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Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
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GREEN SCHOOLS

ATTRIBUTES FOR HEALTH AND LEARNING

Committee to Review and Assess the Health and Productivity Benefits of Green Schools

Board on Infrastructure and the Constructed Environment

Division on Engineering and Physical Sciences

NATIONAL RESEARCH COUNCIL OF THE NATIONAL ACADEMIES

THE NATIONAL ACADEMIES PRESS

Washington, D.C.
www.nap.edu

Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
×

THE NATIONAL ACADEMIES PRESS

500 Fifth Street, N.W. Washington, DC 20001

NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance.

This study was supported by a Master Services Agreement between the National Academy of Sciences and the Massachusetts Technology Collaborative (awarded November 2004); Grant 1906 between the Barr Foundation and the National Academy of Sciences (awarded September 2004); and funding from the Connecticut Clean Energy Fund (awarded April 2005), the Kendall Foundation (awarded March 2005), and the U.S. Green Building Council (awarded February 2005). Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for the project.

International Standard Book Number-13: 978-0-309-10286-5

International Standard Book Number-10: 0-309-10286-3

Copies of this report are available from the Board on Infrastructure and the Constructed Environment, National Research Council, 500 Fifth Street, N.W., Room 967, Washington, DC 20001; (202) 334-3376.

Additional copies of this report are available from the

National Academies Press,

500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu.

Copyright 2007 by the National Academy of Sciences. All rights reserved.

Printed in the United States of America

Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
×

THE NATIONAL ACADEMIES

Advisers to the Nation on Science, Engineering, and Medicine


The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Ralph J. Cicerone is president of the National Academy of Sciences.


The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Wm. A. Wulf is president of the National Academy of Engineering.


The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Harvey V. Fineberg is president of the Institute of Medicine.


The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Ralph J. Cicerone and Dr. Wm. A. Wulf are chair and vice chair, respectively, of the National Research Council.


www.national-academies.org

Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
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Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
×

COMMITTEE TO REVIEW AND ASSESS THE HEALTH AND PRODUCTIVITY BENEFITS OF GREEN SCHOOLS

JOHN D. SPENGLER,

Harvard University,

Chair

VIVIAN E. LOFTNESS,

Carnegie Mellon University,

Vice Chair

CHARLENE W. BAYER,

Georgia Institute of Technology

JOHN S. BRADLEY,

National Research Council, Ottawa, Canada

GLEN I. EARTHMAN,

Virginia Polytechnic Institute and State University

PEYTON A. EGGLESTON,

Johns Hopkins University

PAUL FISETTE,

University of Massachusetts, Amherst

CAROLINE BREESE HALL,

University of Rochester

GARY T. HENRY,

University of North Carolina, Chapel Hill

CLIFFORD S. MITCHELL,

Johns Hopkins University

MARK S. REA,

Rensselaer Polytechnic Institute

HENRY SANOFF,

North Carolina State University

CAROL H. WEISS,

Harvard University (resigned September 2005)

SUZANNE M. WILSON,

Michigan State University

Staff

LYNDA STANLEY, Director,

Board on Infrastructure and the Constructed Environment

KEVIN LEWIS, Program Officer

PAT WILLIAMS, Senior Project Assistant

Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
×

BOARD ON INFRASTRUCTURE AND THE CONSTRUCTED ENVIRONMENT

HENRY J. HATCH,

U.S. Army Corps of Engineers (retired), Oakton, Virginia,

Chair

MASSOUD AMIN,

University of Minnesota

REGINALD DesROCHES,

Georgia Institute of Technology

DENNIS DUNNE, Consultant,

Scottsdale, Arizona

PAUL FISETTE,

University of Massachusetts, Amherst

LUCIA GARSYS,

Hillsborough County, Florida

THEODORE C. KENNEDY,

BE&K, Inc.

SUE McNEIL,

University of Delaware

DEREK PARKER,

Anshen+Allen

WILLIAM WALLACE,

Rensselaer Polytechnic Institute

CRAIG ZIMRING,

Georgia Institute of Technology

Staff

LYNDA STANLEY, Director

KEVIN LEWIS, Program Officer

DANA CAINES, Financial Associate

PAT WILLIAMS, Senior Project Assistant

Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
×

Acknowledgment of Reviewers

This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the National Research Council’s Report Review Committee. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process. We wish to thank the following individuals for their review of this report:

David W. Bearg, Life Energy Associates

Sheila Bosch, Green Ark, Inc.

