; Elementary

Demographic: 44% free and reduced-price lunch eligible

Enrollment: 506 students

Summary of Achievements:

Santiago STEAM Magnet Elementary School (Santiago 

STEAM) develops high-quality project-based learning units 

to give students the agency to develop real-world solutions 

for issues directly affecting their school site. Studentdeveloped and -led initiatives include waste diversion and 

conservation efforts guided by research and collaboration 

with local experts. The school is improving decades-old 

infrastructure with upgrades in water-efficient fixtures, LED 

indoor/outdoor lighting, and efficient and healthy heating 

and ventilation. Volunteer-led initiatives have ranged from 

the installation of aerators on all sinks, to native gardens 

that include bioswales and soil remediation, to the 

restoration of a three-quarter acre parcel with wildlife 

habitat and ecological learning spaces. Santiago STEAM 

has reduced waste through strategies such as a Green 

Parent Teacher Association policy, including equitable low- or no-waste events and 

programming, and the diversion of 70 tons from the landfill by using reclaimed materials for the 

construction of outdoor learning environments. All students partake in a positive behavior 

reinforcement program that recognizes good behavior with rewards such as serving as a 

recycling helper or lights-out leader or participating in a campus cleanup day, picnic lunch with a 

friend or teacher, or outdoor class sessions. Each classroom has two full-length windows with 

views of nature and two doors with access to an open-air courtyard. Students have a fluid 

boundary, meaning that in many cases, they are welcome to step outside for a breathing break 

or take a moment in nature to re-center and find focus. Due to the project-based focus of the 

school, business professionals frequently make guest appearances and hold sessions related to 

project units. Recent examples of visitors include inventor-entrepreneurs, engineers, wildlife 

biologists, botanists, and Tribal leadership. At Santiago STEAM, the entire local community 

comes together to support best ecological practices. 

Santiago STEAM Magnet Elementary 

School students turn compost in their 

bin.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

California

Redwood High School

Honoree Profile:

Location: Redwood City

District: Sequoia Union High School District

Type and School Level: Public; High

Demographic: 73% free and reduced-price lunch eligible

Enrollment: 218 students

Summary of Achievements:

Redwood High School (RHS), an alternative continuation high school, serves 11th and 12th

grade students who request a smaller learning environment or who may need to recover credits. 

In 2018, the school was remodeled with many intentional design choices in sustainability and 

energy efficiency, including on-site solar, water-wise plumbing fixtures, and energy-efficient 

heating and ventilation systems. The campus installed drip irrigation systems and multiple 

bioswales, and native and drought-tolerant plants contribute to a documented 74.5% reduction

in outdoor water use. The school uses Safe Routes to School funding to provide a fully stocked. 

on-site bike shed with an employee who teaches students about bike maintenance. The school 

developed a purchasing policy to encourage the use of environmentally preferrable products. 

RHS features a three-quarter-acre organic food forest, complete with a greenhouse, a student 

designed and built chicken coop, a compost system, and an outdoor classroom built to support 

students across disciplines, ages, and experience levels. A creek runs through campus, 

providing opportunities for community engagement and lessons on water quality. Through 

partnerships, RHS benefits from an outdoor education fellow, who works full time managing the 

school garden and coordinating the integration of environmental science into the school’s 

curriculum. Culinary arts students use food from the school’s food forest to prepare their dishes. 

RHS provides students with extensive counseling services, mentorships, and initiatives to boost 

students’ achievement and change student trajectories as they relate to whole child health and 

wellness. RHS’s Redwood Environmental Academy Leadership Program is an interdisciplinary 

program that integrates history, culinary arts, and 

environmental sciences courses to embody 

environmental values. RHS administrators and teachers 

established a green team that meets monthly to 

collaborate on sustainability initiatives. A local youth 

group called Youth vs. Apocalypse holds weekly club 

meetings during lunchtime to engage students in climate 

action and environmental justice. 

Redwood High School biology students 

assess the plants that they have been 

growing in their hydroponics systems, 

comparing growth across various planting 

mediums.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

California

Bellarmine College Preparatory

Honoree Profile:

Location: San Jose, California

Type and School Level: Private; High

Enrollment: 1,640 students

Summary of Achievements:

Bellarmine College Preparatory (Bellarmine) is a private, Jesuit 

school in San Jose. Since 2010, Bellarmine’s new construction 

and renovation projects have met LEED Gold certification 

standards for including innovative and educationally sustainable 

approaches. The school generates energy on-site using 466 

photovoltaic panels and uses a natural gas cogeneration system 

to heat its pool and showers while generating electricity from the 

heat of combustion. Bellarmine maintains excellent environmental 

health by maintaining an IPM plan, choosing safer and more 

sustainable pesticide and herbicide alternatives, and prioritizing air 

filtration and circulation practices in all buildings. In 2017, 

Bellarmine adopted its sustainability mission to guide the school’s 

curricular, programmatic, and student service offerings. As a 

result, Bellarmine has implemented several high-priority initiatives, 

such as composting and recycling for waste diversion, offering 

students healthier food options, and building an organic garden to 

donate the harvest to local food pantries. The school builds 

student environmental literacy with its sustainable engineering projects in its Maker Lab and AP

Environmental Science courses. Between the two courses, almost every student participates in 

some form of environmental literacy education. In addition, students engage in several 

community engagement activities that bring the learning to life, including building water capture 

and solar generation devices for developing countries. Bellarmine works to give all stakeholders 

a voice in a more sustainable school and environment with community engagement groups, 

including the faculty/student Green Team, ecologically based community service activities, and 

a student Sustainability Club.

Bellarmine College 

Preparatory Garden Club 

participants collect water in 

rain barrels for use in their 

garden.

 

 

 

 
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

California

Moreno Valley Unified School District

Honoree Profile:

Location: Moreno Valley, California

Type and School Level: Public; Elementary, Middle, High

Demographic: 79% free and reduced-price lunch eligible

Enrollment: 31,609 students

SUMMARY OF ACHIEVEMENTS: 

Moreno Valley Unified School District (MVUSD) serves over 31,500 students in pre-K through 

12th grades. In 2010, the MVUSD school board adopted an environmental education policy that 

recognizes that its schools play a crucial role in educating students about the importance of the 

environment and in preparing them to be stewards of natural resources. In 2018, MVUSD 

introduced the Junior Scholars Program as part of a mandatory curriculum for middle school 

students, including a semester where students solve real-world problems. Past projects include 

working on solutions to pollution in the ocean, hydraulic vehicles, climate change, and 

environmental degradation. Ecological clubs and field trips also support environmental and 

sustainability learning on campus and in the community. In 2020, MVUSD created an energy 

specialist manager (ESM) position, and this employee is responsible for optimizing the use of 

the HVAC, irrigation, and other energy-using systems. The ESM connects with every school and 

teacher to share energy conservation, health, and educational resources. Fifteen of the district’s

42 sites have on-site solar energy generating systems. School sites employ such water 

conservation techniques as rainwater harvesting, xeriscaping, drip irrigation, and retention 

ponds. MVUSD’s transportation department transitioned its fleet of diesel buses to electric and 

responsible fuels, including 42 electric school buses, 28 compressed natural gas buses, and 31 

propane buses. MVUSD provides elementary school students with additional fresh fruits and 

vegetables as a snack outside of regular meal service, using funding from the USDA 

Department of Defense Fresh Fruit and Vegetable Program. Seventeen of the district’s 42 

schools have one or more on-site gardens maintained by students, staff, or families. Several of 

these gardens are used for environmental science, STEAM, language arts, and social and 

emotional learning. Some sites offer a 100-mile club, whereby students come to campus before 

school to run around the track for rewards.

Moreno Valley Unified School District features electric school buses and charging stations
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Connecticut

Mill Hill Elementary School

Honoree Profile:

Location: Southport, Connecticut

District: Fairfield Public Schools

Type and School Level: Public; Elementary

Enrollment: 368 students

Summary of Achievements:

Mill Hill Elementary School (MHES) formed its Green Team in 2019, when it became a CT 

Green LEAF School, following a rigorous self-assessment process. Many of its initiatives have 

focused on waste management, including food recovery, Trex plastic bag recycling, composting, 

and carton recycling. Through a partnership with the Sustainable Fairfield Task Force, MHES 

works to ensure ongoing townwide collaboration with these efforts. MHES serves as a leader 

and mentor for other schools in its district. For example, MHES piloted a composting program 

that is set to launch districtwide next year. Pesticides are not used on school grounds. The 

entire school was renovated in 2021, and now includes solar panels, an efficient HVAC system 

that features MERV (minimum efficiency reporting value) 13 filters, low-flow toilets, and motion

sensored lighting. MHES has trained school bus drivers to turn off their engines while waiting to 

load and unload students at school, with the Green Team actively engaged in the school’s NoIdling Awareness campaign. The school employs a full-time school nurse, social worker, and 

psychologist. MHES is located along the Long Island Sound between Mill River and Sasco 

Brook, a strategic natural location with a diverse and fragile ecosystem that encourages the 

school to prioritize environmental and water literacy. Sustainability is integrated throughout the

school curriculum and incorporated into different student competitions and contests throughout 

the year, including Invention Convention, Odyssey of the Mind, and Reflections. The school’s 

Outdoor Ecological Learning Environment (OELE) is used by classes and supervised afterschool activities. It is an ecologically restorative 

space that features an outdoor classroom with 

natural tree stump seating, native plants, and an 

organic vegetable garden. Teachers enjoy using the 

OELE as an outdoor learning lab to support 

experiential learning about the natural environment. 

