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This study compared the reliability and validity of student scores from paper–pencil and e-based assessments using the "maze" and "silent reading fluency" (SRF) tasks. Forty students who were deaf and hard of hearing and reading between the second and fifth grade reading levels and their teachers (n  = 21) participated. For maze, alternate form reliability coefficients obtained from correct scores and correct scores adjusted for guessing ranged from r  = .61 to.84 (p s  <  .01); criterion-related validity coefficients ranged from r  = .33 to.67 (most p s < .01). For SRF, reliability coefficients obtained from correct scores ranged from r  = .50 to.75 (p s  <  .01); validity ranged from r  = .25 to.72. Differences between student performance on paper–pencil and e-based conditions were generally non-significant for maze; significant differences between conditions for SRF favored the paper–pencil condition. Findings suggest that maze holds promise, with inconclusive results for SRF. [ABSTRACT FROM AUTHOR]

This phenomenological qualitative study describes students' experiences and counter‐stories of school climate and how school climate matters for their academic achievement in an urban school district. The study uses a critical race perspective to help understand contextual influences on school climate. Data were collected through eight focus group interviews comprised of students conducted in middle and high schools in a large Midwest urban school district. Themes emerged within each school climate domain: teacher support, teacher expectations, safety, and peer social and emotional competence. The study results describe how students experience and understand school climate—perception of safety in schools with a mix of safe and unsafe home‐community climate—and demonstrate how students acknowledge the relationship between school climate and academic achievement. Urban secondary students are observant of the social‐emotional learning of their peers and maintain awareness of group differences as expressed in their counter‐stories. The findings advanced our understanding of school climate in urban contexts where social‐contextual‐struggles experienced by people of color affect their school experiences. The discussion includes practical implications for educators and administrators and directions for future research. Practitioner points: What is the main issue that the paper addresses? Students' experiences and counter‐stories of school climate and how school climate matters for their academic achievement in an urban school district.What are the main insights that the paper provides? Students acknowledge the relationship between school climate and academic achievement. Urban secondary students are observant of the social‐emotional learning of their peers and maintain awareness of group differences as expressed in their counter‐stories. [ABSTRACT FROM AUTHOR]

Background: While the effectiveness of tutoring‐style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring‐style videos. Objectives: In this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring‐style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring‐style videos to enhance students' engagement and achievement. Methods: The study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring‐style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring‐style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring‐style videos. Results: For students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich‐interactions in the tutoring‐style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one‐interactions in the videos than the control group participants. We also found that instruction in the tutoring‐style videos used effective strategies for facilitating students' participation and cognitive processing. Conclusions: Our findings indicate that tutoring‐style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring‐style videos. Lay Description: What is already known about this topic: One‐on‐one tutoring is the gold standard in teaching.Tutoring‐style videos are found to be effective in teaching as well. What this paper adds: Tutoring‐style videos that film rich interactions lead to better learning.Tutoring‐style videos that film limited interactions are ineffective.Students who see agents in tutoring‐style videos as helpful perform better. Implications for practice and/or policy: Tutoring‐style videos should film rich interactions of tutoring sessions.Strategies should be used in videos to facilitate perceived agents' usefulness.Tutoring sessions filmed in videos should encourage a participatory atmosphere. [ABSTRACT FROM AUTHOR]

