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Synthesizing the Effect of Building Condition Quality on Academic Performance

Author

Listed:
  • Tracey Gunter

    (Department of Educational Psychology and Learning Systems, Florida State University Tallahassee, FL)

  • Jing Shao

    (Department of Educational Psychology and Learning Systems, Florida State University Tallahassee, FL)

Abstract

Since the late 1970s, researchers have examined the relationship between school building condition and student performance. Though many literature reviews have claimed that a relationship exists, no meta-analysis has quantitatively examined this literature. The purpose of this review was to synthesize the existing literature on the relationship between building condition and student performance. Means for the semi-partial (= 0.10) and bivariate (= 0.12) correlations were relatively small but significantly different, supporting the claim that school building condition is related to student performance. Furthermore, results revealed that the magnitude of the correlation varied as a function of a number of moderator variables. For instance, the building condition feature measured, instrument type, subject area measured, and grade level affect the association between school building condition and student performance. Our findings offer useful information for educational leaders, policy makers, and researchers.

Suggested Citation

  • Tracey Gunter & Jing Shao, 2016. "Synthesizing the Effect of Building Condition Quality on Academic Performance," Education Finance and Policy, MIT Press, vol. 11(1), pages 97-123, Winter.
    • Handle: RePEc:tpr:edfpol:v:11:y:2016:i:1:p:97-123
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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/EDFP_a_00181
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    References listed on IDEAS

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    1. Ariel M. Aloe & Betsy Jane Becker, 2012. "An Effect Size for Regression Predictors in Meta-Analysis," Journal of Educational and Behavioral Statistics, , vol. 37(2), pages 278-297, April.
    2. Dan D. Goldhaber & Dominic J. Brewer, 1997. "Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity," Journal of Human Resources, University of Wisconsin Press, vol. 32(3), pages 505-523.
    3. Andrew J. Houtenville & Karen Smith Conway, 2008. "Parental Effort, School Resources, and Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 43(2), pages 437-453.
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    Cited by:

    1. Conlin, Michael & Thompson, Paul N., 2017. "Impacts of new school facility construction: An analysis of a state-financed capital subsidy program in Ohio," Economics of Education Review, Elsevier, vol. 59(C), pages 13-28.
    2. Hashim, Ayesha K. & Strunk, Katharine O. & Marsh, Julie A., 2018. "The new school advantage? Examining the effects of strategic new school openings on student achievement," Economics of Education Review, Elsevier, vol. 62(C), pages 254-266.

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