The vegetable garden is managed by the afterschool enrichment gardening class and cared for by 

Green Team volunteers when school is out of 

session. In the art and nature after-school 

enrichment class, students explore topics in 

sustainability through art-based projects that use a 

Third graders at Mill Hill Elementary School enjoy variety of natural mediums and craft materials. 

a warm sunny day learning at the outdoor 

classroom.

 

 
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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District of Columbia

Francis L. Cardozo Education Campus

Honoree Profile:

Location: Washington, D.C.

District: District of Columbia Public Schools

Type and School Level: Public; Middle, High

Demographic: 99% free and reduced-price lunch eligible; 99% minority

Enrollment: 640 students

Summary of Achievements:

The Francis L. Cardozo Education Campus (Cardozo) is a Title I middle and high school serving 

primarily Black and Latino students. Cardozo’s campus features a 1917 building that underwent 

a $130 million renovation and was reopened LEED Gold certified in 2013. Outdoor learning and 

appreciation for nature are foundations of Cardozo life. The campus includes skylights, LED 

motion sensor lighting, an 18,197-square-foot green roof, and systems designed to efficiently 

reduce energy consumption. Twenty-five percent of the electricity is supplied by a wind power 

purchase agreement, with the remaining 75% offset by 100% Green-e® renewable energy 

credits. All classrooms and administrative rooms have recycling bins that are emptied weekly by 

the student recycling team. The consistency and effectiveness of Cardozo’s recycling program 

have earned it citywide recognition. All students receive free and nutritious daily breakfast and 

lunch in the school cafeteria. Students in the Social Justice class recently advocated for 

healthier and more appetizing meals, resulting in school menu improvements. The school 

garden is used by teachers to explore food justice and urban gardening. Students in the Mighty 

Greens Garden Club, in collaboration with local nonprofit, City Blossoms, maintain the garden, 

which features rain barrels, raised beds, and outdoor learning space. Students have engaged 

the community by educating elementary students on recycling, creating videos on climate 

change, and performing air quality studies. Teachers have developed lesson plans on 

environmental literacy, reducing waste, and watershed management that they have then 

presented to other science teachers. A Wilderness Leadership and Learning Program teaches 

self-sufficiency and teamwork and engages students in outdoor experiences such as camping, 

kayaking, and water quality monitoring.

Student and staff members of the Cardozo 

Garden Club engage in food preparation.

 

 
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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District of Columbia

Georgetown University

Honoree Profile:

Location: Washington, D.C.

Type and School Level: Private; Four-year College/University

Enrollment: 20,935 students

Summary of Achievements:

Georgetown University is committed to addressing critical sustainability challenges in its local 

and global communities. The university established the Georgetown Office of Sustainability in 

2013 and is currently working on an ambitious sustainability plan, anticipated to be completed in 

2023. The University is pursuing broad-based, practical approaches to sustainability, including 

dramatically reducing GHG emissions, increasing the energy efficiency of campuses, reducing 

waste, and providing sustainable transportation for students, faculty, and staff. Georgetown’s 

campus features three “green roofs” on campus buildings, has bioswales, is certified as a beefriendly habitat, and will soon be opening a food-producing garden. Georgetown is a co-creator 

of the Wellbeing Project, a coalition of higher education institutions and social change 

organizations whose mission is to support the well-being of social changemakers. Building on 

years of collaboration with the other members of the coalition, Georgetown conducts 

interdisciplinary research on inner well-being, social change, and education to help prepare the 

next generation of social change leaders. Beginning this year, the Wellbeing Project is 

partnering with the Earth Commons — Georgetown’s hub for environmental and sustainability 

innovation, research, and education — to address ecological belonging as an essential aspect 

of environmental change. Georgetown’s Core Pathways program allows students to fulfill their 

core requirements while examining climate change through an interdisciplinary lens. Students 

take seven-week classes worth 1.5 credits each, and both the sciences and humanities are 

represented to foster an appreciation for an interdisciplinary approach to the study of climate 

change. Georgetown also centers environmental 

and sustainability learning in all its schools, with a 

particular emphasis on STEM literacy for all, 

encouraging interdisciplinarity, and incorporating 

equity into environmental discussions. 

The Earth Commons’ global performance project, 

“We Hear You — A Climate Archive” by Caitlin 

Nasema Cassidy (Georgetown University class of 

2011) and playwright Jacob Hirdwall debuted at 

the John F. Kennedy Center for the Performing 

Arts on March 18, 2022.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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Florida

Arbor Ridge K8 School

Honoree Profile:

Location: Orlando, Florida

District: Orange County Public Schools

Type and School Level: Public; Elementary, Middle

Demographic: 48% free and reduced-price lunch eligible

Enrollment: 783 students

Summary of Achievements:

In 2019, Arbor Ridge K8 School (Arbor Ridge) recognized a need 

for sustainability education in youth, and the impact an education 

institution can have on the resiliency of both local and global 

communities. Arbor Ridge is a School of Excellence in its district’s 

annual Green Schools Recognition Program and has won multiple 

awards for water conservation and having a schoolwide culture of 

sustainability. The school builds upon energy-efficient light fixtures 

and low-flow water fixtures, with signage around the school to 

encourage resource conservation. Arbor Ridge’s school gardens 

include eight raised bed vegetable gardens, a wildflower garden, 

a butterfly garden, and a multi-unit hydroponics garden. Students 

grow and harvest fresh produce and share the bounty with other 

students, teachers, and families. Multiple departments and utility 

companies work together to ensure Arbor Ridge has good IAQ

and is free from contaminants and pests. Arbor Ridge has a 

Cross-Age Buddies program, which pairs an older grade level 

student with a younger student to serve as a mentor, and Trust 

Day, where students are paired with unfamiliar students to learn to work together on teamwork 

challenges. Teachers and staff take advantage of Wellness Wednesday, where a fitness 

instructor coaches fun workout sessions. For local environmental issues, students are 

empowered to take action by writing letters to local representatives to share and encourage 

solutions. For example, the second grade enrichment classes learn about environmental 

disasters in history, then discuss the events, and create posters to retell the information and 

include green topics in the grade-level newsletter. Arbor Ridge hosts many schoolwide 

environmental events, such as an Eco Fair at their Family Fun Night, Water Week during Earth 

Month, Trick or Trash conservation events, and campus cleanups. The teachers and staff, who 

lead sustainability initiatives on campus, attend professional development opportunities and 

bring back their knowledge to the rest of the school.

Arbor Ridge K8 School students 

explore and observe the school 

grounds on a nature walk during 

science class.

 

 

 
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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Florida

Stone Lakes Elementary School

Honoree Profile:

Location: Orlando, Florida

District: Orange County Public Schools

Type and School Level: Public; Elementary

Demographic: 36% free and reduced-price lunch eligible; 60% minority

Enrollment: 627 students

Summary of Achievements:

Stone Lakes Elementary School (SLES) has a set of core beliefs that school staff integrate into 

their learning experiences, designed to provide students with the education and drive to provide 

sustainable solutions to various challenges they may face in this world. The school’s agriculture 

program not only provides students with the opportunity to grow and care for crops and 

livestock, but also creates a seamless pathway for the agriculture programs in subsequent 

middle and high schools. Agriculture education provides a hands-on and highly engaging 

experience for all students that incorporates a wide variety of skills, including reading, math, 

science, social studies, and critical thinking. SLES emphasizes sustainability education with field 

trips, visits with local partners, and after-school 4-H and Green Team activities, such as the food 

waste boot camp. Students are involved in and lead every sustainability project on campus, 

including recycling, composting, walk or bike to school days, and energy conservation. The 

school’s butterfly garden is a prime example of collaborative efforts, where students, staff, 

families, community volunteers, and businesses all play an integral role in its development. This 

garden space includes a Little Free Library and outdoor classroom that classes use while 

studying plants and pollinators. SLES promotes health and wellness with an advisory committee 

and special events such as Mindful Mondays and morning announcements for Wellness 

Wednesday Tips. The school uses energy management software to monitor water and energy 

use.

Stone Lakes students and their teacher tend to 

the campus poultry as part of the agriculture 

program.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Florida

Oak Ridge High School

Honoree Profile:

Location: Orlando, Florida

District: Orange County Public Schools

Type and School Level: Public; High

Demographic: 99% free and reduced-price lunch eligible; 93% minority

Enrollment: 2,460 students

Summary of Achievements:

Oak Ridge High Schools’ (ORHS) student-led initiatives have created a culture where students 

are excited to be a part of the solution for local and global environmental issues. ORHS’s 

Environmental Science Club, inspired by the AP Environmental Science course, has a 

distributed leadership model in which students support each other while working on 

sustainability initiatives. During a project analyzing the school’s waste, students found that a lot 

of the waste contained edible food. This discovery led students to engage the sustainability 

manager and cafeteria manager to develop a Food Share Table and food donation programs. 

ORHS students helped build a garden at the local elementary school to counter food insecurity. 

The school supports communitywide wellness through its School Health and Wellness Advisory 

Committee, Student Assistance and Family Empowerment Program, and student-led yoga 

sessions and wellness events. ORHS has leveraged Earth Week to highlight interdisciplinary 

learning connected to STEM, host a competition about the importance of math in science, and 

play environmental trivia activities led by the history department. Students use plastic bottles 

collected from Wednesday recycling to create a weekly lunchtime arts activity in the courtyard, 

which is then shared with the community. ORHS has been recognized by their district’s 

Sustainability Department for conserving water and energy through actions such as lighting 

updates, energy efficient appliances, low-flow toilets, and encouraging safe routes to school. 

