TagEnvironment(69)

2. Alternatives Outside the Capability of Applicant or Jurisdiction of Agency. 3. No-Action Alternative. 4. Agency's Preferred Alternative. 5. Proposed Action v. Preferred Alternative. 6. Environmentally Preferable Alternative. 7. Difference Between Sections of EIS on Alternatives and Environmental Consequences. 8. Early Application of NEPA. 9. Applicant Who Needs Other Permits. 10. Limitations on Action During 30-Day Review Period for Final EIS. 11. Limitations on Actions by an Applicant During EIS Process. 12. Effective Date and Enforceability of the Regulations. 13. Use of Scoping Before Notice of Intent to Prepare EIS. 14. Rights and Responsibilities of Lead and Cooperating Agencies. 15. Commenting Responsibilities of EPA. 16. Third Party Contracts. 17. Disclosure Statement to Avoid Conflict of Interest. 18. Uncertainties About Indirect Effects of A Proposal. 19. Mitigation Measures. 20. Worst Case Analysis. [Withdrawn.] 21. Combining Environmental and Planning Documents. 22. State and Federal Agencies as Joint Lead Agencies. 23. Conflicts of Federal Proposal With Land Use Plans, Policies or Controls. 24. Environmental Impact Statements on Policies, Plans or Programs. 25. Appendices and Incorporation by Reference. 26. Index and Keyword Index in EISs. 27. List of Preparers. 28. Advance or Xerox Copies of EIS. 29. Responses to Comments. 30. Adoption of EISs. 31. Application of Regulations to Independent Regulatory Agencies. 32. Supplements to Old EISs. 33. Referrals. 34. Records of Decision. 35. Time Required for the NEPA Process. 36. Environmental Assessments (EA). 37. Findings of No Significant Impact (FONSI). 38. Public Availability of EAs v. FONSIs. 39. Mitigation Measures Imposed in EAs…

This paper identifies the achievement impact of installing air filters in classrooms for the first time. To do so, I leverage a unique setting arising from the largest gas leak in United States history, whereby the offending gas company installed air filters in every classroom, office and common area for all schools within five miles of the leak (but not beyond). This variation allows me to compare student achievement in schools receiving air filters relative to those that did not using a spatial regression discontinuity design. I find substantial improvements in student achievement: air filter exposure led to a 0.20 standard deviation increase in mathematics and English scores, with test score improvements persisting into the following year. Air testing conducted inside schools during the leak (but before air filters were installed) showed no presence of natural gas pollutants, implying that the effectiveness of air filters came from removing common air pollutants and so these results should extend to other settings. The results indicate that air filter installation is a highly cost-effective policy to raise student achievement and, given that underprivileged students attend schools in highly polluted areas, one that can reduce the pervasive test score gaps that plague public education. Suggested citation: Gilraine, Michael. (2020). Air Filters, Pollution and Student Achievement. (EdWorkingPaper: 20-188). Retrieved from Annenberg Institute at Brown University: http://www.edworkingpapers.com/ai20-188 Michael Gilraine New York University VERSION: January 2020 EdWorkingPaper No. 20-188 Air Filters, Pollution and Student Achievement Michael Gilraine∗ Department of Economics New York University December 20, 2019 ABSTRACT…

Fact sheet summarizing Tukwila’s tree canopy management program, including regulations prohibiting tree removal, public planting initiatives, and environmental benefits. The city targets 29% tree canopy coverage by 2034 and provides $493K in yearly environmental benefits.