Forging improvements in classroom acoustical quality

Abstract

Major investments are currently being made in school infrastructure. In Los Angeles alone, 90 new schools are to be constructed in the next 10 to 15 years, and hundreds of existing schools will undergo major renovation. Similar efforts are underway in large urban school districts throughout the country. This presents a unique opportunity to improve acoustical quality in classrooms for future generations of teachers and students. While some school districts are embracing this opportunity, there are substantial challenges to be faced before improvements in classroom acoustical quality are widely realized. Despite recent adoption of the ANSI standard, there are inconsistent views among school administrators and designers on the extent of the problem and the urgency to act. Additionally, there is insufficient data on the incremental costs of achieving improved acoustical quality in new construction or modernization projects. Meanwhile critical design and purchasing decisions are underway. There are promising examples of how school districts can successfully meet these challenges and forge improved acoustical quality in the learning environment. The focus of this discussion is on the use of policy reforms to drive better design and purchasing decisions, and how these decisions can be further influenced by community involvement and interagency collaboration.