Reviews the literature on school facilities and academic outcomes, school building systems, and school facility condition and community factors. It includes a bibliography of research since 2002 and discusses the need for future school facility research. 3p.

Frames the multitude of opportunities within just a few major design principles derived from the basics of how people experience spaces in response to the environmental data they gain through their senses and synthesize in their brains that are more effective and comfortable. The report provides in-depth and practical suggestions for improving the quality of the internal and external learning environment so ensuring that pupils and teaching staff enjoy effective communication in comfortable spaces. This leads to a focus on naturalness, individualization and level of stimulation. The resulting practical opportunities are illustrated with case studies. When a new building is complete and is handed over to the teachers, the school can only be a finished beginning in which adaptations will occur. Only when spaces are seen to support learning and create a positive experience, can it be said that it was designed successfully. 55p.

Presents a holistic, sustainable philosophy of learning environment design based on the study of how schools, classrooms, playgrounds, homes, museums, and parks affect children and how they learn. The author argues that architects must integrate their design knowledge with an understanding of the developmental needs of learners, while at the same time educators, parents, and students must broaden their awareness of the built, natural, and cultural environment to maximize the learning experience. The book presents numerous examples of dynamic designs that are the result of interdisciplinary understanding of place. Also included are designer perspectives, forums derived from commentary by outside contributors involved in school planning, and numerous photographs of thoughtful and effective solutions to create learning environments from comprehensive design criteria. 471p.

Argues that university space influences the nature of the community and the culture that exist within it; that these phenomena transform space into place; and that it is place which affects academic outcomes. The idea of the university that is sustainable, in various senses, relates to these concepts. 15p.

Provides a brief overview of the historical development of school buildings in different countries, followed by contributions from authors discussing how school buildings can work together with users' own creative responses and result in educational environments that are "alive." The give-and- take relationship between architecture and its users (students, teachers, parents, and the community at large) is emphasized from the point of view of architectural psychology and emerging considerations such as information technology. The "schools for the future" vision is to create spaces that people are pleased to return to, time and again, and that allow options for future modification in line with changing user requirements. Also proposed are criteria for the assessment of schools derived from a dual approach. The first is the call for a common language to be used by designers and educators, exemplified by a number of patterns that have been found to be salient in school design. Their common underlying premise is that learning environments should be learner-centered, appropriate to age and developmental stage, safe, comfortable, accessible, flexible, and equitable, in addition to being cost effective. The second approach presents instruments for the systematic assessment of school buildings according to facet theory, a tool that helps to structure the large number of possible influences and subjective indicators such as learning performance, expressions of well-being, and social behavior. 264p.

Analyzes the impact of voter-approved school bond issues on school district balance sheets, local housing prices, and student achievement. The paper uses California's system of school finance to obtain clean identification of bonds' causal effects, comparing districts in which school bond referenda passed or failed by narrow margins. The housing market estimates indicate that California school districts under-invest in school facilities. These effects do not appear to be driven by changes in the income or racial composition of homeowners, and the school bond impact on test scores cannot explain more than a small portion of the total housing price effect. The estimates indicate that parents value improvements in other dimensions of school output (e.g., safety) that may be not captured by test scores. 49p.

Summarizes research to demonstrate the difference that the British Building Schools for the Future (BSF) schools are making to young peoples attitudes towards education and learning, as measured by their levels of engagement and enthusiasm for school. Overall findings indicate that student attitudes had become more positive after the move into the new school buildings. The proportions of students who: 1) said that they felt safe at school most or all of the time increased from 57 to 87 per cent, 2) said that they felt proud of their school increased from 43 to 77 per cent, 3) Said that they enjoyed going to school increased from 50 to 61 per cent, 4) Perceived that vandalism in their school decreased from 84 per cent of respondents to 33 per cent, 5) perceived that bullying decreased from 39 per cent of students to 16 per cent, and 6) expected to stay on in the sixth form or to go to college increased from 64 per cent to 77 per cent. It is not possible to attribute a causal link between improved attitudes of the students and the move to the new BSF building, but the numbers and levels of positive findings suggest an association between the move to the new surroundings and improvements in students' outlooks regarding their experience of school and their expectation for the future. 31p.

Reports on a survey of college students to determine any correlation between five levels of cleanliness and academic achievement. The findings showed that eighty-eight percent of students reported that the lack of cleanliness becomes a distraction when cleanliness descends to the third level. Eighty-four percent reported that they desire the first and second levels of cleanliness to create a good learning environment. Cleanliness ranked as the 4th most important building element to impact their personal learning, after noise, air temperature and lighting. Seventy-eight percent reported that cleanliness has an impact on their health, providing 892 comments of how cleanliness affects their health and 681 comments on how to improve campus cleanliness. 144p.

Presents a reflection by the author regarding the impact of the educational facility on student achievement, based on the book Educational Facilities Planning:Leadeeship, Architecture, and Management, by C. Kenneth Tanner and Jeffery A. Lackney. The author reviews relevant portions of the body of research which were cited in the book regarding this topic. After a review of the body of literature, the author reflects on the meaning that such information had to her as a student, as a teacher, and will have to her as a future school leader in the elementary school setting. 8p.

Investigates the relationship between school building condition and student achievement as measured by their performance on Virginias Standards of Learning (SOL) examinations at the middle school level. Data on the condition of the school buildings, the percentage of passing scores from SOL examinations for each Virginia middle school, and the socioeconomic status of the students attending the schools were considered. Students performed better in newer or recently renovated buildings than they did in older buildings. The percentage of students passing the Commonwealth of Virginia Standards of Learning Examination at the middle school level was higher in English, mathematics and science in standard buildings than it was in substandard buildings. Building age, windows in the instructional area, and overall building condition were positively related to student achievement. Finally the data from this study were compared to the results of earlier studies that examined high schools in the Commonwealth of Virginia, finding that these results were consistent with the findings of other studies. 135p.

Investigates the physical environment of the school as only one component, although an important one, of learning environments suitable for learner-centered, consiructivist approaches to learning. Accordingly, school architecture should relate to both, the physical as well as the social environmental contexts. The study addresses the following: a) a review of literature related to education, school architecture, and environmental psychology; b) interviews with school architects and educators; c) case studies of schools that exemplify distinctive approaches to the design of learning environments. Among the findings, the thesis identifies three learning factors: classroom organization, learning technologies, and school climate, as components of a conceptual framework that could advance a common language between educators and architects. 125p.

Presents evidence from the Programme for International Student Assessment (PISA) study that connects Canadian school principals' ratings of their facility condition to a variety of learning environment issues including teacher and student morale, absenteeism, and student achievement. Overall, school facility condition in Canada was perceived to have deteriorated in recent years, and that academic improvement is only achieved when facilities are in top condition. 27p.

