Abstract
An energy literacy survey for middle and high school students has been developed according to established psychometric principles and methodologies. The survey measures energy-related knowledge, attitudes and behaviors and is correlated to established benchmarks that define energy literacy as determined by a panel of energy- and energy-education specialists. Results from a pilot of the survey among 955 New York State students indicate low levels of energy-related knowledge, with fewer than 1% of the students scoring above 80%. Attitude and behavior scores are slightly better, suggesting that while students may recognize the existence of an energy problem, they generally lack the knowledge and capabilities to effectively contribute toward a solution. Results support the need for development and implementation of energy education programs as part of the regular school curriculum.
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