This thesis explores the effectiveness of school-based river education programs in Rhode Island and Massachusetts. Specifically, I examined how these programs did or did not develop stewardship for local rivers in urban, middle school students and their families. I used a range of qualitative social research methods to study the relationships between rivers, students, teachers, families, and organizations. These methods included a series of participant observations, interviews, surveys and analysis.

Several important findings resulted from my research. Urban middle school students are eager to be involved in river projects. However, providing students with the opportunity to participate in effective, action-oriented environmental education is a challenge for river organizations due to a school's structure, a lack of teacher commitment, and/or an organizations own limited approach. Water quality monitoring is the primary activity used by organizations, yet, problems with teacher training and data validity frequently affect their success. Furthermore, the effectiveness of these programs is hard to measure due to the lack of assessment tools for a students perceptual and behavioral changes as a result of their river experiences. River organizations have a hard time encouraging community participation in their efforts. Organizations rarely address this issue by tapping in to the experiences of teachers and the willingness students have to share with their families.

These finding have led me to make a series of recommendations to river organizations. River organizations should become more aware and involved in community issues and school reform. Their school-based programs should engage students in problem-solving and help students succeed at action-oriented activities. Organizations should utilize the interests middle school students have to share with their parents by building family activities and an opportunity for student recognition into their school programs.