Virtual learning environments can now be enriched not only with visual and auditory information, but also with tactile and kinesthetic feedback. However, the way to successfully integrate haptic feedback on a multimodal learning environment is still unclear. This study aims to provide guidelines on how visuohaptic simulations can be implemented effectively, thus the research question is: Under what conditions do visual and tactile information support students' development of conceptual learning of force‐related concepts? Participants comprised 170 undergraduate students of a Midwestern University enrolled in a physics for elementary education class. Four experiments were conducted using four different configurations of multimodal learning environments: Visual feedback only, haptic force feedback only, visual and haptic force feedback at the same time, and sequenced modality of haptic feedback first and visual feedback second. Our results suggest that haptic force feedback has the potential to enrich learning when compared with visual only environments. Also, haptic and visual modalities interact better when sequenced one after another rather than presented simultaneously. Finally, exposure to virtual learning environments enhanced by haptic forced feedback was a positive experience, but the ease of use and ease of interpretation was not so evident. Lay Description: What is already known about the topic: Multimedia learning environments enrich learning by using verbal and non‐verbal modalities.Previous research about the impact of haptic feedback in the simulation of abstract phenomena has not provided concluding results.It has been hypothesized that exposure to diverse stimuli at the same time may cause cognitive overload.What this paper adds: Sequenced modality of haptic force feedback first and visual feedback second may provide a learning advantage to single modalities or combined modalities.Participants' interaction with haptic force feedback was perceived as a positive learning experience.Implications for practice and/or policy: Participants exposed to any haptic force feedback stimulus outperformed participants interacting with visual feedback only. However, the difference was not statistically different at ∝ = 0.05.The incorporation of haptic force feedback to a multimodal learning environment may improve students' performance when delivered via a sequenced approach. [ABSTRACT FROM AUTHOR]

Considering the increasingly challenging resource environments in many business schools, this study examined whether course technologies, learner behaviors or instructor behaviors best predict online course outcomes so that administrators and support personnel can prioritize their efforts and investments. Based on reviewing prior online and blended management education literature, we hypothesized that instructor behaviors would be most predictive of online course outcomes. However, our study of 48 online Master of Business Administration courses found that although instructor behaviors (operationalized as teaching presence) was the strongest predictor of any of our three outcome variables (perceived learning), only student behaviors (operationalized as social presence) significantly predicted all three (course grades, perceived learning and delivery medium satisfaction). Technological characteristics, operationalized using variables from the technology acceptance model and media variety, predicted perceived learning (perceived ease of use) and delivery medium satisfaction (perceived usefulness). The paper provides recommendations for instructors and administrators based on the findings, specifically advocating for a balance between instructor and administrator involvement in course design, presentation and conduct. The paper concludes by describing research opportunities regarding the roles of social presence in and collaborative approaches to online learning in business schools. [ABSTRACT FROM AUTHOR]

School-based universal screening in the social, emotional, and behavioral (SEB) domains allows for the early identification of students in need of SEB support. Importantly, equitable assessment in universal screening for the SEB domains is critical to engage in accurate and ethical data-based decision-making. Measurement invariance is one method for examining potential inequities in assessment tools, permitting the ability to evaluate which assessments or assessment items perform differently across groups. As such, this study utilized multi-group confirmatory factor analysis to evaluate the extent of measurement invariance for a commonly used universal screening tool for the SEB domains: the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS). The sample consisted of 1949 students in kindergarten through fourth grade in a Midwest, suburban school district. Examination of factor structures indicated the bifactor model yielded adequate fit and was utilized for measurement invariance testing. Multi-group confirmatory factor analysis results provided preliminary evidence that the SAEBRS-TRS displays invariance across a variety of student characteristics. Specifically, results supported configural and metric/scalar invariance of the bifactor model across the student characteristics of racial or ethnic identity, sex assigned at birth, and eligibility for free or reduced-price lunch. Yet, future research is needed to corroborate these findings. Limitations, implications for practice, and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

It is well established that parental knowledge contributes to adolescents' well-being and school success and scholars have noted that parents and adolescents report different levels of knowledge. Discrepancies in parental knowledge have implications for adolescent outcomes such as risk behaviors, but little is known about the implications of knowledge discrepancies for adolescents' school outcomes. The present study examined discrepancies in parent and adolescent reports of parental knowledge and investigated the extent to which knowledge discrepancies were linked to school engagement. Participants were early adolescents ( N = 174; 53 % female) and their parents (90 % mothers). Adolescents (57 % African American/Black, 18 % multiracial, 17 % White/Caucasian, 7 % Hispanic/Latino and 1 % Asian American) attended a Midwestern, Title 1, urban, public middle school. Adolescents completed surveys in their homerooms and parents completed paper-pencil surveys at home or surveys via telephone. Results showed that parents reported more knowledge of adolescents' activities and whereabouts compared to adolescents' reports. Knowledge discrepancies were associated with school bonding and school self-esteem such that dyads in which adolescents reported more knowledge than their parents reported had significantly higher levels of school bonding and school self-esteem compared to dyads in which parents reported much more knowledge. [ABSTRACT FROM AUTHOR]

