Final Report
A STUDY OF COMFORT, HEALTH AND
LEARNING IN SCHOOLS WITH DIFFERING
THERMAL CONDITIONS
Prepared for:
National Air Pollution Control Administration
CPE, Public Health Service
Department of Health, Education and Welfare
Durham, North Carolina 27701
Contract No. CPA-22-69-123
Dunlap and Associates, Inc.
One Parkland Drive
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Dunlap ED# 70-41
A STUDY OF COMFORT, HEALTH AND LEARNING IN
SCHOOLS WITH DIFFERING THERMAL CONDITIONS
Final Report
31 August 1970
Prepared under Contract No. CPA-22-69-123
by
Dunlap and Assoticates, Inc.
Darien, Connecticut 06820
for
National Air Pollution Control Administration
CPE, Public Health Service
Department of Health, Education and Welfare
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ACKNOWLEDGMENTS
. '. ' * The author and the chairman and members of the ASHRAE TCI. 4F
Sub-Committee on "Effects of Thermal Environment on Productivity and .
Learning1 gratefully acknowledge the cooperation and generous support '; ; ;«:;-! :;:
provided to this project by the Oregon Board of Education. /SpecificaUy,;/.^:^\\vV-!'-^vy;vVY..-Vv:
we wish to thank Dr. Delos D; Williams, Director of School Auxiliary . . - t .: : •
Services for his original approval and continuing support to the project; , .:.;:',.,•
Mr. Owen Sabin, Dr. Edwin Ditto and Mr. Gordon Russell, District • •• . ;;--.,(
Superintendents, for their assistance in planning the project and selecting - '; ,i j:'/1
the sites for data collection and the administrators and teachers ', the • 'i :'. " ?
school nurses iand secretaries at Milwaukie and Rex Putnam High Schools /•//:,; "
in Milwaukie, at Thora B. Gardiner and Ogden Junior High Schools in '•'''•'. •'•'',•''••"•.-;• '"\"V'-••''
Oregon City, and at East Gresham and Powell Valley Grade Schools in . , ;; ;
Gresham, Oregon fpr their interest and active participation in collecting . .
the .data''for'this study.' • '.-.'"• '" ' .' "'•. ..'•"'. .• ' ''•...''.' '.'•• '• •''•' "- ". ''!'•', ^ ?;•"•'.'•>'
We are especially grateful to the Portland General.Electric Company .; : :.
for the indispensable support which they gave to this project, for pro- . ' • :
viding and maintaining thermograph recorders in the eighteen classrbpms. y. " . : .
and regularly collecting arid mailing the classroom and, ambient thermal : •'"•'•".• . v-i
environment data to Dunlap, and Associates, tic., for analysis. In parti- ' ,;
, cular, we are most grateful to Mr. Chester W.. Jarrett of PGE for his . : :''; , > . '
.initiative in proposing the Portland area as the location for a "School" . '
study, for his help in planning and setting up the data collection procedures-
in the schools and for his continuing interest and active support throughout> • ."
the study. ' • • . ;•;.• - . .• ', '••• • .-. .' •'.'-. '.-.'.'•' "• ••'' ..-...' ..'''',..' •': '.'.•',.:.'.•<'•
Finally, the authors,wish to thank the chairman and members of the :;; V V •
'ASHRAE Sub-Committee RP-91 for their encouragement, advice and sup-- ' - ; . . .
port, and the National Air Pollution, Control Administration for supporting . .' .
. ' ' - • ' '..•••- , ' ••,'•''' . • • • . j , . • ', , • .". '..•'. • '- , , • - • +>' •, ' . O ' •' ' '"','•.. , • •
Phase 2 of'.-..the project.; •• - --r • ;,-'• '_ •'- ; -v,.. ., ; • •]'•'•'• /'/'.. .'/- ; •. . •'•••'••.'-.; '•••.',..': '.'•,-'.'."'.'
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ACKNOWLEDGMENTS
- The author and the chairman and members of the AStJRAE TCI. 4F ...'
Sub -Committee on "Effects of Thermal Environment on Productivity aiid ,,,^,
Learning' gratefully acknowledge the cooperation and generous support :;:;
provided to this project by the. Oregon Board of Education. Specifically, yr;^y'
'we wish to thank Dr. Delos D. Williams, Director of School Auxiliary >
Services for his original approval and continuing support to the project; ; .:;
Mr. Owen Sabin, Dr. Edwin Ditto and Mr. Gordon Russell, District • • ;
Superintendents for their assistance in planning the project and selecting :^'
the sites for data .collection and the administrators and teacher :B:, the'v. '". '.'."':.'•"•';
school nurses Icind secretaries at Milwaukie and Rex Putnam High Schools V r/
in Milwaukie, at Thora B. Gardiner and Ogden Junior High Schools in • ,;v-
Oregon City, and at East Gre sham and Powell Valley Grade Schools in ,
Gresham, Oregon for their mtere stand active participation in collecting . ^
the data f or this study.' '...'"• '" .'. ":''. '. . • • '; '' .• ' '•'•...•'.•.-.'.• . ''. "•."• -;'
We are especially grateful to the Portland General. Electric Company .,;
for the indispensable support which they gave to this project, for pro- , ' '
viding and maintaining thermograph recorders in the eighteen classrbpms -
and regularly collecting and mailing the classrciom and, ambient thermal ; •
environment data to Dunlap and Associates, inc. , for analysis. In parti- ' ,
. cular, we are most grateful to Mr. Chester W. Jar rett of PGE for his; . ;;'•
.initiative in proposing the Portland area as the location for a "School" ,,
study, for his help in planning and setting up the data collection procedures- :
in the schools and for his continuing interest and active support throughout V •
the study.- ;• • • . ;.'•_ - . .- ', ••":•• ' .-.. . .' v-, '.-.'.' ' " • ••'' •..-...' ..'''',...' '::
Finally, 'the authors wish to thank the chairman and members of the :};
'ASHRAE Sub -Committee RP-91 for their encouragement, advice and sup- ,
port, and the National Air Pollution Control Administration for supporting
Phase 2 of the project. •-•('• •'.'.•,-'• ', ••••'' •''••.,., -.^ •' ..•.''•'.''' ••'•':.'-. .•"'••;.•"•-'. ••"';\'::;v.
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TABLE OF CONTENTS .
.-••Page' i-
I. INTRODUCTION .•'•'..•..:.•: •',-•.. . .;.•••.•• .._. .-.••-. V'V-.;-;1 :;. >•••:;.
ll. MEASUREMENTS OF THE THERMAL ENVIRONMENT
A. Introduction . :.
B. Data Collection Procedures . . . \ .
. C. .General Characteristics of the Thermal Environment
III. RATINGS OF THERMAL COMFORT" AND'V.1 •>."••;'•••.'•••"'•:'?'••' '
' CLASS BEHAVIOR - ": ; X- \ ' '
• . • -A.'- 'Introduction •' • .'(. ••'• •./"; ' • '•'; ,-: '; ^'V.':'''. •',-'•
^B.: Data Collection Procedures : • ; : " t ; ^ • v
••'.• . ''-C.- Methods of Analysis '.'.';• • .-/ .. •.•'"'• '•'.;.,•.','•'--;i ^ ^.;:';,',-,'•••%. ."
'•' '. D.. Main Findings . -:'' ".'':•. ";-'/V"' ;-•''•'. I ' •'•••'''.•' "'.":'•:„".• -i{ •''V; •'•'','.';.
IV. TEST PERFORMANCE MEASURES -.^;; •" / ; ^;
.,• • • .A. Introduction • • "'.• ; ! .'•'.'.'••• '"..'•: •'''" ••''/••; v".''^o' ''.^':' •'.'•'
B.. Data Collection Procedurefii '. • : ' -H' / ' ;• -, ,
•/'Ci." Method of Analysis : ''•;• / •;.; ' "' ":'^o;l;^ .,•.;>;'":','': ••/>-
••• . ,:' D. Main Findings •/ .. •• ';'.' /.•.;'-v;'^.y.'.. ;'J^_ '•'•;••:'; ..:
;V. ; SICKNESS AND ABSENCE RECORDS '.K-'-^v'-.'i>^.-.^-,;/];;'-"':
• / ;- •. . A'... Introduction '. ,•'•.•'.':' • ,•''•.'>•'-•>.•:'.•..•••;.'.•'..'. •';••' .,''.•-•'",.;"'/,..' ',
B. Data Collection Procedures ;. ; :: :': , " ; ,
C. Method of Analysis i. . / '
D. Main Findings • . •. ; / •.-.';
vi.. SUMMARY AND CONCLUSIONS • ; .';:•,;. ;/,:>,; ,<•{." ;|.;- -\
• '-' . 'REFERENCES :•;•/.• ^ :,:•://'-.Y'V..-':'.;r;v.';-;-.••';';-"':•-:;•• \
.:,;;.•;'. ,2 :.'..'••.•.,,'
',"'\. 2•,':•';'."
•vi 5. ';••'•
..3.8.;-1- ,
:3;8' .'•'-•••
: 39 ••':• •'••,
;-4b- -:.'::.- '
i47/ ^
"'4T. '
48 .
APPENDIX I
APPENDIX II
APPENDIX ni
APPENDIX IV.
I '
APPENDIX V
APPENDIX VI
m-i ,
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I. INTRODUCTION
- This report describes the work performed and the main findings . .
from an ASHRAE, Oregon State Department of Education andNAPCA) V ; .:
joint research project conducted during Spring and Fall, 1969,, in. six pub'"-': ,7
' lie schools in suburban cornrnunities near Portland, Oregon^ • ' ;
The objectives, scope and data collection, procedures were the same /
for both the Spring and Fall phases of the project. Briefly, the principal ";
objective ,of the study was to obtain reliable data on the effects of thermal:'
conditions on conifort (teacher and students), class'behavior, student .,
test performance and health (visits to health room and absences) in both
climate controlled and non-climate controlled schools. Data were col-
lected by teachers/in three classrooms of each of six schools--:two grade
schools, East Gresham and Powell Valley in Gresham, two junior high
schools, ^Gardiner 'arid Ogden in Oregon City, and two high schools,
. Milwaukie and Rex Putnam in the city of Milwaukie. The second named .
school of each pair of schools was climate controlled. Data were col-
lected from classes taking spelling (6th grade), social studies (7-8th
grade), Spanish (8-9th grade), Latin (10, 11, 12th grade), general math ;: .
:(10, llth grade) and geometry (11, 12th grade), Teachers participating :
in the project were paid a small honorarium.; In general, the design ap-1 :
proach was to conductiall quantitative analyses "within" schools, and, Jas <
•appropriate, to treat the air-conditioned schools as the "control group1'
for evaluating relationships between behavioral measures and tempera- '•
ture observed in the non-climate controlled schools.
A project secretary was hired for each school .to assist the teachers,
school nurse/and attendance secretary in collecting data. She acted as a ' ; :
•project data center for each school, distributed blank forms, .collected
completed forms, tabulated the'raw data and every week mailed the data
to Dunlap and Associates, Inc. , for analysis. Detailed written instructions
were provided for the teachers, nurses and project secretaries, and data
reporting forms were prepared and mailed to each school. .Sample copies' ;
of these instructions are attached (Appendix I). '.
. .This report of the study is organized around a number of sections or
chapters each of which relates primarily to one type of data; namely; in-
side and outside thermal measurements, ratings of comfort and class be-
havior, performance scores on tests of coutse material and records pf ..
student "sickness" and absences. : !
