Trees and Test Scores: Do Urban Forests Promote Achievement in High School Students (11-DG-114200004-051)

There is reason to believe that urban forests enhance academic achievement, improve graduation rates, and support positive classroom behaviors in high school students. In this study, we use a field experiment, participant observation, and focus group interviews to systematically examine this possibility. This study breaks new ground and has national significance because it measures the extent to which urban forests boost learning for millions of American children. Dissemination and expanding traditional constituencies are central to this work. We will use a variety of products to communicate the findings to policy-makers, architects and designers, the public, urban forester managers, scientists, and educators and school administrators. Finally, we will use the results from this work to provide professionals with better tools to facilitate effective school landscape design and management. Success in school is a prerequisite to economic and social success in life. This study will provide supporters of urban forestry considerable leverage if we document connections between urban forests and students' academic performance and classroom behaviors.