Daylighting and Productivity: Elementary School Studies

Abstract

In this paper we will report on the methodology and findings of a project that found a statistically compelling connection between daylighting and student performance. We analyzed test score results and demographic data for over 21,000 students from three elementary school districts, located in California, Washington, and Colorado. Over 2000 classrooms were categorized on a simple 0-5 scale indicating the size and tint of windows, the presence and type of any skylighting, and the overall amount of daylight expected. The study used multivariate linear regression analysis to control for other influences on student performance, with up to 50 variables considered. The three districts have different curricula and teaching styles, different school building designs and very different climates. Yet the results of the studies consistently show a positive and highly significant association between increased daylight and improved student performance on the tests. In the California district, students with the most daylighting in their classrooms progressed faster on math and reading tests between fall and spring than those with the least daylighting. Similarly, larger window areas, well-designed skylights and operable windows were also associated with faster student progress, all with high degrees of certainty. In the Washington and Colorado districts, we found similar results when looking at absolute test levels rather than progress from spring to fall. The study has important implications for the design of energy efficient school buildings, and when considered in the context of other evidence linking daylighting and productivity, other commercial facilities 1 .