Since the enactment of the U.S. National Environmental Education Act of 1990, American schools seeking to develop K-16 Environmental Education (EE) programs ask which forces best drive strong environmental curriculum. Survey data from 193 high schools quantified their sustainability features and environmental curricular offerings. Univariate regression analysis determined the most significant sustainability variables (p< .05), and odds ratio analysis ranked their correlation with robust EE. The ratios suggest importance of: student demand for EE offerings; institutional commitment; teacher, facilities manager, and/or campus coordinator leadership; and networking or publicizing beyond school walls.
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