Each section describes the methods of data collection and analysis and
the main findings. .The final section of the report summarizes and dis-
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II. MEASUREMENTS OF THE THERMAL ENVIRONMENT
A. Introduction ,
A study of the effects of air temperature on teachers and studerits in ,
. . class rooms in both climate controlled and other schools was conducted in
.. suburban communities near Portland, Oregon. A number of factors de-V"
termined the location of the study in the Portland area. An important con-
sideration was the temperate climate of the Pacific Northwest. Many
uninformed people might be surprised by the relatively large number of '
'..climate controlled schools already in the area, and by the fat t that in V
. order to maintain, comfortable temperatures in many classrooms, ^mechan-
ical cooling is necessary whenever the outside temperature exceeds about
: . 55o F. Consequently, we felt that evidence of the effects of classroom
temperatures on teachers and students in such a temperate region could
perhaps.have greater significance for schools throughout the country than',
, .similar evidence from very warm parts of the country;. The design of the
• study called for the collection of thermal measurement data both inside '
. and outside the schools participating in the study.
B. .Data Collection Procedures i . . .'
., ' : Measurements of the ambient or putside thermal conditions were '
; : obtained from two sources; a seven-day thermograph recorder, located ...v
.outside Ogden Junior High School in Oregon City and the U.S. Department: ,
...•'.. of Commerce monthly publication, "Local Climatological Data, "for ' " ;,
/>•••• Portland, International Airport and Salem, McNary Field, Ofegori. , ' , ,;,-v!
The daily maximum outside air temperatures for Gardiner, and Ogden
, . Junior High Schools in Oregon City were taken from the outside, recorder , ',. l y'
at Ogden. The daily maximum outside vair temperatures for East Gresham; v. '.•.;',•.• v'.
and Powell yall'eyGrade Schools in Gresham were taken from the" Local.; •, '':'';
Climatological Data" for Portland, International Airport, which experi-r . " ^;.V-;' ; ,;
;ences sipnilar local climatic conditions to Gresham: The daily maximum , .. ;•",.';•. ./
, outside air temperatures, for Milwaukie and Rex Putnam High Schools in ..^ •• .
..... Milwaukie were taken as.the average of the daily maximum temperatures ' v
reported for Portland and Salem airports. Milwaukie lies south of Port- • , . <;
land airport in the direction of Salem and away jfrom the, influence of .the . , , :
Columbia River and the Columbia River Gorge. : . ' . . ; ' , ; V, ' '
Measurements of indoor temperature and relative humidity in all 18 ..,..,
classrooms included in the s.tudy were recorded continuously on seven-day ;i :
''t.-'.\ , hygro-thermograph' recorders. These instruments were supplied, installed! ',,* '• '*'•'•
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,-• Copies of the thermograph records were mailed weekly to Dunlap and . :•;', ;, ;;
.Associates, Inc., for use in the analyses. The average air rnovenrient in : .,/.'.
the classrooms in the climate controlled schools :was estimated to be the :,•
design value of 25-30 feet per minute, and in the other schools, where (
classroom windows and doors were generally left open to obtain maximum : .
cross ventilation, the average air movement.was estimated,as 100 feet per,, i
.v minute,. ' • •''...''• '.' • ' .'.' '-. .,' '•' '••'•• . ' • .''''''•..':.'••' •'''••'•.• :''•'. '.•"•':.>'''/ ''.•.' ':' .•:-.-'••'. •.'" ''''''' ,'V
G. General Characteristics of the " ; , '
' Thermal Environment ; • . '
The weather during the Spring and Fall phases of the project differed i;;,;; •
yery markedly. In Phase I, in the Spring, temperatures ranged from a • .
.. weekly average maximum of about 55° in the last week of April through a . . v
succession of weeks in the'middle of May when the,weekly averages were
75-80° F. The weather during most of Phase II, in the Fall, was disap- .
pointingly cool. The only spell of really high temperatures occurred .•;:/..,. :,^
. right at the start of Phase II during the week of 8 September before most • . ,-,.-' ;
schools had started collecting behavioral data. For the remainder .of ! : X;.,''';"V
Phase II, there was a generally consistent decrease in outside tempera- .'
tures from week to week. ' ';
• .' - ' • ' ' ' •• ' ' ' j
The weekly averages and ranges in maximum outside temperature for .•'••' . '.
the three communities throughout Phases I and II are plotted in Figures : ,, i : ; !;V
1 and 2. The daily averages of the 2:00 p.m. dry bulb temperatures; of : . .
the three classrooms in each of the three non-climate controlled and .
three climate controlled schools during May and a one-month period in. . , . '( V,
the Fall are plotted in Figures 3 and 4, 5 and 6, respectively. These . . {:;
charts of daily maximum outside temperatures in each community, and ., ; r ,;
average classroom temperatures in each school show the general trends ...i .' !.,.?.
in daily temperatures during the two phases of the study. They also show, .V
to a limited extent, the differences in thermal conditions between the climate. ',<'.,"/
controlled and other schools in the Spring and Fall. In particular,, it is " "...>.,,
important to note that over much of the period of data collection in Phase II : , ' • 1
there was little difference in average inside temperatures between the climate' ',' '
controlled and the other three schools, except that the temperatures in . *
Gresham Grade School were allowed to fall over the period more than in the
other schools. In fact, in contrast to the Conditions in Phase I,, the class-
room air temperatures during Phase II in East Gresham Grade School were •';'•.
generally lower than in its comparison climate controlled Powell Valley '.
Grade School.. Notice also that in Phase I, control of the classroom tempera- .
tures in Rex Putnam High School was considerably less well maintained than .. ..
in the other two climate controlled schools. However, in Phase II the degree . •
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'. *' 'j
~**.
-! •-. r.
-.-rt
. •. &"-
- • a>.
ft;
•
..... . .00
:'•:•'. .,•' .': 6p:
^ifjS •
••': '. •'-"'.«
AVERAGE OUTSIDE TEMPERATURE AND RANGE FOR EACH WEEK
: (April 7 - June 6) . .
^"-•- '-"•'" '.''.'-"•.• .'•'•. ••;":.•' Phase I •-... ••..: ..''.-..":--•-:.-."';;
Data from this Period were Analyzed in Detail
90,
•:. • -:-'-y.-y \
East Gresham and.Powell
. Valley Grade
-•• 75
-- Gardiner and Ogden Junior
Milwaukie and Rex Putnam
• ;.-604
-.55
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• - • : : > Figure 2 . . . : .
AVERAGE OUTSIDE .TEMPERATURE AND RANGE FOR EACH WEEK
. (September 8 - November 3) : ' ; '"-''.
•' ' ' . . 'Phase II : .'"'"•".?" ••'••••-•'••: -'• -'•'':.
tl
•l-t
on
00
rt
0)
90 T
«:• 75-
SO
East Gresnam and Powell
Valley Grade.
Gardiner and Ogden Junior
Milwaukie arid Rex Putnam
-------
90,.
85--
>.."• • '
-r 60
.-.";:'-..5-5--*
; .; : Figure 3
DAILY AVERAGE INSIDE DRY BULB TEMPERA TUR-E--
NON-CLIMATE CONTROLLED SCHOOLS.
_..-_.' . . April 28 - May 29 . .
. : .'• ' '.-.-'. " - ':- ••" .' .'.'- Phase I" ' '. ' ' ."'.. ..; ".•;".•• "• - .
East Gresham Grade
- ——Gardiner Junior
-—Milwaukie High
^n ; - 1 it 'f:"
,£8 2-9 30, ^ 2
.; /-April '"-." .':--'-'.'
•••-•-• '.-"':• -• . ",.;•.-, -.'••'•'••:'- - ";- '•-':• •'-
1 -1 ' 1 i' 1
5. 6. ..:•} ,;.-i-,;-i:
• '"-'; "V.\'-v "•;--• '>':-.' '• -''- '^' -'•.-: •.•.•".'•
, * 1 - • . . • - • ' - - . . "',.-' ' •."---.- ' "- . .
- • -• -•..'.-••--.• . . ' ' - ' .. • <•*-_-,••
. ••';.-, -.-' ' • - ;..:-:--- - - - • :- - •' . • •'•
.":-..--- • • • . • ' • '- ••' . .-:•.",•-
-.--..- - .' : • - -; " •" . • "" '~ " •„*--• - -•
1 } 1 1 1 1 1 1
12 13 l'4 15 16 19 20 21
' -. :;-;:-,-:•.'.•'•';-;.: -/May. - - . ';W--v ;.// ;..•-;/.
--/•'' v / -Day of We:ek v" ' ..';:/ ::>;: '.; ; '.„ '';
.''..,"•--;•-'' - " - • - - . -
«"-.•' * . ' ' ,• " - . • " -
i i i i i t
22 ::23 26- ".27-..; 28 2:9y
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Figure 4 .
DAILY AVERAGE INSIDE DRY BULB TEMPERATURE-
• ... .CLIMATE CONTROLLED SCHOOLS '";.'.
. ; . , April 28 - May 29 ...'_.'"(•'.-,:"!.
•"•.-• -• •."; . ' "'."-: '.'- Phase I . ;" ' -. • '.."'-,-'• •"'••'['"
Powell Valley Grade
Ogden Junior
Rex Putnam High
29 30y- ^1
April. "....V; ;
.6
9 A12 13 14 15'.16 .19 20' 21 22 23 .26 27 28 29,
-------
'+*'
«J
K
": 0) •-
•'"-•«
" -rt
!•
2 -•• :3- -, 6 \ :lf '•'-. 8: :••-. 9 10:;" 13 ; 14 15 r 16 17,
,.;• Sept ember :; . ;^:- •• :...v.'"•'.:-.'.
;>: October . ; ,
-------
••&'
4->
d
-*4 .
01
: oi
H:
" 4):
CD
c
'•:'."•• •-' ' ' '.'.- Figure 6 -.'..-
• DAILY AVERAGE INSIDE DRY BULB TEMPERATURE-
,-. CLIMATE CONTROLLED SCHOOLS
: (One-Month Period - September 22-October 17)
'-••-: " ' :..:• ".' •'•-••:.' phase ii . •'
9 Or
75f^> — -i;
, X» _.'_,_ ..
:70f
65f
Powell Valley Grade
;Ogden Junior
R ex Putnam High
60-
.'c IL,
50
:':V
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. i"ii i i r " i ' " i" V ~' r t r ii i i 'Vi i
i2: 23 24 25 26 29: 30 -.'I' ; 2 '•' : ;3 - 6 : .-7'. 8 • ""'- 9 10 . 13 14 15 :16 17,
'- , .'•••' •-•-- •••,''. :••''.. -; •••' ••,-'.- / \ ,:•-•'..'- •'.',.• .-'•-: .'•_.:-;• ;-:-:•. ••--.-., : ,.-••-;. '... ; - / .. . .--. . /
October
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.III. RATINGS OF THERMAL COMFORT
:;.-: AND CLASS BEHAVIOR : ;;.