Students at Oak Ridge High School practice 

yoga for student stress relief during testing 

periods.
Page 21

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Florida

Palmer Trinity School

Honoree Profile:

Location: Miami, Florida

Type and School Level: Private; Middle, High

Enrollment: 780 students

Summary of Achievements:

Palmer Trinity School is located on almost 60 acres of tranquil, 

beautiful open space in Palmetto Bay, Florida, an area south of 

Miami. Through an extensive academic program and stimulating 

extracurricular activities, students at Palmer Trinity develop 

character, global awareness, environmental stewardship, and 

critical thinking skills. In 2014 Palmer Trinity built upon its existing 

sustainability efforts to establish a director of environmental 

stewardship position, with the goal of overseeing all aspects of 

development for the environmental sustainability and outdoor 

education curriculum and cocurricular activities. In 2017, Palmer 

Trinity School established the Palmer Trinity Sustainability Plan, 

which became the school’s roadmap for building and operating a 

healthier, more sustainable campus community. The sustainability 

plan is organized around five core topics: emissions and energy, 

campus operations, nature and ecosystems, health and well-being, and culture and learning. As 

of 2023, the Environmental Stewardship Program at Palmer Trinity includes 22 environmental 

initiatives, four experiential education travel experiences, four dedicated spaces for 

environmental education and STEM, two environmental action clubs (middle school and upper 

school), and a sustainability task force. The dedicated spaces include an aqua lab, living 

garden, Pine Rockland Butterfly Garden, and STEM lab. The school uses the campus as a tool 

for education through efforts such as the Trees of Palmer Trinity Book, which allows students, 

faculty, and visitors to explore campus and learn to identify its exceptional multitude of trees. 

The school uses environmentally preferable cleaners to reduce the community's exposure to 

toxic chemicals and high efficiency air filters to improve IAQ. Palmer Trinity works with its food 

service provider to promote and offer smart, healthy food choices and to offer vegan and 

vegetarian dishes. The school offers courses on energy, environment, and sustainability from 

life science in sixth grade to IB Environmental Systems and Societies in the Upper School. The 

curriculum is aligned with travel experiences in sixth, seventh, and ninth grades as part of the 

Experiential Education Program.

Scientific Inquiry class Palmer 

Trinity students snorkel in the 

Florida Keys National Marine 

Sanctuary.

 

 

 
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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Illinois

Prairie Trails School

Honoree Profile:

Location: Mount Prospect, Illinois

District: River Trails School District 26

Type and School Level: Public; Early Learning

Demographic: 35% minority

Enrollment: 181 students

Summary of Achievements:

Prairie Trails School serves the preschool and kindergarten students in River Trails School 

District 26. In 2021, major renovations were completed at Prairie Trails, making it a net-zero 

energy renovated school that also meets the Passiv Haus International US+ Source Zero 

standard. The building’s solar panels offset 100% of the school’s electricity needs. The building 

features an innovative variable refrigerant flow system of heating and cooling, which saves 

energy and ensures comfortable and conducive learning conditions. The renovation also 

included layered insulation to the building’s walls, LED lighting, low-flow toilets, and permeable 

pavers in the parking lot. The school emphasizes materials resource conservation, with 

strategies that include using compostable trays in the school lunch program and composting 

kitchen food scraps. A multipurpose room, used for physical education and lunch, features 

skylights that allow natural light and soundproofing panels. An innovative feature is the natural 

playground, built using displaced soil from the renovation projects, that promotes cognitive, 

emotional, and physical growth while supporting an integrated curriculum and provides teachers 

with an outdoor teaching environment that includes several quiet and comfortable areas. The 

school has a green cleaning policy and uses only Green Seal products. The kindergarten 

curriculum includes important STEAM units, where students learn about plants, animals, and 

weather and how they impact the world. The Prairie Trails School site serves as a learning hub 

for environment and sustainability for the school 

district’s older students. Not only does Prairie Trails 

School educate young students in the conventional 

sense, but it also educates the larger community 

about how buildings can meet net-zero objectives.

Prairie Trails students enjoy their time on the 

school’s natural playground that is designed to 

feature natural elements to promote cognitive, 

emotional, and physical development while 

supporting an integrated curriculum.

 

 

 

 

 
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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Illinois

Huntley Community School District 158

Honoree Profile:

Location: Algonquin, Illinois

Type and School Level: Public; Early Learning, Elementary, Middle, High

Enrollment: 8,548 students

Summary of Achievements: 

The vision of sustainability and environmental 

awareness that has come to define Huntley 

Community School District 158 (Huntley 158) 

began nearly 14 years ago. The district prioritizes 

energy efficiency, which has led to an annual 

reduction in energy costs by more than half. 

Huntley 158 manages demand control ventilation, 

temperature, and air pressure and modulates 

energy consumption in relation to occupancy load 

across buildings. In fall 2020, Huntley 158 

“flipped the switch” on the largest solar energy 

installation on school district property in Illinois. 

The project now produces clean, renewable 

energy to fuel all district buildings. Huntley 158 

installed interactive solar kiosks in each building, 

which allows every student, staff member, and community member to digitally interact with the 

district’s solar initiative and learn about their impact. Huntley 158 is electrifying its transportation 

fleet by acquiring four all-electric buses and plug-in hybrid minivans and by installing electric 

vehicle infrastructure fueled by the solar array. Within the food services department, Huntley 

158 has implemented food-sharing tables, recycling and liquid waste sorting stations, bulk 

condiment stations, and reusable trays and has eliminated milk straws. Students and staff 

receive lessons and professional development that focus on tools to regulate behavioral and 

emotional wellness. Students in grades K-12 participate in diverse curriculum offerings that are 

based on ecology, socio-political knowledge, environmental issues, problem-solving skills, 

environmentally responsible behaviors, and hands-on experiences. These topics are addressed 

through interdisciplinary STEM curriculum at the elementary level, Project Lead the Way 

courses in middle school, and engineering and global academies and AP Environmental 

Science in high school, while students in the 18-22 transition program use a tower garden to 

grow fresh, nutrient-rich foods. Students across grade levels have engaged in service projects 

that facilitate tree planting in the community, fundraised for clean water in Uganda, and 

established beneficial new practices through recycling and ecology clubs.

Huntley Community School District 158 has dump 

and recycling stations at elementary buildings that

help increase recycling and reduce liquid waste.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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Indiana

Carmel Clay Schools

Honoree Profile:

Location: Carmel, Indiana

Type and School Level: Public; Early Learning, Elementary, Middle, High

Enrollment: 16,520 students

Summary of Achievements:

Carmel Clay Schools (CCS) has a comprehensive and 

distributed model of responsibility that infuses a sustainability 

ethic into every aspect of the district culture. The District 

Strategic Plan prioritizes the expansion of environmental 

initiatives through continuous improvement in the design, 

construction, and maintenance of all facilities; ongoing 

refinement of the efficiency of daily operations; and the 

implementation of energy-saving measures in each 

department that produce positive results for the environment 

and save money. Smart technology includes auto shutoff for 

lights, water, and computers throughout the district. 

Environmentally preferrable cleaning products are used in 

every building. To date, the transportation department has 

replaced 24 gas-powered buses in its fleet with alternative-fuel 

vehicles and recently added the first total-electric school bus in 

Indiana. School campuses include native plants and grasses, 

bike trails, water features, rain gardens, water collection 

barrels, community gardens, and outdoor learning labs. School 

cafeterias compost meal preparation waste. Since 2005, the 

district has supported the CCS Green Team, a network of 

parents, staff, and students at each of the 15 school campuses 

who have a passion for encouraging habits and 

initiatives that protect the environment. In its 11th 

year, the annual communitywide holiday lights 

recycling drive has collected over 11 tons of light 

strands for recycling. The K-12 curriculum includes 

opportunities for students of all ages to explore the 

impact of humans on the natural environment 

through courses from Project Lead the Way to AP 

Human Geography. The district Wellness Center 

provides a convenient, no-cost option to employees 

for acute, preventative, and wellness-focused 

primary care. 

To improve students’ overall 

wellness in Carmel Clay Schools, 

school lunch choices include many 

fresh fruits and vegetables — 

some from student-grown gardens. 

Carmel Clay Schools' landscape plans include 

rain gardens with native plants and grasses to 

help with irrigation and runoff around the 

buildings.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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Indiana

Purdue University

Honoree Profile:

Location: West Lafayette, Indiana

Type and School Level: Public; Four-year College/University

Enrollment: 38,000 students

Summary of Achievements: 

In April 2020, Purdue University (Purdue) 

launched a Physical Facilities Sustainability 

Master Plan that consists of 13 actionable and 

measurable goals across five major categories: 

energy, water, materials, buildings, and grounds. 

Purdue University grew by more than 2.3 million 

square feet from FY 2011 to FY 2022; however, 

the university was able to reduce its domestic 

water use by 27% and its energy use intensity 

by more than 10% over the same time frame. 

Purdue has partnered with Duke Energy to 

jointly explore the feasibility of using advanced 

nuclear energy to meet the campus community’s 

long-term energy needs. The campus has 

diverted over 50,000 tons of materials through recycling, composting, and reuse over the past 

decade. Purdue’s Consultant’s Handbook contains guidelines in a vast array of areas impacting 

indoor or outdoor environmental quality, including thermal and moisture protection, openings, 

furniture, HVAC air cleaning devices, and exterior site furnishings. Since 2014, Purdue has 

added 6.75 miles of bicycle infrastructure. Over the past three years, Purdue has planted 1,882 

trees on campus and has been a Tree Campus USA for 13 consecutive years. Horticulture 

Park, a 24-acre forested park provides a vital space 

for outdoor physical activity and serves as a “living 

laboratory” for applied student learning. Purdue’s 

Institute for a Sustainable Future has nearly 250 

faculty affiliates across 45 university departments 

who engage in sustainability research. In 2022, 

Purdue offered more than 45 courses directly focused 

on sustainability and nearly 170 more that are 

inclusive of sustainability. Several Purdue 

departments and student organizations collaborate to 

plan events and activities to promote sustainability 

initiatives, including Earth Week. 

