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ACEF Journal Vol 3 Issue 1 December 2012

Educational Equity in Rural Schools study with those that were not included in terms of their regional distribution, 2 (2, N = 243) = 0.20, p = .90. The percentage of low-income students in the school districts that were included in the study did not differ with those of the school districts that were not included, 2 (3, N = 243) = 1.05, p = .79. Even though these two school characteristics were not significant, there is a possibility of response bias for the data, besides student poverty rate and region, since only 52% of rural school districts were included in the analysis. Table 1 Comparison of School Characteristics for School Districts Included in Study with Those Not Included School Characteristics School Districts Included No (n = 117) Yes (n = 126) Region West 51 (43.6%) 56 (44.4%) Central 42 (35.9%) 47 (37.3%) East 24 (20.5%) 23 (18.3%) 2= 0.20, df = 2, p = .90 Percentage of low-income students Less than 20% 19 (16.2%) 21 (16.7%) 20 to 29% 30 (25.6%) 34 (27.0%) 30 to 39% 42 (35.9%) 38 (30.2%) 40 and above 26 (22.2%) 33 (26.2%) 2= 1.05, df = 3, p = .79 Note: Percentages are computed across each column, but may not sum to 100 by rounding. Findings Building Conditions Building environmental conditions. Environmental conditions, such as heating and air conditioning, are important aspects of the day-to-day environment for student learning. The Survey on Rural School Building Conditions collected perceptions of the district superintendents with various environmental conditions in rural school buildings. The conditions that were rated included indoor air quality, air filtration system, local exhaust system, heating system, air conditioning, and acoustic control of buildings. While the majority of rural school district superintendents reported that the environmental conditions in their schools were satisfactory (about 50% were satisfactory and 30% were excellent), a sizable minority reported their environmental conditions were unsatisfactory (about 8% were borderline and about 5% were poor). Acoustics were rated as unsatisfactory by more schools than any other environmental condition; with approximately one-fifth of schools indicating their acoustics were unsatisfactory. December 2012 / ACEF 24


ACEF Journal Vol 3 Issue 1 December 2012
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