'A. Introduction '. " ...'.''• .'"'..•••:''•-••: •• : ••:. ; •' ".' • .• ;•'• v. ••'.:...'• ' ; •'•'';. • '•/'.,:; .'''.'••.'•••.,'..•'..'.•
The belief is widespread that people feel better^ work better and are'
also healthier when they live and workina comfortable climate, and are : ': '
exposed only rarely to uncomfortably cold or hot conditions. For years, • i ,
the air conditioning industry has been acting in this belief and provided ^ , > '
buildings that are designed, for human comfort. A considerable body of ' :
^information has been accumulated over the "past 30 to 40 years on the ranges, i/' / •
of thermal conditions within which people are most likely to. feel comfortable , " i ;'
(Ref. ASHRAE Guide, 1967). This information has been obtained from both i ..,;,..
laboratory studies (generally on young adults) over carefully controlled ,;''•.': ;
ranges of a limited number, of environmental variables, and field studies in ;; ;'.••': j-v/r.
a number of cities in North America, mainly on office workers of both :;','.
sexes and differing in age. The ASHRAE Standard 55-66, ('Thermal ..• . , '; ;
Comfort Conditions, " specifies 75°F dry bulb and 40% relative humidity as:
the central recommendation when mean radiant temperature equals, air V,
temperature. Studies in the ASHRAE laboratory (Koch, Jennings and ,',; . '
Humphrey, I960) indicated optimum conditions for comfort in winter and '••.,; ,
summer to be about 77° and 78°F, respectively. More recent studies at ^ ,•'•.:;'.
Kansas State University (McNall; Ryan and Jaax, 1968) found no differences -V, ;
between male and female and winter and summer comfort data, with a , ; ,.
typical preferred condition of 78°F dry bulb and 50% relative humidity. The •; , ; v:; V
K. S. U., authors comment that the approximate 3°F difference between the i .> i/: ••
laboratory findings and the preferred temperature in practical environments .<;; .!;
could be due to differences in levels of physical activity and in clothing; ;' !
Field surveys of the comfort of office workers generally found that preferred 7'-: ;,
conditions for female workers were at least 1°F higher than for men. This ; , -
difference between comfort conditions for the sexes in practical situations ,•'; ' \- ;
could also be due to differences in clothing. '. ;:,i: '
' • " • ' ' . • • ,'•"'' ' ' ' •••.."-'". ' '.•-'"'•••',''. .1' '' ,' . ' J
A preliminary study of learning and classroom comfort conducted by .the .i ! j
Iowa Center for Research in School Administration (Peccolo, 1962) indicated ;.
that in an "ideal" classroom sixth grade girls reported feeling too cool • ' '..,',. :
significantly more often than boys in the class, and all'students' indicated : . >:, ,,. !
feeling cool or cold more frequently in:the mornings despite a constant , v ; ; Vx ;v;
classrobm environment. In an experiment in schools in Pihellas County, ."
Florida (Stuart and Curtis, 1964), the students in non-climate controlled ' . •,
schools generally reported they were, comfortable .at higher temperatures ' ' • '
than .students in climate controlled schools. ; . - . - . ,:.v
The objective for collecting thermal comfort data* in the present study .. ; '.'','!'.•"•':
-------
comfortable by teachers and, students, at different grade levels in both , , ,
climate controlled and non-climate controlled schools. A more general ;
objective was to see whether the comfortable or "neutral"-'(.neither'warm nor .
cool) temperature would differ between teachers and students, male .and ; . ; .
females, morning and afternoon classroom periods, schools at different .,, !
grade levels, climate controlled and other schools and between.Spring and V •;
'Fail, :' ., . .""/.' ' :•..•'".'-•;. ''•;'.. :'. " .•'•'0 "'':::'" ';: :/;.V..•"•:,•'• '.'•• ••::'';l..''••?.':'•':
' '' ' • - t ' •••'..••,. ' . • ' •'.-•"
. ' ' ''-I-' .' ' •. ' • • ' • • . •' ' - '. .''''.'• *VY n
B. Data Collection Procedures ..'. . ,
Thermal comfort ratings were obtained toward the end pf all periods of ;.;
instruction in selected courses held in three classrooms (equipped, with ' .
hygro-thermographs) in two grade schools, two junior high schools and twp ;v
high schools. Ratings were recorded by each student and teacher every day.;.:'
of the week throughout the nine weeks of the fourth marking period in the / , .
Spring and the first marking period In the Fall.;, The tptal number of ra,tings ,
of thermal comfort recorded was approximately 50, 000 in-both the Spring •;.".'
and Fall. . .; . ••.•-.•••'••'.:', ; -•.-"••'".• ;.•/.'•'•'•.•';•, ' '.'.'; ';'';'
.- ' . ' - ' '--.'.•'"'• i • '' '
Students were instructed by their teachers at the beginning of each Phase
of the study in how to fill out the rating scale forms and to return them for . * ,
collection at the ends of every period. They were asked to indicate how.they ,":
felt by circling one number on a seven -point thermal sensation scale" rang? ; ,
ing~from (1) Cold through (4) Neith'er warm nor cool, to (7) Hot; A sample.;
of the rating scale form is shown in Figure 7. Every time a class completed1;,
their rating forms, the teacher also completed a similar form. Teachers; •'
were provided with written instructions about the study, .about: what they '.' • '
were asked to do and specific procedures for instructing the.ir students.in thev
proper use of the thermal comfort rating scale (copies of these sets of instrxic-
.tions are attached, Appendix I). , ' . ' !, 'h
Teachers were also asked to report at the. end of each class how '•''•-..''•':. ^.;. •;
"responsive" the class had been. They were asked to scale their judgmerits^
by circling one number on a nine-point scale of "responsiveness" that '•' ;.
ranged from 9, very high, through 5, average to 1, very low^. A .sample ,
of the Class Behavior Rating Form is shown in Figure 8; Written instructions
for using this second rating scale were also provided the three teachers at ,',
each school participating in the study (copies of the instructions to teachers
for using the Class Behavior Rating Form are attached, Appendix I);' . , '..
C* Methods of Analysis ..'• '.'•' •':.;. .•.'•',."•''. • ';'•.. -; '"..-, '.'"' •''. '••'./,•'"''. .••:•••:•-'..•.•.-.•'•''
Detailed statisticarahalys.es were perfbrrned on approximately one! half •/,
of all the data recorded. . Because of the large amounts of. data 'collected .by. ::•.
-------
THERMAL COMFORT SCALE . ::
Name •_ • •" •' .'/.-'.-'. • .' - . .''•''•'/ '••.;••'" '••<•'•..'••' •..'; Room,No i
Date '•'''•'•'•." .". • '; • . - '..-•'''••• • • • ...Time.-
Cir;cle the number that describes hpw you feel how.
''••••'•• '.'..'"'"I.''''. "Cold ....•'; •'•::--,-,!'".'•'.'•.'.'•' "'._•.•-.••''. •.'•'.:.;*'"-;1;'.'•-
..•'."'.,'•'•'•' :2."'.\'Cool ; '.' '•';••, '',.'V'^': •••''.''•'•'•' ''."" '":';•:"'.-'•.">
•• .'•':•'."•. .'. -3.;' '...Slightly cool.•••'.•• '•[••. ;" ..••' ',' ''•;;;."./;' •';.\;J. •
/ 4. Neither warm nor cool >;•
; ';,-.••:. . 5, Slightly .warm '••\^;:!\^:^ -•'•,'':••• ''--1 '•';'.-' :'7;
•.•••;•' 6. Warni .. ••;. , '..••. ',' /-'..'.V..V: --:: . ' •'.''.'•.".• ;'. •"'.
7. Hot
'.' • ;: ;;'";:;';;:.; ',',.,/'• .''Sighed:
-------
Teacher's Name
.Class Period .
'RATING, OF CLASS BEHAVIOR
Date
••'' '..' -Time ••.'
Class responsiveness was: : (Circle One)
9
'l
very
high
high
\ average
low very
. - • ." . , • •'••--. ' »
Any unusual circumstances:_
Teacher's Signature:
Figure 8. Class Behavior Rating Form
-------
followed routinely throughout each of Vthe two nine-week marking periods) and * ' ': ;
the relatively high cost of data reduction, we concentrated our analyses on , ..'
data from periods differing the most in temperature. , v : ,
Detailed analyses were conducted on data collected over selected.four- , A .
five week periods. In Phase I, this period ran from April 28-May29, and : , \,
in Phase II, it was the first month during which all six schools were record- • '•
ing behavioral data and extended from September 22 to October 17. In each
grade school, rating data from the three classes of sixth graders were , ;
analyzed both separately and combined. At the junior: high and high school '• :;';;, .
levels,, the comfort ratings of students were analyzed by the class and period. ;:;.
:in which they were recorded and where possible, ratings, collected from two '.'••••'.'•',•/.'.
or more classes during the same school periods were combined to explore . . . - , ,
whether there was evidence of any effect of "time of day. " .In ail cases, the • .
thermal comfort ratings of the male and female students in every .class were ,;;: ;;
analyzed separately. In certain selected classes known to include a consider-. ;• ..;•"..
able number of hypersensitive or atopic individuals, the ratings of the atopic :\. :;'.
and non-atopic students were analyzed separately. In each school, the . ;•'!-':'••.'.••'•';
teachers' thermal comfort ratings in all periods were combined and analyzed '
together. . ' • • .'•' '' ' ' ' • - : •' . •'. ' . •. '.'".••';.•
All these analyses took the form of computing a product-moment correla- ... ,
tion between the rating scale and either the air temperature or the effective
temperature* in the classroom at the end of the particular periods. In those . .
cases where a statistically significant correlation was obtained, we computed
the regress^011 equation of temperature on subjective ratings. Using this , ;V.'
equation, the temperature.was then estimated at which these individuals would .' •'
be most likely to have rated their thermal'sensation #4, "Neither warm nori i.! , ;.
cool. "This temperature is sometimes referred to-later as a predicted ."neutral" V';,.
temperature. '', .. •' .. .',' • ••'-•• .'• .••'•' •.''• .: : ; ;' •' ' •.-.•••''' •-. ',. .'. ••'•/,•• ;,''•''!'-.
In addition, the distribution of the thermal comfort ratings from the i ,; I/
teachers and selected groups of students were plotted arid inspected. Smoothed. ' ,
frequency curves of the percentages of particular ratings among all ratings ...'/''-',
recorded per classroom temperature were constructed for the "#4 ratings" :
(Neither warm nor cool), and for all ratings above 4 and all ratings below 4. V ,
The smoothed curves were plotted from the average percentages of ratings 'v ',
per temperature based on data from three adjacent temperatures. The , • , V
*The effective temperature scale is a derived index that has'been developed
•' to combine in a single scale of values the effects, of temperature, humidity."
-------
average percentage for each triad of temperatures was plotted against the
middle temperature of the triad. The middle temperature of every triad
increased successively by one degree Farenheit.
The teachers' ratings of the overall behavior of their classes on a
scale of "responsiveness" were analyzed separately for each teacher. This
was done because we suspected that teachers would differ in their criteria
and reliability in using this highly subjective and difficult to define scale of
judgments. Because this was a new scale and we lacked knowledge about the
statistical character of these data, we analyzed and tested the relationship
between these judgements and classroom temperatures by means of the
Chi-Square test. The validity of this test does not depend on the characteris-
tics of the data, and so we could use it to determine whether the number of
occasions on which "responsiveness" ratings, given at particular temperatures,
were more or less frequent than would have been expected on the basis of pure
chance.
D. Main Findings
1. Teachers' Thermal Comfort Ratings
Percentage distributions of the teachers' thermal comfort ratings
that were #4 (neutral), above #4 (warm) and below #4 (cool) in each of the
non-climate controlled and climate controlled schools in Phases I and II are
plotted in Figures 9 and 10, respectively.
