Grantee Research Project Results
Final Report: Sustainable Places, Health and Educational Research in Schools (SPHEReS)
EPA Grant Number: R835635Title: Sustainable Places, Health and Educational Research in Schools (SPHEReS)
Investigators: Cross, Jennifer E , Reynolds, Stephen J. , Dunbar, Brian , Magzamen, Sheryl , Manning, Dale , Suter, Jordan , Schaeffer, Joshua
Institution: Colorado State University
EPA Project Officer: Hahn, Intaek
Project Period: March 2, 2015 through March 1, 2019 (Extended to March 1, 2020)
Project Amount: $999,387
RFA: Healthy Schools: Environmental Factors, Children’s Health and Performance, and Sustainable Building Practices (2013) RFA Text | Recipients Lists
Research Category: Children's Health , Human Health
Objective:
1. Determine if new, sustainably built schools and sustainably retrofitted schools have a positive impact on human performance, including student health, student academic achievement, employee health, and work satisfaction compared to conventional school buildings.
2. Examine how features of sustainable buildings that improve environmental quality mediate the relationship between improved air quality and student and teacher health and performance.
3. Determine return on investment for sustainable building design and construction in terms of human performance measures.
Summary/Accomplishments (Outputs/Outcomes):
In 2016, we began a partnership with the Adams 12 School District with a research plan to be conducted in three phases (see Table 1), to which we ultimately added a no-cost extension. Through this collaboration, we had the unique opportunity to gather IAQ and IEQ data from schools prior to renovation and post-renovation. In November 2016, Adams 12 passed a bond to support a variety of facility improvements across the district in 2017-2020. Starting in Fall 2017 and continuing through Spring 2019, we collected pre- and post-renovation data on IAQ and IEQ at nine elementary schools undergoing renovations in 2017 and 2018. We also collected pre-renovation IAQ and IEQ data at two additional schools that collaborated with us through Problem-Based Learning labs (see below); due to funding limitations, we did not re-sample these schools post-renovation. IEQ data included lighting levels, lighting technical specifications, daylighting features, flooring and wall finishes, acoustics, and occupant controls; in addition, we gathered existing IAQ/IEQ data from each school, using the Operational Report Card methodology from the Coalition for Sustainable Schools, and school-level specifications such as HVAC systems, cleaning practices, and energy management practices. IAQ data included: VOCs, aldehydes, NOx/ NO2, temperature, humidity, CO/CO2, PM10, PM2.5, PM4, and PM100. Additional analyses included HPLC/UV for aldehydes, GC-MS for VOCs, ultraviolet visible spectrophotometry for NOx, endotoxin, and B-glucan analyses on particulate matter collected on filters.
Table 1. Research Plan, Phase by Phase
| Time Frame | Data Collection & Activities | |
| Phase I | 2015-2017 | 1. Development of IAQ Sampling Station 2. Pilot sampling on CSU campus |
| Phase II | 2016-2017 | 1. Student records (demographics and test scores) from 2010-2014 2. Operations Report Card scores |
| Phase III | 2017-2019 | 1. Student test score data 2015-2018 2.Pre-& post renovation IAQ & IEQ measures in 9 schools |
| Phase IV | 2018-2019 | 1. Problem-based learning (PBL) labs 2. Teacher survey (health and IAQ/IEQ perceptions) 3. Student survey (health and IAQ/IEQ perceptions) in PBL schools |
| No-Cost Extention | 2019-2020 | 1. Student test score data 2019-2020 |
IAQ/IEQ Outcomes
The IAQ/IEQ portions of our study sought to understand the role of environmental factors and student health (as measured by absenteeism) and student achievement (as measured by standardized exams). We found that IAQ/IEQ had a small, but measurable, influence on student health and achievement. Although student achievement is overwhelmingly determined by parent and community socioeconomic status, school-level IAQ/IEQ may be a modifiable risk factor that can improve student achievement at the district level. Our data suggests that students in the lowest part of the distribution of test scores may have the most benefit from IAQ/IEQ improvements.
