Student Achievement Rises in New Code Compliant School Buildings

DOI: 10.5176/2301-394X_ACE14.14

Authors: Ronald B. Lumpkin, Ph.D., Robert T. Goodwin, Jr., Registered, Warren C. Hope, Ph. D.

Abstract:

Much of the focus in the literature in raising student achievement has included parental involvement, principal leadership, quality of instruction, students’ socioeconomic status, curriculum, and level and use of technology. Limited empirical research included the condition of the school building as a variable that affects student achievement. Furthermore, there is no research that has examined the impact of building codes on educational outcomes in Florida. This research ascertained if student achievement increased in new schools constructed to be compliant with the State Uniform Building Code for Public Educational Facilities Construction (UBC) as contained in The State Requirements for Educational Facilities (SREF). A causal-comparative design determined if the independent variables, old and new school building influenced student achievement as measured by students’ Florida Comprehensive Assessment Test (FCAT) mathematics and reading subtest scores. The control group was two cohorts of fourth, eighth, ninth, and tenth grade students who attended school in old buildings. The experimental group was two cohorts of fourth, eighth, ninth, and tenth grade students who attended school in new buildings. Transition from an old school to a new school was the treatment. Does the percentage of students passing the Florida Comprehensive Assessment Test (FCAT) mathematics and reading subtests increase after transitioning from an old school building to a new 2000 UBC compliant facility was the research question formulated for the inquiry.

Keywords: School Facility, Student Achievement, Florida Building Code, State Requirements for Educational Facilities