Inspection of these charts shows marked differences in ranges of
classroom temperatures between the non-climate controlled (65-89°F) and
climate controlled schools (69-80°F) and between the two Phases of the
study. Also evident are strong contrasts in the distributions of ratings
between teachers in the climate controlled and non-climate controlled schools
at the grade, junior high and high school levels. The contrast in the distri-
bution of ratings between each pair of schools in Phase I is least marked in
the case of the two high schools, on account of the relatively broad range of
classroom temperatures that occurred in the climate controlled Rex Putnam
High School. In the Fall, during Phase II, the teachers in both the grade and
junior high schools tended mostly to rate their thermal sensations as #4
(Neither warm nor cool), whereas in the two high schools, plus 4 (Warm)
ratings predominated. The distributions of ratings can be described more
specifically in terms of the ranges of temperatures over which more than
50% of the ratings were #4 (Neither warm nor cool), and the temperatures at
which the curves for the plus 4(Warm) ratings, and for the minus 4 (Cool)
ratings crossed above the #4 curve. The temperatures defining the 50% and
above "neutral" zone, and the crossover points at which the "warm" or
"cool" ratings predominate are listed in Table I.
»
-------
100$
7.5-.
50.,
25-
Non-Climate Controlled !•/ ; y Climate Controlled ': ,
East Gresham G. S.-Teachers , N=74I • .Powell Valley G. S. -Teachers ': N==74
. -••. '••.'. ''..:.-•>" ••• ••••. •'• ' '•• •;: ••'-:•' v'i'ooi
Warm(=+4) •
Neither warm
nor cool(=4)
"X.._)Cbol (=-4) "]•
65 ..'• 70 Y 75 ; .80/85 :; i.;^0
Gardiner J.H'.S.-Tieachers N==232
100^
(0
M)
C
rt
•« 75 t
O
v-i
o 50 t
;O '. .
nS
,£)
H,
25 "
51
•yVarm(=+4)'
Neither warm
nor cbol(=4) .
Cool(=-4) .
I, ''''..v';.":
65 70 75 8X) ; : 85 ' 90
Milwaukie H.S. -Teachers N=320
100 t
Warm
: (=+4)
Neither warm r
nor cool(=4) ,
, 50 •'•-
75" ':
50-- ;s
, ' ...x^'1;Neither warm- ','.;•,. ;,
: : . nor cool (=4); ;\;- :
25" . ': .: • '"'/ /Warm(=H-4) '.'. •'
Cool'( = -4
75-
50"
65; • V;:'76-:-••".,•.7.5; •" ; --80- ..'-• '•'.;85;;.:'v;;.'-90
;OgdenJ.H.S. -Teachers N=228^;
. .
.Neither'warm''•''••;.• .; •'':;•.•;'.•
. nor' cool.,(?=4) '••... V/'./-;',.'.';,.
5i
-4-
Warm (=+4) ..'•'. '•'..'_ ; ••-.•':'"
cool (=-4)'•• !.•'•• ";.'••• 'i"••;'.':;•;
• > •.'•.- •:•'!.'•• -I '• i '
100?°
65 70 . 75 80 85 ":' 90
, R ex Putnam H. S. - Teacher s N = 159 :
t Warm (=+4)^ ; /• ;
75..
5&.
.25"
:-.':' 5-
65 '.-';;, 7b;
Neither warm . •
nor cool (-4) .. ..
7> \8"0. - 85 9*0
•"'":•• • , ; A;Classroom Temperature (D. B.;°F), : :; ;
''; '•'', •".' •'.. ^-vFi^gure 9 ./Percentages of The rmarComfbrt-Ratings,/ • •••.:;[•
-------
'•''.;•: Nori-Climate Controlled
East Gresham G» S< -Teachers I
100?°
. 75"
50J-
.25
5- •
Neither Warm nor
cool (=4) . :-•:'•'
. '.','"'.•;•'. "Climate Controlled . , ; ;-,
Powell;Valley G.S.-Teachers; N:=56;
.i'OO ' '
'/Neither warm .; /
nor cool (=4) .:-..-.
Cool (=-4)
•25 ••
5-.
; . ;::.• ^.V<" ...'
.' .70 : 75 . 80 -'•)-..•';-BB- '• •'..•• 90
Gardiner J.H.S.-Teachers N=rl85i; :
4-
65' :
.Warm (.-
">'".' ' •' i ••:»'.
pgden J. H. S. -Teachers. N=206
ioo?
' •• -to
00
fi
•T-l '.
'I 75^
4->
. M
O
VM
I 50|
O
t—<
rt
a. •
.fi .'25-1
J3';.
H
: '.'•••'•••' -' ,:; 100
Warm (-+4) •. i .
'•'/.'• •'v!'. f •'.•:'\;-'.•N'^iithe-tf warm'•.•"'*'''; •:" •• •>..'.
:• t'.•.•.;-';'•• •';>. .754;'"'.•>-.. .\^V^\:.--'n6r^091'-^4^ •••'•';;'!' ;
Neither .'.warm .
nor :cool (=4). '
Cool {=-4)1;;
8'0 ds (' Jo
Milwaukie H. S. ^-Teachers N=226. :
50
25
5.
7*5,
"•.-,.; / Cooi.(=-4)-.;_'.:..••'.•;.-v'^1;.•'.-'.
: 70 ',-•'..•• 75 •'•' 80 ,; 85 • :V -90
R ex; Putnam.H.S, -.Teachers N = l33, 'v
100?0
75-
.50--
25-
•".' 5- •
Neither warm
nor cool (=4)
Cool (=-4)
' ' sV
75
so-•v:''.•"':• • v.V--
25-
5..
Neither warm nor i ,,
.cool (=4) •/'.'•;•., '•'•;/• .l'---;.
\ Cooi-(-=-4)•'•••; -•••.••:.:•;• •••••••.••.
7^ 8b .85 9b
; Classroom Temperature (D/B.(
- : Figure 10.; Percentagiesi of Thermal Comfort Ra.tings/ •;;.•.":. ;. ;; ';! v
-------
• ;..'• •'. . •••••. '. . - Table I ' '•'•. ' ;'• : •: ...;, ' '•_':.,. •• ' \
Temperature Limits of Frequencies (Percentages) of
Teachers' Thermal Comfort Ratings
'School
Phase I ' • , ••'•
Non-Climate *
Controlled :
East Gresham G. S.
Gardiner J.H.S.
Milwaukie H. S.
Climate Controlled
Powell Valley G. S.
Ogden J.H.S.
Rex Putnam H. S.
Phase II ' . ;
Non-Climate
Controlled '
East Gresham G. S.
Gardiner J. H. S.
Milwaukie H. S. ~
Climate Controlled
Powell Valley G. S.
Ogden J.H.S. ,
Rex Putnam H. S. '.
#4 Ratings >
50% Total;
0; (*>8) > 74, 5 / ••'..
• (70) - 76 K
70 -77.5/,
: (73.5 --75.5)
(71.5-73*5)
. 71 -;75 ;•'/.;;•.'..
,;;;• :.•.•. .;'' .•:.-' •';.-.."'/
•;•'.'•• : .V'- ;•" •'•'•:
;; (68j - 75 ;;
.(69) - 76.5
.69. 5 - 70. 5
'', ,(7$ - 76) :/
_4> 4 Ratings!
"T" ' ' •''.'' - ''• "• " \'
,;;\v ;•;.''''' •,"'•;'. •;.'.;'• '
•'•••' ,' "•;,'; '.' •• . • '"._•;.' v '' '..;
^'•'S^?l
: •'';.•'•' • 70 :.:. '•/;::.•;.
••• •' ••'. ••. '_' •_ -;•';•''; • . ;..
' . , .' , • . - - : *f . ' ' • . 1
'; •••.•'. "•'•:••.: •- •'"'';. V^-v'- '
•£&K
. '• '."•;. -'7. li-.'s1..-.'-.^. :.'.-".
. .+4 > 4 Ratings '•
• r " ' •' • '* •• ' ' •'• -,1 • t
'/'•'' ' .-''• . "•*';'* ;'""' '
•:•.•• / .76 " -;'v -'
'•.;;:••;.. 77 /._'.- ,.;•;
•!"': •.:"£>. C .-:•:,
••£<7SM^
• .':'..-''..' -.•77' .:-.''•;••..•,.;'•'•
• ;" '.-•'. -71V;.-.- .'". ; '
-------
The teachers in the non-climate controlled grade and junior high
schools in both Phases of the study were mostly comfortable over a range of
temperatures from about 68-76°F. Teachers in the climate controlled
grade and junior high schools were mostly comfortable throughout both
Phases since temperatures in these schools varied only 3-4°F within the
71-76°F range of temperatures. In both high schools, classroom tempera-
tures varied in both Phases more than the temperatures in the other schools
although the ranges of temperatures in both high schools were reduced in
Phase II. During Phase I the zone in which 50% and more ratings were #4
was somewhat broader for the teachers in the non-climate controlled
Milwaukie High School than in the climate controlled Rex Putnam High School.
In both schools, the percentages of "Cool" ratings predominated at'class-
room temperatures below 70°F and of "Warm" ratings at temperatures
above 76-77°F. In Phase II, the "neutral" zone of temperatures was almost
non-existent in the two high schools. The teachers in Milwaukie High School
rated their sensations as "Neither warm nor cool" on over 50% instances
only at a temperature of 7Q°F. At higher temperatures, the percentages
of "Warm" ratings predominated. In the climate controlled Rex Putnam
High School, "Warm" ratings predominated at all temperatures.
The relationships between the teachers' thermal comfort ratings
and both the (dry bulb) air temperatures and the effective temperatures of
their classrooms in each school in both Phases of the study were determined
more exactly by the method of statistical correlation.
The resulting correlation coefficients, the degrees of freedom
available for testing statistical significance, the levels of significance and
the predicted "neutral" temperatures in the case of the significant correla-
tions are listed in Table II. The predicted "neutral" temperatures are
those temperatures (computed from the regression equation of temperature
on thermal comfort) which would be most likely when, on the average, the
teachers rated their thermal sensations as "Neither warm nor cool. " In
the non-climate controlled schools in both Phases, the teachers' ratings
were correlated significantly with either the classroom air or effective
temperatures. This was also true for the Rex Putnam High School which
had the greatest range of temperatures (69-80°F) among the climate
controlled schools. But in the well-controlled Powell Valley Grade and
Ogden Junior High School, where the ranges in temperature were very small
(3°F), the teachers' ratings were much less consistently related to class-
room temperatures.
•
Further, the fact that the significant correlations of the teachers'
ratings in the climate controlled Powell Valley Grade School were negative
in sign was unexpected. This means that there was a statistically reliable
tendency for these teachers to report feeling warm at the lower classroom
-------
••.•••• Table II
Correlations of Teachers' Thermal Comfort
Ratings with Classroom Temperatures
x Dry Bulb Temperature
x Effective
Temperature
: . SphooJ
r ' Phase I
- : East Gresham
; ;•:,•.-' :; .Gardiner
':-.:' •'•'. •"•':'• • "Milwaukie
.; v :;;.V-.^ •: Powell Valley
•^ V,:-:.v;-.Ogden ,/J -,'.,•-...
