Toward a Comprehensive Sustainability Rating System for Schools?

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Toward a Comprehensive Sustainability Rating
System for Schools?
Julian Dautremont-Smith (University of
Michigan) Frank Barros (Berkshire School)
NAIS Annual Conference February 24, 2011
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Project background

• Desire among some schools to use the
  Sustainability Tracking, Assessment Rating
  System (STARS) that is popular among higher
  education institutions
• Conducting an evaluation of current school
  sustainability rating, ranking, and recognition
  programs to determine if there is a need for
  STARS-like tool for schools

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STARS 101

• A voluntary, self-reporting framework
  administered by AASHE, Association for the
  Advancement of Sustainability in Higher Education
• Development began in 2006 started accepting
  registration in fall 2009
• Over 240 institutions registered

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Key Features of STARS

• Transparent methodology with public reporting
• Comprehensive scope
• Co-Curricular Education Curriculum Research
  Buildings Climate Dining Services Energy
  Grounds Purchasing Transportation Waste Water
  Coordination Planning Diversity and
  Affordability Human Resources Investment
  Public Engagement
• Includes process/practice-based indicators and
  quantitative metrics
• Multiple levels of achievement based on full
  sustainability
• Bronze, Silver, Gold, Platinum
• Participatory development process and governance

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School Rating Landscape

• American schools are participating in over 35
  different green rating and recognition programs,
  including

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Transparency
Most programs have a transparent methodology.
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Reporting
Most programs have centralized reporting
but few make the data publicly available.
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Scope
Topic Percentage of Programs that Include It
Co-curricular Education 24
Curriculum 55
Buildings and IEQ 55
Climate 11
Food and Dining 16
Energy 79
Grounds 71
Purchasing 45
Transportation 45
Topic Percentage of Programs that Include It
Waste 87
Water 68
Coordination and Planning 24
Diversity and Affordability 0
Human Resources 0
Investment 0
Public Engagement 29
Health and Safety 39
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Indicator Type
Most systems are based purely on practices and/or
processes and do not require achievement of
quantitative performance standards.
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Levels of Achievement
50 of programs have more than 1 level of
achievement. However, none reserve the
highest level for the achievement of true
sustainability.
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Development Process
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Too many rating systems?

• No common understanding/language about what it
  means to be a sustainable school
• Inconsistent standards lead to incomparable
  results, making it harder for schools to learn
  from each other
• Minimal public recognition reduces the value of a
  good rating
• Massive duplication of effort inefficient use of
  highly limited funds and time for both developers
  and users
• Programs dont have capacity to keep up with
  rating system best practices, including
  stakeholder engagement and online reporting

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Which way forward?

1. Accreditation program for school rating systems
2. Dept. of Education award program
3. School sector supplement to sustainable
   organization standard
4. STARS-like tool for K-12