Examines the potential of environmentally-conscious school design for improving education. This book provides an assessment of the potential human health and performance benefits of improvements in the building envelope, indoor air quality, lighting, and acoustical quality. The report also presents an assessment of the overall building condition and student achievement, and offers an analysis of and recommendations for planning and maintaining green schools including research considerations. Includes 390 references. 180p.

Illustrates a research model that links human capital, social capital, and physical capital as elements that work together to enhance student achievement. Data for the study was gathered from the U.S. Census Bureau Data, the Common Core of Data from the U.S. Department of Education, and NAEP data on student achievement. With the negative effects of poverty controlled for, investment in human, social, and physical capital explains a large percentage of the variation in student achievement. Investments in teacher compensation (human capital) and instructional support (social capital) demonstrated larger effects than investments in school infrastructure (physical capital), but all were statistically significant. 18p.

Explores the complicated intricacies of how a school building's physical properties influence teaching and learning. Two high poverty schools, within the upper quartile of facilities quality, were identified from an earlier quantitative study. One school is urban, the other rural. Preliminary results of the research indicate that ongoing interactions between the design of the built environment and the occupants of that environment helped to define the learning climate of these schools. Reciprocally, the climate helped to shape the interactions that took place, fostering environmental understanding, competence and control and supporting academic learning. From the data, several broad themes related to building quality emerged as central to this interaction between the built environment and building occupants, including movement, aesthetics, play of light, flexible and responsive classrooms, and elbow room. 57p.

Investigates the adequacy and quality of middle school facilities in Humble ISD middle schools as reported by the primary users of these facilities, the teachers and administrators. These middle school educators also provide an assessment of the impact that these facilities have on the learning environment. The study also assesses the quality and adequacy of these middle school facilities through a quantitative evaluation conducted by an unbiased assessment team in order to ascertain which factors in each of these six facilities have the greatest quality and adequacy and the impact that they have on the learning environment. This study also investigates the relationship between what educators perceive as adequate and quality facility factors and their perception of the impact that these factors have on the learning environment. Finally, this study reviews any congruency or agreement between educators perception of adequacy and quality and architect assessment of adequacy and quality. 329p.

Describes one eastern North Carolina high school's initiative to implement Smaller Learning Communities as a strategy for strategic change. The study revealed that the implementation of SLC's elevated expectations within the school and community. The SLC's provided support for all stakeholders through structured systems that increased leadership capacity, self-efficacy, and personal and professional growth. As SLC's were created, learning communities formed that acted as catalysts of change within the school and district. The greatest gains in student achievement were experienced by students specifically in SLC structures. Students benefited most when SLC structures and strategies were implemented. Teachers' level of collegial support was greatest for those involved in SLC structures. Parents and community members viewed the SLC implementation as providing a specialized experience for the high school students and viewed the restructuring in a positive light. It was found that SLC implementation was very time-intensive for teachers and administrators, with SLC administration and teachers feeling isolated. Interestingly, they were deeply committed even though implementation was time-intensive. 281p.

Discusses the redesign and renovation of an open-plan middle school that is incompatible with the instructional policies practiced. TEAMS (Technology Enhancing Achievement in Middle School), an advanced educational system is proposed to be implemented at the school, will be reflected in the educational philosophy of the school and the new proposed design. The project will seek to create an environment that is an expression of the school's educational approach and make the school a place that students look forward to entering. The proposed design covers site conditions, types of construction and materials, energy conservation, and other "green" design features. 97p.

Explores the impact of learning environments on student achievement, engagement, affective state, attendance, and well-being through an extensive review of the literature dating back approximately 25 years. This review finds clear evidence that extremely poor environments have a negative effects on students and teachers, and that improving these has significant benefits. However, once school environments are raised to minimum standards, the evidence of effect is less clear. Citations to the 167 sources reviewed are provided. 47p.

The purpose of this study was to determine if a relationship existed between school facility design variables and student achievement as determined by the Texas Assessment of Knowledge and Skills. The Design Assessment Scale for Elementary Schools designed by Kenneth Tanner (1999a) was used to evaluate 21 schools in a large urban district. The design variables included movement patterns, large group meeting places, architectural design, daylighting and views, psychological impact of color schemes, building on students scale, location of the school, instructional neighborhoods, outside learning areas, instructional laboratories, and environmental. The 2003-2004 Texas Assessment of Knowledge and Skill 5th grade scores on reading, math, and science were used to determine student achievement. T-tests were used to determine the relationship between design variables and student achievement within TEA designated rating categories. An ANOVA was used to determine if a relationship existed between Texas Education Agency school categories and building design variables. This study concluded all building design variables had a statistically significant relationship with student achievement within each school category. However, there was not a statistically significant relationship between building design variables and school ratings. 109p.

This thesis focuses on multimodal interactions for the design of a learning environment, analyzing the structure of the interactive space between the learner and the content to be learnt, and introducing a framework to structure it. It proposes that multimodal interactions can encourage rhythmic cycles of engagement and reflection that enhance learners meaning construction in science concepts, such as forces and motion. The framework was the outcome of an iterative process of analysis and synthesis between existing theories and three studies with learners of different ages. Through these theory-informed studies, the significance of physical manipulation of objects and symbols through the employment of multiple modalities was emphasized as a way to facilitate learners meaning construction, engagement and reflection. 224p.

Presents the results of research that solicited information from educators and other researchers to develop a set of priorities for guiding future work toward understanding how school facilities affect educational outcomes. The phases of this research included: 1) a literature analysis that provided important physical and outcome variables to seed brainstorming lists used in following phases and served as the basis for a gap analysis to identify unavailable information, 2) a set of educational outcomes identified by educators as important to monitor or otherwise track, 3) a set of hypotheses developed by researchers and selected as priorities for future research enhance the understanding of the relationships between physical school facilities and important educational outcomes, and 4) a proposed research agenda for the field. 358p.

Examines the bivariate relationships between five predictor variables related to school facilities design (learning environment functionality, adequacy of social areas, quality of transition spaces, visual appearance, and emphasis placed on safety and security) and two criterion variables (student behavior and academic achievement) in schools with eighth-grade students in Mississippi and Tennessee. When socioeconomic status was controlled for using a partial correlation, there was no significant statistical relationship between building design and student academic achievement. The relationship between the five elements of school design and student behavior is not strong or statistically significant in the simple bivariate correlation or the partial correlations controlling for student socioeconomic conditions. However, this study found statistically significant, strong negative Pearson correlation coefficient values for the student socioeconomic status with both the five elements of school design and academic achievement. Thus, this study found that the student socioeconomic status overwhelms the small influence that school design has on student academic achievement. 76p.

Explores the effect school facilities have on student achievement as measured by the Texas Assessment of Academic Skills (TAAS) test in a high-performing, high-poverty school district in Texas. This study contains a presentation of the information and data findings from the Ysleta Independent School District and its decision in 1994 to include school facilities as a component of its student achievement initiative. The schools were randomly selected and the case study research was conducted using a mixed-method approach. Data provided by the schools' principals on building structure, maintenance, and housekeeping were collected using a questionnaire, and student achievement was measured using the percent of students at each school passing the TARS sub-tests of reading, mathematics, and writing and the percent passing all the TAAS tests from 1994 to 2001. The study resulted in findings that merit attention and support previous research that points to building age, overall building maintenance and cleanliness as elements that help explain student achievement. 220p.