Construction on the Chaney-Hale Hall of Science, one 

of Purdue’s most recent LEED-certified facilities, was 

completed in 2020.

The second annual Purdue Day of Service in 

2022 rallied volunteers from the university and 

local community to plant 325 trees in Horticulture 

Park on the Purdue West Lafayette campus, up 

from the 62 trees planted at the inaugural event 

in 2021.
Page 26

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Iowa

Iowa City Community School District

Honoree Profile:

Location: Iowa City, Iowa

Type and School Level: Public; Early Learning, Elementary, Middle, High

Demographic: 41% free and reduced-price lunch eligible; rural

Enrollment: 14,972 students

Summary of Achievements:

Iowa City Community School District (ICCSD) consists 

of 29 schools located in five different cities and serves 

over 14,000 students. ICCSD’s systemic approach to 

GHG reduction is outlined by the district’s 2019 

Resolution to Address Climate Change and Facilities 

master plan, which includes an inventory of GHG 

emissions and reduction strategies. ICCSD’s 2030 

emissions target was achieved in 2021 due to 

efficiency projects and an increase in MidAmerican 

Energy’s, the district’s energy provider, renewable 

energy generation. Twenty-five of the 29 ICCSD 

schools operate on geothermal systems, providing 

100% of these buildings’ heating energy needs. 

ICCSD’s IPM program is facilitated by a district coordinator and has resulted in the successful 

elimination of most pesticide applications and 100% pesticide-free turf areas at all elementary 

schools. ICCSD works with Field to Family, an organization that connects local farmers with 

schools through their food hub, to source thousands of pounds of local products annually for the 

school nutrition program. Every sixth grader in the district participates in a weeklong “School of 

the Wild” program to learn about the environment firsthand in an outdoor “classroom” that 

features prairie, lakes, and forests. All secondary students are required to take the Earth and 

Space Science course, and a portion of this course is dedicated to learning about sustainability 

and how our actions impact the earth. Environmental and sustainability education is embedded 

in not only the AP Environmental Science course but also social studies, geography, world 

languages, and language arts curriculum at the secondary level. ICCSD administers a prairie 

initiative that has converted 1-5 acres of turf grass to prairie and pollinator spaces annually. In 

addition, ICCSD works to increase tree canopy under the district’s tree canopy initiative and to 

offer outdoor classrooms, ADA accessible playgrounds, and outdoor musical instruments.

Iowa City Community School District’s City 

High Sustainability Club students work in the 

school greenhouse.

 

 
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Kentucky

Cardinal Valley Elementary

 

Honoree Profile:

Location: Lexington, Kentucky

District: Fayette County Public Schools

Type and School Level: Public; Elementary

Demographic: 85% free and reduced-price lunch eligible; 89% minority, 70% English language 

learners

Enrollment: 554 students

Summary of Achievements:

Cardinal Valley Elementary (CVE) is a community school 

serving over 550 students from preschool through fifth 

grade. CVE is the only dual language program in Kentucky 

that encourages native Spanish speakers to become 

bilingual and biliterate in English and Spanish. During 

renovations, CVE was designed to be an energy-efficient 

facility that has a myriad of effective architectural 

components, including solar tubes and sensors that turn off 

lights in empty classrooms. The exterior features permeable 

pavers, a large tree canopy, native plants, and a school 

garden fertilized by the product of the district’s only 

schoolwide composting program. The garden space includes 25 raised beds, a monarch 

butterfly waystation, a large native plant garden, an art mural, two apple trees, multiple berryproducing bushes, and composting. In addition to participating in composting and gardening, 

students conduct energy audits and waste audits and participate in litter and creek cleanups. At 

no cost to families, CVE offers two free fruit or vegetable snacks a week for each student, 

healthy snacks for after-school activities, and a weekend food backpack program for students 

experiencing food scarcity. Teachers at CVE collaborate on environmental and sustainability 

education throughout the curriculum, especially the full-time science teacher and the library 

media instructor. CVE’s after-school enrichment program offers solutions-oriented sustainability 

projects, such as building levels that can hold water, connecting circuits to make electricity flow 

and do work, and making cars from recyclable materials that are powered by balloons.

Cardinal Valley Elementary fifth graders 

enjoy sorrel grown in their school garden 

and use binoculars to locate local 

wildlife.

 

 

 
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Kentucky

Mary G. Hogsett Primary School

Honoree Profile:

Location: Danville, Kentucky

District: Danville Independent Schools

Type and School Level: Public; Early Learning, Elementary

Demographic: 79% free and reduced-price lunch eligible

Enrollment: 365 students

Summary of Achievements:

Mary G. Hogsett Primary School (Hogsett Primary) is a 

preschool-first grade school that has worked to create a 

healthy community for its students. In 2018-19, Hogsett 

Primary completed a building remodel that included water 

and energy efficiency updates that resulted in a 30% 

decrease of electrical usage over the same time period. 

Hogsett Primary reduces waste through food share tables, 

reusable trays and utensils, and recycling. Students are 

taught to ride scooters, tricycle taxis, and tricycles, and 

Hogsett Primary supports initiatives to improve 

transportation safety and encourage active transportation. 

The school grounds include a natural playground, picnic 

tables, and an outdoor classroom. The school also has a 

full-time nurse and counselor, two licensed clinical 

therapists, and a child psychiatrist contracted to work with 

students at school, all at no cost to families. The art teacher is trained as an art therapist and 

conducts art therapy lessons with students daily. Hogsett Primary staff have ongoing, jobembedded training in trauma-informed care. The staff work with families to understand each 

child’s unique needs and any Adverse Childhood Experiences. The school’s Families First office 

supports families to eliminate any barriers to learning, including food, housing, and health 

needs. An IAQ assessment summary completed in August 2022 found that the outdoor 

ventilation, air filtration, and exhaust systems were meeting expectations and state standards. 

Hogsett Primary has in-depth interdisciplinary units of study with students that prioritize inquirybased learning with community connections. Science is not isolated as a subject on the master 

schedule but is the avenue through which students learn many subjects. Students study birds, 

trees, weather, and other environmental topics while they are learning and applying literacy, 

social studies, mathematics, social and emotional, habits of character, and art skills. These indepth studies include fieldwork on campus and at local environmental sites. Students have 

experience being stewards to the local community by planting native trees and shrubs to 

mitigate runoff and installing and maintaining bluebird houses. 

Mary G. Hogsett early learners play on 

the natural playground that features 

locally-sourced tree stumps and 

boulders.

 

 

 
Page 29

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Louisiana

Park Forest Elementary Creative Sciences & Arts Magnet School

Honoree Profile:

Location: Baton Rouge, Louisiana

District: East Baton Rouge Parish Schools

Type and School Level: Public, Magnet; Elementary

Demographic: 99% free and reduced-price lunch eligible

Enrollment: 478 students

Summary of Achievements:

Park Forest Elementary Creative Sciences & Arts Magnet 

School (Park Forest) is a Title I school where a Creative 

Smart Lab and Renewable Energy Lab feature STEM-based 

lessons to educate students on renewable energy and on 

water and energy conservation. Students experience different 

types of gardening, from the traditional raised garden bed to 

aeroponic garden towers inside of the lab. The vegetables 

chosen for the garden beds are directly connected to 

standards and important concepts for student learning. 

Through the USDA, all students receive a free, nutritious 

lunch as well fresh fruit and vegetable snacks. Southern 

University Agriculture has partnered with Park Forest physical education classes to host student 

health and nutrition classes. Park Forest uses “Agriculture in the Classroom” to apply authentic, 

agricultural-based content as the context to teach core curriculum concepts in science, social 

studies, language arts, and nutrition. The entire magnet staff attends professional development 

trainings and conferences throughout the year to broaden teachers’ perspectives about projectbased learning. A Project Lead the Way grant is another curriculum source that is providing the 

students of Park Forest with project-based learning opportunities. At least one teacher from 

each grade level has attended a NEED (National Energy Education Development) Project 

professional development session. Park Forest has 

reduced its overall energy consumption by over 40% 

compared to a 2015 baseline. The school was renovated 

after a 2016 flood and now features LED and motion

sensor lights and faucets, programmable thermostats, 

increased insulation, and water bottle filling stations. 

Students and staff worked with partners to revitalize the 

landscaping of the school. Community partners help to 

educate families about how to conserve energy through 

simple actions that protect the environment and save 

families on electricity costs. Students at Park Forest Elementary 

Creative Sciences & Arts Magnet School 

participate in hydroponic gardening.

Students at Park Forest Elementary 

Creative Sciences & Arts Magnet 

School harvest okra.

 

 

 
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Maryland

Watershed Public Charter School

Honoree Profile:

Location: Windsor Mill, Maryland

District: Baltimore County Public Schools

Type and School Level: Public, Magnet; Elementary

Demographic: 78% minority

Enrollment: 282 students

Summary of Achievements:

Watershed Public Charter School (Watershed) in Baltimore County 

takes its role as the only nature-based public school in the county 

seriously. Its mission, to provide an interconnected learning 

environment where hands-on exploration and creative expression

foster the learning process, is evident in Watershed’s daily practices. 

