The purpose of this study was to determine the effect of new school buildings on achievement as measured by student performance on Ohio 6th grade proficiency subtests. For the purpose of answering the research question, this study followed a causal-comparative, quantitative research design. The change in learning environment from the old school building to a newly constructed school building was the independent variable. The percentage of students who pass each subtest of the Ohio 6th grade proficiency test, reported on the individual school buildings Local Report Card (LRC), was the dependent variable. From the sample population of 26 schools building LRC's were collected from the Ohio Department of Education website for two years prior to moving into and two years after moving into the new school building. From the LRC's the percentage of students who have passed the Ohio 6th grade proficiency subtests of math, science, reading, writing, and citizenship were collected. Descriptive statistics and paired t-tests were used to determine the difference between means for each subtest prior to moving into the new building and after moving into the new building. Upon moving into a new building, there was a significant increase in student achievement in reading and science. Conversely, there was not a significant increase in writing, citizenship, and math.of literacy and basic competencyaquot; (p. 1). Each subject area test is developed from the learning outcomes for the 6th grade. The learning outcomes were created from the state board of education adopted model course of study (ODE, 1995).
|Title||:||The Effect of a New School Facility on Student Achievement|
|Publisher||:||ProQuest - 2007|