The relationship between school design variables and student achievement in a large urban Texas school district.

Abstract

The purpose of this study was to determine if a relationship existed between school facility design variables and student achievement as determined by the Texas Assessment of Knowledge and Skills. The Design Assessment Scale for Elementary Schools designed by Kenneth Tanner (1999a) was used to evaluate 21 schools in a large urban district. The design variables included movement patterns, large group meeting places, architectural design, daylighting and views, psychological impact of color schemes, bulding on a students' scale, location of the school, instructional neighborhoods, outside learning areas, instructional laboratories, and environmental. The 2003-2004 Texas Assessment of Knowledge and Skills 5th grade scores on reading, math, and science were used to determine student achievement. T-tests were used to determine the relationship between design variables and student achievement within TEA designated rating categories (Exemplary, Recognized, and Academically Acceptable). An ANOVA was used to determine if a relationship existed between Texas Education Agency school categories and building design variables. The major finding of this study supports the literature. This study concluded all building design variables had a statistically significant relationship with student achievement within each school category. However, there was not a statistically significant relationship between building design variables and school ratings.