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

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dc.contributor.advisorWilliamson, James Lonnie, 1934-
dc.contributor.authorHughes, Stephanie Marie.
dc.contributor.departmentEducational Administration.en
dc.contributor.otherBaylor University. Dept. of Educational Administration.
dc.date.accessioned2006-05-28T01:32:19Z
dc.date.available2006-05-28T01:32:19Z
dc.date.copyright2005
dc.date.issued2006-05-28T01:32:19Z
dc.descriptionIncludes bibliographical references (p. 105-109).en
dc.description.abstractThe 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.en
dc.description.degreeEd.D.en
dc.description.statementofresponsibilityby Stephanie Marie Hughes.en
dc.format.extentvii, 109 p.en
dc.format.extent2332871 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2104/3012
dc.language.isoen
dc.rightsBaylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.en
dc.rights.accessrightsWorldwide accessen
dc.subjectSchool buildings -- Design and construction --- Texas.en
dc.subjectAcademic achievement --- Texas.en
dc.titleThe relationship between school design variables and student achievement in a large urban Texas school district.en
dc.typeThesisen

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