The purpose of the study was to (a) determine the design features of the physical learning environment that support collaborative, project-based learning, and (b) to gain an understanding of the rationale for the selection of the features. The literature review indicated a need for changing learning expectations to prepare learners for rapidly changing roles and responsibilities for the 21st century. Collaborative, project-based learning was identified as a pedagogy that prepares learners for these new learning expectations. Data were collected in three phases using a phenomenological approach. Collection methods included site visits, observations, reflection, text, interviews, and designs. Architects and educators participated in the study. Thirty-two design features were identified and placed into six categories. Upon further reflection and analysis, it appears the essence of the findings is the interrelationship among spaces and people. [Author's abstract]

Examines school facility condition influences on the perceptions of students, parents, and teachers about the school climate. This study compared the condition of two secondary school settings and the perceptions of school clientele associated with each school. A school climate survey was used to measure the perceptions of clientele at each school setting about the school climate, and the Council of Educational Facility Planners, International (CEFPI) guide for standards asked respondents to assess the condition of the school, whether excellent, satisfactory, borderline, or not adequate. A focus group interview was also conducted to gain further insights into the perceptions of teachers, students, and administrators about the facility condition and the school climate. Data from the interviews indicated safety, space, parking facilities, condition of the building, and maintenance are all factors that influenced the perceptions of the clientele at each school. These findings about the influence of a school facility on school climate highlight the importance of school buildings and physical environments on the perceptions of the school personnel and students. 134p.

Reports on research to indicate how small school environments are spatially organized and how spatial relationships influence students behavior and interactions. Four school buildings with differing spatial layouts were selected, representing both "academic house" and "finger plan" type. The evidence suggests that spatial layout and distribution of educational facilities in school buildings modulate patterns of use, movement, and the potentials for interactions. School building layouts with higher accessibility, shorter and direct walking distances, and highly visible public spaces generated higher rates of incidental interactions among students. Students ability to get to know others in the same grade through interactions was higher in academic house type school buildings. However, the rate to know students from different grade levels was higher in finger plan type schools, which offered better visual and physical access among the public areas. Overall findings indicated that single-story school buildings were the more advantageous for fostering social interactions among students. 292p.

Investigates the relationships between moving from old to new high school facilities and student behavior and staff attitudes in selected Ohio schools. This study comprised 13 rural, small cities, and suburban high schools. Data from two years prior and two years after the move into new school facilities were examined. The major findings of this study, after moving into new facilities, included: 1) A significant reduction in the number of reported student suspensions and student expulsions. 2) No significant increase or decrease in the student attendance or graduation rates. 3) A significant positive change in staff attendance rates. 4) A significant positive change in overall staff perceptions of student pride and morale (attitudes), and staff pride and morale (attitudes). 5) A significant positive change in overall staff perceptions of student behavior. 195p.

Through questionnaires, observations, and interviews, this study revealed the degree to which 31 high school teachers altered their classroom spaces and/or adjusted their routines to meet their pedagogical goals at a temporary school site. Teachers emphatically desired: (1) an appropriate amount of space to rearrange student furniture, enabling them better interaction with students for planned activities; (2) an ability to control the location and amount of lighting during those activities; and (3) access to adequate computing tools for their students. The ability to control noise, temperature, and ventilation was also important. Teachers' mediation of classroom spaces appeared to be closely associated with individual teaching goals rather than physiological responses to the environment, although there was evidence of the importance of accommodating teachers' perceptions of their own physical wellbeing. The study also disclosed a noticeable social-cultural need for meeting places within the school for teacher peer interactions and equally negative responses to sharing teaching spaces with those with dissimilar tastes and goal aspirations. Four appendixes include consent forms and approval letters; questionnaire, observation form, and interview questions; data results; and classroom physical measurements. 101p.

The purpose of this study was to determine the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level, and to gain an understanding of the rationale for selection of the features. The characteristics of the physical environment investigated in the study were scale, location, functionality, relationships, and patterns. Aspects of the rationale or purpose for the selected features included: (1) important factors for consideration; (2) sequence of consideration among the factors; (3) relationship among the factors; (4) derivation of the factors; (5) design process considerations; and (6) theories used to make the recommendation. Data were collected in three phases using a phenomenological approach to gain an understanding of the two foci areas of the study. Methods for collecting data included site visits, observations, text, interviews, and designs. Participants included architects, educators, and learners. The findings included the initial identification of 44 design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level and the determination of the rationale for the selection of the features. Analysis and synthesis of the features resulted in 32 design features that were placed in the following 6 categories: learning group size, functional spaces for learning activities, adjacencies, furnishings, psychological and physiological support of learners, and structural aspects. The study concluded that the essence of designing physical environments that support and encourage collaborative, project-based learning is the interrelationship among the categories and features within the categories. (Appendices contain research forms. Contains 104 references.) 256p.

This study sought to determine if there are relationships between student achievement and educational facilities. It focused on the question: Does school design influence the academic achievement of elementary school students? Criteria used were scores on the Iowa Test of Basic Skills and 86 variables describing design patterns in various categories such as movement patterns, large group spaces, architectural layout, daylighting and views, color, scale of building, and location of school site. Findings indicated that design does influence student learning, with circulation pattern or movement accounting for the largest percentage of variance for the third grade, and availability of large group meeting areas accounting for the largest percentage of variance in the fifth grade.

The purpose of this study was to determine if the age of a school facility had a significant influence on the perceptions of school climate held by students, staff members, and parents in the school. Jeff Davis High School in Hazlehurst, Georgia, was the target school for this study. Jeff Davis High School moved from an old facility into a new one during the summer of 1999. Results of the study were that, at least during the first year in a new school building, the perceptions of school climate by students, staff members, and parents were negatively influenced. Statistical analysis showed that the decrease was significant. One suggested reason for the decrease was that acclimation to a new building may take longer than a year. Another explanation was that building maintenance and cleanliness may have a more significant influence on school climate than does building age. [Author's abstract]

The purpose of this study was to investigate the relationship between school size and academic achievement in Georgia's public high schools. Since research indicated that many factors influence academic achievement, this study controlled for two possible influences on academic achievement: ethnicity of students (through sampling), and percentage of students receiving free or reduced lunch (through analysis of covariance). Based on the test of significant differences among the group classifications it was not necessary to control for the percentage of teachers with advanced certification in this sample. This study of Georgia's public high schools found that in the three academic areas analyzed, students in the larger schools scored higher on achievement measures than students in the smaller schools (less that 850 students). Although the results of this study were in favor of the larger schools when cognitive learning was analyzed, affective and behavioral dimensions of learning were not investigated. It is recommended that further investigations consider school size as it relates to the behavioral and affective dimensions of learning before making the overall declaration that "bigger schools are better."

