This quantitative study investigates the adequacy and quality of middle school facilities in Humble ISD middle schools as reported by the primary users of these facilities, the teachers and administrators. These middle school educators also provide an assessment of the impact that these facilities have on the learning environment. This study also assesses the quality and adequacy of these middle school facilities through a purely quantitative evaluation conducted by an unbiased assessment team. Humble ISD is undergoing unprecedented growth at all levels and has addressed the burgeoning elementary and high school aged growth occurring in the district by constructing and renovating these facilities. At the middle level, however, new facility construction is occurring at a slower pace. The purpose of this research is to ascertain which factors in each of these six facilities have the greatest quality and adequacy and the impact that they have on the learning environment. Furthermore, it is the purpose of this research to provide valuable and practical data, to which Humble ISD and others can refer in developing future building plans, renovating existing facilities, allocating funds, and creating student centered learning environments. This study also investigates the relationship between what educators perceive as adequate and quality facility factors and their perception of the impact that these factors have on the learning environment. Finally, this study reviews any congruency or agreement between educator’s perception of adequacy and quality and architect assessment of adequacy and quality. Middle level students are the most influential group of adolescents and it is important that we provide facilities that meet their very specific needs. This research will ultimately and positively impact the learning environment for these children.

The relationships between student achievement and a number of variables relating to building and classroom conditions in Virginia elementary schools were examined. A systematic random sample of 300 schools was selected from all elementary schools in Virginia with grades three and five. Data on building condition, classroom condition, and demographics were collected with "An Assessment of Building and Classroom Conditions in Elementary Schools in Virginia." Building principals completed the survey. The scaled scores from the Spring 1998 Standards of Learning Assessments for third-grade English, fifth-grade English, third-grade mathematics, and fifth-grade mathematics were used as measures of student achievement. The percentage passing the fifth-grade technology assessment was used as a measure of achievement in technology as scaled scores were not available. Findings: A large portion of Virginia elementary schools are more than thirty years old and have a number of structural and classroom defects. While principals gave high composite ratings to their schools, their responses to individual questions indicate problems with roof leaks and climate control. The percentage of students participating in the free and reduced-price lunch program accounted for the largest percentages of variance in English, math, and technology achievement. However, this variable had greater influence on achievement in English and technology than in mathematics. Air conditioning was a significant variable in third-grade English, fifth-grade mathematics, and fifth-grade technology achievement. Other variables found significant in one or more of the analyses were ceiling type, frequency of floor sweeping, frequency of floor mopping, connection to a wide-area network, room structure, overall building maintenance, and flooring type. / Ed. D.

Este trabalho tem como objeto de estudo a arquitetura das escolas públicas, construídas na cidade de São Paulo, entre 1934 e 1962, a qual é analisada de duas maneiras distintas: uma geral e uma específica. A análise geral identificou uma maneira de projetar que impregna todos os projetos, com exceção dos últimos, do período escolhido. Nesse sentido, a arquitetura daquelas escolas teve como uma das referências principais os conhecimentos técnicos, científicos e pedagógicos como base fundamental para a definição dos seus espaços internos e para sua organização volumétrica. Ao final da década de 1950 e início da década de 1960 desaparecem totalmente os referenciais científicos e parte dos referenciais técnicos, restando os referenciais pedagógicos e construtivos. A análise específica permitiu identificar cinco tipos de soluções arquitetônicas: a concepção por extrusão (1934-1947), a composição aditiva de volumes especializados (1948-1958), a concepção de um volume gerado pela seqüência de pórticos aparentes em concreto armado (1959-1961), a concepção por sobreposição de planos estruturais e planos de vedação (1962) e as soluções emergenciais, que foram as escolas sem arquitetura e as construções temporárias (1954-1959). Essa classificação ao longo da história da arquitetura de escolas públicas na cidade possibilitou visualizar os elos que elas possuem em comum, até o final da década de 1950. Nesse momento, encerrando a periodização histórica adotada, ocorre uma série de mudanças na maneira pela qual o poder público (Estado e Município) exerce sua capacidade de ampliar a rede física da educação pública na cidade, contribuindo para a alternância de concepções arquitetônicas para os projetos de escolas. / This work focuses on the architecture of public educational facilities, builded in Sao Paulo, from 1934 to 1962. It analyzes the design of those buildings: the concept design of schools in 1930\'s until 1950\'s was a scientific and technical based one. However, this design will turn onto a plastic based one, in the 1960\'s. The history of those buildings begins with the Art Deco\'s style, in the 1930\'s and 1940\'s, it goes through the modernism brought by the architects that came from Rio de Janeiro in 1950\'s, and ends towards a new architecture, developed at in 1960\'s.

