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Tag: Facilities Maintenance

Published on

American Civil Liberties Union of Maryland (2010).

This report, Buildings for Academic Excellence, urgently asks city, state, and federal officials, and the greater Baltimore community, to act now to improve the substandard physical condition of city school buildings. It is unacceptable - as well as unconstitutional - to deprive city students of adequate school facilities and an equal opportunity in education. The modernization of school buildings is integral to Baltimore’s education reform effort. To help both students and teachers succeed, state and city leaders must make school facility improvements a higher priority.

http://www.abell.org/pubsitems/Buildings_for_Academic_Excellence_ACLU_060210.pdf

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United States Environmental Protection Agency (2010). (EPA 402-F-10-001)

The Environmental Protection Agency outlined an introduction of simple steps to test for radon and reduce risks to occupants if high radon levels are found through the Framework for Effect School IAQ Management.

http://www.epa.gov/iaq/schools/pdfs/kit/managing_radon.pdf

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Ritchie, S., Crawford, G. M., & Clifford, R. M. (2009).

The physical environment of a school community provides more than shelter and work space. It conveys values and messages about who is welcome, what is important, and how children learn. School is a place where children, staff and families spend much of their time, where routines needs are met, relationships are developed, skills are learned, abilities are enhanced, and attitudes towards learning, society and our environment are formed.

http://fcd-us.org/sites/default/files/FINALLearningEnvironments.pdf

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21st Century School Fund (2009).

This review is designed as an updated to the 2002 review "Do School Facilities Affect Academic Outcomes?" by Mark Schneider, originally commissioned by the 21st Century School Fund's Building Educational Success Together collaborative then expanded by Dr. Schneider and published by a project funded by the United States Department of Education.

http://www.21csf.org/csf-home/Documents/ResearchImpactSchoolFacilitiesFeb2010.pdf

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Moore, G.T., Sugiyama, T., & O'Donnell, L. (2009).

It is well known that early childhood development is related to the quality of the physical environment, and that the quality of childcare, preschool, kindergarten, and other early childhood education is related to the quality of the physical designed environment.The purpose of this scale is to provide a scientifically reliable and valid assessment instrument that can be used easily by early childhood educators, architects, landscape architects, other designers, policy makers, and regulators to assess the quality of the physical environment of childcare, preschool, kindergarten, and other early childhood education facilities.The Children’s Physical Environments Rating Scale (CPERS) can be used for quality assessment, post-occupancy evaluation, fundamental research, and comparative cross-country research on the environmental quality of early childhood education facilities.

http://sydney.edu.au/architecture/documents/staff/garymoore/112.pdf

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Horng, E.L. (2009). 46 (3)

One of the greatest differences in resources across schools in California comes from an inequitable distribution of teachers. This study identifies reasons for this sorting of teacher by surveying 531 teachers in a California Elementary school district. The survey ask the teachers to make choices between various workplace characteristics. With this information, the study disentangles student demographics from other characteristics of teaching jobs that are amenable to policy influences. It finds the teachers identify working conditions-particularly, school facilities, administrative support, adn class sizes-and salaries as significantly more important that student characteristics when selecting a school in which to work.

http://aer.sagepub.com/content/46/3/690.abstract

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Whitley, T.A. (2009).

The purpose of this study was to examine the relationship between selected budgetary expenditures for facilities and debt service and building conditions in the Commonwealth of Virginia. One research question and three sub-questions for selected school divisions were used to investigate this topic. The major data components used in this study were provided by the Virginia Department of Education. Twenty -two school divisions in the Commonwealth of Virginia were selected for the study, based on a previous study conducted by Crook (2006). Crook identified and classified selected school divisions as standard or substandard pursuant to the responses of principals who responded to the Commonwealth Assessment of Physical Environment (CAPE) assessment instrument. The line items of “facilities and debt service” were analyzed over a five year period for fiscal years 2000-2005.

The Relationship Between Budet Expenditures and Building Conditions of Selected School Divisions in the Commonwealth of Virginia

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Dissertation by Bailey, J.A. (2009).

The relationships between building condition and student achievement, student behavior, and student attitude were investigated by reviewing research. A synthesis of research studies from 1998 through 2008 was completed. A matrix was replicated from Lemasters’ 1997 study that identified the researchers used in each study. The matrix presented each author and the areas each author researched.

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