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dc.contributor.authorJones, Mary Anne
dc.description.abstractThe purpose of this study was to examine the relationship between a school’s interior space and student achievement. It sought to determine if a statistically significant relationship existed between the useable square footage per student and students’ achievement scores on the Georgia Criterion Reference Test for eighth grade reading and mathematics. Schools with a grade configuration of grades six through eight were sampled. Scores and demographics for the schools were collected from the Georgia K-12 Public School Report Card website. Square footage per student was determined using the interior square footage of the school, including areas of portable classrooms. Data were collected from the Facility Plans submitted to the Georgia Department of Education. This study found a statistically significant relationship between square footage per student and reading scores of eight grade students and no statistically significant relationship between square footage per student and mathematics scores of eighth grade students. On average, students attending schools having more space per student scored higher in reading.
dc.subjectAcademic Achievement
dc.subjectEducational Facilities
dc.subjectMiddle Schools
dc.subjectPhysical Environment
dc.titleThe relationship between the amount of a school's interior space and student achievement
dc.description.departmentWorkforce Education, Leadership, and Social Foundations
dc.description.majorEducation (Educational Leadership)
dc.description.advisorC. Kenneth Tanner
dc.description.committeeC. Kenneth Tanner
dc.description.committeeC. Thomas Holmes
dc.description.committeeJohn Dayton

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