Este trabalho tem como objeto de estudo a arquitetura das escolas públicas, construídas na cidade de São Paulo, entre 1934 e 1962, a qual é analisada de duas maneiras distintas: uma geral e uma específica. A análise geral identificou uma maneira de projetar que impregna todos os projetos, com exceção dos últimos, do período escolhido. Nesse sentido, a arquitetura daquelas escolas teve como uma das referências principais os conhecimentos técnicos, científicos e pedagógicos como base fundamental para a definição dos seus espaços internos e para sua organização volumétrica. Ao final da década de 1950 e início da década de 1960 desaparecem totalmente os referenciais científicos e parte dos referenciais técnicos, restando os referenciais pedagógicos e construtivos. A análise específica permitiu identificar cinco tipos de soluções arquitetônicas: a concepção por extrusão (1934-1947), a composição aditiva de volumes especializados (1948-1958), a concepção de um volume gerado pela seqüência de pórticos aparentes em concreto armado (1959-1961), a concepção por sobreposição de planos estruturais e planos de vedação (1962) e as soluções emergenciais, que foram as escolas sem arquitetura e as construções temporárias (1954-1959). Essa classificação ao longo da história da arquitetura de escolas públicas na cidade possibilitou visualizar os elos que elas possuem em comum, até o final da década de 1950. Nesse momento, encerrando a periodização histórica adotada, ocorre uma série de mudanças na maneira pela qual o poder público (Estado e Município) exerce sua capacidade de ampliar a rede física da educação pública na cidade, contribuindo para a alternância de concepções arquitetônicas para os projetos de escolas. / This work focuses on the architecture of public educational facilities, builded in Sao Paulo, from 1934 to 1962. It analyzes the design of those buildings: the concept design of schools in 1930\'s until 1950\'s was a scientific and technical based one. However, this design will turn onto a plastic based one, in the 1960\'s. The history of those buildings begins with the Art Deco\'s style, in the 1930\'s and 1940\'s, it goes through the modernism brought by the architects that came from Rio de Janeiro in 1950\'s, and ends towards a new architecture, developed at in 1960\'s.

The purpose of this study was to examine the relationship between the percentages of students passing the Standards of Learning (SOL) examinations and current building condition of the high schools in the Commonwealth of Virginia. The first research question examined the relationship between the percentages of students passing the SOL examinations in school buildings that are assessed as substandard and standard. The second research question examined the difference between the percentages of students passing the SOL examinations in school buildings that are assessed structurally as substandard or standard. The third research question examined the difference in the percentages of students passing the SOL examinations in school buildings that are assessed as cosmetically substandard and standard. This study consisted of three major data components. The first component was the percentages of students passing the SOL examinations in the high schools in the Commonwealth of Virginia. The second component was the responses of principals to the Commonwealth Assessment of Physical Environment (CAPE) assessment. This instrument required an assessment of the condition of the school building. The final data was the percentage of students participating in the free and reduced lunch program which served as a measure of control for the socioeconomic status of each student body. The CAPE responses were used to compile descriptive statistics, pair-wise comparisons, and correlations. Schools were given a rating and placed into either standard or substandard condition based on the principals' responses on the CAPE. Once the two categories were identified, the percentages of students passing specific subtests of the SOL examinations were compared in standard and substandard condition to determine the relationship. The findings in this study indicate there is a significant relationship between building conditions and the percentages of students passing the English writing and reading SOL examinations. This study supports previous research studies that found that building condition does have a relationship with student achievement. As the need for high quality educational experiences increases, school boards should examine the available research relating to the condition of the educational facility and its impact on student achievement. / Ed. D.

Master of Science / Department of Architectural Engineering / Julia Keen / Conserving energy and minimizing utility consumption are primary focuses in educational facilities because annual budgets are often limited. Consequently, building energy audits are an effective tool to assist in evaluating existing buildings and identify methods of reducing annual energy use. Therefore, this report describes what building energy audits are, how they can be performed, and how to discover energy saving measures from the results. Specifically, the research considers physical building features and building operations and evaluates them for possible modification to reduce energy use. Proposed solutions vary from no-to-low cost options to larger capital investments. The research also analyzes building components for economic viability using the net present cost and payback period as the basis of comparison, permitting recommendations. The audit procedure and the economic analyses are presented in a manner that allows individual educational facility managers to assess their own buildings.