:; i '•:•'.••'.•• -:-_'_' -Rex Putnam
- . • :••''.,'::,- Phase II
,.: . - .East Gresham
'- ' • ' • '•"• •'."•- ' •''.''' .'"• ,.'.'- ' ' .'-•
•.-:. ;,• '•)•--'• ,'.--:- ••:, Gardiner
1 : -. Milwaukie
;;' ?.; -^ . ' ';•: •;;;. Powell Valley
•-; . ;->-'^f •-VOgden •' ;- -:- :.'
''..' "f:.- . .: '•;..•' Rex Putnam
. ; :, ; ' .- ' .' •'•'> Predicted
"r" df P< #4 Temp.
.^435
: .406
- -719
-.287
.096
,;"V523
.374
: '•'..- 25 6
.;>i29
•• • 0 1 D •
: ' ". -•••--:"•"
\?V'211
.268
70
231
319
70
224
154
47
181
223
52
202
129
.01
*°l
,.oi." .
•r . 05 _. .'
72
74
76
74
.42
..59
.11
.00
Temperature . •
Ranee °F "r"
(67-81)
(69-81):
(68-89)
; (73-76)
.339
.393
.423
-.317
P<
.01
.01 .
.01
.01
Predicted
=4 Temp.
66.
67.
69,
67.
33
86 . '
11
01
N.S. - - :(71-74) (95% of Ratings ==4)
' ' '.'-'.'•"' T ' - ,"- ; ' • " ".",'-' . .-'-"- - ." " • • - ~ - ' . -
.01
"•.•01,
.01 ' .
'N.S; -
;-'N;S;;. -
.':'... Qi;
.01
73
71
72
.74
72
;92
.57 .
.68
- " " . •
--.' .•'-.;
.50
.63
(69-80)
(66-76)
. ;(62-8d>-
; -;:;(66;-8b) ;
. -•':'; C72-77)" :
(73-76)
, (70-76)
>5°9
.371
-•28'6.
- •-•'21 3
: V '.-051'
.175
-276
.01
.01
.01
NV'S. ".'; '.' ;';
.\05 , :
.01
: 67.
66."..
66.
:; 67.
- .../..-
68.
66.
38 . •"
15
09:
60 -
47 .'.-..
-------
temperatures and cool at the higher temperatures. A possible explanation
is that because of the frequently higher outside temperatures and the very
stable classroom temperatures (73-76°F) in Powell Valley Grade School,
the teachers were influenced less by their classroom temperatures than by
the contrast -with the higher outside temperature. This hypothesis was tested
by correlating the teachers' ratings with the differences between classroom
air temperature and maximum outside temperature, and between classroom
effective temperatures and maximum outside temperature. But in both
cases, the new correlation coefficients (-.07 and -.09 respectively) were
neither positive nor significant and, therefore, lend no support to this hypothesis.
Correlations -were done with both air temperature and effective tem-
perature in order to see whether or not the inclusion of relative humidity with
temperature in the effective temperature scale would increase the correlation
with thermal comfort ratings. However, 10 of the 12 correlations with effec-
tive temperature and 9 of the 12 with air temperature were significant. This
suggests that variations in relative humidity from about 20-70% over most of
the temperatures encountered in this study had little effect on the teachers'
sensations of thermal comfort. • .
The predicted "neutral" temperatures derived from these correlation
and regression analyses show in the non-climate controlled schools a *
progressive increase with grade level in Phase I (72. 42, 74. 59 and 76. 11°F
dry bulb and 66. 33, 67. 86, and 69. 11°F effective temperature) and con-
sistently higher values in Phase I than in Phase II (71. 57 and 72. 68°F dry bulb
and 66. 15, 66. 09 and 67. 60°F effective temperature). These trends are
clearly related, to the differences in ranges and average temperatures between
these schools and between the temperatures in all these schools in Phase I
and Phase II. In the climate controlled schools/ the predicted "neutral"
temperatures were much more alike (74. 00, 73. 92, 74. 50 and 72. 63°F dry
bulb and 67. 01, 67. 38, 68. 47 and 66. 64°F effective temperature) but what
differences occurred again reflected the differences in classroom temperatures.
It is interesting that the predicted "neutral" temperatures (dry bulb) in all
these schools were considerably lower than the temperature of 78°F with a
relative humidity of 45% recommended for thermally "neutral" or comfortable
conditions by the Kansas State University workers. These differences between
the present findings and the K.S.U. data are presumably related to differences
in clothing, ranges in temperatures experienced, and possibly activity levels.
2. Student Thermal Comfort Ratings
A total of 166 correlations of student thermal comfort ratings with '
dry bulb temperature and 206 correlations with classroom effective tempera-
ture were completed. Thes'e correlations a-re^ based ori totals of approximately
-------
25, 000 and 30, 000 pairs of ratings of thermal comfort and temperature,
respectively. The results of these correlations are listed in Appendix II.
The results are also summarized by school and phase of the study in Table III.'
In the non-climate controlled schools, approximately two-thirds of the corre-.
lations with both dry bulb and effective temperature were statistically ,
significant. In Phase I, about 82% and in Phase II, 59% of the correlations
in these non-climate controlled schools were significant.. This difference
in the proportions of significant correlations between Phases I and II is
presumably related to the higher temperatures and wider ranges of tempera-
tures that occurred in the non-climate controlled schools in the Spring than
in the Fall. In the climate controlled schools, just over one quarter of the
correlations with both dry bulb and effective temperatures were significant.
Again, the proportion of significant correlations was higher in Phase I
(37-42%) than in Phase II (19-22%). However, in the case of the climate
controlled schools, this difference in the proportions of significant correla-
tions in.Phases I and II appears to be due mainly to the relatively poor
temperature control in Rex Putnam High School in the Spring and its improved
control in the Fall; and to a lesser extent, to the upward adjustment of
temperatures in the well-controlled Ogden Junior High School in the Fall.
The students' thermal comfort ratings correlated equally well with both the
dry bulb and effective temperature measures of the classroom environments.
This shows that over the ranges of temperatures encountered in classrooms
in this study the students' thermal comfort sensations were not appreciably
influenced by variations in relative humidity from about 20-70%.
The thermal comfort ratings of the students in the three non-climate
controlled schools correlate more than twice as often with classroom
temperatures than the ratings of the students in the three climate controlled
schools. But the temperature controls in the Rex Putnam High School were
relatively poor, especially during Phase I, so that if we exclude the data from
Rex Putnam in making this comparison of significant correlations, the
contrast between the climate controlled and non-climate controlled grade and
junior high schools is very much greater, especially for correlations with
dry bulb temperature. Presumably, the ranges of air temperatures in these
well-controlled schools were too narrow for most of the students to discrimi-
nate related variations in their thermal comfort, or to be affected consistently
by the differences in temperature. Inspection of Table III also indicates that
in these two well-controlled'schools (Powell, Valley and Ogden) the students'
thermal comfort ratings tended to correlate more often with effective tempera-
tures than with the dry bulb air temperature.
In Phase II, significant negative correlations between thermal comfort
and effective temperature also occurred in these two well-controlled climate
controlled schools--one in Powell Valley Grade School and two in Ogden Junior
I ' '
-------
'• '; ' . .-' ','•'. ••' ' Table III; 'V ./.;.• "v.';.o:\
Number a of Correlations of Thermal.Comfort
Ratings X Classroom Temperature
Completed and Significant;. ;
Schools Phase
Non-Climate
Controlled
East Gresham I . • :
Grade •-. II ,
Gardiner .' I ; '
Junior High II
Ivfilwaukid I
High ' •'"':'. ' ', II ' '
Totals . . I
Climate .• :
Controlled " .;! • >
Powell Valley > I' -
Grade ' ' II : ,
Ogden I ,
Junior High II
Rex Putnam . I •
High ••• • :' -•'.&•;•:•••''••
Totals ... ;. • I. .
Totals '•'• '•'.•'.• '.•'• •• :'. ''_,-.'•'.", •' '
Non-Climate , ; : .
Controlled ' . .••,' ....
Climate . •''.;. '•
Controlled^ . - V '.-
I)ry Bulb Temperature
.Total .Significant
"•"• jyj ' • N . % '•'..''•'
;.,- . •• .v ;'•' ,. '. •
=•> 2 •"•'• •..:•• 2'-.
8 5
18 .•;'•; 12 ;
; .24(4-):10V
':, -2.4': '•[ ;;''22":
•"••: 24(2-);:18 '-;.
'44 36 ;
56 33;
•.'•,.- ', . '
6(3-) 0 !
8(4-) 0.^
8(3-) o ;
16(10-) 'l(-
,10 .10";
/18(3-);7 ;
'V..-.24 •..".>'•: 10.;.;
42 ••, .;.'8 .;'
••' •.. ' '• ' '' .•'..'. '•''•'•'
. I GO ' ;69
66/18 .
100.0 ;•
62. 5
; ; 66.7
•^••••'•41.7. .--.'.'-
•V«-°;::"
W'58.;9' ,:.-V;.r
:^- o /'>.••"
: o "... ";.V''-
'•':-V:"-o '-'.:'."•':''
'•:• ioao
';.•;;;; 38/9 W.:
-VV.4i.7V; •.;•••
': •;;":• 69 r-''b-;.-x..\
',,V.'27.,3'.';V'
23V- .•'.:.•.:.••'.'••. '•; ;
.^Effective Temperature
Total Significant;
' ' ''••'. • N ' • ' N %' ;
:-'',:. ;;.'•.'- •'...'.'•'..• ' ' ,:>.
:••-••• ••;;•' 2-' , 2
!! • ..': ' -8 ', ,-S.-':.
'•'-:•":': .vis ' ; 11 • • ;
. r 24(6-) 12(1-),
-• ;..'..'• ..24'. •;;:i-23:.V •-
" .'. '24'.". ;"17 '- .':
•••''•. V ;44; '•.' 36 '• •••'..
,V -.;•"• 56,;.. ••;,• 34 .... '
6(2-) 0
>.V-;: 8(5-) . i(-) •
22(8-) 2
. ;24(l8-): 6(2-)
•;;'• :•.. -;MB -•.:.;• 15. ,• .-
•; •:.;;.•• 28(4->: 6 ;:v.V;
V'V: ; 60 '-'..-' 13 ;
:.'.' •''?••;/ .' ..- . •'•''.;••''.'".. .".- •'•.*.:•
^^vv^fS
1Q6. ; so:. ;'.•'
'•(•• ;•'••/- . :V'-. ';,.' "v'.,';.
100.0
'62.5
'••'•5!o*.o'"
95.8
70.8,
•.81, .8 ••'
60.7 •
•'".'; ' '/"'
Vl'2/5?
9.1-':
25.0.,
.- 83. 3';.;
.37.0;.^
21. 1
$#
28.3;
••':'.>•:.,:-;.
..• •'-••:.:'•'•.''
.''••''.'•:/•
"r " " . •, . '"
W).
••: •.;;"-'';
-------
High School. Negative correlations also occurred in the other schools during
Phase II, but with one exception (Gardiner Junior High School), these cases
were not significant (i.e. , could have occurred as.a result of chance).
Negative correlations between the thermal comfort ratings and class-
room temperatures were unexpected. The fact that four of these negative
correlations were significant shows that the students in these classes were
rating their sensations consistently but contrary to the usual manner. The
negative correlations (both significant and non-significant) were most frequent
among classes in the climate controlled schools and in Gardiner Junior High
School in Oregon City. The fact that during Phase II Oregon City had outside
temperatures some 5°F lower than the other two communities, that the climate
controlled schools maintained fairly stable inside air temperatures of 74-75°F,
and that outside air temperature •was decreasing over the period of data
collection suggest that the thermal comfort ratings of some students in these
schools were affected not so much by the classroom temperatures as by the
differences between the inside and lower outside temperatures.
