Title page for ETD etd-06062008-154857
|Type of Document
||Hines, Eric Wayne
||Building condition and student achievement and behavior
||Doctor of Education
|Earthman, Glen I.
|Cash, Carol S.
|Parks, David J.
|Richards, Robert R.
|Salmon, Richard G.
|Date of Defense
This study examined the relationship between the condition of school
facilities, and student achievement and student behavior. Selected high schools
in urban areas of Virginia were used in this study. Building condition was
determined by the Commonwealth Assessment of Physical Environment which was
completed by personnel in the divisions of the eighty-eight schools in the
population. Student achievement was determined by the scale scores of the Test
of Academic Proficiency for grade eleven during the 1992-1993 school year.
Student behavior was determined by the ratio of the number of expUlsions.
suspensions, and violence/substance abuse incidents to the number of students in
each school. All achievement scores were adjusted for socioeconomic status by
using the free and reduced lunch numbers for each school. These variables were
investigated using analysis or covariance and correlations.
This study found that student achievement scores were higher in schools
with better building conditions. Student discipline incidents were also higher in
schools with better building condition. Science achievement scores were better in
buildings with better science laboratory conditions. Lastly, varying climate control,
locker. and grafitti conditions were factors which were positively related to student
achievement scale scores.
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