Teacher-level factors are theoretically linked to student outcomes in data-based instruction (DBI; Lembke et al., 2018). Professional development and ongoing support can increase teachers' knowledge, skills, and beliefs related to DBI, as well as their instructional fidelity (McMaster et al., 2020). However, less is known about how each of these teacher-level factors influences student progress during an intervention. The purpose of this study was to examine the association between several important teacher-level factors—teachers' writing instruction fidelity, knowledge and skills related to DBI, explicit writing orientation, and writing instruction self-efficacy—and students' writing growth. Participants were 49 U.S. elementary teachers and their 118 students struggling with early writing skills. Using hierarchical linear modeling, we found a significant positive relation between DBI knowledge and skills and student writing growth, but no relation was found between writing instruction fidelity, writing orientation, or self-efficacy and student writing growth. Implications for writing instruction fidelity measurement in DBI and professional development related to teachers' DBI knowledge and skills are discussed. [ABSTRACT FROM AUTHOR]

Foster care youth graduate from college at rates far below their peers. Attention is now shifting to identifying modifiable risk factors that influence their chances of completing college. One explanation is that past traumatic experiences have an enduring impact on youths' psychosocial functioning, which in turn compromises their ability to succeed in college. This paper investigates avoidant attachment, which is characterized by emotional guardedness and reluctance to rely on others for support. Secondary analyses were conducted on data collected from a longitudinal study that followed several hundred foster youths in three Midwestern states for nearly 10 years. Information on college outcomes were obtained from National Student Clearinghouse records. Binary logistic regression analyses investigated whether avoidant attachment was associated with the odds that foster youth persisted in college and completed a degree. Results found that higher avoidant attachment decreased the odds of both college persistence and degree attainment after controlling for a wide range of potential confounders. The relationships between avoidant attachment and the college outcomes were mediated in part by the perceived amount of social support foster youth reported around the time they were in college. Addressing the psychosocial consequences of past maltreatment and relational instability may be an important component of interventions designed to increase college success for foster youth. This may require programs to develop strategies to recruit difficult-to-engage students, normalize help-seeking, address underlying trauma, and provide opportunities to develop connections to resourceful adults. [ABSTRACT FROM AUTHOR]

Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in middle schools. We conducted this study in the context of a randomized control trial of Class-wide Function-related Intervention Teams Middle School (CW-FIT MS) to isolate the effects of one of the main components of the intervention, PRR. After controlling for the intervention, we examined the effects of PRRs in 28 U.S. middle school classrooms on (a) class-wide on-task behavior, (b) on-task behavior of students at risk for emotional and behavioral disorders (EBD), and (c) disruptive behavior of students at risk for EBD. Multivariate regressions revealed a statistically significant linear relationship between middle school PRRs and the variables of interest: As PRRs increased, on-task behavior of the entire class improved, on-task behavior and grades of students at risk for EBD increased, and disruptive behavior of students at risk for EBD decreased. We discuss the implications of our findings and suggest areas for future research. [ABSTRACT FROM AUTHOR]

The federal Fostering Connections law gives states the option to increase the foster care age limit from age 18 up to age 21. This law could potentially improve postsecondary education outcomes for youth in foster care. We analyze data collected from a longitudinal study of foster youth in three Midwestern states (n = 732). Linear probability models and instrumental variable models estimated the impact of years in care past age 18 on three outcomes: enrollment by age 21, persistence by age 21, and degree completion by age 29/30. Results indicated that each year in care past age 18 is expected to increase enrollment by about 9 to 11 percentage points. Significant associations were not found for persistence or degree completion. [ABSTRACT FROM AUTHOR]