Explores whether improving school buildings has a direct and positive affect on student learning, attendance, and teacher turnover rates. The study shows a direct relationship between building quality and student achievement. The author’s recommendations include: 1) designing school buildings and classrooms to accommodate the instructional program, including carpeting, utilizing the latest technology, adequate storage for teachers and student projects, and minimizing disruptive noises; and 2) making items such as daily custodial care, maintenance, and needed renovations a priority when administrators are planning a district budget. 228p.

The purpose of this study was to determine the relationship between school density and achievement test scores. Based on comparing test scores and student population density, it was concluded that elementary schools having an architectural square footage of less than 100 square feet per student tend to have significantly lower science, social studies, and composite ITBS scores than schools having more than 100 architectural square feet per student. Schools ranging from 100.27 to 134.1 architectural square feet per student had significantly higher ITBS science, social studies, and composite scores at the third-grade level. 71p.

Reports on a study to determine any relationship between selected building design features and results on the Georgia High School Graduation Test. The population of the study included 27 public high schools in two Regional Service Educational Area districts. Variables considered included socio-economic status, educational background of the teachers, average number of years teaching, and the size of the student population in the school. School design variables explained approximately 6% of the variance in English and social studies, 3% in science, and 2% in mathematics and writing. 121p.

Explores the relationship of 38 middle school design elements, identified in the literature, to student achievement as measured by the eighth grade Iowa Test of Basic Skills (ITBS). The purpose of the study was to attempt to determine if any of the 38 school design elements positively or negatively related to the ITBS scores. The setting of the study included 14 contiguous counties in central Georgia. Within those counties, 50 middle schools were identified for the population of the study. Based upon the results of the analysis, recommendations were made. One of the recommendations was that facility planners should give serious consideration to designing learning environments outside of the traditional classroom. Another recommendation was that more attention should be given to the exterior design of school buildings. 76p.

Reports on a statewide study that examined the extent to which a safe school influences individual student achievement. The study used a two-level hierarchical model that included student characteristics and school conditions used in prior research. The statewide analysis was based on 46 of the 50 schools with grade 8 classes in one western state. The study used scores from the Stanford Achievement Test, along with data obtained from state department of education data bases for the school years 1993 through 1996. The findings suggest that school safety has statistically significant effects on students grade 8 reading and mathematics achievement. Controlling for student background characteristics and differences in school conditions, students who are in safer schools have higher grade 8 achievement scores than students who are in less-safe schools. Additionally, there was a statistically significant negative effect on student achievement associated with increased school disciplinary infractions after controlling for student background characteristics and school conditions. Includes 39 references. 20p.

This is review of research that examines the hypothesis that the thermal environment affects academic achievement at various grade levels within the school. Some of the research dates back to the 1930's, though most research cited here took place in the 1960's. 3p.

The relationship between student achievement and a number of variables relating to building and classroom conditions in Virginia elementary schools were examined. A systematic random sample of 300 schools were selected from all elementary schools in Virginia with grades three and five. Data on building condition, classroom condition, and demographics were collected. Building principals completed the survey. The scaled scores from the Spring 1998 Standard Learning Assessments for third-grade English, fifth-grade English, third-grade mathematics, and fifth-grade mathematics were used as measures of student achievement. Among the findings, a large portion of Virginia elementary schools are more than thirty years old and have a number of structural and classroom defects. While principals gave high composite ratings to their schools, their responses to individual questions indicate problems with roof leaks and climate control. The percentage of students participating in the free and reduced-lunch program accounted for the largest variance in English, math, and technology achievement. Air conditioning was a significant variable in third-grade English, fifth-grade mathematics, and fifth-grade technology achievement. Other variables found significant in one or more of the analyses were ceiling type, frequency of floor sweeping, frequency of floor mopping, connection to wide-area network, room structure, overall building maintenance, and flooring type. [Author's abstract] 148p.

Discusses daylinghting in schools, including a brief history of daylight in schools, explaining its political/critical strategies and the natural tendency for people to turn towards the source of light, or as it is called "phototropism" and its importance in the design of lighting in schools. Case studies of British schools from recent decades that address daylighting with varying degrees of success are included. 26p.

Tests the hypothesis that an open-space school building design is positively related to professional community, quality teaching practice, and pursuit of higher standards. A comparative study of two open-space and two-closed space schools in one school district relied on data from a teacher-reported survey and interview results, classroom observation, and building floor plans. Survey results were more similar than different across the four schools on all items because of the use of partitions to divide open-space clusters into individual classrooms, causing these classrooms to resemble closed-space classrooms in appearance and functionality. One remnant benefit of the open-space design was "professional growth" through "seeing and hearing" others, and spontaneously sharing materials and ideas. Another benefit of proximity was "developing a bond." 220p.

Research on educational facilities is important to help industry and school districts make decisions on funding and maintaining good educational environments for their students. This paper presents findings from three syntheses of 232 studies on educational facilities and funding decisions, followed by discussions of practical solutions designed to help decision makers improve educational facilities. The research reveals that student achievement scores were higher when windows, floors, heat, roofs, locker conditions, ceilings, laboratory conditions, age of the facility, lighting, interior paint, and cosmetic conditions of the school were generally rated above standard by school staffs. Also examined are research findings on how facility conditions affected student attitudes, behaviors, and achievement. A list of measurements of dependent variables and research summary notations for educators and architects concerning facility/student interaction conclude the paper. (Contains 79 references.) 40p.

Reports on a study to determine the relationship of the age of the learning facility to the academic achievement of upper elementary school students taught within those facilities. A significant relationship was found between the age of the facility and the academic achievement and attendance of the third, fourth, and fifth grade pupils in three rural Georgia schools. Absenteeism decreased overall by 1% while achievement scores in reading increased an average of 2% and math scores increased an average of 6% after the students moved into brand new replacement facilities in the Fall of 1995 from facilities built in 1929, 1936, and 1945 respectively. 89p.

This study examines the research on the extent school facilities influence student achievement and behavior. Fifty-three studies conducted since 1980 were synthesized that included the independent variables of noise, facility age, color, lighting, maintenance, density, climate conditions, and classroom structure. Data suggest that all the independent variables have an affect on student achievement and behavior. Additionally, the literature indicates that student attitudes and behaviors improved when the facility improves or is congruous with the facility needs for the instructional program. The study also discusses the theoretical model developed by Cash (1993) that explains the relationship between the condition of the school and student achievement and behavior. 205p.