If this interpretation were in fact true, it could mean that the cooler
outside air temperatures were lowering the students' subjective standard of
a "neutral" or comfortable temperature, and that this effect would be most
marked on the coolest days when the classroom temperatures might also tend
to be slightly lower. Consequently, on these occasions the classrooms should
feel warm whereas on the days when the outside temperature was high (and
classroom temperatures were also slightly higher), the classroom should feel
relatively cool.
To test this hypothesis, new analyses were made of the cqmfort
ratings of the four groups of students in Powell Valley Grade School and in
the two junior high schools who had significant negative correlations with
classroom effective temperature. The results are listed in Table IV. The
ratings of all four groups of students (at Powell Valley Grade, Ogden and
Gardiner Junior High Schools) were found to correlate positively with the
differences between inside and outside temperatures. In two cases,
significant negative correlations were replaced by significant positive
correlations, and in the other two cases, highly significant negative correla-
tions were replaced by almost significant positive correlations. The results
of these four new analyses, therefore, tend to support the interpretation that
negative correlations between comfort ratings and classroom effective
temperatures could have been due to the varying degrees of contrast of class-
room temperatures with outside air temperatures.
For every significant correlation obtained between thermal comfort
ratings and classroom temperatures, the linear regression equations for
-------
• '•'".' :'.-•'• . .' ". Table IV "• ,;' . . ' . '•' • • v'.'.''--:':.:
. Correlations of Thermal Comfort Ratings of Selected '•'•• .;.'•;•
; Groups with (1) Classroom Effective Temperature and ]
(2) Difference in Effective Temperature and Daily : ;
.,-;.. '..-". Maximum Ambient Temperature •
• • • •. . . ...
Group
Powell Valley Grade
School
1 Sixth Grade Class
Female Students.
Ofidcn Junior 1-Iifih
School
Social Studies Per. 5(R)
Female Students
Social Studies Per. 5(S)
Male Students
Gardiner Junior High
School
Social Studies Per. 7(A)
Male Students
Gorrl. X E. T.
:' '••'•.•V-:'-:''1Ki::;;- '
•";'.: ••• •-;•-. ,i 69* "/'•,''•. ••;.'.•'
.. ,.'..;/ -;.' :-';'! 55* '..'•'' -;..;• .•
• '•; '• •' .' : •';.'1' •' ;-v "•-." '•/. "v;'.-.'
.";,-•;•:.; •,••'•';.; 193**:-,'. .^;':
• '"'..' • • "''-1- ' • • ': ':' ".''• '•
";'. V/.V.'---'-':?^**'.-'."'''-'--'
Corrl. X (E. T.- .•.-.
: Max. Amb. T..)
•• • :'••.'•'.''', 'r.-. - ': ' ; ''•'; ••
+.;i81*« ••'.., (df =218):
,;,4, 137^: . (df:?:,?0p):
•:'•<:+. 114-^. .''''jdf =2^9).^
;^:+. 102 ;-^:.(df'=; 1-60) ?
05
01 •
-------
"temperature on comfort" were derived. Using these equations, the tempera-
tures were calculated which on the average would be expected when the
individuals in the groups •were reporting "Neither warm nor cool" thermal
comfort ratings. These equations and the predicted "neutral" temperatures
are listed in Appendix III. A summary of the predicted "neutral" tempera-
tures of the male and female students (together with the predicted "neutral".
temperatures of their teachers) in each school is presented in Table V. The
teachers' predicted "neutral" temperatures were derived from analyses of
their comfort ratings in all of their periods of instruction in the three
selected classrooms in each school. The most equivalent predicted "neutral"
temperatures for the students are therefore the temperatures derived from
analyses of the combined classes at grade school level, and the average values
from all significant analyses at the junior high and high school levels. In
those cases where none of the correlations were significant, the average of the
ranges of classroom temperatures was substituted in the table in parentheses
as the best estimate available.
It is apparent from Table V that there were no consistent differences
between the predicted "neutral" temperatures of the teachers and their
students, nor between the male and female students within each school at
each Phase of the study. The obvious differences in average predicted
"neutral" temperatures ar-e between Phases I and II and among the schools.
In the non-climate controlled schools, the "neutral" temperatures in Phase I
(72. 42-76. 77°F) are consistently higher than their counterparts in Phase II
(71. 16-74. 55°F) and in both Phases, the predicted "neutral" temperatures
are highest in the high school and lowest in the grade school. In the climate
controlled schools, the predicted "neutral" temperatures are very much alike
and cluster around a temperature of 74°F. Only the estimated values for
Ogden Junior High School in Phase I (72. 50°F) were low and reflect the
generally lower temperature to which the system was set. The system's
target temperature was readjusted upwards (1-2°F) prior to Phase II and
the average predicted "neutral" temperatures reflect this change in average
classroom conditions.
It is interesting to note that the predicted "neutral" temperatures for
students and teachers computed from the regression equations for temperature.
on their thermal comfort ratings closely reflect the differences in classroom
temperatures among the schools and in all cases are on the average about
2-6°F lower than the 78°F dry bulb temperature recommended by the K. S. U.
workers for thermally "neutral" conditions.
The predicted "neutral" temperatures of the students in the non-
climate 'controlled junior high and high schools in each Phase of the study also
varied between classrooms and between classes in the mornings and after-
noons. The students' "neutral" temperatures and the'ranges in classroom
-------
• • . •/ . -; .. :' ' '-'Table V- ':. .. . . -, '. • •
. • • ... . - . . _; ( _ ., •
Average Predicted "Neutral" Temperatures
School •'...:;;•'•
.N on- Climate ,: '
Controlled
East Gresham G. S.
'..-•' Teachers ...••; ,'••.-
,.' •-.- 'Males ;. '•'• .'.'" '•/'.'.'.
- Females ;
Gardiner J. H. Si '
. - Teachers . ' ... .,
.. . ; Males- •''•, ,-.-''.,
Females .
Milwaukie H. S. /
•'.. Teachers
Males. ' :•••-. "'.-.•'.
Females
Climate Controlled
Powell Valley G. S.
• Teachers • :. '.
• '•:'.- : Males' '. • •' V ."••',.'• :.;"V;
Females : .
' • ; •
Qgden J.H. S. ; :
Teachers . . \ .
Males ' .,'. ;'. ,
Females
Rex Putnam' H.-S. ;
Teachers .
Males . ••;.'.; ....
; Females
; Dry Bulb (°F)
-Phase I
,,-. •• • ••
11 • ' • . ' • '.
•,•' ' •' '• ''••••
';... 72.42: :
72.53 ;
72.48
. 74.59
74.33,
'74. 12:
76.11
: • 76,22;.
'•. 76. "77 :'
. . | . • . • :
.."'.' ---i -.'•: ;.
• 74. 00 •
-(74: 33)
. (74.33)
i .' . " .!'
• '..
(72. 50).
(72.:50)"
(72. 50)
73-. 92
::':73v37'"'-
'-•'. 73;. 57 '. .
Phase II ;
;V '-'. 71. 57: "•;•
71. 16
.71.20
"••:•-" 72,68 :
:•'..• 72.57 •':'•
72.02
(73. 60) ,
;.':-'.V. 74/55- '-'
•• ' • ''.'-74V24 . ;.'.';
, •••.' •'-'/''•"';•
••';'.''.( 74. --SO ) ;;.,-
"•'••' (75. 00) v
•,(75VQO)::
..-.-..' '.74 v 5-0 '•('-.
•;:;;'..74^82. ..V.':.
(74,67)^
72. 63 '.\:';.
I.' -13,54 .v
:V- 7.3. -2:5;- ''•'-.
Effective 'v^ .
Temperature (?F)
Phase I
s "'
•66.33 .;
: 66.34 ,.
,66.35 ...-
; 67. 86 ••;'..-•'
•69. 01 -
; 68.87 .
• 69. 11 . ; .
•"•'.- 69,90 ';,..'
^6;9.23^:'
•• -• •• . • ••'
; 67. -or •'. "•:
; (67.33):"
(67.33)
, -.
; (6 6.. oo); ;
;,'-66.94;.T
(66^00);
• . . ' . %.
'.•'••\67.-38. :..'"
•;':":6'7.4L-v;
'•"^•T-;5?. •••'•,•,
Phase II
. ' ' , '..•-', :
.'''.; 66: 15 :;
. 65.81
. 65.88.
.66.09.
' 6 6. '24.'
: 65.83 f
,''67, 60.,'
67, 39 ;,;
..: 6 7. -2 7
• (68,00).
(6 8. 2 5).
. (68. 25)
• •• • • ".'• • '
;•"•"•• ; ...-. •'•''
.•'••6'8/47'V
;:- ;68. 69 •
68.67-;.
:.66,.64 ,
;(67,:54y
••.>7i:-3s.-:.
-------
temperatures in these two schools are listed in Table VI for combined data
from all classes in specified periods in some cases and for selected classes
in others both early and late in the school day. The differences in "neutral"
temperatures within each school are clearly related to the different, ranges
of room temper.'ilures experienced by the classes at the specified periods
during Phases I and II.
There is no evidence from Table VI of any marked difference in
"neutral" temperatures related to the sex of the students. However, there
was evidence in the two high schools in Phase I of a slight but consistent
difference in predicted "neutral" temperatures between the sexes. Also,
in the generally cooler conditions of Phase II, the ratings of female students
in the two high schools tended to be more highly correlated with classroom
temperatures than those of male students. Reference to Table VII shows
that in Phase I in Milwaukie High School in four out of five separate classes '
in which the ratings of both males and females were significantly correlated
with effective temperature the predicted '"neutral" temperatures for the
females were slightly higher than those for the males. In Rex Putnam High
School over the same period a similar difference occurred in all five classes
in w.hich the correlations for male and female students were both significant. •
As can be seen from Table VII, the differences in each instance are very
small, but.in these two schools in nine of the ten cases correlated with
effective temperature and seven of eight cases with dry bulb temperature
the differences were all in the same direction. Reference to Appendix II
will show that in Phase II the correlations of the students' thermal comfort
ratings with effective temperature in Rex Putnam High School were significant
only in the case of female students. In Milwaukie High School in Phase II,
the correlations of the thermal comfort ratings of the female students with
effective temperature in the analyses of combined data from all periods 1, 4
and 7 were consistently more significant than for,the male students. These
latter results are based on analyses of almost 2, 800 pairs of data, and mean
that the female students' comfort ratings in Milwaukie High School were
associated more closely with classroom temperatures than the ratings of
the male students.
Both of these findings are in line with the observation of the K. S. U.
workers that there was only a small difference between the "neutral" tempera-
tures of male and female college students, but that female students were
more sensitive to minor changes in temperature.
Some qualitative effects of differences in sex, time of day and
season of the year on the patterns of the students' thermal comfort ratings
can be seen from the percentage distributions of student ratings against
temperature derived from the ratings of students in Milwaukie High School
and plotted in Figures 11 and 12. The distributions of ratings for male and
-------
;.• '••,' ' '•:•• '. '••;';'•/; ..'! -Table VI .•>,.' :. •''';. ;,',-'' .'.;•••; '• ' ."•"
Predicted. "Neutral" Temperatures and 'Ranges of .•'.