Watershed students grow into environmental stewards who assume 

leadership on environmental sustainability efforts at the school, 

including by monitoring building water and electricity usage. Despite an 

increase in enrollment from 2019 to 2022, Watershed reduced its 

energy use by over 42% and water consumption by 60% over that 

period. It has also cut solid waste in half since 2019, in part by 

implementing a comprehensive composing program, a share table, 

and trash-free lunches. Thanks to two large cisterns, harvested 

rainwater is used for irrigation purposes for the school micro-farm and 

gardens. Watershed students and staff collaborate with the community 

to plant trees, influence mowing practices on the campus, and inspire 

students on green career pathways. Families report that their 

household behaviors are, in turn, influenced by student learning in 

several areas, including by planting native species, reducing home 

water use, and encouraging more outdoor time. The Watershed 

curriculum centers on environmental sustainability by 

infusing the state’s environmental literacy standards into 

learning experiences and getting students outdoors every 

day, including in rain and snow, to farm, care for chickens, 

monitor water quality, engage in mindfulness in nature, and 

maintain pollinator, rain, and vegetable gardens, as well as 

the small campus orchard. Faculty make use of five outdoor 

classrooms, including stream, two micro-farm, rain garden, 

and meadow classrooms. All Watershed staff attends 

environmentally focused professional development every 

year. Watershed Public Charter School 

kindergarten students explore the 

campus as a part of their map

making project.

 

 

 

 

 

 

Watershed Public Charter 

School students and 

community members learn 

from Department of Natural 

Resources personnel during 

a sunfish release at 

Patapsco Park.
Page 31

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Maryland

Queen Anne’s County Public Schools

Honoree Profile:

Location: Centreville, Maryland

Type and School Level: Public, Rural; Early Learning, Elementary, Middle, High

Enrollment: 7,447 students

Summary of Achievements:

Queen Anne’s County Public Schools (QACPS) is situated on Maryland’s 

rural Eastern Shore. QACPS has taken a strong stance in ensuring all 

campuses have water management plans with systems in place to protect 

water quality due to its proximity to the Chesapeake Bay. In fact, all campuses 

have bioswales and retention ponds. Over 20% of the district’s total electrical 

consumption is met from ground-mounted solar arrays. Nearly 50% of schools 

in the district are equipped with geothermal systems, and all 14 schools have 

received recognition as ENERGY STAR Leaders. Two school sites are LEED 

certified. QACPS has invested in alternative transportation and has begun to 

replace its aging fleet of vehicles with electric and hybrid electric vehicles. 

QACPS has instituted policies that embrace the Whole School, Whole 

Community, Whole Child model to enhance the health of students, visitors, 

and staff members. The school district uses green cleaning products and 

practices and participates in a farm-to-school program featuring a Maryland 

Homegrown School Week. Outdoor learning opportunities abound, and 

environmental education is infused inextricably within the district’s curriculum. 

Environmental education programming is vertically articulated from 

kindergarten through high school and 

emphasizes stewardship-based and civic education 

projects. The QACPS environmental literacy plan outlines 

how each grade level explores and engages in relevant 

environmental issues within their schoolyard habitats and 

the surrounding regions. Civic engagement encompasses 

the preservation of the local environment and the 

restoration of the bay, watershed awareness, pollinator 

garden projects, recycling drives, and beach cleanups. 

QACPS is currently installing outdoor classrooms at each 

of its eight elementary schools that will include a covered 

pavilion and be ADA compliant. 

Students in Queen 

Anne’s County 

Public Schools 

analyze 

macroinvertebrates 

to determine 

ecological health.

Students in Queen Anne’s County Public 

Schools collect water samples from the 

inlets surrounding Horn Point in 

Cambridge, Maryland.
Page 32

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Massachusetts

Boston Public Schools

Honoree Profile:

Location: Boston, Massachusetts

Type and School Level: Public; Early Learning, Elementary, Middle, High

Demographic: 85% minority

Enrollment: 48,777 students

Summary of Achievements: 

Boston Public Schools (BPS) serves 48,777 students in 

grades pre-K-12 in 119 schools across 132 buildings. As a 

city agency, BPS follows the City of Boston’s 2019 Climate 

Action Plan. Led by the Sustainability, Energy, and 

Environment Program, BPS has made investments and 

progress in drinking water quality, IAQ, outdoor teaching 

and learning, zero waste, STEM and climate change 

education, and sustainable transportation. The BPS 

Drinking Water Access Initiative is installing and testing 

some 1,400 filtered bottle refilling stations across all BPS 

schools. BPS launched a pioneering IAQ monitoring 

initiative, accompanied by a live public dashboard where users can observe real-time IAQ levels 

in all BPS schools. As of school year 2022-2023, BPS Transportation will only purchase electric 

buses when buying new buses, instead of diesel or propane, with plans to transition to a fully 

electric fleet within the next 10 years. BPS has contracted a Facilities Condition Assessment, a 

detailed analysis that will produce a larger, in-depth dataset of building conditions and make 

recommendations for repair, replacement, and renovation. BPS renovated 106 school kitchens 

within a four-year period, 81 of which now support on-site meal preparation and cooking. The 

BPS trash contract includes language for the hauler to pay for BPS recycling equipment and 

contribute support for zero waste education in schools, including up to 10 school waste audits 

annually. Climate science at Boston Public Schools is addressed continuously in pre-K-12 

through the curricular offerings aligned to the state frameworks, leveraging the district’s 38 

outdoor classrooms. BPS has 79 active school gardens and a district outdoor teaching and 

learning manager. Departments are working to integrate 

environmental justice into literacy units. Twenty-eight BPS 

schools, representing 35 BPS teachers, participated as 2020-

2021 Green Team Schools with the Massachusetts 

Department of Education, an interactive education program 

that empowers students and teachers to help the 

environment. 

Boston Arts Academy, which opened in 

September 2022, is 100% electric and is 

targeting LEED gold certification.

Boston Public Schools receives the first 

two of its 20 new electric school buses.
Page 33

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Missouri

Patrick Henry Downtown Academy

Honoree Profile:

Location: St. Louis, Missouri

District: Saint Lous Public Schools

Type and School Level: Public; Elementary

Demographic: 99% free and reduced-price lunch eligible

Enrollment: 201 students

Summary of Achievements:

Patrick Henry Downtown Academy (Patrick Henry) is a neighborhood 

elementary school serving 201 students, all of whom live well below the 

poverty line. The Patrick Henry school building is more than a century 

old, and the school community has been able to navigate the challenges 

this presents by participating in utility rebate programs. These programs 

have allowed the school to upgrade to all LED lighting, replace the 

boiler, optimize the HVAC system, replace windows, and install water 

bottle filling stations. Through the Academics in Motion zones, the school 

has been able to provide movement minutes to any child in any 

classroom, with an average of 140 minutes a day of student movement. 

All classrooms are equipped with a calming corner to promote mental 

health and wellness, as well as a movement corner to promote physical 

health. In 2019, Patrick Henry established a school Green Team; its 

efforts have spanned school garden volunteerism, 

wellness policies, and healthy nutrition. Patrick 

Henry is located within a food desert, where the closest and most-utilized 

place to purchase food, for most families, is a gas station. Students plant, 

tend, harvest, and prepare all produce as part of a class. Sustainability 

education is a mainstay at Patrick Henry. Every student receives a wellbalanced breakfast, lunch, and afternoon snack. With a set time for 

formal garden instruction and all teachers encouraged to use outdoor 

spaces, the accessible garden and outdoor learning space serve as 

classrooms for all students, teachers, partners, and community 

members. Through a partnership, the school received access to an 

outdoor learning kit, which is a science, math, and environmental studies 

curriculum that includes hands-on learning and physical activities. Patrick 

Henry’s students have informal educators — senior citizens who live in 

nearby public housing — who visit the school throughout the year to 

bolster gardening skills and techniques. 

A second grader at 

Patrick Henry Downtown 

Academy helps weed 

the garden beds to 

prepare them for 

planting.

Patrick Henry students 

receive a free fresh fruit 

or vegetable daily as part 

of a nutritious snack 

program.
Page 34

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Pennsylvania

Hillendale Elementary School

Honoree Profile:

Location: Chadds Ford, Pennsylvania

District: Unionville-Chadds Ford School District

Type and School Level: Public; Elementary

Demographic: Rural

Enrollment: 393 students

Summary of Achievements: 

Hillendale Elementary School (Hillendale) is a bustling kindergarten 

through fifth grade school. In 2013, it piloted a stormwater 

management project on the campus, planting over 600 trees and 

thousands of native plants, creating a woodland path, establishing a 

pollinator meadow, constructing a trail that links these elements 

together, and filling these spaces with environmental education 

signage. Hillendale reduces environmental impact and costs by 

tracking energy data through the ENERGY STAR Portfolio Manager 

portal and working with the district’s sustainability committee on more 

sustainable lighting, HVAC equipment, and procurement. Hillendale 

offers a wide variety of curricular and extracurricular wellness activities 

and opportunities for both students and faculty, including clubs, 

wellness days, and fitness challenges. During the 2022-23 school year, 

staff embarked on a multiyear commitment to learning best practices in 

teaching about and within nature in their outdoor classrooms, in 

partnership with Stroud Water Research Center. The school has three formal and several 

additional outdoor classroom spaces utilized daily by the school community. Both indoors and 

outdoors, Hillendale’s staff provides students with interdisciplinary environmental and 

sustainability learning opportunities embedded into the kindergarten through fifth grade 

curriculum. The unique campus and homegrown curricula help students learn about varied 

ecosystems. Hillendale partners with many local organizations to provide environmental and 

sustainability education programming, such as field trips, and to improve the campus’ 

environment with cleanups and restoration projects. 

Hillendale students learn about ecosystems at one 

of the school’s storm water basins.

