Data on acoustic, thermal, indoor air quality, and lighting conditions have been collected from 220 classrooms in the midwestern United States. Gathered acoustic data include sound levels logged every 10 seconds and room impulse responses from which reverberation times were extrapolated. K-means clustering was used to group the logged sound data into times when speech was or was not occurring; then acoustic metrics were calculated from the clustered data. When comparing the measured acoustic conditions to ANSI S12.60, 91% of the classrooms did not meet the recommended maximum background noise level for unoccupied conditions, while 15% did not meet the recommended maximum reverberation time. The field measurements also revealed that only 20% of the classrooms met ASHRAE Standard 62.1 ventilation rate requirements, while all classrooms met recommended IES illuminance level for reading and writing. Multivariate linear regression analyses between the environmental conditions and student achievement data, while controlling for student demographics, have identified a number of significant relationships. This presentation summarizes key results, describes how acoustic conditions were correlated to building mechanical systems, and considers how indoor environmental quality may be optimized to benefit occupants in educational settings. [Work supported by the United States Environmental Protection Agency Grant Number R835633.]