Environmental factors are being increasingly recognized as playing a role in school effectiveness and educational outcomes. Volume 1 examines what is known concerning the diagnosis, design, and management of environmental quality in schools, and the perceived relationship between environmental quality and educational outcomes, as revealed in an investigation of five elementary schools in the Baltimore City Public School System. The following issues are addressed: (1) the perception of the nature of environmental quality within the context of schools; (2) the attributes of environmental quality perceived to have an impact on educational outcomes; (3) the impact of facility management, if any, on the perception of environmental quality in schools; (4) whether environmental quality can be assessed in local school contexts; (5) whether environmental-behavior research contributes to the improvement of environmental quality in schools; and (6) the effectiveness of action research in defining problems, providing solutions, and increasing knowledge and awareness of environmental quality in schools. Volume 2 provides a summary of the project objectives, problem and approach, and process and procedures of the Baltimore Environmental Quality Assessment Project. It provides the case reports of each school in the study, documenting specific aspects of environmental quality of concern. Each case study provides a brief analysis of the relationship between the attributes of environmental quality concerns and their potential educational impact. Areas addressed include the school's physical comfort and health; classroom adaptability; safety and security; building functionality; aesthetics and appearance; privacy; places for social interaction; and overcrowding. 521p.

This dissertation was conducted to examine perceptions held by those who influence schoolhouse design about the role of architecture in education. Eleven informants--regionally and/or nationally respected educators, architects, and educational consultants--were interviewed and asked what they perceive to be the role of architecture in education. Very generally, the informants agreed that architecture should "enhance" education; however, they varied greatly on what they meant by "enhance." Five metaphors were developed to describe the role of architecture in education: (1) as a facility: the architecture should provide the school's basic operational necessities; (2) as a place: the architecture should provide a meaningful context for the learning experience; (3) as a signpost: the architecture should communicate implicitly that which may otherwise be communicated explicitly; (4) as a textbook: the architecture should reinforce the curriculum at primary, secondary, and tertiary levels; and (5) as an agent: the architecture should be a medium that affects change. Those informants closest to the field of education were more concerned with providing basic operational necessities than other considerations. In contrast, those informants closest to the field of architecture were more concerned with applying architecture in creative ways to address issues in education. The dissertation concludes that these goals need not be in opposition to one another and that the metaphors are not mutually exclusive; the more of the metaphors that can be incorporated into the designs of schools, the richer the educational experience could potentially be. 155p.

Investigates 1994 State Teacher of the Year Nominees’ perceptions of how school facilities enhance their ability to function as professionals. The study revealed that of the 21 identified environmental aspects, the respondents were well satisfied with: location; space utilization; ambient features (heating, ventilation, lighting, acoustics, colors); windows; floor coverings; classroom furnishings; classroom equipment; teacher storage; in-building communication; conference area; teacher restroom; teacher parking; teacher planning area; teacher lounge area; and teacher dining area. The respondents ranked classroom equipment, classroom furnishings, ambient features, space utilization, and location of instruction as the most important environmental aspects. 156p.

Examines how the instructional process is affected by major construction on an elementary campus while school is in session. Five schools in Arizona’s Washington Elementary School District formed the setting for this study. The study concluded that the students were not impacted nearly as much as the principals, faculty and staff of the schools. Three recommendations were made for those considering renovation: 1) allow time to examine the worthiness of the renovation project as well as time to carry out the project; 2) hire adequate support staff to aid in carrying out the project; 3) hire a construction supervisor to represent the school who is well versed in construction and education and is knowledgeable in coordinating the two. 188p.

Explores the effects of teacher involvement in the planning of new secondary schools. The study found that the more teachers were involved in planning the new school, the more positive their attitude was towards the facility. The study found that three-fourths of the teachers surveyed were not involved in new school planning. It also found that most teachers, whether or they had previously been involved in planning their schools, wanted an active role in the planning process. 169p.

A research study examined the factors that will affect future educational programs and the resultant effect of these factors on future school facilities. Additionally, the study developed an architectural program for future educational facilities based upon the anticipated educational specifications and determined the underlying themes concerning the development of future education facilities. Surveys were sent to architects, futurists, and educators to gain a reasoned consensus on the factors involved. Following survey rounds, the participants were given either qualitative or quantitative feedback to generate a higher order of responses and group consensus. Findings indicated 28 probable social or technological futures that may affect education. Also revealed were 12 major themes concerning the effect of these futures on school architecture. Each theme has supporting architectural considerations that could be incorporated in future school facilities. Recommendations for other researchers are noted. An appendix, comprising over half the document, includes the survey instruments used in the study. (Contains 132 references.) 584p.

This study compared children's off-task behavior and physiological response in a normal elementary classroom setting with those in a prescribed classroom environment. In the prescribed environment, the colors of the classroom walls were changed from brown and off-white to blue, while Duro-test Vita-lite fluorescent tubes without diffusers replaced the standard cool-white fluorescent tubes with diffusers in the lighting fixtures. Eleven first-graders took part in the study, which measured their off-task behaviors, blood pressure, and pulse twice each day at the same time each day for 10-day periods in the original classroom environment, then in the prescribed environment, and back in the original environment. Results indicated that off-task behaviors, as recorded by three observers, dropped 24 percent after the change from the normal to the prescribed environment, and that systolic blood pressure readings dropped 9 percent after the change. Blood pressure readings demonstrated a gradual increase after the return to the normal environment. (Observer credentials and blood pressure and pulse readings are appended. Contains 126 references.) 183p.

This study was designed to observe, record, and describe the interface between educational facilities and learning climate in three elementary schools, comparing the results with results from a 1990 study. Study instruments included the Classroom Spatial Utilization and Migration Observation Form and the Teachers' Educational Facility Perception Questionnaire. Data analysis indicated that school facility had a definite impact on total learning climate. Specific physical features (space, equipment, maintenance, appearance, comfort, and general physical arrangement) had the ability to positively or negatively impact learning climate. Teachers had specific preferences regarding safety, aesthetic, instructional, and equipment features of their classroom. Results found that architectural features and general schematic arrangements relative to the physical location of the school could affect the learning climate in the area of safety and aesthetics. The open space (pod) design negatively impacted the learning climate in the area of comfort and space. Student movement in the classroom and school was affected by available space, learning centers, equipment, and other materials. Space outside the building had to be properly allocated for the ingress and ingress of vehicles and loading and unloading of students to ensure safety at all times. 340p.

Examines the extent to which selected physical, aesthetic, comfort, and health and safety features of Indiana K-6 general classrooms are perceived by the school principals to affect the quality of the learning environment. The following conclusions were drawn: 1) rest rooms and a wet area for arts and crafts are essential physical features in a kindergarten classroom; 2) provision for technology, a silent reading area, an area for storage, and classroom arrangement by grade level are essential for grades K-6; 3) display areas for student work, student-oriented learning centers, and an abundance of maps and globes are aesthetic features to be included in the general classroom; 4) acoustical treatment, control of thermal conditions, the location of the classroom in relation to the media center, and distance from other noise centers are comfort features which affect the learning environment; and 5) appropriate ventilation, more than one electrical outlet per wall, adjustable classroom lighting, windows which open, a science lab area, close proximity to a rest room and an outside exit are features which provide a healthy learning environment. 135p.