É esperado que edifícios escolares públicos ofereçam ambientes destinados ao ensino-aprendizagem de qualidade. Entretanto, seu adequado desempenho ambiental depende tanto do planejamento, do projeto e da execução, quanto dos padrões de uso e dos procedimentos de operação e manutenção. As escolas públicas paulistas de ensino fundamental e médio foram alvo de um processo de padronização que envolveu os programas de necessidade, componentes e sistemas construtivos de seus edifícios. No entanto, para a elaboração dessas diretrizes, não foi considerado um processo sistemático de melhoria contínua que levasse em conta os resultados pregressos, obtidos por meio das avaliações das condições de uso das edificações existentes. Esta pesquisa avalia o desempenho de três escolas ocupadas há mais de um ano, as quais foram projetadas e construídas segundo as diretrizes para o projeto e a execução de escolas vigente, a partir de 2003, na rede pública estadual paulista. Para tal, foram aplicados múltiplos métodos de Avaliação Pós-Ocupação [APO], a fim de obter, de modo sistemático, informações dos ambientes construídos durante seu uso, bem como aferir a opinião dos usuários. Dentre os métodos e técnicas adotados, foram considerados: walkthroughs, checklists, medições de conforto ambiental, entrevistas com pessoas-chave, grupos focais e questionários aplicados a usuários. Os resultados subsidiam a discussão referente ao impacto das decisões tomadas em projeto e ao longo do uso nos edifícios escolares estaduais paulistas, destacando eventuais aspectos críticos e oportunidades para a revisão das diretrizes de projeto destas edificações, de modo a aprimorar a qualidade dos ambientes de ensino-aprendizagem e a preservar o período de vida útil previsto em projeto. / Public school buildings are expected to provide quality spaces for learning. However, their environmental quality depends on the design, use patterns and regular operation procedures. The São Paulo public elementary and high schools were the subject of a standardization process, which involved: the architectural programming, the components and the construction systems. Notwithstanding, the guidelines presented were limited to the design and construction phases and do not address issues regarding the delivery, the operation and the maintenance of the building. This research discusses the impacts of the design issues for three learning facilities in use and its consequences. The methods adopted involved the implementation of Post- Occupancy Evaluations (POEs) which included: walkthroughs, environmental comfort measurements, interviews with key people, focus group, surveys and questionnaires applied to users. A qualitative and quantitative analysis was conducted from the results obtained, regarding the functional impacts caused by the use conditions in these built environments. The findings aims to present information on understanding of the effects of the impact of the design and use decisions to applied to the public school system of São Paulo State, highlighting the critical issues and opportunities for review the design guidelines in planning future similar educational facilities, in order to improve the learning built environments quality, the operating and maintenance procedures and the preservation of the building project life cycle.

É esperado que edifícios escolares públicos ofereçam ambientes destinados ao ensino-aprendizagem de qualidade. Entretanto, seu adequado desempenho ambiental depende tanto do planejamento, do projeto e da execução, quanto dos padrões de uso e dos procedimentos de operação e manutenção. As escolas públicas paulistas de ensino fundamental e médio foram alvo de um processo de padronização que envolveu os programas de necessidade, componentes e sistemas construtivos de seus edifícios. No entanto, para a elaboração dessas diretrizes, não foi considerado um processo sistemático de melhoria contínua que levasse em conta os resultados pregressos, obtidos por meio das avaliações das condições de uso das edificações existentes. Esta pesquisa avalia o desempenho de três escolas ocupadas há mais de um ano, as quais foram projetadas e construídas segundo as diretrizes para o projeto e a execução de escolas vigente, a partir de 2003, na rede pública estadual paulista. Para tal, foram aplicados múltiplos métodos de Avaliação Pós-Ocupação [APO], a fim de obter, de modo sistemático, informações dos ambientes construídos durante seu uso, bem como aferir a opinião dos usuários. Dentre os métodos e técnicas adotados, foram considerados: walkthroughs, checklists, medições de conforto ambiental, entrevistas com pessoas-chave, grupos focais e questionários aplicados a usuários. Os resultados subsidiam a discussão referente ao impacto das decisões tomadas em projeto e ao longo do uso nos edifícios escolares estaduais paulistas, destacando eventuais aspectos críticos e oportunidades para a revisão das diretrizes de projeto destas edificações, de modo a aprimorar a qualidade dos ambientes de ensino-aprendizagem e a preservar o período de vida útil previsto em projeto. / Public school buildings are expected to provide quality spaces for learning. However, their environmental quality depends on the design, use patterns and regular operation procedures. The São Paulo public elementary and high schools were the subject of a standardization process, which involved: the architectural programming, the components and the construction systems. Notwithstanding, the guidelines presented were limited to the design and construction phases and do not address issues regarding the delivery, the operation and the maintenance of the building. This research discusses the impacts of the design issues for three learning facilities in use and its consequences. The methods adopted involved the implementation of Post- Occupancy Evaluations (POEs) which included: walkthroughs, environmental comfort measurements, interviews with key people, focus group, surveys and questionnaires applied to users. A qualitative and quantitative analysis was conducted from the results obtained, regarding the functional impacts caused by the use conditions in these built environments. The findings aims to present information on understanding of the effects of the impact of the design and use decisions to applied to the public school system of São Paulo State, highlighting the critical issues and opportunities for review the design guidelines in planning future similar educational facilities, in order to improve the learning built environments quality, the operating and maintenance procedures and the preservation of the building project life cycle.

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