Date of Award
12-17-2009
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
ANGELA SEWALL
Abstract
Literature is replete with the harmful effects of poorly maintained facilities on building occupants. School district officials are charged with constructing schools of quality while also serving as conscientious stewards of public monies, therefore, school leaders need facility research to support decision-making. The purpose of the study was to examine the impact that schools constructed following Leadership in Energy and Environmental Design (LEED) certification standards have on student achievement, student attendance, and teacher's perceptions compared to non-LEED schools. The analysis revealed no significant difference for academic achievement or attendance but revealed a statistically significant difference between LEED and non-LEED teachers and the effect size was large for air quality, acoustics, and to a lesser degree daylighting.
Recommended Citation
Bruick, Deborah Lynn, "Relationship Between Green School Design and Student Achievement, Attendance, and Student Behaviors" (2009). Theses and Dissertations. 236.
https://research.ualr.edu/etd/236
