Date Awarded


Document Type


Degree Name

Doctor of Education (Ed.D.)




Using matched pairs of schools having a diagnosis of Sick Building Syndrome (SBS) and those not identified, and not having the potential of being identified as having the diagnosis, this study examined the relationship between factors assumed or determined to have an impact on a school's ability to carry out its mission as they related to the SBS diagnosis. The factors studied were student average daily attendance (ADA); students' mean standardized test scores in math and reading on the Iowa Test of Basic Skills and the Tests of Achievement and Proficiency; the need for students to take prophylactic medications; the rate of staff turnover; the percentages of short term suspensions (less than 10 days), long term suspensions (more than 10 days), and the percentage of recommendations for expulsion; as well as the impact of the public identification of a school as having a diagnosis of SBS on student ADA, mean standardized test scores in math and reading and staff turnover. A factorial ANOVA model (2 by 4) for repeated measures revealed no statistical significance for main or interaction effects on any of the six hypotheses addressed.



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