Actual Temperatures per Period
••'••'.:'
. School/ -
Class
Gardiner J. H. S.
Per. 1 (Comb. )
Per. 7 (Soc.St.)
.Milwaukie H. S.
Per. 1 (Comb.):
•••'•..••.
Per. 5 (Comb.)
Sex
.F-".."
M.;
F "'•'•
M
• •• .' '
.-.F:''
M,
F '••••
M
/••..,•
Phase I .
#4 Temp.'
•,OF
73. 16
73, 12
. 76:. 09
76.32
75.84
• 75.37
78. 17
77,68
Actual
Range
OF
(69-77)
(69-77) :
(74-81)
(74-81)
• . ,
' ~ •. ' • '
/ ..';•'
(68-85)
(68-85)
(72-86)
(72^86)
••! .'•' • " .'
••'•'. • '.':• • '
Class
Per. 1 •••.'
(Soc.St.)
Pet. 2
(Soc.St.)
Per.; 3 ,
(Spanish)
Per. 1 '
(Latin)
Per. 1
(Math)
Per, 7
(Math) ; . .
Per.. ,7
(Geom. )
' .' • '
Sex
v. .•
-F. "•'
:M
'.-" F' '";
M,
•/•F,'v
M
;;F.V'
-M .-,_
. F. •
M .
•'/F;.
' M
•'•F'/'
M
Phase If
#4 Temp.
• °F .
.'. .70.75. '
70.70
71.47 •
. •• ^ --•-.. •' '.
'•-. 73'.85 '
. 74. '4 4
•;•. 70.90 :'.
.70.79 .:
74.59
'. 74.75
^75,39';;
:.-.. .7 5. 67 .;•.
75.73
• 76.76
-. • • "•'..';
-.Actual
: Range
°F
(62-74)
,(62-74)
(68-74).
•(68-74)
,(68-80)
(68-80)
' (66- 73V
(66-73).
(72-78)
.(72-78) .
,(71-80)
(71-80)
•(72-79)
(72-79)
- * *-' 'V
»' .,' • 'lp
. ; •..
••••;, :;;
> :•• .. •/: • . '
. i '
1 1 ••
"V:'-:'1'.:;
'', •.,'-' '.'• '
.•':'.• '••.-.<.'
-------
•• .'•'.' :•'•-. Table VII
Predicted "Neutral" Temperatures for Male and Female
Students in High Schools-~Pha.se I
Class/Period
Milwaukie H. S.
Geometry /I
Latin III /I
Geometry/ 5
G'en. Math/ 5 !
Latin I/ 5
Rex Putnam H.S.
Gen. Math/1
Latin/ 1
Geometry/6
Geometry/7
Geometry/ 9
Effective Temperature
M .
68. 57
66, 13
70.53
69.44
69. 12
65.80
67. 15
,67,54;
68, 19
68.39
.F . '•'•.
68.56
66. 19:
70.55
70.55.
69.76
65.92
67.28
67.95
68.20
68.43
Diff.
4.0. Oi
0,06
0. 02
': i.n
0.64
'•;• 0, 12
0. 13
0.41
0.01
,0. 04 .
Dry Bulb Temperature
M
75. 33
72,72.
78.40
77.60.
;76.45
71.93
73. 98
74.20
•'.'' •"" .
' ' --r ;
••. F ;•. "
75.43
72.97
78.34
79.15
77.50
72. 01
74. 12:
74.60
'•'•'--*:.,
'•'--'.
Diff.
:':;:o.C.
.0.25
-0.06 ,
-;i:55:.:
'i.'os •':
'0.08
::. 0. 14
'0.40,
••'-. -•'-..- .'.
'•' .'• '--,"- : '
-------
rt (D
a H-
I S
s &•
p p
? OP
P m
21 '•»•
- a
i O
o
o
1
o
. p
rt-
'
OP
to
Milwaukie H. S.
Period 1/Combined-Males N=732
lOOi
75
CO
W>
C
• rt
4->
rt
e
£
I
O
t—i
nt
a
Warm
(=+4)
Neither
warm
nor cool
(=4)
90
. /Period I/CombinedrFemales N=515
V :" '•":'-""•.• vv ••-'"• :-"-':^- -'••-
100
75.
50-
25
:;; "65 '•;.; 70.
•Warm
Neither
warm nor
cool (=4)
'. •• Milwaukie H. S.
Period 5/Combined-Males N = 572
100
'•'. 75
50-
25
- '' '5
- Warm (=+4)
65
70, 75
Neither warm nor
cool (-4)
Cool (=-4)
80
90
Period 5/Combined-Females. . ;N=454 , .
•.'j: , ';:• •-:••-' •' ::':;- '••" V, • /"^ "Warm (=+4)
>, , y Copl ( = -4)
/ \ Neither warm nor
cool (=4)
75, ,..8X);; -.-.BS-- •'•,;.;. 90 -.•:-".; 65/ •'.;. 70....,'_. 75 ! 80;; ;..'•-'.85..
:. Classroom/Temperature (D. B. °F) :•:.;.
-------
to
r" :
. OQ
•''-••»'
H ^
n> n
a H
I 8
-5-a-
p p
J± OQ
S fl)
i o
P:
05 - W
«l
O
o
o
rt-
3
4)
> Warm (=+4) .
.V-— .< Gool;(=-4)
''' '''
-+•—
t-<
6
o
r—I
rt
g 1QLO ^
o . •
H ;..'.=•
• t —-t— 1- : 1
65 70. .; 75 .80 85 : 90
. Period. 1 /Combined-Females N= 756
% •" :" . '-'" '•••'::-"-.- -;-':. -;-; --'.-^'.-.';''-"
: Warm (=4-4.)
.Neither warm nor
cool (=4) ;
'Cooi:(=-4)
'
; '65
70
75 : : 80- ^85 '.
90
100?c
50 ••:,
5..
Milvvaukie H. S.
Period 7/Combined - Males N= 342
Warm (=+4)
Neither warm nor cool
65
70,
75
80 . 85
90
.. Period 7/Combined-Females N=576
" ''- '• •'•' ''' '
'.'.-••. • .S' •••...> Warm (=+4) .;
50-
25- '
Neither warm nor
cool (=4)
65 .'.'•• ;: 70. . ..75: .
'80 . 85 .. ; 90
-------
female students at each period and phase are based on between 350-750
individual ratings. The distributions are plotted as smoothed curves in
which each point is the average percentage of ratings over three adjacent
temperatures. Inspection of either the Phase I data in Figure 11, or Phase II'
data in Figure 12 reveals consistent changes in the pattern of ratings from
period one in the morning to periods five or seven in the afternoon. In,the
mornings when the temperatures are somewhat lower, the proportions of
#4 (Neither warm nor cool) ratings average between about 40-60% over mos"t
of the ranges of temperatures and only at the extremes of the ranges do the
plus and minus #4 ratings predominate in frequency. In the afternoons with •
a slightly higher range of temperatures and for both Phases and for both
males and females, the pattern of ratings is quite different. The range of
temperatures over which a large portion of the #4 ratings predominate is
narrower in the afternoons than in the mornings. The students appear to
discriminate more clearly between the temperatures at which they are
"Neither warm nor cool" and temperatures when they are feeling ''Slightly
warm" or "Warm. "
This difference between the distributions of ratings in the mornings
and afternoons cannot be attributed simply to the slightly higher temperatures
in the afternoons, since a difference in the proportions of the three categories .
occurs' even over temperatures that are the same in the morning and
afternoons. It appears as if the students feel comfortable at higher class-
room temperatures in the mornings than in the afternoons.
The sex of the students appears to influence the distributions of
thermal comfort ratings given early in the morning, but not those given later
in the afternoon. In the mornings (and especially during Phase II), female
students appear to have been more ready than male students to give either
"Cool" or "Warm" ratings.
The time of year in which the ratings were collected appears to have
little effect on the distribution of ratings in the mornings, but a marked effect
on those given in the afternoons.
Despite the generally narrower ranges of classroom temperatures in
Phase II than Phase I, the high school students in the Fall gave proportionately
far fewer #4 ratings and a. consistently higher proportion of "Warm" ratings
throughout the range of temperatures. A similar change in the pattern .of
teachers' ratings between Spring and Fall was also noted in both high schools. .
It would se'em that the students (and teachers) at the high school level are
especially affected in the afternoons .by the lower outside temperatures which
occurred in the Fall. The more frequent "Warm" ratings might therefore be
due to the subjective contrast between the inside and outside temperatures.
Since this marked tendency of the students to give "Warm" ratings in the
-------
afternoons in the Fall occurred only at the high school level, one wonders what
special factors at the high school level could contribute to this effect. For
example, did the students (and teachers) at the high schools, more than in the
other schools, dress in the Fall in accordance with the dictates of fashion
rather than with regard to the season and weather?
An additional factor that the study was designed to investigate con-
cerned a possible differential response of atopic (hypersensitive or allergic)
students to differences in classroom thermal conditions. The students in • .
classes that were providing thermal comfort data had been classified
previously by the school nurse as either atopic or non-atopic (sec Appendix
I, Instructions to School Nurses). For the purposes of this analysis, rating
data from classes with relatively high percentages of atopic students (20-50%)
were selected and separate correlations computed for the atopic and non-
atopic students. The results of the analyses of the thermal comfort ratings
of atopic and non-atopic students in relation to the classroom effective and
dry bulb temperatures are listed in Appendix II.
The results of the analyses of the ratings of atopic and non-atopic
students in all schools in both Phases appear somewhat contradictory and
inconclusive. However, any differential effect of classroom temperature
on the thermal comfort of atopic students might be more likely among the
younger students in grade and junior high schools, and during the Spring
when both tree and grass pollens prevalent in the air at that time might be
affecting some of the students identified as atopic. Unfortunately, the data
from East Gresham Grade School on the numbers of atopic students was
incomplete, but the results of the analyses of data from three sixth grade
classes in Powell Valley Grade School and four classes in both Gardiner and
Ogden Junior High Schools in Phase I are summarized in Table VIII. In
neither of the climate controlled schools did the students' thermal comfort
ratings in these classes correlate with the dry bulb temperature. But, in
Ogden Junior High School, the ratings of the atopic students in one class
correlated significantly with effective temperature. Also, in two of the
classes in the non-climate controlled Gardiner Junior High School,' the dry
bulb temperatures correlated only with the ratings of the atopic students; and
in one other class, the coefficients of correlation with dry bulb and effective
temperature were higher for the atopic than for the non-atopic students.
These limited analyses of the rating data of atopic and non-atopic
students suggest that in the Spring the atopic students at the junior high school
level were more sensitive than the non-atopic students to differences in
classroom temperatures. The analyses of the ratings of the high school :
students in Phase I and of students from all schools in the Fall give no
evidence of any differential sensitivity of the atopic students.
-------
. ". . .•.'...' ',• Table VIII . : ' .'• ' .. '
Correlations of Thermal.Comfort Ratings of Atopic
; . and Non-Atopic Students with Classroom, . ,
,\ Temperature (D. Bi.)--Phase I; Non- .
Climate Controlled Schools'
School/ Glass
Gardiner J.H. S.
Social/1 (B)
Spanish /I
Spanish/ 3
Social/ 7 (A)
Milwaukie H. S.