Hillendale students explore 

native plants in the 

meadow and certified 

Monarch Waystation.
Page 35

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Pennsylvania

California Area School District

Honoree Profile:

Location: Coal Center, Pennsylvania

Type and School Level: Public; Early Learning, Elementary, Middle, High

Demographic: Rural; 59% free and reduced-price lunch eligible

Enrollment: 968 students

Summary of Achievements:

California Area School District (CASD) coordinates activities within 

the district and with local partners that reduce environmental impact, 

energy use, and food waste; conserve water; introduce sustainable 

transportation; and increase recycling. CASD uses a multitiered 

system of progressive educational approaches to teach strategies to 

reduce environmental impact. Strategies used throughout the district 

include a five-phase program to reach 100% of K-12 students with 

recycling instruction, a farm-to-school collaboration, and edible 

gardens. CASD is also incorporating artificial intelligence to solve 

global/local problems, purchasing solar-powered transportation for 

campus use, and incorporating outdoor, year-round play with watersaving design. The Moonshot Project, a grant-funded and districtfacilitated program, works to provide students with nutrition and 

improved access to healthy foods in and out of school. Using the onsite chickens for eggs, honey from the district apiary, and its 

aquaponics facility for healthy greens and fish, the Moonshot Project 

pairs the expertise of a paraeducator and cafeteria staff with the 

healthy eating educational needs of students. Through the life skills program, students receive 

instruction on safe practices in the kitchen and learn cooking skills. CASD focuses on the health 

and wellness of students and staff through their dog therapy program, goat-scaping project, and 

outdoor fitness after school and during summer school. The Chill Project created two rooms to 

serve all students and employees to be used for reducing stress. CASD installed permeable 

surfaces in outdoor child play spaces, which 

reestablished a more natural hydraulic balance and 

reduced runoff. Post-COVID improvements in air 

quality, use of outdoor learning spaces, remediation of 

any moisture, and a clear cleaning and maintenance 

schedule were developed as part of the Return to 

School Plan and are now consistent procedures in all 

day-to-day operations. 

California Area School 

District students have 

access to electric scooters.

California Area School District students 

participate in beekeeping and honey 

collection.
Page 36

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Pennsylvania

West Chester University

Honoree Profile:

Location: West Chester, Pennsylvania

Type and School Level: Public; Four-year College/University

Demographic: 24% Pell recipients

Enrollment: 17,275 students

Summary of Achievements:

West Chester University (WCU) has commitments to 

environmental, social, and economic sustainability and 

outlines the strategies it takes to achieve these in both its

Climate Action Plan and its Strategic Plan. Since 2010, 

WCU has cut energy costs by millions of dollars, lowered 

per capita carbon emissions by more than a third, and 

significantly reduced the environmental impacts of its 

campus operations. WCU has large geo-exchange 

heating and cooling systems that allow energy efficient, 

low carbon temperature control in over 40% of campus 

building space. The campus also features ground and 

roof solar arrays, and WCU purchases renewable energy 

credits. All new design and construction on campus is 

required to meet LEED Silver building standards. WCU 

piloted pre-consumer food scraps composting programs 

with its dining services department, composting 37 tons of food scraps in the most recent year. 

Dining services works with student organizations and the university’s Sustainability Council to 

reduce food waste, compost food scraps, and limit the use of single-use, noncompostable 

containers and utensils. Custodial services purchases janitorial paper products from certified 

sustainable paper sources and over half of cleaning products from green certified products 

vendors. Staff responsible for building and grounds maintenance collaborate with faculty and 

students to realize the idea of the campus as a “living laboratory and creative canvas” by giving 

tours of facilities, such as the university’s geothermal pumphouse; outdoor areas, which include 

four organic gardens; and the 125-acre Gordon Natural Area. More than three-quarters of 

WCU’s academic departments offer courses focused on environmental, social, and economic 

sustainability, with 195 individual courses offered that explicitly focus on or include such 

concepts. Two academic minor programs, open to students from any discipline and college at 

the university, dive into sustainability and draw from class options across the campus to address 

environmental, humanitarian, and economic challenges through classroom activities and applied 

projects that emphasize broad, interdisciplinary knowledge, leadership, and tools. The 

Brandywine Project for Sustainability Education conducts workshops and offers stipends to 

faculty members who are committed to effectively integrating sustainability concepts into course 

syllabi.

West Chester University student volunteers 

paint the garden toolshed with a design 

created by an Art + Design professor.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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Rhode Island

East Providence High School

Honoree Profile:

Location: East Providence, Rhode Island

District: East Providence School District

Type and School Level: Public; High

Demographic: 45% free and reduced-price lunch eligible; 38% minority

Enrollment: 1,672 students

Summary of Achievements:

East Providence High School is the culmination of a five-year 

effort by the East Providence community to transform one of the 

state’s oldest and most impaired facilities into a first-of-its-kind 

21st century learning environment. The new school, 

benchmarked in EPA Portfolio Manager for energy and water 

use, has a score of 86 and was constructed to Collaborative for 

High Performance Schools - Northeast standards. The facility 

features LED fixtures, daylighting, efficient HVAC systems, 

bioretention areas, pervious surfaces, and six electric vehicle

charging stations. Meters were incorporated into the design of 

the school to provide students and staff with real-time energy 

and water consumption data, which is displayed through an 

interactive panel in the main entry corridor. Built-in recycle bins are located in every section of 

the building, and the school uses environmentally preferrable cleaning products. The cafeteria 

sources local produce, highlighted through special events such as Apple Crunch Day and 

Harvest Meal Day. The school’s three greenhouses use soil, hydroponic, and aquaponic 

systems. These assets provide science students with the opportunity to cultivate a variety of 

crops that are then harvested and used by CTE culinary students to create quality meals for 

purchase by staff and the residents of East Providence. Students take part in bay and state park 

learning and restoration work field trips. They may also enroll in AP Environmental Science or 

an environmental science pathway to engage in unique experiences, designed to promote the 

study of the environment, and to learn about environmental 

career pathways. The school has two full-time nurses, two 

social workers, and a psychologist, and a group called “the 

herd” helps to promote a positive school environment.

East Providence High School 

features built-in recycling station.

East Providence High School features 

electric car charging stations and 

permeable pavers in the parking lot.
Page 38

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Rhode Island

Jamestown School Department

Honoree Profile:

Location: Jamestown, Rhode Island

Type and School Level: Public; Elementary, Middle

Enrollment: 420 students

Summary of Achievements:

Jamestown School Department (JSD) is committed to energy efficient facilities and education 

that cultivates environmental stewardship. Over the past few years, JSD has completed facility 

renovations and replacements of buildings’ management, mechanical, and energy systems to 

be more efficient. The renovations included the installation of a solar carport canopy at the 

Melrose School and solar roof arrays at the Lawn School. Recent changes to ventilation 

systems provide healthy IAQ. The district hosts bike to school days annually to encourage 

active transportation and safe routes to school. JSD’s Wellness Committee and parent teacher 

organization offer a variety of programs for students and staff, such as team walking challenges 

and outdoor learning workshops. JSD has developed great relationships with local community 

partners to engage and utilize community resources to enhance STEAM and environmental 

literacy experiences for students. All students participate in composting and “Worm Wednesday” 

in the school cafeterias. In the classroom, students learn about climate change and pollution 

through hands-on learning at the Great Creek and Fort Getty Park. Students in K-8 explore on a 

regular basis the beach and marsh that are within walking distance to the school grounds. 

Students at every grade level participate in hands-on environmental and sustainability 

education, ranging from investigating their school’s solar projects, composting, planting trees at 

local farms, and tending the schools’ raised garden beds. Science classes cultivate crops in the 

district’s hydroponics lab and school garden beds. The middle school English language arts 

curriculum includes an investigation into the impact plastic has on the environment.

Jamestown School Department is home to both rooftop solar arrays and a solar carport.
Page 39

U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Virginia

Little Tree Huggers Preschool

Honoree Profile:

Location: Leesburg, Virginia

Type and School Level: Independent; Early Learning

Enrollment: 12 students

Summary of Achievements:

Little Tree Huggers (LTH) Preschool is a bilingual, nature-based preschool where students learn 

the importance of environmental stewardship by participating daily in aspects of farm 

operations, from caring for rescue animals to planting seeds in the garden. LTH established a 

wildlife sanctuary around a fully restored, 3-acre, mid-19th century farm complex that has been 

recognized for its extensive wildlife habitat and riparian conservation areas, all of which have 

been planted and maintained by students, staff, and parents. Each spring, students work the 

compost they have prepared into the school’s vegetable and flower gardens, plant seeds for the 

next crop, and tend the garden through harvest. They harvest fruit crops grown on-site and 

participate in making meals and preserves. LTH’s curriculum has students engaging in 

movement 500 or more minutes, five days a week, and muscle strengthening daily, with such 

activities as climbing and carrying water. LTH installed geothermal heating and cooling, a 48-

panel solar array, generating approximately 16,000 kilowatt hours of energy annually, as well as 

various other energy efficiency solutions, making LTH carbon neutral. LTH reduces its materials 

use by building 90% of all play and outdoor instructional areas with repurposed or recycled 

materials, making 80% of all classroom projects with repurposed or recycled materials, and 

composting all food waste on-site. LTH has created an ecologically balanced campus that 

requires virtually no watering. Numerous rain barrels and rainwater troughs are installed around 

the property, and rainwater is used for the school and farm. LTH leverages its environmental 

and sustainability curriculum to conduct outreach to the community, showcasing the 

incorporation of sustainability features to positively impact both the environment and the 

school’s bottom line.

