New York City Fourth Graders Who Receive a Climate Change Curriculum with Hydroponic Gardening Have Higher Science Achievement Scores
- Resource Type
- Journal Articles
Reports - Research
- Authors
- Burt, Kate G. (ORCID 0000-0002-6115-6450); Burgermaster, Marissa (ORCID 0000-0002-4891-3314); D'Alessandro, Dina; Paul, Rachel; Stopler, Marina
- Source
- Applied Environmental Education and Communication. 2020 19(4):402-414.
- Subject
- New York (New York)
- Language
- English
- ISSN
- 1533-015X
We compared 2014-15 New York State Science Assessment scores of fourth grade students who received the New York Sun Works (NYSW) Program (n = 638) with two comparison groups: students who received NYSW the following year (n = 993) and students attending matched schools (n = 1490). We first applied a multi-level regression model to compare scores between NYSW recipients and the first comparison group, which revealed non-significant but higher scores among NYSW recipients. We then compared the achievement scores of the NYSW recipients to both comparison groups using Welsch two sample t-tests. On average, NYSW recipients scored significantly higher than both the comparison groups (p < 0.001). Results suggest that further testing should explore the impact of climate change education on science achievement.