This paper examines the impact of parental involvement on the overall condition of the Washington (District of Columbia) public school buildings, and then looks at the impact of various variables on student achievement. Although a complete set of data on all schools was not obtained, a sampling of 52 schools indicates that the size of a school's Parent Teacher Association (PTA) budget is positively related to the condition of the school building. The relation between the PTA budget per pupil and the overall condition of the school building was statistically significant. The condition of the building is related to academic achievement, and improvement in the condition of the building is associated with improvement in achievement scores. The policy implications of these results are discussed. Although actions such as the support of parents' organizations appear to contribute to maintaining the school in good condition, capital outlays to improve the basic condition of the schools may contribute to student achievement. There are six tables presenting study data. Three appendices contain data about the schools, correlation analysis results, and regression results. There is an 96-item list of references. 100p.

Research was conducted on three campuses during spring, 1989. Results of the study provided the following insights into the six components of the research question. (1) Building age, when considered alone, did not appear to impact learning climate. (2) Design and appearance of the facility appeared to impact learning climate. (3) Building square footage seemed to have a marginal impact upon school learning climate. (4) Size and organization of instructional space had a major impact upon the learning climate of a school. (5) Building maintainability appeared to impact learning climate. (6) Results of the study imply that campus location has a significant impact upon learning climate. Data for the study were obtained from parents, teachers, and administrators. Two forms of instrumentation were developed by the researcher: the Classroom Spatial Utilization and Migration Observation Form was developed by the researcher to enhance the observation of classroom spatial organization and movement patterns of students, and teachers within a specific instructional space. The Teachers' Educational Facility Perception Questionnaire was developed by the researcher to assess the feelings of teachers concerning the school building which they taught. 227p

This study determined the perceptions of 38 state Teachers of the Year (1988) had about how school facilities affected their ability to function as professionals. Data from a 105-item questionnaire revealed that, except for space utilization, the teachers were satisfied with all the physical environmental aspects of their schools instructional areas. They were also satisfied with noninstructional features except for telephones for teacher use; teacher to teacher conference areas; teacher professional libraries; and planning, lounge, and dining areas. Statistically significant differences in perception were found by gender, teaching level, and years of experience. The teachers ranked classroom furnishings, equipment, and ambient features as most important environmental features. They were least pleased with space utilization; acoustics; thermal conditions; equipment; and areas for planning, conferencing, and relaxation in their schools. The respondents also suggested features from their present facilities and features to add when planning new schools. 143p.

This intensive research study utilized a quasi-experimental non-equivalent control group design to investigate the effects of full-spectrum light, prescribed color and light/color combinations, ultra-violet light, and electromagnetic radiation in an elementary school environment. Four schools in the Wetaskiwin School District, Alberta, were involved in the study; three served as experimental groups and one as a control group. Independent variables were exposure to full-spectrum light or prescribed cool colors for teachers and prescribed warm colors for students or a combination of light and color treatments, ultraviolet light for a sample of grade five students, and elimination of electromagnetic radiation for a sample of grade three students. Dependent variables were primarily student academic, physiological, and affective outcomes and also included blood pressure as a teacher physiological measure. A pre-experimental static-group comparison design was used in the investigation of mood and noise. Overall results support a call for additional field-based and laboratory research into the effects of color, light, and color/light combinations. Findings regarding the beneficial effects of ultraviolet light and reduction of electromagnetic radiation in the school environment support strong recommendations for further study of these effects. An extensive literature review of research findings on light and color is included in the report, which also contains 58 tables, 12 figures, and a bibliography. 219p.

This study investigated the effect of interior pigment color on task performance and arousal (a combination of GSR and pulse scores) to determine optimum color use for the interiors of educational facilities, residential, and commercial environments. It was anticipated that a better understanding of the effects of color on human beings could prove an effective means toward improving the ability to perform tasks with greater accuracy and lessened stress in human-engineered interior environments. Based on previous studies, it was predicted that red would cause more arousal or "excitement" than blue, and that there would be a difference in performance across the three colors. Unlike previous studies, this study precisely controlled the color and lighting conditions. It was found that pigment colors of equal saturation and brightness resulted in comparable arousal and task performance scores, therefore dispelling the belief than red is more arousing than blue. Lack of control in color value and lighting conditions has been criticized as invalidating previous color studies (Mehrabian, 1974). In this study where controlled color and light were used, the results indicate that red does not cause greater arousal than blue as previously thought. This study indicates that colors of equal value produce comparable arousal and performance results, therefore indicating that the color balance of an environment is of greater significance than a specific hue. [Author's abstract] 110p.

Reported are the findings of a research study to determine the effects of physical environment on the learning behavior of 13 institutionalized moderately and severely retarded individuals (14-18 years old). An introductory section covers the need for research in environmental control, the five study objectives, study procedures, data collection methodology, and the specific hypotheses tested. Examined in a review of the literature are such aspects of architectural design as furniture, space, color, and light. A section on the methods and procedures used in the study includes information on the Ss (participants from a residential classroom), apparatus (a cassette tape recorder for recording researchers' observations), lighting (either general illumination alone or both general illumination and tract lighting), color (including "hot" and "cold" colors), space density (ranging from 500-400 square feet), procedure (which entailed the manipulation of four environmental conditions), and the recording of two types of behavior (on-task behavior and ambient-task movements). Among the effects reported from manipulating color, space, lighting, and space-color were that ambient behavior associated with hyperactivity was not increased by color change and that space reduction resulted in increased on-task behavior. The results of a questionnaire survey involving interior designers, architects, and special educators are also provided in the form of guidelines for designing an appropriate physical environment. 70p.

A study of 2300 junior high school students from three schools were tested to determine the effect of a newly renovated school, a new school environment, and an old dilapidated school environment on their attitudes and behavior. Points were assigned to their answers; high scores indicated a positive attitude. Results show attitudes were lowest in the old dilapidated school; highest in the newly renovated school. Dilapidated schools also generated higher disruptive behavior incident scores. Neither space density or grade level had significant effect on pupil attitudes and behavior. Black students had more positive attitudes toward their school than White students. Sex differences in attitudes toward the school building were not significant, but subsets within each school had significant interactions. Finally, students without free-lunch scored higher on the attitude scores than students receiving free lunches. Appendices provide the Our School Building Attitude Inventory, population group separation statistics from each school, a comparison of physical characteristics of the three schools, and buildings floor diagrams. (Contains 47 references.) 138p.