Julie Dockrell, University of London

Dennis Dunne, dddunne & associates

James W. Guthrie, Vanderbilt University

Alan Hedge, Cornell University

James Kadamus, Sightlines, Inc.

Melvin Mark, Pennsylvania State University

Donald Milton, University of Massachusetts, Lowell

William B. Rose, University of Illinois at Urbana-Champaign

Ward V. Wells, Texas A&M University

Richard N. Wright, National Institute of Standards and Technology (retired)

Page viii Cite
Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
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Although the reviewers listed above have provided many constructive comments and suggestions, they were not asked to endorse the conclusions or recommendations, nor did they see the final draft of the report before its release. The review of this report was overseen by Henry W. Riecken, University of Pennsylvania, Emeritus. Appointed by the National Research Council, he was responsible for making certain that an independent examination of this report was carried out in accordance with institutional procedures and that all review comments were carefully considered. Responsibility for the final content of this report rests entirely with the authoring committee and the institution.

Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
×
Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
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 Current Green School Guidelines,

 

52

   

 Findings and Recommendations,

 

52

4

 

INDOOR AIR QUALITY, HEALTH, AND PERFORMANCE

 

54

   

 Pollutant Sources,

 

55

   

 Ventilation,

 

60

   

 Thermal Comfort,

 

65

   

 Perception of Air Quality (Sensory Loads),

 

66

   

 Ventilation System Standards,

 

71

   

 Solutions/Design Requirements for Indoor Air Quality,

 

72

   

 Current Green School Guidelines,

 

75

   

 Findings and Recommendations,

 

77

5

 

LIGHTING AND HUMAN PERFORMANCE

 

80

   

 Lighting for Visual Performance,

 

80

   

 Lighting and the Circadian System,

 

85

   

 Solutions/Design Requirements for Visual Performance,

 

87

   

 Current Green School Guidelines,

 

89

   

 Findings and Recommendations,

 

89

6

 

ACOUSTICAL QUALITY, STUDENT LEARNING, AND TEACHER HEALTH

 

92

   

 Effects of Excessive Noise,

 

94

   

 Excessive Noise and Student Achievement,

 

97

   

 Excessive Noise and Teachers’ Health,

 

100

   

 Solutions/Design Requirements,

 

101

   

 Current Green School Guidelines,

 

103

   

 Findings and Recommendations,

 

103

7

 

BUILDING CHARACTERISTICS AND THE SPREAD OF INFECTIOUS DISEASES

 

105

   

 Modes of Transmission for Respiratory Viruses,

 

106

   

 Measures for Controlling the Spread of Infections in Schools,

 

110

   

 Decontamination of Environmental Surfaces,

 

112

   

 Ventilation and Air Cleaning,

 

113

   

 Findings and Recommendations,

 

118

8

 

OVERALL BUILDING CONDITION AND STUDENT ACHIEVEMENT

 

120

   

 Building Condition and Student Achievement,

 

120

   

 School Building Functionality and Student Achievement,

 

124

   

 Limitations of the Current Studies,

 

126

Suggested Citation:"Front Matter." National Research Council. 2007. Green Schools: Attributes for Health and Learning. Washington, DC: The National Academies Press. doi: 10.17226/11756.
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Evidence has accumulated that shows that the quality of indoor environments can affect the health and productivity of adults and children. One consequence is that a movement has emerged to promote the design of schools that have fewer adverse environmental effects. To examine the potential of such design for improving education, several private organizations asked the NRC to review and assess the health and productivity benefits of green schools. This report provides an analysis of the complexity of making such a determination; and an assessment of the potential human health and performance benefits of improvements in the building envelope, indoor air quality, lighting, and acoustical quality. The report also presents an assessment of the overall building condition and student achievement, and offers an analysis of and recommendations for planning and maintaining green schools including research considerations.

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