We explored whether and how cognitive measures of executive function (EF) can be used to help classify academic performance in Kindergarten and first grade using nonparametric cluster analysis. We found that EF measures were useful in classifying low-reading performance in both grades, but mathematics performance could be grouped into low, average, and high groups without the use of EF tasks. Membership in the high-performing groups was more stable through first grade than membership in the low or average groups, and certain Kindergarten EF tasks differentially predicted first-grade reading and mathematics cluster membership. Our results suggest a stronger link between EF deficits and low performance than between EF strengths and high performance. We highlight the importance of simultaneously using academic and cognitive skills to classify achievement, particularly since existing classification schemes have been largely based on arbitrary cutoffs using limited academic measures. [ABSTRACT FROM AUTHOR]

Charter schools in urban environments have been scrutinized for their effectiveness. This study attempted to determine whether students attending Midwestern urban charter schools outperformed students in traditional schools on the state's accountability system over a 5-year time period. Using a quasi-experimental research design, data were collected from 31 Midwestern urban school districts, along with data from 88 adjacent contiguous charter schools during the 2008 to 2012 school years. Findings in this study suggest that students who transferred from traditional public schools to charter schools did not outperform academically as their corresponding counterparts in mathematics and reading, and had lower attendance rates, over the first three consecutive years of their attendance. In the succeeding 2 years, however, charter school students outperformed traditional students in both reading and mathematics, and had greater attendance rates, than students attending traditional public schools. The study also found that a student's ethnic and socioeconomic background had a significant influence on student outcome measures. [ABSTRACT FROM AUTHOR]

This study examines the nature and implications of peer academic reputations in math and science classes for early adolescents’ achievement beliefs and behaviors. The sample was 840 students (51% girls; 36% African American, 47% European American, 7% Latino, 6% Asian American, and 3% Other). About half the sample (47%) was from 27 fifth-grade classrooms in elementary schools and about half the sample (53%) was from 28 sixth-grade classrooms in middle schools. Peer academic reputations and student adjustment were assessed in the fall and spring of the school year. Peer academic reputation in the fall was associated with students’ self-concept, worry, and engagement (but not intrinsic value) in the spring, controlling for fall levels. Peer academic reputation operated similarly across gender, ethnicity, and grade level. Thus, peers’ opinions and expectations about each other’s math and science achievement matter for the development of students’ achievement beliefs and behaviors in math and science. [ABSTRACT FROM AUTHOR]

Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers and 1,817 students in grades kindergarten to fourth from nine elementary schools in an urban Midwestern school district. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teacher adjustment were identified. Three classes were characterized by high levels of stress and were distinguished by variations in coping and burnout ranging from (a) high coping/low burnout (60%) to (b) moderate coping and burnout (30%), to (c) low coping/high burnout (3%). The fourth class was distinguished by low stress, high coping, and low burnout. Only 7% of the sample fell into this Well-Adjusted class. Teachers in the high stress, high burnout, and low coping class were associated with the poorest student outcomes. Implications for supporting teachers to maximize student outcomes are discussed. [ABSTRACT FROM AUTHOR]

Direct behavior ratings have been identified as a practical and feasible alternative to direct observation of behavior for monitoring behavioral progress. Despite the evidence of usability, there have been calls for further examination of direct behavior ratings using different behaviors and scales. To this end, we examined the ratings of schoolwide behavioral expectations by teachers and outside observers, as well as direct observation of academic engagement by outside observers in upper elementary school language arts classrooms. Across sessions, correlations between raters (range r = .82–.91) and between measures (range r = .64–.98) were moderate to high; significant differences between raters existed when rating students identified with negative behavior (n = 12) as opposed to positive behavior (n = 12). Findings are discussed in terms of implications for research and practice, limitations of the study, and the necessity for further research and development. [ABSTRACT FROM AUTHOR]

