ANNAPOLIS, Md. — The Chesapeake Bay Program announced on May 27, 2025, that public school districts across the Chesapeake Bay watershed have made renewed progress toward achieving two environmental education outcomes outlined in the Chesapeake Bay Watershed Agreement. This follows a slight decline during the COVID-19 pandemic, according to a 2024 survey of 302 school districts, representing 74% of the K-12 population and 44% of all districts in the region.
The Environmental Literacy Indicator Tool (ELIT) survey, conducted every two years since 2015 with a one-year pause during the pandemic, tracks progress in environmental education. It assesses how prepared school districts are to implement comprehensive environmental literacy programs and the availability of Meaningful Watershed Educational Experiences (MWEEs), which are hands-on, field-based learning opportunities focused on local watersheds.
In 2024, 19% of surveyed districts reported being “well-prepared” to deliver systemic environmental literacy programs, a 2% increase from 2022, nearing pre-pandemic levels from 2019. Fifty-seven percent identified as “somewhat prepared,” while 25% were “not prepared,” a 2% decrease from 2022. Districts in Delaware, Maryland, Pennsylvania, and Virginia all reported gains in being “well-prepared” to support environmental education.
For MWEEs, the survey showed growth across all school levels. At the elementary level, 31% of districts provided system-wide MWEEs to at least one grade, 39% offered some MWEEs, and 30% reported none. At the middle school level, 33% provided system-wide MWEEs, 41% offered some, and 26% had none. For high schools, 30% included system-wide MWEEs in at least one required course, 44% provided some, and 26% reported none. Among districts reporting in both 2022 and 2024, system-wide MWEE availability increased by 9.6% in elementary schools, 9.7% in middle schools, and 12.6% in high schools. Delaware, Maryland, Pennsylvania, and Virginia noted growth in offering system-wide MWEEs in at least two grade levels.
“Working in Richmond, Virginia, I have seen the way the James River becomes a place of curiosity and solace for students, and I know how connecting with a sense of place can drive one to act on issues in their community,” said Meredeth Dash, environmental education specialist with the Alliance for the Chesapeake Bay in Virginia. “Richmond Public Schools recently published an Environmental Literacy Plan, which for a community partner like me, provides a roadmap to follow so that my programs reach these students, and I can continue to support MWEEs across the school district.” The full 2024 ELIT survey results are available on the Chesapeake Bay Program website.
The Chesapeake Bay Program’s environmental literacy goals aim to equip students with the knowledge and skills to protect and restore their local watersheds. These goals are part of the Chesapeake Bay Watershed Agreement, which is undergoing revisions. On July 1, 2025, the public can provide feedback on the draft agreement, including updated environmental education outcomes, during a 60-day comment period. Details on participation are available on the Chesapeake Bay Program website.
“Multidisciplinary environmental literacy instruction empowers students with the knowledge and skills needed to address present and emerging environmental challenges,” said Payton Hesse, environmental literacy specialist with the Maryland Department of Education. “As we set ambitious targets for environmental literacy over the next fifteen years, we are both motivated to continue raising the bar and encouraged by our recent progress. In Maryland, we have seen an over 30% increase in systemic MWEEs offered in public school districts at the high school level since 2017. Building on our past success, our targets for 2040 underscore our commitment to ensuring all students have the opportunity to investigate and take informed action to address environmental challenges that impact their lives, communities and the watershed.”
The survey results highlight a rebound in environmental education efforts post-pandemic. The increase in “well-prepared” districts reflects improved teacher training, program leadership, and resource allocation. MWEEs, which involve students in activities like water quality testing or habitat restoration, foster a connection to local ecosystems. For example, in Virginia, programs like those supported by Meredeth Dash use the James River as a learning tool, helping students understand their role in watershed conservation.
The Chesapeake Bay Program, a regional partnership, has tracked environmental literacy since 2015 to ensure students graduate with practical knowledge of environmental stewardship. The 2024 ELIT survey shows progress in both planning and implementation, with states like Maryland leading in high school MWEE growth. The upcoming revision of the Watershed Agreement will set new targets for 2040, aiming to further expand access to environmental education across the region’s 1,400-plus school districts.
Public input on the revised agreement will shape future goals, ensuring community priorities are reflected. The Chesapeake Bay Program continues to prioritize education as a cornerstone of watershed restoration, building on decades of collaboration among states, schools, and environmental organizations.