Windowless school buildings are currently being proposed as a design solution to the problems of vandalism, energy conservation, and building costs. However, little consideration is being given to the effects of windowless classrooms on the students and teachers inside. This thesis describes the effect of windowless classrooms on three specific areas of cognitive behavior: rote learning, concept formation, and perceptual ability. In addition, a description of student and teacher affective behavior, based on formal observations, is included. Two identical sixth-grade classes were selected for the study. The experimental period was divided into two three-week phases. Each classroom had all existing windows covered during one phase. Students were randomly divided into three test groups for the testing phases of the study. No consistent trends emerged to allow definitive judgment that windowless classrooms are detrimental to student cognition and learning. The only definitive trend is in the realm of affective behavior, indicating that student aggression increases in windowless environment.

Addresses the role of light and sight in learning, explaining aspects of visual development in children, anatomy and physiology of the eye, eye care and protection, the physics of light, light and seeing, and environmental recommendations for schools and home study. 95p.

Examines the impact that the closing of some Chicago schools had on the students who attended these schools. The research focused on regular elementary schools that were closed between 2001 and 2006 for underutilization or low performance and asked whether students who were forced to leave these schools and enroll elsewhere experienced any positive or negative effects from this type of school move. Student outcomes, including reading and math achievement, special education referrals, retentions, summer school attendance, mobility, and high school performance were examined. Also examined were characteristics of the receiving schools and if the differences in these schools had any impact on the learning experiences of the students who transferred into them. Students ages eight and older who were displaced by school closings were compared to a group of students in similar schools that did not close. 48p.

Analyzes reactions of teachers and students to classroom and cluster prototypes, among other aspects, against a number of spatial requirements and educational objectives. The results of this investigation support the assumption on how the school environment has a direct impact on the way in which teaching and learning takes place. A conclusion envisioning the need for going beyond adopting prescriptive measures to address the quality of the learning environment is conceived by highlighting the need to utilize knowledge generated from research findings into school design process, to pursue active roles in sensitizing users about the value of the school environment in reaching the desired academic performance while increasing teachers productivity.

Examines the possible impact portable classrooms have on the teaching and learning process by exploring current related literature. The article takes a synthesis approach, analyzing current studies to assess the impact of portable classrooms on teaching and learning. The research found no significant impact of portable classrooms on teacher perception, teacher morale, teacher job satisfaction, student achievement, and behavior. Negative student attitude is found in one of the studies reviewed. Technical testing shows negative relationships between portable classrooms and health and safety conditions, but the permanent structures are sometimes worse. Still, the negative effects of deterioration or lack of maintenance cannot be underestimated; making implementation strategies, maintenance schedules, relocation plans, and plans for ultimate replacement vital.

Furthers development of an emerging thread of quantitative research that grounds investment in school infrastructure in a unified theoretical framework of investment in human, social, and physical capital. The author uses canonical analysis, a multivariate statistical approach that allows for multiple independent and dependent variables. Level of student poverty is added as a control variable given an extensive body of research that supports its negative impact on achievement. Descriptive statistics are generated as well as a Pearson product moment correlation matrix to diagnose and address potential issues of multicollinearity and simultaneity. Three national databases are used: United States Census Bureau, US Department of Educations National Assessment of Educational Progress test score data, and the US Department of Educations Common Core of Data. Years analyzed are 2003, 2005, and 2007. The findings indicate that investment in human, social, and physical capital accounts for between 55.8 and 77.2 percent of the variation in student achievement in fourth and eighth grade reading and mathematics. Investment in human capital is consistently the largest influence on student achievement followed by social and physical capital.

Investigates the possible relationship between the attitudes, teachers have about the condition of their classrooms when the classrooms were independently assessed. Previous research reported teachers in unsatisfactory classrooms felt frustrated and neglected to such an extent that they sometimes reported they were willing to leave the teaching profession. Eleven high schools in which the principals state the buildings are in unsatisfactory condition are identified and matched with 11 schools assessed as being in satisfactory condition. The differences between the responses of teachers in satisfactory buildings were significantly different than those of teachers in unsatisfactory buildings. The findings indicate that the physical environment influences attitudes of teachers, which in turn affects their productivity. Such effects could cause morale problems in the teaching staff.

Explores how the designers of newly built schools in Los Angeles--midway into a $27 billion construction initiative--may help to rethink and discernibly lift educational quality. This may be accomplished via three causal pathways that may unfold in new schools: attracting a new mix of students, recruiting stronger teachers, or raising the motivation and performance of existing teachers and students. The research tracks basic indicators of student movement and school quality over a five-year period (2002-2007) to understand whether gains do stem from new school construction. Initial evidence shows that many students, previously bussed out of the inner city due to overcrowding, have returned to smaller schools which are staffed by younger and more ethnically diverse teachers, and benefit from slightly smaller classes. Student achievement appears to be higher in new secondary schools that are much smaller in terms of enrollment size, compared with still overcrowded schools.

Describes the purpose of and strategies for conducting post-occupancy evaluations (POE?s) as a method for assessing school building performance. The authors describe research conducted within the newest generation of Sao Paulos schools. The various methods of POE, including expert walkthroughs, physical measurements, observations, behavioral mapping, user interviews, focus groups, and survey questionnaires were applied within a purposefully selected case study school were examined. The findings indicate that the POE carried out at Fernando Gasparian High School revealed limitations in the buildings design, particularly in light of the neighborhood context, thus raising significant concerns about safety and security. Users gave the construction quality of the building, a generally positive evaluation, however, there were some important aspects of the building design judged as deficient. In particular, researchers observed a significant mismatch between the building design and the realities of the surrounding community. This sort of incongruity introduced important challenges to principals, teachers, and staff, as they worked to ensure the safety of students who attend the school.

Argues that taking the educational purposes of schools into account is central to understanding the place and importance of facilities to learning outcomes. The paper begins by observing that the research literature connecting facility conditions to student outcomes is mixed. A closer examination of this literature suggests that when school facilities are measured from an engineering perspective, little connection to learning outcomes is evident. By contrast, when school facilities are rated in terms of educational functions, a connection to learning outcomes is apparent. Using the schools in a Canadian division, the condition of school facilities was measured in two ways, including both conventional, engineering tools and a survey capturing principals assessments. School facility ratings using these alternate measurement methods were correlated with schools' quality of teaching and learning environments (QTLE). Two central findings emerge. First, engineering assessments of facilities are unrelated to the QTLE in schools. Second, educators' assessments of school facilities are systematically related to the QTLE in schools.

Compares student achievement with three school design classifications: movement and circulation, day lighting, and views. From a sample of 71 schools, measures of these three school designs, taken with a ten-point Likert scale, are compared to students outcomes defined by six parts of the Iowa Test of Basic Skills (ITBS): Reading comprehension, reading vocabulary, language arts, mathematics, social studies, and science. This result, in each case, is defined as the effect of the schools physical environment on students' outcomes represented by achievement scores on the ITBS. The research finds significant effects reading vocabulary, reading comprehension, language arts, mathematics, and science. The study's findings regarding movement and circulation patterns, natural light, and classrooms with views have implications for designing new schools or modifying existing structures.