Background: The growing interest in principal effectiveness as a means of improving teaching and student learning has led to a focus on the quality of principal preparation programs (PPPs) with calls for the adoption of PPP accountability systems similar to those of teacher preparation programs. Objective: The purpose of the present study is to examine the impact of the National Institute for School Leadership's Executive Development Program (NISL-EDP) on student achievement in a large school district in the Midwestern United States. Method: The sample included elementary and middle school students whose principals participated in the NISL-EDP compared with students in schools with non-EDP trained principals. Using propensity score matching, findings are reported from the analysis of standardized student achievement scores on the state test, the Wisconsin Knowledge and Concepts Examination. Results: Overall, in terms of state reading and mathematics achievement tests, the control students scored higher in Spring 2014 relative to their NISL counterparts. Conclusions: With respect to researchers and policymakers, the approach used to evaluating PPP effectiveness and principal effectiveness is informative and could be used as part of larger accountability systems. Student test scores do not, however, fully capture principal effectiveness and alone should not be used in making high-stakes decisions pertaining to programs or individuals. [ABSTRACT FROM AUTHOR]

Mathematics motivation declines for many adolescents, which limits future educational and career options. The present study sought to identify predictors of this decline by examining whether implicit theories assessed in ninth grade (incremental/entity) predicted course-taking behaviors and utility value in college. The study integrated implicit theory with variables from expectancy-value theory to examine potential moderators and mediators of the association of implicit theories with college mathematics outcomes. Implicit theories and expectancy-value variables were assessed in 165 American high school students (47 % female; 92 % White), who were then followed into their college years, at which time mathematics courses taken, course-taking intentions, and utility value were assessed. Implicit theories predicted course-taking intentions and utility value, but only self-concept of ability predicted courses taken, course-taking intentions, and utility value after controlling for prior mathematics achievement and baseline values. Expectancy for success in mathematics mediated associations between self-concept of ability and college outcomes. This research identifies self-concept of ability as a stronger predictor than implicit theories of mathematics motivation and behavior across several years: math self-concept is critical to sustained engagement in mathematics. [ABSTRACT FROM AUTHOR]

The middle school and early high school years are a time of significant development, including an increasing ability to envision oneself in the future. Little is known about how adolescents’ future-oriented self-concept (i.e., possible selves) differs across grade levels, although this knowledge may aid in establishing rapport with students and building effective health promotion and risk reduction interventions. Therefore, this study explored grade-level differences in hoped for and feared possible selves in a sample of sixth- to ninth-grade students (n = 2,498; Mage = 12.72, SD = 1.15; 51.3% female). Findings suggest that adolescents list a variety of possible selves, and the content differs according to grade level. These findings offer helpful insight for intervention work aimed at improving student outcomes and preventing risk behavior. Understanding what adolescents hope and fear for themselves in the future may be particularly beneficial for school nurses in identifying the unique challenges students experience and tailoring health promotion efforts. [ABSTRACT FROM AUTHOR]

Background: Latino youth are one of the fastest growing populations in the United States and are at a disproportionately higher risk for experiencing negative life events (NLEs). However, there are few studies examining risk and protective factors for the potentially negative outcomes that Latino youth who experience high levels of NLEs may face. Objective: This study examined the effect of NLEs on self-reported delinquency in a sample of Latino youth and evaluated academic aspirations as a moderator of these associations. It was hypothesized that the association between NLEs and delinquency would be buffered by high levels of academic aspirations. Methods: Participants included 144 Latino adolescents (males = 78, M = 16.25 years, SD = 1.46) attending a charter high school in a large, Midwestern city. Students completed a survey that included NLEs, self-reported delinquency, and academic aspiration measures. Results: Findings supported a link between NLEs and delinquency. Further, academic aspirations moderated the associations between NLEs related to safety and health and delinquency. For safety-related NLEs, the highest levels of delinquency occurred when academic aspirations were low and safety-related NLEs were high. For health-related NLEs, at low levels of academic aspirations delinquent behaviors were consistently high. Further, the lowest levels of delinquency occurred when academic aspirations were high and health-related NLEs were low. Conclusion: Results have important implications for targeting Latino students who report high levels of NLEs for the prevention of delinquent behaviors. Encouraging academic goals may be an effective strategy for deterring delinquent behavior among students who experience NLEs. [ABSTRACT FROM AUTHOR]

