dc.contributor.author	Bullock, Calvin	en
dc.contributor.committeecochair	Craig, James Richard	en
dc.contributor.committeecochair	Earthman, Glen I.	en
dc.contributor.committeemember	Lemasters, Linda Kay	en
dc.contributor.committeemember	Martin, Rosalie Marie	en
dc.contributor.department	Educational Leadership and Policy Studies	en
dc.date.accessioned	2014-03-14T20:15:31Z	en
dc.date.adate	2007-09-24	en
dc.date.available	2014-03-14T20:15:31Z	en
dc.date.issued	2007-08-08	en
dc.date.rdate	2007-09-24	en
dc.date.sdate	2007-08-21	en
dc.description.abstract	The purpose of this study was to investigate the relationship between school building condition and student achievement as measured by their performance on the Standards of Learning (SOL) examinations at the middle school level in the Commonwealth of Virginia. Three major data components were used to complete this study. The first component was the condition of the school buildings. To obtain this information, principals were asked to complete the Commonwealth Assessment of Physical Environment (CAPE) assessment instrument. The second component was the percentage of passing scores from SOL examinations for each middle school in the Commonwealth of Virginia. The third component was the socioeconomic status of the students attending the schools as measured by the percentage of students participating in the free and reduced lunch program. Three research questions were used to examine this topic. The first research question examined the differences in the SOL results of students in school buildings rated as standard and substandard. The second research question examined the differences in the SOL results of students in school buildings rated cosmetically as standard and substandard. The third research question examined the differences in the SOL results of students in school buildings rated structurally as standard and substandard. This study found that building condition is related to student achievement. Students performed better in newer or recently renovated buildings than they did in older buildings. The percentage of students passing the Commonwealth of Virginia Standards of Learning Examination at the middle school level was higher in English, mathematics and science in standard buildings than it was in substandard buildings. One of the largest differences in percentage of students passing was in English at 6.10 percentage points. This difference was significant at the .05 level of significance. This is noteworthy because student's ability to read affects all other academic areas. Building age, windows in the instructional area, and overall building condition were positively related to student achievement.Finally the data from this study were compared to the results of earlier studies that examined high schools in the Commonwealth of Virginia, finding that these results were consistent with the findings of other studies.	en
dc.description.degree	Ph. D.	en
dc.identifier.other	etd-08212007-163313	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-08212007-163313/	en
dc.identifier.uri	http://hdl.handle.net/10919/28749	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	Permission-Model.pdf	en
dc.relation.haspart	calvinbullock.pdf	en
dc.relation.haspart	Doctoraldissertformpg1.pdf	en
dc.relation.haspart	Doctoraldissertformpg2.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Academic achievement	en
dc.subject	School Building	en
dc.title	The Relationship Between School Building Conditions and Student Achievement at the Middle School Level in the Commonwealth of Virginia	en
dc.type	Dissertation	en
thesis.degree.discipline	Educational Leadership and Policy Studies	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ph. D.	en

The Relationship Between School Building Conditions and Student Achievement at the Middle School Level in the Commonwealth of Virginia

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