Little Tree Huggers students engage in plentiful outdoor physical activity through farm tasks and play.
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Virginia

Freedom High School

Honoree Profile:

Location: Woodbridge, Virginia

District: Prince Willian County Public Schools

Type and School Level: Public; Early Learning, High 

Demographic: 99% free and reduced-price lunch eligible; 95% minority

Enrollment: 2,298 students

Summary of Achievements: 

Freedom High School (Freedom) is a Title I school serving approximately 2,350 students; over 

75% of families are economically disadvantaged. Since 2012, Freedom has seen a 25.1% cost 

avoidance in utility costs, representing $1.6 million over 10 years from energy management 

programs and initiatives. In December 2022, the school district finalized a solar power purchase 

agreement to install on-site solar on Freedom facilities. The solar panel system will consist of a 

1.360 kilowatt array and will offset approximately 60% of the current electrical consumption of 

the building. Four water bottle filling stations provide students and staff with the ability to refill 

reusable water bottles. In school year 2021-22, Freedom hosted a Mental Health and Wellness 

Expo where the public was invited to learn about living healthy; participate in a Zumba class; 

and receive free medical/dental screenings, informational pamphlets, wellness tips, and more 

from dozens of vendors. Freedom special education students run a lunch service called “The 

Bistro,” whereby they learn about nutrition and devise healthy lunch offerings. Students make 

the menus, go to the store, and cook the meals. Over 100 students are part of Freedom’s 

Center for Environmental & Natural Sciences program in which students take advanced and AP 

coursework across all academic disciplines. Students participate in co-curricular and 

extracurricular activities, including community service, and become involved with business and 

community partnerships that enhance their understanding of environmental and natural 

sciences. They meet weekly to take part in hands-on sustainability learning activities, such as 

school building energy and waste audits, germinating seeds, hatching chicks, managing 

recycling, collecting litter, composting experimentation, and learning about Freedom’s 

stormwater retention pond. Students also engage in STEM activities, such as designing water 

filtration systems, a native garden, and solar cars. Students across the curriculum enjoy time in 

Freedom’s outdoor learning spaces, including 

gardens and a greenhouse, as well as during field 

trips to state parks.

Freedom High School students collect water 

quality data on the storm management pond.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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Washington

Pioneer Elementary School

Honoree Profile:

Location: Gig Harbor, Washington

District: Peninsula School District

Type and School Level: Public; Elementary

Enrollment: 512 students

Summary of Achievements:

From design to build, sustainability and efficiency have been a 

focus of the Pioneer Elementary School (PES) facility, operations, 

and learning model. PES is a “repurposed facility,” built with 

sustainable materials and floor-to-ceiling windows. It is designed to 

maximize and track both energy and water use with LED fixtures, 

occupancy and natural light sensors, efficient HVAC units, low-flow 

fixtures, timed faucets, and water bottle filling stations. The school 

purchases electricity provided by hydroelectric dams. PES uses 

environmentally preferrable cleaning products, follows an IPM plan, 

uses two propane-powered buses, and continues to pursue other 

alternative energy bus options. Classroom teachers incorporate 

frequent breaks that include both movement and mindfulness. PES 

built a 4,000-square-foot covered outdoor play area, allowing 

students to access fresh air and play, even in the worst rainstorms. 

The school’s STEAM project-based learning model facilitates 

lessons that have local relevance and student agency at every 

grade level. Topics range from the importance of pollinators to the 

human impact on biodiversity to changing patterns in our climate to maintaining clean 

watersheds. The school has a dedicated STEAM makerspace and innovation room. PES 

engages experts, takes learning outdoors, and fosters service projects to support students to 

pursue their personal interests. In collaboration with partners, such as Harbor Wildwatch and 

Pierce County Conservation, PES staff plan and deliver content integrated units that promote 

critical thinking about local and global environmental problems to engage in meaningful 

solutions. The school recently received a grant to implement composting, build a campus 

greenhouse, and extend learning time in the garden.

Students catch frogs in the 

Pioneer Elementary School 

garden as part of a biodiversity 

project.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Washington

Chief Leschi Schools

Honoree Profile:

Location: Puyallup, Washington

Type and School Level: Public, Rural; Early Learning, Elementary, Middle, High

Demographic: Rural; 54% free and reduced-price lunch eligible; 97% Native American

Enrollment: 686 students

Summary of Achievements:

Chief Leschi Schools, serving 97% Native American students, 

uplifts the traditional ways of the Puyallup people in their belief that 

“all natural things are our brothers and sisters. They have things to 

teach us if we are aware and listen.” The district restored and 

improved Lake Leschi, the on-campus wetlands, to create a 

powerful outdoor learning space that inspires students and helps 

them see their connection to the land. Much of the restoration work 

was completed by students themselves, so they can apply the 

environmental and sustainability concepts they learn in the 

classroom. Connecting the classroom to the environment and 

careers encourages students to continue to steward the land. The 

district conserves water by collecting rainwater to supply the tanks 

of their on-campus salmon hatchery. Leschi culinary classes 

maintain a composter and have built an indigenous culinary garden 

where students grow many of the ingredients they use in class and 

for guest visitors’ meals on campus. All science instruction includes 

content about climate science, and the environmental science 

course, which is the capstone of the CTE natural resources 

pathway, includes lessons and activities about political advocacy. Both elementary and 

secondary schools have a “place of thinking” room, a place for students to self-regulate and 

process emotions while learning coping skills and other social success strategies. Students 

benefit from a team of mental health professionals, behavior specialists, and elders, giving 

students confidential access to staff who bring culturally relevant support to the school 

community. Leschi also has prepared a significant HVAC upgrade that will improve efficiency by 

98%. In the interim of that upgrade, the district concentrates on conservation education 

measures and purchases some renewable energy. All students are given a reusable water 

bottle at the beginning of the year to use at the water bottle filling stations.

Students at Chief Leschi 

Schools build clay models of 

the salmon life cycle before 

seeing the actual hatching and 

growing process.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Wisconsin

Browning Elementary School

Honoree Profile:

Location: Milwaukee, Wisconsin

District: Milwaukee Public Schools

Type and School Level: Public; Elementary

Demographic: 93% free and reduced-price lunch eligible; 98% minority

Enrollment: 259 students

Summary of Achievements:

In 2003, Browning Elementary School’s (Browning) campus was 

relocated in order to serve a neighborhood that was previously busing 

students across Milwaukee Public Schools. Since then, the Browning 

school community has mobilized to bring underutilized spaces to life, 

brought in supportive partners with programming and resources, and 

built capacity for new systems and practices to live out a green dream. 

Browning has recently upgraded to an energy efficient HVAC system 

and has partnered with a civil engineering firm to install a stormwater 

vault underneath the school’s playground. Browning focuses on 

planting native and water-efficient landscaping and uses preparation 

methods for road salt to protect local water bodies. The school has 

also upgraded to water bottle refilling stations and regularly composts 

landscape and garden waste for use in future gardening. Wanting to 

bring back the sense of the community and identity what was lost 

during recent redevelopment, Browning leveraged the Safe Routes to 

School program to increase safety measures and collaboration in the 

neighborhood. The Walking School Bus 

program integrated the school with the surrounding community, 

addressing attendance and morale among students and staff, while 

promoting healthy habits. Exploring ecotherapy and methods toward 

wellness has also been vital for community buy-in. Revitalizing the 

greenhouse with updated equipment and technology allowed the 

school to develop partners to educate both staff and students on how 

to sustain programming, offer access to healthy food, and provide 

hands-on STEM experiences. The greenhouse became a shared 

space accessible to the whole community, in addition to school day 

programming. Students have learned about aquaponics, composting, 

solar dehydration, urban agriculture, and food justice. 

A Browning Elementary 

School student takes time 

to feed the fish as she and 

her peers learn about life 

cycles and aquaponics.

Students from Browning 

Elementary work with a 

master agriculturist from the 

Housing Authority to support 

mutual partner Teens Grow 

Greens in their efforts toward 

food security.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Wisconsin

Eagleville Elementary Charter School

Honoree Profile:

Location: Eagle, Wisconsin

District: Mukwonago Area School District

Type and School Level: Public, Charter; Elementary

Enrollment: 109 students

Summary of Achievements:

Eagleville Elementary Charter School (Eagleville) 

focuses on building environmental literacy and 

stewardship through a community approach, involving 

students, staff, families, and other stakeholders. All 

Eagleville students and staff participate in reducing 

waste through composting, recycling, and eliminating 

the use of plastic and paper in the cafeteria. In school 

year 2021-22, Eagleville successfully recycled over 

4,000 pounds of materials. Eagleville has worked to 

reduce outdoor air pollution through a no-idling policy 

and combining two bus routes to increase efficiency. 

They have taken energy efficiency measures, such as 

installing LED lighting and occupancy sensors and 

upgrading HVAC systems and kitchen equipment. 

Eagleville landscaping uses ecologically friendly 

methods like rainwater harvesting for irrigation, reduced fertilizer application, and water-efficient 

or native plant landscaping. Eagleville believes in a whole school approach to health and 

wellness, providing healthy snacks, educating students on locally grown food, and offering 

whole school walking or running events in the school forest. This approach includes weekly 

social and emotional learning lessons and a comprehensive pupil services support team. 

Students make daily use of the school gardens, 

school forest, and access to Jericho Creek to obtain 

hands-on experiences with the natural environment. 

Whole school STEM activities teach students 

problem-solving, teamwork, and how to solve realworld environmental or sustainability issues. 

Students use literature both in individual classrooms 

and in the One Book, One School program to learn 

about advocacy and environmentalism. Eagleville 

partners with the local community to share expertise 

on gardening, water health, and recycling. Students 

share their knowledge with families through events 

such as Parent Creek Day, STEM Fair, and Maker 

Fair.

Fifth grade students at Eagleville Elementary 

Charter School teach families about the creek.

