An Investigation of School Environmental Effects on Student Achievement

Michael B. Kuhlenengel, Laura C. Brill, Shihan Deng, Houston F. Lester, James Bovaird, Josephine Lau, Lily M. Wang, Clarence E. Waters

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

Current research being conducted at the University of Nebraska-Lincoln seeks to determine the impact of indoor environmental conditions in K-12 classrooms on student achievement. The indoor environmental conditions being investigated include indoor air quality, thermal, lighting, and acoustics. The data being gathered on indoor air quality and thermal conditions includes size distribution of particulate matter, ventilation rate, concentration of total volatile organic compounds, carbon dioxide concentrations, carbon monoxide concentrations, nitrogen dioxide concentrations, formaldehyde concentrations, air velocity, relative humidity, and globe/air temperature. The data being reviewed for lighting conditions include view, continuous daylight autonomy from a computer generated model, daylight excess from a computer generated model, and illuminance level from luminaires. The data being gathered on acoustic conditions include reverberation time, unoccupied and occupied background noise levels. The data is used in a statistical model (i.e., a structural equation model) to determine how these environmental conditions relate to student standardized test scores assessing student achievement. Over the 2015-16 academic year, this study gathered field measurements from 110 classrooms in three seasons: fall, winter and spring. The study plans to gather data from another 110 classrooms over the 2016-17 school year. The final goal is to develop recommendations for school districts and design firms on how best to optimize environmental conditions in schools for improved student learning, while also being cost efficient.

Original languageEnglish (US)
Title of host publicationAEI 2017
Subtitle of host publicationResilience of the Integrated Building - Proceedings of the Architectural Engineering National Conference 2017
EditorsJeffery S. Volz
PublisherAmerican Society of Civil Engineers (ASCE)
Pages927-939
Number of pages13
ISBN (Electronic)9780784480502
DOIs
StatePublished - 2017
EventArchitectural Engineering National Conference 2017: Resilience of the Integrated Building, AEI 2017 - Oklahoma City, United States
Duration: Apr 11 2017Apr 13 2017

Publication series

NameAEI 2017: Resilience of the Integrated Building - Proceedings of the Architectural Engineering National Conference 2017

Other

OtherArchitectural Engineering National Conference 2017: Resilience of the Integrated Building, AEI 2017
CountryUnited States
CityOklahoma City
Period4/11/174/13/17

ASJC Scopus subject areas

  • Civil and Structural Engineering
  • Building and Construction
  • Architecture

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  • Cite this

    Kuhlenengel, M. B., Brill, L. C., Deng, S., Lester, H. F., Bovaird, J., Lau, J., Wang, L. M., & Waters, C. E. (2017). An Investigation of School Environmental Effects on Student Achievement. In J. S. Volz (Ed.), AEI 2017: Resilience of the Integrated Building - Proceedings of the Architectural Engineering National Conference 2017 (pp. 927-939). (AEI 2017: Resilience of the Integrated Building - Proceedings of the Architectural Engineering National Conference 2017). American Society of Civil Engineers (ASCE). https://doi.org/10.1061/9780784480502.078