Joseph P. Plumley, Jr.
The Impact of School Building Age on the Academic Achievement of Selected Fourth Grade Pupils in the State of Georgia
Study completed: April 1978
Under the direction of Dr. Carroll W. McGuffey
This study was designed to investigate the relationship of the age of the school physical plant and the academic achievement of pupils taught within physical plants of varying ages. The population consisted of all of the standard public schools in the State of Georgia containing Fourth Grade pupils from which was taken a ten percent randomly selected sample. The data were developed from the results of a questionnaire sent to the randomly selected pupils and from the results of scores of selected fourth grade pupils on the Iowa Test of Basic Skills.
A multiple regression was used to analyze the relationship between achievement (the dependent variable) and the independent variables. These included building age, the percentage of pupils participating in the "free" school lunch program, the percentage of non-whites in the school, modernized buildings, partially modernized buildings, non-modernized buildings, date of original construction, and date of modernization.
Selected Findings and Conclusions:
Statistical analysis indicated that the most significant impact on the academic achievement of pupils in this study were non-modernized buildings (when the SES variables were statistically controlled).
In other words, students attending classes in newer (modernized) buildings tended to have higher achievement scores.
This summary was compiled by Elizabeth Jago and Ken Tanner
Posted: (January 1999).