All classes at Eagleville Elementary Charter 

School have the opportunity to snowshoe 

through the school forest and grounds during the 

winter months.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Wisconsin

Forest Edge Elementary School

Honoree Profile:

Location: Fitchburg, Wisconsin

District: Oregon School District

Type and School Level: Public; Elementary

Enrollment: 426 students

Summary of Achievements:

Forest Edge Elementary School (FES) encompasses a 

green and healthy school culture in a variety of ways, 

both independently and as a part of the community. FES 

is the first verified net-zero energy school in Wisconsin, 

offsetting all of its energy needs with on-site generation, 

as well as the largest net-zero verified education project 

in the nation. The building itself is a study in 

conservation, with its 1,704 solar panels, 90 geothermal 

wells, “smart” windows, and green roof ledges. FES 

implements environmental health practices and 

procedures, including utilization of green cleaning 

products, energy recovery ventilation systems to bring in 

fresh air for use in the HVAC system, and improved IAQ

to prevent exposure to asthma triggers. A student leadership group has a “Green and Healthy” 

subcommittee that educates their peers in recycling practices to divert as much waste from 

landfills as possible. FES has multiple outdoor learning spaces for students and staff to work

and engage with the outdoors a minimum of two hours per day. FES has a full-time naturalist on 

staff who uses the forest edge, pollinator gardens, courtyards, outdoor story walks, and outdoor 

classroom daily for environmental education. Groups of students spend ample time in the edible 

garden space building beds, planting vegetables and herbs, 

composting garden waste, and harvesting produce to take 

home. Students also maintain the water and feeding cycle of 

a hydroponic system, giving them an up-close opportunity to 

learn about the nutrients and sunlight necessary to grow food 

indoors year-round. FES encourages students to bike or walk 

to school by providing ample bike racks around the building, 

safe pathways, and special events to incentivize active 

transportation. All students have physical education every 

other day. 

Over 1,700 solar panels produce energy at 

Forest Edge Elementary School in 

Fitchburg, Wisconsin.

Forest Edge Elementary School 

students proudly display their harvested 

produce, including green beans, 

tomatoes, and herbs.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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Wisconsin

Tamarack Waldorf School

Honoree Profile:

Location: Milwaukee, Wisconsin

Type and School Level: Private; Early Learning, Elementary

Demographic: 58% free and reduced-price lunch eligible; 66% minority

Enrollment: 230 students

Summary of Achievements:

Tamarack Waldorf School is a private, diverse, urban 

school serving 230 students from early childhood 

through eighth grade. The school’s pedagogy is rooted 

in experiential, process-based learning. Students are 

encouraged to explore the environment that they live in 

and find ways to help their community, such as hosting 

a neighborhood litter cleanup. Students spend up to 

three hours each day outside or engaged in physical 

activity, exploring Milwaukee’s lakefront, river walk, or 

other natural and urban spaces or working in the 

school’s garden. The students maintain the school 

garden, which allows them to grow and harvest their 

own food. Tamarack Waldorf School has improved the 

efficiency of its 1919 building by upgrading to LED 

lights, installing water bottle filling stations, adding low-flow toilets and automatic sensors to 

conserve water, closely monitoring energy and water usage, and creating a routine to turn off 

lights and close windows when classes are held outside instead of indoors. Additionally, the 

school strives to improve IAQ by preventing exposure to asthma triggers and using higher 

quality, low chemical supplies for cleaning as well as natural supplies for students to use. Each 

classroom has a HEPA (high efficiency particulate air) purifier; the school is inspected monthly 

for pests; and the facilities committee conducts, at a minimum, an annual walk-through to 

inspect the school for mold and other maintenance needs. The whole school has an active role 

in recycling, reducing waste, reusing items, and 

composting. Tamarack Waldorf School involves the 

students’ families in sustainability by encouraging 

families to use reusable lunch containers and water 

bottles, contribute to a clothing and outdoor gear swap, 

volunteer to be on the school’s Green Team, and 

participate in a monthly parent/child nature class. Future 

strategic plans for the school include reinstating the 

farm-to-school program and building an environmentally 

sustainable building and green spaces.

Tamarack Waldorf School upper grades 

students complete a 5-mile hike from school 

to Lake Michigan and return via the 

Milwaukee Riverwalk.

Students at Tamarack Waldorf School participate 

in sack races at the school’s fall festival.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

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Wisconsin

Unified School District of De Pere

Honoree Profile:

Location: De Pere, Wisconsin

Type and School Level: Public; Early Learning, Elementary, Middle, High

Enrollment: 4,498 students

Summary of Achievements:

The Unified School District of De Pere (USDD) has six schools 

housing approximately 4,500 pre-K to 12 students. USDD 

facilities emphasize resource conservation by opting for clean 

energy when upgrading HVAC systems, including geothermal and 

passive solar energy sources; prioritizing stormwater 

management with the application of ice treatments and outdoor 

athletic complex enhancements; and replacing outdoor light 

fixtures with LED lighting. Native plantings minimize the need for 

maintenance and fertilizing, while USDD composts landscape and 

garden waste. The district installs water bottle filling stations to 

conserve water and reduce plastic waste and implements share 

tables and composting to reduce food waste. Schools promote 

active transportation with bike to school days and bike rodeos. At 

one school, the walk and roll to school participation is so great 

that only two buses are required to serve over 500 students. 

Therapy dogs provide unconditional support for students needing 

a calming friend, numerous schools partner with Fuel Up to Play 

60 to engage elementary students as leaders in nutrition and 

fitness, and USDD regularly offers kickboxing and yoga classes 

for staff. Nutrition services also benefit from farm-to-school programming. Physical education 

and extracurricular offerings include skiing, curling, rafting, and snowshoeing. Through a unique 

partnership with five other school districts and Cooperative 

Educational Service Agency 6, the jointly funded 450-acre 

Fallen Timbers Environmental Education Center provides 

students with rich environmental education field and 

classroom opportunities. District buildings feature outdoor 

learning spaces, greenhouses, and vegetable gardens. 

Environmental education is incorporated across all subjects 

and grade levels, as well as through specific courses such 

as ecology, health, and agriculture and activities such as 

LEAD club, National FFA (Future Farmers of America) 

Organization, and field trips to a local dairy farm. De Pere High School students measure 

stream width and flow patterns as part of 

their ecology class.

As part of Earth Week 

celebrations in De Pere Schools, 

students create Reduce, Reuse, 

Recycle costumes made from 

things they find around their 

house.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Wisconsin

University of Wisconsin-Platteville

Honoree Profile:

Location: Platteville, Wisconsin

Type of Honoree: Postsecondary Institution 

Type and School Level: Public; Four-year College/University

Demographic: Rural; 23% Pell recipients

Enrollment: 6,773 students

Summary of Achievements:

The University of Wisconsin-Platteville established 

their Sustainability Office in fall 2012. The University’s 

Strategic Plan includes a directive to “create a culture 

of sustainability.” Equity is at the heart of the 

university’s sustainability initiatives: 24% of students 

are lower income and more than 10% are 

underrepresented minorities. From 2008 to 2020, the 

university reduced its landfill waste by 34% and total 

source energy consumption by over 14%. The 

university discontinued use of coal in its central heating 

plant in 2020 and constructed a 2.4-megawatt solar 

array, which is designed to offset electricity use by 

15%, reduce annual energy costs by $211,000 and CO2 emissions by 2,300 tons, and is the 

largest array owned by a Wisconsin state agency. The waste minimization program, textbook 

rental program, energy efficiency investments, natural land management, and free public bus all 

help lower costs for students, while reducing harmful environmental impacts. UW-Platteville has 

over 200 acres of natural recreation areas within 5 miles of campus used by a wide array of 

intramural sport teams and Division III athletic teams. The university has robust diversity, equity, 

and inclusion programming, offers free counseling services to students, manages its grounds 

and buildings to create a safe environment, serves 

nutritious and locally grown foods in its dining halls, 

and offers several employee wellness programs. 

Not only are nine degrees offered in environmental 

and sustainability-related fields (including 

Sustainable and Renewable Energy Systems and 

Social and Environmental Justice, among others), 

but 56% of academic departments offer courses 

with a sustainability component. Interdisciplinary 

programs, such as the Dairy Innovation Center and 

the IDEA Hub, and multitudes of place-based and 

applied learning opportunities help build crosscampus collaborations that further enrich student 

sustainability experiences. 

University of Wisconsin-Platteville students 

process maple syrup at Mound Nature Area.

University of Wisconsin-Platteville students 

collect field samples for their freshwater biology 

class in the shallows of the Mississippi River.
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U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.greenstrides.org

Acknowledgements

Over the past year, ED employees Kathrina Bridges, Kate Devine, Laurette Crum, Lizbeth 

Perez, and Bernice Williams have pitched in to keep ED-GRS running on the trimmest of 

budgets. This program would not be feasible without their invaluable assistance. Hats off to 

reviewers Melissa Schroeder, Emmanuel Caudillo, Eve Allen, Bryan Hale, MiSchele VelezAnderson, Sonji Jones-Manson, Shannon McCaulley, and Isadora Binder.

Of course, this entire award would not be possible without the participation of close to two 

dozen state education agencies and their hardworking partners that have built their own 

committees to oversee statewide competitions that select schools, districts, and postsecondary 

institutions to nominate to ED. They are a dedicated group of facilities, health, and 

environmental education professionals who support the work of schools, districts, and 

postsecondary institutions in states across the nation. 

The award received a tremendous boost this year with the Federation of American Scientists’ 

Infrastructure and Environmental Sustainability Impact Fellow, Naomi Stern. The award program 

will, quite literally, never be the same, due to her efforts. Thanks also go to infrastructure and 

sustainability champions around the Department, Shital Shah, Scott Sargrad, and Loredana 

Valtierra. Finally, thanks to Adam Honeysett, ED’s managing director of state and local 

engagement, for his longtime support of ED-GRS.
50 U.S. Department of Education - 400 Maryland Ave,, SW - Washington, DC 20202

www.ed.gov/green-ribbon-schools - www.ed.gov/green-strides

The Department of Education’s mission is to promote student achievement and 

preparation for global competitiveness by fostering educational excellence and ensuring 

equal access.

www.ed.gov