Windows and Classrooms: Student Performance and the Indoor Environment

Don Aumann, California Energy Commission
Lisa Heschong, Heschong Mahone Group
Roger Wright, RLW Analytics, Inc.
Ramona Peet, Independent Contractor

Keywords

Abstract

This study investigates whether daylight and other aspects of the indoor environment in elementary classrooms have an effect on student learning, as measured by improvement on standardized math and reading tests over an academic year. The study uses regression analysis to compare the performance of over 8000 3rd through 6th grade students in 450 classrooms in the Fresno Unified School District, CA.

A statistical analysis was conducted in which traditional education explanatory variables, such as student and teacher demographic characteristics, were controlled for. Numerous other physical attributes of the classroom and the indoor environment are also considered as potential influences. In addition to the statistical analysis, 40 classrooms were observed during normal operation and over 100 teachers were surveyed on their classroom operating experience and preferences.

Variables describing a better view out of windows are found to be positively and significantly associated with better student learning, while variables describing window glare, sun penetration and lack of visual control are associated with negative performance. In addition, attributes of classrooms associated with acoustic conditions and air quality issues are also significant. The findings are discussed relative to a previous study at San Juan Capistrano that found that more daylight improved students’ performance. The results emphasize the statistical value of working with very large data sets, and of studying the interactions between environmental variables.