Research in the field of Education has produced a corpus of studies dealing with the specific relationship between school building condition and student achievement reporting positive results. Yet, studies have been completed reporting no significant difference in achievement scores from students in buildings in poor and good condition. The differences in research findings may lie in the methodology employed. The most important difference might be in how the building is assessed and the instrument utilized to make that assessment. An instrument that reports those building elements that have a direct research relationship to student performance provides better data on the actual learning condition of a school building, resulting in better findings. Further, the measurement of student achievement presents unique problems to the researchers. In some instances researchers were unable to use the mean of student scaled scores and were forced to use the percentage of students passing the examination. The percent of students is not an accurate measure of student achievement, but is often the only measure available. A few researchers have used the percentage of student attendance as a proxy for student achievement with some success.