Green Ribbon Act of 2026
- Sponsor
- Sen. Booker, Cory A. [D-NJ]
- Committees
- Health, Education, Labor, and Pensions Committee (primary)
- Last action
- Jun 24, 2026
Bottom line
The bill seeks to foster environmental literacy and sustainable practices across educational and nonformal learning institutions through federal recognition, financial incentives, and dedicated administrative support.
What it actually does
This bill aims to strengthen and expand the Department of Education's Green Ribbon Schools Program by providing competitive grants to State educational agencies to support green school practices, with a mandate to direct at least 40% of funds to under-resourced schools. It also establishes a similar Green Ribbon award program for nonformal learning institutions at the Institute of Museum and Library Services and creates a new Office of School Infrastructure and Sustainability within the Department of Education to provide technical assistance and guidance.
Proponents argue
Supporters argue that the bill will significantly promote environmental literacy, improve student and staff health, reduce energy costs for schools, and enhance resilience to climate change by incentivizing sustainable practices and providing crucial resources, particularly to under-resourced communities. They contend that expanding the program to nonformal institutions will broaden its educational impact.
Opponents contend
No specific opposition arguments are readily apparent from the bill text or its immediate context. Potential general concerns might revolve around federal involvement in local education matters, the administrative burden on states and institutions, or the overall cost of new federal programs, though these are not explicitly articulated in the provided material.
The bill is relatively concise and clearly structured, allowing an informed reader to understand its core provisions and implications within a reasonable timeframe.
Section 2(b)
Strengthening and Expanding the Green Ribbon Schools Program
This section directs the Secretary of Education to enhance and expand the existing Green Ribbon Schools Program. It encourages eligible entities, including schools, local educational agencies, and institutions of higher education, to implement three core 'Green Ribbon pillars': ensuring graduates are environmentally literate, targeting significant emission reductions in operations, and achieving a net positive impact on student and staff environmental health. The bill mandates an update to the program's criteria, reserves funds for Bureau of Indian Education schools, and provides honoraria to recognized award winners.
Supporters argue
Supporters argue this expansion will incentivize more schools to adopt environmentally friendly practices, improve student health, and foster environmental literacy, especially in under-resourced communities, by providing clear goals and recognition.
Critics contend
No specific opposition is typically raised against the concept of green schools, but some might argue against federal involvement in local school programming or the cost of the program.
Tradeoffs
The bill balances federal guidance and recognition with local autonomy in educational practices, aiming to ensure equitable access to program benefits for all types of schools while maintaining high standards for environmental performance.
Section 2(c)
State Green Schools Grant Program
This provision establishes a competitive grant program for State educational agencies (SEAs). SEAs can apply for grants ranging from $250,000 to $1,000,000, available for up to three years, to support and engage eligible entities in becoming Green Ribbon School award winners. A key requirement is that SEAs must expend not less than 40 percent of the grant funds to support under-resourced schools, demonstrating a commitment to equity in environmental initiatives. Funds can be used for establishing state-level awards, partnering with green school organizations, disseminating resources, and providing statewide training.
Section 3
Institute of Museum and Library Services Green Ribbon Award Program
This section establishes a new Green Ribbon award program specifically for nonformal learning institutions, such as public and private libraries, museums, zoos, and botanical gardens, to be administered by the Institute of Museum and Library Services (IMLS). Modeled after the Department of Education's program, it recognizes institutions demonstrating high achievement in advancing environmental understanding among visitors, significantly reducing their environmental and carbon footprints, and ensuring a net positive environmental impact on visitor and staff health. Award winners receive a $10,000 honorarium.
Section 4
Establishment of Office of School Infrastructure and Sustainability
This section establishes a new Office of School Infrastructure and Sustainability within the Office of the Secretary of Education, to be staffed by three full-time employees. The office is tasked with directing content for a technical assistance center, liaising with other federal agencies on school facilities, promoting resources, and providing robust technical assistance, training, and grants (subject to appropriations) to State and local educational agencies. Its mandate includes focusing on educational facility planning, design, financing, construction, improvement, operation, and maintenance, with a specific emphasis on green building design and practices consistent with tackling the climate crisis.
Section 5
Authorization of Appropriations
This section authorizes specific funding for the programs established by the Act. It authorizes $10,000,000 for fiscal year 2027 and 'such sums as may be necessary' for fiscal years 2028 through 2032 to carry out the core Green Ribbon Schools Program and the IMLS award program. From these amounts, 10% is reserved for the IMLS program, and up to 5% can be reserved for administrative expenses. Separately, Section 4 (establishing the Office of School Infrastructure and Sustainability) is authorized for $2,000,000 for fiscal year 2027.
This subsection defines the term 'environmentally literate' as the capacity for an individual to perceive and interpret the health of environmental systems, understand interrelationships between natural, economic, and social systems and technology, and assess options to maintain, restore, or improve environmental health and promote sustainable development.
Section 2(a)(3)
Why it matters:It is standard legislative practice to define key terms at the beginning of an act to ensure consistent interpretation throughout the text.
Case for: Supporters argue that a clear and comprehensive definition of environmental literacy is foundational to the Green Ribbon Schools Program, providing a consistent framework for educational goals and assessment across diverse schools and states.
Case against: No specific case against the definition itself, but some might argue about the scope or emphasis of the definition, or its potential to be interpreted too broadly or narrowly in practice.
Estimated impact: This definition shapes the entire environmental literacy component of the Green Ribbon Schools Program and the IMLS award, influencing curriculum development, educational outcomes, and program criteria for participating institutions.
This subsection mandates that State educational agencies receiving grants under the Green Ribbon Schools Program must expend not less than 40 percent of the grant funds to support under-resourced schools.
Section 2(c)(2)(A)
Why it matters:It is standard legislative practice to include specific programmatic requirements and funding allocations within the criteria for grant eligibility and use of funds.
Case for: Proponents argue this provision is critical for ensuring equitable distribution of resources, directing support to schools that often lack the means to implement green initiatives independently, thereby addressing environmental justice concerns and fostering sustainability in communities most in need.
Case against: Some might argue that a rigid percentage could limit flexibility for states to allocate funds based on their unique needs or that defining and identifying 'under-resourced' schools might present administrative complexities for states.
Estimated impact: This provision directly influences the allocation of a substantial portion of federal grant funding, ensuring that a minimum of 40% of state grant funds are directed towards schools serving disadvantaged populations, potentially fostering environmental equity.