The California School Instructional Garden Act

The California School Instructional Garden Act

The California School Instructional Garden Act, officially known as Assembly Bill 1535, was passed in 2006 and signed into law by then-Governor Arnold Schwarzenegger. It established the California Instructional School Garden Program (CISGP) and allocated $15 million in funding over three years to support the development and sustainability of instructional school gardens throughout the state. The act was championed by then-First Lady Maria Shriver, who saw the potential of school gardens to foster healthy eating habits, environmental awareness, and hands-on learning opportunities for students.

The California School Instructional Garden Act aimed to promote, create, and support instructional school gardens by providing grants and technical assistance to eligible educational agencies, including school districts, charter schools, and county offices of education. The California Department of Education (CDE) was entrusted with the administration of the program.

The act recognized the significance of school gardens in providing an interactive and hands-on learning environment for students, where they could engage with concepts related to composting, waste management, nutrition, and agriculture. The legislation envisioned school gardens as valuable tools for promoting academic achievement, fostering community engagement, and enhancing student well-being.

Legislative History

The California School Instructional Garden Act, formally known as Assembly Bill 1535, emerged from a growing recognition of the educational and societal benefits of school gardens. The legislative journey began with a series of foundational acts that paved the way for the comprehensive program established in 2006.

In 2005, California Education Code Sections 51795-51798, Article 8.5, “School Instructional Gardens,” was enacted. This legislation formally acknowledged the value of school garden projects in providing an interactive learning environment for teaching composting, waste management, and fundamental nutrition concepts. The act established the “Instructional School Gardens Program” with the goal of promoting, creating, and supporting instructional school gardens throughout the state.

The following year, Assembly Bill 1535, introduced by Assemblymember Nunez, built upon this foundation. The bill, supported by then-First Lady Maria Shriver and other advocates, provided a significant financial boost to the program. The California Instructional School Garden Program received $15 million in funding over three years, a substantial investment in the development and sustainability of school gardens. The act also emphasized the importance of integrating garden-based education into existing curriculum, promoting healthy eating habits, and fostering community involvement.

Subsequent legislation, such as Assembly Bill 2367 in 2012, further refined and expanded the program. This bill addressed the sale of produce grown in school gardens, allowing for revenue generation to support the gardens’ ongoing operations. The legislative history of the California School Instructional Garden Act demonstrates a consistent commitment to promoting and supporting school gardens as valuable educational resources for students and communities.

Program Establishment and Funding

The California School Instructional Garden Act (AB 1535) established the California Instructional School Garden Program (CISGP) in 2006, marking a significant turning point for the school garden movement in the state. The act mandated the development and implementation of a comprehensive program aimed at promoting, creating, and supporting instructional school gardens.

Central to the establishment of the CISGP was the allocation of dedicated funding. The legislation provided $15 million over three years to support grant programs for school districts, charter schools, and county offices of education. These grants were designed to assist schools in developing new gardens, expanding existing ones, or sustaining existing gardens. The funding was intended to cover a wide range of expenses, including garden materials, equipment, training for teachers and staff, and community outreach initiatives.

The California Department of Education (CDE) was designated as the administrative body for the CISGP. The CDE was tasked with overseeing the grant application process, allocating funds to eligible schools, providing technical assistance, and monitoring the program’s effectiveness. The CDE also worked to promote the benefits of school gardens and encourage their adoption across the state.

The CISGP’s establishment and funding demonstrated a strong commitment to fostering the growth and sustainability of school gardens in California. The program provided a critical framework for supporting schools in creating and maintaining these valuable learning environments, allowing them to engage students in hands-on learning experiences related to nutrition, agriculture, and environmental stewardship.

Program Goals and Objectives

The California School Instructional Garden Act (AB 1535) established the California Instructional School Garden Program (CISGP) with a comprehensive set of goals and objectives designed to advance the educational and societal benefits of school gardens. The program aimed to create a statewide network of vibrant and engaging learning environments that would foster student growth in various academic disciplines while promoting healthy living habits, environmental awareness, and community engagement.

A primary goal of the CISGP was to promote the development and sustainability of instructional school gardens. This involved providing financial support through grant programs to enable schools to establish new gardens, expand existing ones, or maintain existing gardens. The program recognized the importance of creating accessible and enduring learning spaces for students.

Another key objective was to integrate garden-based education into existing curriculum. The CISGP encouraged educators to utilize school gardens as hands-on learning laboratories, incorporating garden-related activities and projects into subjects such as science, math, language arts, social studies, and nutrition. The program envisioned school gardens as dynamic learning environments that would enhance student understanding and engagement.

The CISGP also aimed to promote healthy eating habits and nutrition education. By engaging students in the process of growing their own food, the program sought to foster an appreciation for healthy foods and encourage positive dietary choices. School gardens were seen as platforms for educating students about the origins of their food, the benefits of fresh produce, and the importance of making informed choices about what they eat.

Impact and Benefits of School Gardens

School gardens have emerged as powerful tools for enriching education, promoting healthy lifestyles, and fostering a deeper connection to the natural world. The California School Instructional Garden Act (AB 1535) recognized the significant impact and benefits of school gardens, leading to the establishment of the California Instructional School Garden Program (CISGP). The program’s success is evident in the numerous positive outcomes observed in schools across the state.

School gardens provide a unique and engaging learning environment that fosters academic achievement. Students who participate in garden-based activities often demonstrate improved understanding of science, math, language arts, and social studies concepts. The hands-on nature of gardening allows students to apply theoretical knowledge to real-world situations, enhancing their comprehension and retention.

Moreover, school gardens promote healthy eating habits and nutrition education. By growing their own fruits and vegetables, students develop a greater appreciation for fresh produce and learn about the nutritional value of different foods. This experience can lead to healthier dietary choices and a reduced risk of diet-related health problems.

School gardens also foster environmental awareness and stewardship. Students involved in gardening learn about the interconnectedness of living things, the importance of sustainable practices, and the impact of human actions on the environment. This knowledge can translate into responsible environmental behaviors, such as reducing waste, conserving water, and promoting biodiversity.

Beyond academic and health benefits, school gardens contribute to a sense of community and belonging. The shared experience of gardening can bring students, teachers, parents, and community members together, creating a sense of unity and fostering positive relationships. School gardens can also serve as valuable spaces for community gatherings, events, and celebrations.