Statistically defining the construct of “acoustic quality” in K-12 classrooms

Abstract

This paper presents preliminary statistical analyses of acoustic measurements taken in over a hundred K-12 classrooms in Nebraska during the 2015-2016 academic year. Noise levels were continuously logged over two consecutive school days, three times seasonally. Other measurements included unoccupied background noise levels and room impulse responses. Equivalent sound pressure levels, percentile levels, reverberation times, and other assorted room acoustic metrics have been calculated from the measured data. Preliminary statistical analyses have been performed to investigate how each metric is related to each other and how the metrics are distributed across classrooms. These quantities have also been statistically analyzed to understand which are most pertinent to a comprehensive construct of “acoustic quality.” This “acoustic quality” construct will subsequently be used to investigate how its components are related to the academic performance of students, and its inter-relationships with other environmental conditions such as indoor air quality, thermal, and lighting conditions. [Work supported by the United States Environmental Protection Agency Grant Number R835633.]