Background: Recent studies have suggested that teachers' psychological attributes can be an indicator of teacher quality (Rimm-Kaufman and Hamre in Dev Psychol 45(4):958-972. doi:, ), and teachers' child-centered beliefs have been associated with children's academic achievement (Burchinal and Cryer in Early Child Res Q 18(4):401-426, ). The process underlying this link, however, has less been explored. One potential intervening factor can be children's behavioral self-regulation. Objective: The goal of this study was to explore the association between teachers' child-centered beliefs and children's academic achievement and the intervening role of children's behavioral self-regulation. Methods: We randomly selected 444 preschool children from 103 teachers and conducted path analysis, accounting for the nested nature of the data. Children's academic achievement variables measured by Peabody Picture Vocabulary Test, Phonological Awareness Literacy Screening for Preschool, and Woodcock Johnson-III were first regressed on teachers' child-centered beliefs and then children's behavioral self-regulation, as measured by Head-Toes-Knees-Shoulders, was entered as an intervening variable. Results: The results revealed that teachers' child-centered beliefs were not directly associated with children's literacy and math but indirectly through children's behavioral self-regulation. Conclusion: Teachers' child-centered beliefs can be considered an indicator of teacher quality. Future studies need to investigate how teachers with child-centered beliefs may promote children's self-regulation. Teacher professional development programs may need to target teachers' belief system as a way to improve teacher quality. [ABSTRACT FROM AUTHOR]

Recent research suggests that most 4-year college students diagnosed with specific learning disability (SLD) do not meet objective criteria for the disorder, show normative deficits in academic skills, or have childhood histories of SLD. The purpose of this study was to examine the functioning of students diagnosed with SLD attending community college. We reviewed SLD documentation for 359 community college students previously diagnosed with SLD and receiving academic accommodations. Most students met objective criteria (82.3%) and were first diagnosed in childhood (93.3%). Most students also showed average intellectual functioning and below-average to borderline academic achievement. However, 27.3% showed uniformly low ability and achievement scores, suggesting possible misclassification. Students who failed to meet objective criteria for SLD often submitted test data that lacked current, adult-normed standardized test scores; many were diagnosed based on response to intervention and submitted only an individualized education program or summary of performance. This finding provides initial evidence of a disconnect between the qualitative documentation that secondary schools provide and the quantitative documentation that postsecondary institutions require for SLD classification. [ABSTRACT FROM PUBLISHER]

Neurofibromatosis-1 (NF1) is one of the most common single-gene autosomal dominant disorders. In addition to significant medical complications, learning and attention problems are two of the most commonly reported difficulties in the NF1 population. Given that executive dysfunction often contributes to both learning and attention problems, the goal of the current study was to examine relations between executive and academic skills for adolescents with NF1 while considering the role of intellectual functioning. Participants were 26 adolescents with NF1 and their parents. Data from laboratory-based measures and parent ratings of executive skills in day-to-day life were integrated to elucidate the factors that contribute to academic success. Elevated rates of difficulties were observed on the laboratory-based and parent report measures of executive functioning. Findings indicate that learning difficulties are pervasive in the NF1 population, and that executive dysfunction relates to academic achievement even when intellectual functioning and age are taken into account. Interventions aimed at improving executive skills may therefore improve academic performance in children with NF1. [ABSTRACT FROM AUTHOR]

The varying indoor environments among educational buildings can have an impact on students' ability to learn. This study looks at field data from 220 classrooms in the Midwest, United States, over a two-year period, to analyze the effects of the visual environment on student achievement. The visual environmental metrics considered within this scope include the three new view metrics introduced within the EN 17037 "Daylight of Buildings" standard (Horizontal Sight Angle, Outside Distance of View, and Number of View Layers), as well as standard daylight and electric lighting metrics, focusing on light availability and glare. To capture student achievement, math and reading achievement scores were used, accompanied by auxiliary demographic variables. This allowed for a correlational analysis using multivariate regression. Among the notable results of this study, there was a positive effect of the availability of view on reading achievement. However, another view metric, Horizontal Sight Angle, showed a significant negative interaction with free and reduced lunch recipients on reading achievement, indicating that demographics can also have a significant role in the way the visual environment can affect learning. [ABSTRACT FROM AUTHOR]