Examines aspects of classroom lighting and decor that can promote discomfort and impair task performance through glare, and imperceptible 100 Hz flicker from fluorescent lighting. In 90 United Kingdom classrooms, variables measured included flicker, illuminance at desks, and luminance of whiteboards. Results showed that 80% of classrooms are lit with 100 Hz fluorescent lighting that can cause headaches and impair visual performance. Mean illuminance was in excess of recommended design illuminance in 88% of classrooms, and in 84% exceeded levels beyond which visual comfort decreases. Ceiling-mounted data projectors directed at whiteboards mounted vertically on the wall resulted in specular reflection from the whiteboard, visible as a glare spot with luminance high enough to cause discomfort and disability glare. Ambient lighting, needed for close work at pupils' desks, reduced image contrast. Venetian blinds in 23% of classrooms had spatial characteristics appropriate for inducing pattern glare. There was significant variation between schools and local authorities. The findings may provide insights into small-scale reports linking pupils' attainment, behavior and learning to classroom lighting, and may also help explain some of the benefits of colored overlays for pupils' reading.

Examines the role of school attendance as a mediator in the relationship between facilities in disrepair and student grades in city and state tests. Data on building condition and results from English Language Arts (ELA) and Mathematics (Math) standardized tests were analyzed using a sample of 95 elementary schools in New York City. Variables relevant to academic achievement such as ethnicity, socioeconomic status, teacher quality, and school size were used as covariates. In run-down school facilities students attended less days on average and therefore had lower grades in ELA and Math standardized tests. Attendance was found to be a full mediator for grades in ELA and a partial mediator for grades in Math. This study provides empirical evidence of the effects of building quality on academic outcomes and considers the social justice issues related to this phenomenon. [Author's abstract]

The premise is that students should be schooled in built and natural environments that afford them ways of understanding how their daily physical actions and social choices affect the earth. Views of prominent philosophers and scholars in support of this premise are described. Next, four cases illustrate how schools can provide students with opportunities to develop ecological mindfulness through practical activities that are enhanced by natural and built environments. The examples--from Canada, the United States, and Australia--span the primary, secondary, and tertiary levels of education. It is concluded that schools and curricula that focus on a sense of place are able to support the practical activities that lead to meaningful relationships between members of the community, and between people and the land. [Authors' abstract]

This article examines the argument that "green" schools enhance educational performance. Having set the context of the relationship between environmentalism and the design of schools in the twentieth century, the article explores the performance of a number of green schools built in the UK between 1980 and 1995. The aim is to discover whether attention to environmental or ecological design produces measurable benefits in terms of learning levels in the classroom and the general performance of the school. The focus of the research is upon two clusters of green primary schools built 1980-95 by the local education authorities in Essex and Hampshire. In order to undertake the evaluation a methodology is proposed with criteria established for what design and construction characteristics constitute a "green" school. Key performance indicators available as a consequence of OfStEd inspections, SATS results, teacher turnover and pupil absenteeism rates are used to assess the performance of the schools in educational terms. Central to the hypothesis is that good environmental design leads to enhanced educational performance by pupils and improved productivity on the part of teachers. The methodology consists of comparing the performance of green schools with that of orthodox schools which share similar characteristics of size, location and socio-economic features, and then relating variables of educational performance to design features. Three initial findings are highlighted: first, the importance of classroom daylight levels to learning; second, the benefits to the school of secondary sun spaces; third, the need for attention to the relationship between ventilation and acoustic control in open-plan solar schools. [Author's abstract]

The principle of this field study is an investigation of recorded sound levels in 24 classrooms and relations between sound level measures and aspects of children's rated annoyance, task orientation, and inattentiveness. Results do not support the hypothesis that lower background-sound level and fewer students per class would improve the sound environment by generating a lower activity noise or the hypothesis that higher sound levels should increase annoyance and inattentiveness as well as deteriorate task orientation ratings.

Reviews literature examining the relationship between secondary school size and student achievement. A variety of sources spanning thirty years are summarized, and their findings on the effect of school size on student attitude, achievement, non-academic participation, and dropout rate compared. Includes 44 references.

The hypothesis of this research study is that children are influenced by such environmental characteristics as color, shapes, light, and the complexity of their surroundings. The study reports that the test results as related to color, multidimensional shapes, brighter lighting combinations, and more detailed use of scenic arrangements were very significant for the study participants.

This article reports on a research study to determine if the physical environment of the school was related to student achievement, attendance, behavior, and self-concept. Two schools, one modern and one older facility, in one school system in Upper East Tennessee were used in the study. In all hypotheses there were found to be significant differences between the effects of the modern school and the older school. Students in the modern facility scored higher in achievement, had better attendance, fewer incidences of disciplinary action, and higher self-concepts as measured on the Piers-Harris Children's self-concept scale.

CABSR, located at the New Jersey Institute of Technology, has been active in educational facilities research since 1991. The early emphasis was on the interaction between learning environments and information technology. More recently the focus has shifted to optimizing 'whole building' performance and exploring the links between school facilities and student performance.

The Center is committed to bridging the fields of education and urban policy to create equitable, diverse, and livable cities and schools. The Center works to promote understanding of how the varieties of natural and built environments are related to school quality. This is done through investigating issues around land use policies that support quality schools, coordinating school and housing policy, and thinking outside the box of traditional school facilities. The website includes research, resources, news and events.

In collaboration with Labs21 and the Institute for Connecting Science Research to the Classroom, the College of Architecture and Urban Studies at Virginia Tech has created a new Center for High Performance Learning Environments. The Center serves as a resource for designers, engineers, system consultants, teachers, school administrators, facility managers, and others interested in improving the design and operation of K through 16 learning environments. The website focuses on a range of multidisciplinary activities, including energy efficiency, sustainability, systems integration, and integrating appropriate technology into a classroom of the 21st century.

An initiative between the College of Education and the School of Architecture at Mississippi State University dedicated to the design of innovative learner-centered environments. This website includes a reserach section with articles, projects, and publications.

The National Center for the Twenty-first Century Schoolhouse supports the planning, design, and construction of school facilities from a learner-centered perspective through communication, research, and training.

New Designs for Learning, a program at the School of Education, Oregon State University, is a comprehensive approach to educational reform and revitalization. Its design recommendations equip educational leaders with new capabilities in designing learning experiences and environments. Key design themes include using active learning strategies; integrating subject matter areas; linking learning in school, college, and community-based settings; and leveraging partnerships among educational levels and with businesses and community organizations. Website includes design elements, executive reports, design updates, and applications to a variety of settings.

SDPL's mission is to advance the design and planning of safe, comfortable, developmentally appropriate learning environments for primary, elementary, middle, and high schools. This site contains full text research, research abstracts, literature reviews, best practices, articles, position papers, photographs, and links.

School Design Research Studio seeks to advance the knowledge of effective physical environments for learning by promoting collaborative design and cooperative research.

Information on the relationship between student achievement and the physical environment of school and campus buildings, compiled by the National Clearinghouse for Educational Facilities.