What is it about?
From data logged over 6 full school days in each of 220 occupied K-12 classrooms, we have extracted what the typical speech and non-speech levels were, as well as the signal-to-noise ratios that students experienced in their classrooms. That data has been statistically analyzed against student achievement data from each classroom. Student demographics compiled at the classroom level, including socioeconomic status, have been included in the analysis to control for their effects.
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Why is it important?
Results show that classrooms with lower daily average non-speech levels correlate with higher math achievement scores. This suggests that designing for lower unoccupied sound levels in K-12 classrooms can lead to occupied environments that support better student learning outcomes.
Perspectives
This paper is one of the concluding publications from a multi-year project, sponsored by the US Environmental Protection Agency. We are grateful to our community partners who were instrumental to the success of this project. Please visit https://engineering.unl.edu/healthy-schools to learn more.
Dr. Lily M Wang
University of Nebraska System
Read the Original
This page is a summary of: Higher Sound Levels in K-12 Classrooms Correlate to Lower Math Achievement Scores, Frontiers in Built Environment, November 2021, Frontiers,
DOI: 10.3389/fbuil.2021.688395.
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