Ohio LEED Schools and Academic Performance: A Panel Study, 2006–2016

Ryan Thombs,Allen Prindle

doi:10.3390/su10103783

Ryan Thombs, Allen Prindle

Open Access

https://doi.org/10.3390/su10103783

Copy DOI

Journal: Sustainability	Publication Date: Oct 19, 2018
Citations: 4	License type: CC BY 4.0

Affiliation: Boston College, Otterbein University

Abstract

This study investigates the effect that Leadership in Energy and Environmental Design (LEED) had on academic performance using a difference-in-differences (DID) estimator using data from the years 2006–2016. By obtaining data from the Ohio Department of Education and the Ohio Facilities Construction Commission, this investigation examines the effect that LEED design had on the Student Performance Index for schools that opened in the year 2012. Each LEED school was matched with a non-LEED school based on several criteria. The study determined that LEED did not have an impact on the Student Performance Index. Though we find no relationship, green schools do provide educational opportunities that standard buildings do not. We suggest that the state of Ohio should take advantage of potentially untapped opportunities in their green schools program that could enhance both social and ecological sustainability.

Highlights

According to the United States Environmental Protection Agency (EPA) [1], there are three pillars of sustainability—environmental, social, and economic
One non-governmental entity that has pushed for a multidimensional approach to sustainability is the United States Green Building Council (USGBC), which administers the Leadership in Energy and Environmental Design (LEED) building certification program
The results indicate those of the three time-variant variables included, only the coefficient for classroom expenditures per pupil is statistically significant

Summary

Introduction

According to the United States Environmental Protection Agency (EPA) [1], there are three pillars of sustainability—environmental, social, and economic. Community projects and policy legislation invoking the concept of sustainability must address environmental concerns and the social and economic realms that allow for all three pillars to interact and reinforce one another. One non-governmental entity that has pushed for a multidimensional approach to sustainability is the United States Green Building Council (USGBC), which administers the Leadership in Energy and Environmental Design (LEED) building certification program. Pertinent to this study is the LEED for Schools rating system, which is intended to recognize best practices in design, construction, operation and maintenance for K-12 schools. This LEED standard involves third-party recognition for high performance schools that are healthy for students, comfortable for teachers, and cost-effective [2]

Methods

Results

Discussion

Conclusion