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Ohio LEED Schools and Academic Performance: A Panel Study, 2006–2016

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Listed:
  • Ryan P. Thombs

    (Sociology Department, Boston College, Chestnut Hill, MA 02467-3807, USA)

  • Allen Prindle

    (The Department of Business, Accounting, and Economics, Otterbein University, Westerville, OH 43081, USA)

Abstract

This study investigates the effect that Leadership in Energy and Environmental Design (LEED) had on academic performance using a difference-in-differences (DID) estimator using data from the years 2006–2016. By obtaining data from the Ohio Department of Education and the Ohio Facilities Construction Commission, this investigation examines the effect that LEED design had on the Student Performance Index for schools that opened in the year 2012. Each LEED school was matched with a non-LEED school based on several criteria. The study determined that LEED did not have an impact on the Student Performance Index. Though we find no relationship, green schools do provide educational opportunities that standard buildings do not. We suggest that the state of Ohio should take advantage of potentially untapped opportunities in their green schools program that could enhance both social and ecological sustainability.

Suggested Citation

  • Ryan P. Thombs & Allen Prindle, 2018. "Ohio LEED Schools and Academic Performance: A Panel Study, 2006–2016," Sustainability, MDPI, vol. 10(10), pages 1-12, October.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:10:p:3783-:d:176925
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    References listed on IDEAS

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    1. Neilson, Christopher A. & Zimmerman, Seth D., 2014. "The effect of school construction on test scores, school enrollment, and home prices," Journal of Public Economics, Elsevier, vol. 120(C), pages 18-31.
    2. Martorell, Paco & Stange, Kevin & McFarlin, Isaac, 2016. "Investing in schools: capital spending, facility conditions, and student achievement," Journal of Public Economics, Elsevier, vol. 140(C), pages 13-29.
    3. Paco Martorel & Kevin Stange & Isaac McFarlin Jr., 2016. "Investing in Schools: Capital Spending, Facility Conditions, and Student Achievement (Revised and Edited)," Upjohn Working Papers 16-256, W.E. Upjohn Institute for Employment Research.
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