Green Schools Attributes for Health and Learning (2007) / Chapter Skim
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8 Overall Building Condition and Student Achievement
8 Overall Building Condition and Student Achievement
Pages 120-128
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From page 120... ...
Considerations for future research are the focus of Chapter 10. BUILDING CONDITION AND STUDENT ACHIEVEMENT The committee identified eight studies that investigated the relationship between the overall condition of school buildings and at least two 0
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Berner (1993) investigated the relationship between parental involvement, school building condition, and student achievement in the public schools of Washington, D.C.
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Schneider (2002) investigated the relationship between the condition of school buildings and student achievement scores in Washington, D.C., and Chicago, Illinois.
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. Student achievement was measured using a set of tests administered to all fourth, eighth, and eleventh graders in Wyoming (WyCAS)
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were identified that investigated the relationship between school building functionality and student achievement. In eleven of the studies, the age of the school building was used as a surrogate for functionality.
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Bowers and Burkett (1989) investigated the differences in student achievement, health, attendance, and behavior between two groups of students in two elementary school buildings in rural Tennessee.
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LIMITATIONS OF THE CURRENT STUDIES These studies, which found some correlation between some measure of overall building condition and student achievement, differed in several ways. Some used age as a surrogate for building condition, while others used a subjective rating of building condition.
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From page 127... ...
Thus, the coefficients on the measures of oerall building condition are likely to have been inflated and their statistical significance is likely to have been established based on omitted variable bias. The second significant limitation is that the relationships between overall building condition and student achievement were likely confounded because students of different socioeconomic status were not randomly assigned to schools.
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From page 128... ...
Perhaps the research that attempts to relate oerall building condition to student achievement is asking the wrong question. To understand how building conditions affect student and teacher performance, it would be better to measure one or more building performance characteristics, develop a theory linking the performance characteristics and student and/or teacher outcomes, and test the linkage using adequate measures of the outcomes of interest and fully specified regression models.
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