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While ACEF provides a cursory review of every article on the website, ACEF and the ACEF staff cannot guarantee the accuracy of the information contained in the articles. The ideas presented in the articles are not endorsed by ACEF, the Texas Center for Educational Facilities, Tarleton State University, or the US Department of Education. All articles are posted as presented in the original format.
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"No Cost" School Renovation
Zorn, R. L. (2006). 193 (5)

Ohio’s Poland Local School District recently completed $5.5 million in additions and upgrades at no cost to the taxpayers. How did they do it? The district entered into a multiyear energy performance contract that allows them to pay off their loan through the savings realized by the renovation itself.

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14 Severe Weather Survival Tips
Satterly, S. (2012). Retrieval Location

This article is a refresher of current best practices for tornado sheltering for schools, as well as an explanation of why they have become best practices. The process to change protocals so changes are made in a thoughtful and logical manner are described.

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30 Strategies to Education Reform
Nair, P. (2003).

The 30 strategies for education reform discussed in this guidebook, taken together, represent a new, alternative, education model. The guidebook is written to close some big gaps in education -- the gap between research and action, between stated goals and policy, and between perception and reality.

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A Case Study on Facility Design: The Impact of New High School Facilities in Virginia on Student Achievement and Staff Attitudes and Behaviors
Bishop, M. E. (2009).

This case study involved the examination of three new high schools that opened in the Commonwealth of Virginia between 2006 and 2007. Principal interviews and focus group interviews were conducted between April and June 2008. Document analysis of architectural information was conducted by the researcher for each site location; that analysis yielded shared characteristics of the sites such as floor plans, common professional work areas, use of safety features, and the use of natural lighting throughout instructional and professional spaces. The study determined that the perceptions of the principals and the staff of these new buildings were shared and sufficiently common for identification. The data collected from both groups of participants indicated the existence of three shared themes particular to this case study: improved student behaviors, improved staff and student morale, and a lack of belief that the new buildings had more positively impacted student achievement than had the old buildings. Additionally, data collected from participants in this study seemed to represent acknowledgement of a relationship between sustainable design elements and student achievement as well as student and staff behaviors. All respondents in both interview groups agreed that the amount of natural light incorporated into the design of the building had a positive impact on both student and staff behaviors, indicating that it may have positively impacted student achievement. At all three locations, participants expressed a shared belief that natural light had affected their overall performance, their individual moods, and, in some cases, their ability to maintain their levels of performance as the year progressed. Other factors mentioned by all participants as having had a positive impact included the following: open space in classrooms and hallways, the high ceilings and sense of openness in all the buildings, and enhanced safety and security features present in the buildings. All of the data collected from the participants in this research study led to the conclusion of the researcher that design elements such as natural lighting and climate controlled HVAC systems, as well as wide, open hallways and shared student spaces, do positively impact student behaviors and student and staff attitudes and behaviors.

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A High Performance School Case Study: Northern Guilford Middle School
Koh, B., & Nicklas, M. (2007).

This case study will introduce detailed information of each green strategy, for Northern Guilford Middle School, and how comprehensive strategies are well integrated into the project to stay within the budget.

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A study into the effects of light on children of elementary school age - A case of daylight robbery
Hathaway, W. E., Hargreaves, J.A., Thompson, G.W., & Novitsky, D. (1992).

Based on a review of the literature and a pilot study conducted from 1981 to 1985, a study was carried out that examined physical development and school performance effects of different lighting systems on elementary students. Students’ dental health, growth and development, attendance, and academic achievement were examined under four different types of lighting: (a) full spectrum fluorescent lamps, (b) full spectrum fluorescent lamps with ultraviolet light enhancements, (c) cool white fluorescent lamps, and (d) high pressure sodium vapor lamps. Data on 327 students, in Grade 4 at the end of the 1986-87 school year, were collected at the start and at the conclusion of the study, which spanned two years. The results indicated that over the two year period, students under full spectrum fluorescent lamps with ultraviolet supplements developed fewer dental cavities and had better attendance, achievement, and growth and development than students under other lights. Students under the high pressure sodium vapor lamps had the slowest rates of growth and development as well as the poorest attendance and achievement. On the basis of the findings of this study it was concluded that lights have important non-visual effects on students who are exposed to them on a regular basis in classrooms.

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A Validation of the Effective Learning Environments Assessment
Dorris, D. (2011).

The purpose of this research was to investigate the validity of the Effective Learning Environments Assessment (ELEA), an educational facilities assessment instrument designed to assess educators’ perceptions of educational facility condition. In order to examine the validity of the ELEA, practicing K-12 school administrators from Texas public school districts were selected to participate. Correlational pattern analysis and Multitrait-Multimethod Matrix (MTMM) methodology was used to analyze associations between the ELEA using the DAS, the criteria. Results of the MTMM were consistent with theoretical expectations, and therefore, provided evidence of satisfactory convergent and discriminant scale validity of the ELEA.

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Achievement by Design
Black, S. (2007).

Buildings and classrooms play a role in how students learn, but while amenities are nice, don't let the frills overshadow your district's instructional goals.

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Active advance warning devices show promise for school bus zone safety
Carson, J. L. , Holick, A., Park, E. S., Wooldridge, M., & Zimmer, R. (2005).

The findings contained in this report respond to the three part problem described below: 1. Children are at greatest risk when in school bus loading or unloading zones. Students are three to four times more likely to be killed while boarding or leaving the bus than while riding the bus. 2. Efforts to improve safety at school bus loading or unloading zones have been focused on increasing school bus conspicuity and enhancing driver guidance. However, none of these efforts are effective (i.e., visible from a distance) if a school bus is stopped in an area of limited visibility. 3. The constant display of the static warning message, SCHOOL BUS STOP AHEAD, combined with the limited presence of the hazard (i.e., the stopped school bus and children), results in rapid motorist desensitization to the risk and a subsequent degradation in safety at school bus loading and unloading zones.

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Advanced Placement and International Baccalaureate Performance Differences as a Function of Gender and School Size
Morris, J., & Slate, J. R. (2012). 3 (1)

Student participation and student performance on the Advanced Placement and International Baccalaureate exams for the 2008-2009 school year was examined to ascertain the extent to which differences were present as a function of high school size and student gender. Using Academic Excellence Indicator System data for traditionally configured high schools in Texas, statistically significant differences were yielded. In the 2008-2009 school year, girls had higher participation rates than did boys. Moreover, girls outperformed boys regardless of school size. The performance of boys and girls on these exams differed as a function of school size, with students in larger size high schools participating at a higher rate and outperforming students at smaller size high schools. Implications of the findings are discussed and suggestions for further research are made.

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