NotesFAQContact Us
Search Tips
ERIC Number: EJ810757
Record Type: Journal
Publication Date: 2008
Pages: 28
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1932-202X
Explaining Relationships among Student Outcomes and the School's Physical Environment
Tanner, C. Kenneth
Journal of Advanced Academics, v19 n3 p444-471 Spr 2008
This descriptive study investigated the possible effects of selected school design patterns on third-grade students' academic achievement. A reduced regression analysis revealed the effects of school design components (patterns) on ITBS achievement data, after including control variables, for a sample of third-grade students drawn from 24 elementary schools. The sample means on the ITBS per school represented approximately 1,916 third-grade students. The independent variable set for developing a possible explanation of student achievement was the school's physical environment, defined as four sets of design patterns: movement and circulation (e.g., adequate personal space and efficient movement patterns throughout the school), large group meeting places (e.g., social gathering places), day lighting and views (e.g., windows with natural light), and instructional neighborhoods (e.g., large and small group areas that accommodate wet and dry activities). Each of the four full regression models, which included subsets of the design elements, explained between 2% and 7% of additional variance in achievement when compared to the reduced model, which included a measure of school SES. Therefore, each of the four design variables was positively related to student achievement, even after controlling for school SES. (Contains 7 tables.)
Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED565630; ED554311