Energy Efficiency of School Buildings & Academic Achievement Outcomes
Based on our analysis that evaluates the impact of school building energy efficiency (as measured by ENERGY STAR scores) on student test scores, we conclude that improved energy efficiency does not have a negative impact on academic achievement. We illustrate that higher levels of energy efficiency, driven by lower energy use, is correlated with greater thermal comfort in school buildings. We also show that thermal comfort can reduce student absences, which are found to have a negative impact on academic performance. Taken together, our empirical analysis reveals that increased energy efficiency of school buildings can reduce resource use without reducing student test scores.
Problem-Based Learning Outcomes
During Fall 2018, we collaborated with 13 teachers and instructional designers across three Adams 12 schools – two K-8 schools and one high school – to develop problem-based learning (PBL) units focused on indoor environmental quality. PBL topics varied across classes and students, with foci ranging from lighting to acoustics to student health and perception to particulate matter and more. We provided support to teachers by collaboratively informing their PBL design, and to students through IEQ/IAQ trainings and the co-development (with Adams 12 Facilities) of data tracking sheets. We also provided IEQ/IAQ measurement tools that Adams 12 now has on-hand for future use (both by Facilities and students). Some classes presented their final PBL recommendations through formalized panels, many of which our team attended and/or recruited attendees for. Others – STEM Lab in particular – focused student learning through a field trip to CSU, through which students visited labs to see how IAQ analyses are conducted. After conducting focus groups with the teachers and curriculum developers to gather feedback on the PBLs and process, we are now in the process of drafting a publication that addresses how any building – not just a new green building – can be used as a sustainability teaching tool, using a four-pronged collaboration between university researchers and K-12 facilities, teachers, and students; we are pursuing this publication in collaboration with Mr. Oliver of Adams 12 Facilities and an Adams 12 instructional designers who was engaged in the PBLs.
Conclusions:
Based on our analysis that evaluates the impact of school building energy efficiency (as measured by Energy Star scores) on student test scores, we conclude that improved energy efficiency does not have a negative impact on academic achievement. We illustrate that higher levels of energy efficiency, driven by lower energy use, is correlated with greater thermal comfort in school buildings. We also show that thermal comfort can reduce student absences, which are found to have a negative impact on academic performance. Taken together, our empirical analysis reveals that increased energy efficiency of school buildings can reduce resource use without reducing student test scores.
Journal Articles on this Report : 4 Displayed | Download in RIS Format
| Other project views: | All 16 publications | 6 publications in selected types | All 6 journal articles |
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APriesnig JL, Manning DT, Suter JF, Magzamen S, Cross JE. Academic stars and Energy Stars, an assessment of student academic achievement and school building energy efficiency. Energy Policy 2020;147. |
R835635 (Final) |
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Benka-Coker W, Young B, Oliver S, Schaeffer J, Manning D, Suter J, Cross J, Magzamen S. Sociodemographic variations in the association between indoor environmental quality in school buildings and student performance. Building and Environment 2021;206. |
R835635 (Final) |
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Martenis SW, Schill J, Klimm M, Cross JE, Oliver S, Magzamen S, Relationships between social climate and indoor environmental quality and frequently reported health symptoms among teachers and staff in a suburban school district. JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL HYGIENE 2022;1(11). |
R835635 (Final) |
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Young B, Benka-Coker W, Weller Z, Oliver S, Schaeffer J, Magzamen S. How does absenteeism impact the link between school's indoor environmental quality and student performance?. Building and Environment 2021;2703. |
R835635 (Final) |
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Supplemental Keywords:
Indoor Air Quality, Indoor Environmental Quality, green schools, community-based research, health effects, public schools, student performance, teacher health, sustainable schools, cost benefit, sociology, epidemiology, agricultural and resource economics, built environment, modelling, western region, Colorado, CO, EPA Region 8Relevant Websites:
Stephen J. Reynolds, Ph.D. Bio Exit
Sheryl L. Magzamen, Ph.D. Bio Exit
Progress and Final Reports:
Original AbstractThe perspectives, information and conclusions conveyed in research project abstracts, progress reports, final reports, journal abstracts and journal publications convey the viewpoints of the principal investigator and may not represent the views and policies of ORD and EPA. Conclusions drawn by the principal investigators have not been reviewed by the Agency.
Project Research Results
- 2018 Progress Report
- 2017 Progress Report
- 2016 Progress Report
- 2015 Progress Report
- Original Abstract
6 journal articles for this project