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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
From page 121...
... Berner (1993) investigated the relationship between parental involvement, school building condition, and student achievement in the public schools of Washington, D.C.
From page 122...
... Schneider (2002) investigated the relationship between the condition of school buildings and student achievement scores in Washington, D.C., and Chicago, Illinois.
From page 123...
... . Student achievement was measured using a set of tests administered to all fourth, eighth, and eleventh graders in Wyoming (WyCAS)
From page 124...
... 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.
From page 125...
... 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.
From page 126...
... With 19 out of 20 studies showing increases in test scores for students in buildings in better condition, one might reasonably assume a relationship exists between building conditions and student achievement. In fact, the limitations of the methodologies and data used
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.
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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