Abstract
1. Ronald B. Lumpkin[1][1] 2. Robert T. Goodwin Jr.[1][1] 3. Warren C. Hope[1][1] 4. Ghazwan Lutfi[1][1] 1. 1Florida A&M University, Tallahassee, USA 1. Warren C. Hope, College of Education, Department of Educational Leadership & Counseling, Florida A&M University, Tallahassee, FL 32307, USA. Email: warren.hope{at}famu.edu Much of the focus in the literature in raising student achievement has included parental involvement, principal leadership, quality of instruction, students’ socioeconomic status, curriculum, and use of technology. Limited empirical research relates the condition of the school building as a variable that affects student achievement. Furthermore, there is no research that has examined the impact of building codes on achievement outcomes in the state of Florida. This research determined whether academic achievement of 4th-, 8th-, 9th-, and 10th-grade students as measured by the mathematics and reading subtests of the Florida Comprehensive Achievement Test (FCAT) increased in new school buildings compliant to the 2000 Florida State Requirements for Educational Facilities. A causal-comparative design determined whether the independent variables, old and new school building influenced student achievement as measured by students’ FCAT mathematics and reading subtest scores. The control group was two cohorts of 4th-, 8th-, 9th-, and 10th-grade students who attended school in old buildings. The experimental group was two cohorts of 4th-, 8th-, 9th-, and 10th-grade students who attended school in new buildings. Transition from an old school into a new school was the treatment. Two hypotheses were formulated for testing and the research question for the inquiry was whether the percentage of students passing the FCAT mathematics and reading subtests increases after transitioning from an old school building into a new 2000 UBC (Uniform Building Code) compliant facility. [1]: #aff-1
Highlights
Student achievement has driven educational reform for more than two decades
SAGE Open increased in new school buildings compliant to the 2000 state requirements for educational facilities (SREF)
Causal-comparative research was used to determine whether the independent variables, state of school, old or new, influenced student achievement
Summary
Student achievement has driven educational reform for more than two decades. During this time, numerous initiatives have found their way into the teaching and learning environment, with varying degrees of success. Recognizing that increased student academic achievement is elusive, and instead of new methods, programs, and technology, perhaps it is time to consider the condition of a school’s facility. Researchers across the fields of education, environmental psychology, and architecture have reported a relationship between the physical environment of school facilities, such as lighting, acoustics, design, thermal comfort, and student academic achievement (Bosch, 2006). SAGE Open increased in new school buildings compliant to the 2000 state requirements for educational facilities (SREF)
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