Geometry /I
Latin III/ 1 .'.'',
Geometry/5
Latin I/ 5
Atopic,
Non-Atopic
Students
'A ' •
•;-;NA •';.' :'
:' A -. '•'.-•"•
."'.'NA ' ; ' .
• A' ' •••''
NA ';•••'• '
. '' A ,'•
: NA
;'••;• A ;:' .'•'
'••'..•••'•NA •••'•' '.
/'••'• A ' • ..,".'
•'•• ''''NA. ;• . .
" .-A" :'•••" ..
NA •'..'.."
'' .'A .'•':'••"
' -NA :/.: •.
Correlation
Coefficient
r •.''
. 402 '
.085
••'-'; ."l05:';"
. ..147
-'•' •.316; .
'. 180-.,.
V .427:
".415-;'.
.' ':-.. 281-
.236
; '.566- /
•527 ;•:'.•
•-• ;-. 654::-:--
••'•• •715;;'-.
: .634
'•'• .58i:.' .
df
314
392
403
150
338
269
132.
297
343
256
83 .
109 .
247
325
136
131
P<
.01
NS '
.05
••NS--'
:.6l"
.01
.01
.01
":.pi-'
.01
.01
. .01
.01
.01'
:'.Qi,
Vpl
Predicted
#4 'Temp.
V-°F "•.-;'
73. 17
\ ,,73.70
-.76.07
76.37.
;'76.'86 '
,76.97
•;:; 75.41. .'
'.: 75/38 •:•..
,72.90
.'. 72.:67V;;
"•;-78..45i;:i
78. 28
.; <76. 97
.; 76;81 : ::
Actual.
.Range
'•,.- .OF..'.::.-'-'
(70-76)
, (70-76)
: (69-79.) .'
(69-79) .
.'(72-7,9).'
{7Z.--79) -
' (74-81)
(74-81) '
• • (69-81)
'.' (69-81) .;.
..'(68-76).
.(68-76)
(75-86)
(75-86)',.
,(72T85)
: (72-85) :
-------
3. Teachers' Class Behavior Ratings
Teachers' ratings of the "responsiveness" of their classes were
tabulated for each teacher and the frequencies with which different ratings
were given at temperatures below and above a particular effective tempera-
ture were counted. The frequencies of ratings were counted separately
for effective temperatures above and below an approximate median tempera-
ture, usually about 68°F (effective temperature). The ratings were also
grouped into two or three value categories to produce a 2x2 and 2x3 way
table in which at least five ratings might be expected to fall by chance in
any cell of the table. The numbers of ratings which in fact fell into each.
cell of these frequency tables are shown in Appendix IV for those instances
where the distribution was significantly different from a purely chance
distribution. The level of significance was tested by the use of Chi-Square
and the values obtained are also given. The results of these separate
analyses are summarized in Table IX. In Phase I, the class behavior ratings
of six of nine teachers in the non-climate controlled and only one of nine in
the climate controlled schools were significantly related to the effective
temperature in the classrooms. In Phase II, the class behavior ratings of •
four of the nine teachers in the non-climate controlled and one of the nine
in the climate controlled schools were significantly related to effective
temperature. In all cases in Phase I and three cases in the non-climate
controlled schools in Phase II, the teachers rated their classes as showing
a more than average level of responsiveness in periods with the lower
effective temperatures. But one teacher at Milwaukie High School and o'ne at
Ogden Junior High School in Phase II showed an opposite relationship between
their .ratings and temperature; i. e. , they more frequently rated their class
(Geometry and Social Studies, respectively) as above average in responsive-
ness in periods with higher effective temperatures.
Other than noting that there were these statistically significant
relationships between classroom effective temperature and the class behavior
ratings of some of the teachers, especially in the non^climate controlled
schools, little more can be said. The absence of any such relationship for
the ratings of the other teachers could be due to the fact that the behavior of
the students in their classes was unaffected by temperature, to the fact that
these teachers did not perceive any such changes or because these teachers
failed to use the rating scale in a way that reflected any such changes in
responsiveness.
In the case of teachers whose ratings were related significantly to
temperature, we do not know, of course, whether the temperature variations
were in fact affecting the class behavior, the teachers' own perceptions and/or
their use of the scale, or all of these together.
-------
.'... • .; ••''.- ':•".-'•. '-. •' -'Table IX- • .-:.';;-.:'•',';•; •••.;•',;'•'•;;•••;',.. •'•':••'••
frequencies of Significant Associations Between ... •
Teachers' Class Behavior Ratings and Temperature (E. T..)
Non-Climate Controlled
East Gresham G. S. . '
Gardiner J. H. S. • . ;
Milwaukie H: S. ,;"' \
Phase I
1 ' ' . •' >
1:3
'.3:3 '-;.:;;.
2:3 ',':''.' .
; 6:9 '": r •
/ Phase
.'0:3
:i 4:9 .
'Climate Controlled ;
Pow.ell Valley G. S. , • ..
.Ogden J.H. S. .;.:'; •'••: ,
Rex Putnam H»S.
0:3 :.:'.-.'..
0:3' ';:
1:3 .-.•;.'.
.1:9.:.:!-'
0:3
1:3
0: 3
1:9
-------
IV.. TEST PERFORMANCE MEASURES,
A. Introduction . : •; . • •; '•'•'. ' _ . • . •• ., ,
The great majority of schools inmost parts of the country are still not /...;•.'.
air-conditioned. School boards and the general public for the most part , •".•'. '•.
seem unconvinced, that overheated classrooms reduce the efficiency of the . "'"' .".
educational process. The reluctance of communities, to provide funds for , . • ;
building air-conditioned schools suggests that any possible adverse, effects :'.;,.
of heat are regarded as probably small and easily compensated for by some ,;. .. • -. •'•'.-.
increase in effort from teachers and students. One wonders to what extent .,':.. ., H '•''.'
this negative attitude of the public toward air-conditioned schools can be . . . •'. :.
summed up by the comment, "We didn't have air-conditioned schools in our, . :-
day, and we. did alright, " or, "Kids nowadays are spoiled enough already with-r ,"'1 :'.•'•',.'
out giving them air conditioning. " On the other hand, a survey of the. attitudes, -,\ ..'
of the teachers in the six schools participating in this study showed'that an . T : • •' ' '
overwhelming majority recognized a need for air conditioning in schools . " : ; ',''";•'.
(Fabrizio and Pepler, 1970). Over 90% of the teachers agreed that comfort , ••'-'.";'/
and over 75% that performance and behavior of their students.were enhanced. '-.'-.••
by air conditioning. Some objective evidence is now available of the benefi- • ...:.: :., :
cial effect of a climate controlled classroom environment on student learning- ••;••,.
and on the performance of both academic achievement tests and. other'tests .,, :- '-'
of mental abilities necessary for achievement in .school work. In a threer •• : ..•:•;.•, '•••. ;
week experiment conducted in a special laboratory type school consisting of •';. ;•.;'.
two classrooms, fourth grade pupils in a climate controlled, classroom . '..'. • ,. ••,'•'•"••<',
learned a number of elementary clerical, arithmetic and conceptualizing '.;.•'",•
skills significantly better than a matched group of pupils in a parallel non-:. .' .",••, ,,,.
climate controlled room (Peccolo, 1962). Results of a study in a climate . . . ,•
controlled and two non-climate controlled schools in Pinellas County, Florida;, , ." '- : ,
demonstrated that improvements in achievement scores.over the academic • ,;, ..,'
year were greatest for students in the. climate controlled school (Stuart and, \\;.^v;,,.'-.;7.'
.Curtis, .1964). However,, an interpretation of these latter findings as simply..',;:;',;'
an effect of classroom temperature is questionable, since the schools differed ;v ' :
also in quality of staff and in pupil ability and backgrounds.' . , ' :v ••.,.',' ' ."
In a laboratory study, .college students of both sekes studied';a programmed ,:'.:, •'•.
text less efficiently during three hour exposures ohc.e per week to temperatures..:*"'.;'•;;_ •.'
6-12°F above and below a temperatur..e of 80°F (Pepler.and .War.ner, 1968).,, ,;•,'.•'•.''
The way in -which students studied the text and the levels of effort reported.' ..,,..•' "
changed in the higher and lower, temperatures.. '•'• • • . ..-, v.' • ''\. •!:',
Swedish workers have reported that in four'different experiments indoor. ; ,' ' •.;;'
temperatures of 80-86°F had a detrimental influence,on, Certain mental ; , . >.!;•'. '
-------
achievement tests which play an important role in school work (Lofstedt,
Ryd, and Wyon, .1969)... These authors comment that the influence of
ture is more disadvantageous for children working near the limit of their
mental capacity. A similar comment has been made about the effects of
high temperatures on the mental and physical performances of young service-
men (Mackworth, 1950). . . ' '.'.,:
Our objective in collecting measures of student achievement in selected
covirses in each of the six schools participating in the present study was to •
obtain reliable evidence of any influence of naturally occurring variations '.'
in classroom temperature on the level of students' work in both climate '••':.; .
controlled and non-climate controlled schools at different grade levels.
We had hoped to obtain measures of the students' learning performance's''
as they studied programmed texts, but this was not possible. Instead, we
arranged for students in selected courses to be tested two times per week .
throughout each of two nine-week marking periods. In this way, we hoped
to obtain enough measures.of test performance at.different classroom
temperatures to enable us to test the statistical significance of any apparent
association of academic performance with classroom'temperature.
B. Data Collection Procedures ' • • . " ,-.'••''
A score (on a scale of 0-100) was obtained two times a week on written .
tests of knowledge of course material for each student in -selected classes . '. •"
at every school. At the grade school level, a course in Spelling for sixth . . , -1,
grade students.was selected. It is a course of instruction in which periodic,.'.,'./"'
vocabulary spelling tests are normally, given and which are. designed to .;'•••;'• -};
assess the children's progress from week to week. Both participating grade "';<
schools arranged to give their sixth grade students spelling tests two times .,
per we.ek and the teachers agreed to score the.children's performances on,a, ..••"•',
percentage type scale. In each school, the spelling tests were always given, .: /
at the same time of day, and at the approximate time when the. children (and ;. :
the teachers) also give their ratings of thermal comfort and the teacher rated ' .
the level of class "responsiveness." - ' . - • •.'..-.'. ,..- •;•; ,. •
At the junior high school level, a seventh grade Social Studies course- ••, .-
taught by two teachers in each school, and Spanish.language courses for '. ; . . v
eighth and ninth:grade students taught by the same teacher in both schools • . -
were selected for study. The Spanish language course again provided an
opportunity to test learning of course materials by means of vocabulary tests.
that could be conveniently scored on a percent type scale. The four.Social •. ,
Studies teachers in the two junior high schools knew about the requirements . ; ". .
-------
their course to meet our requirements..- The schools felt that this course ';'-'•'•'• ••"•.' ,".
•was sufficiently structured and factual in character to permit the development .J.
of valid tests of learned material that could be reliably scored on a percentage '.: "
scale and be administered two times a -week. . . . - ; V. \
.At the high school level, the problem of selecting courses in which
learning could be repeatedly and reliably tested was mo.re difficult. The'
final selection, following repeated discussions with the principals and.teachers •
in .both schools was Latin (10, 11, 12th grade), General Math (10, llth grade)
and Geometry (11, -12th grade). The selection of particular classes and. .;'•„•..•
teachers for the study in the high schools was influenced ta a large degree by . . ;.
the location.of their classrpoms in the southern wing of the non-climate "••' ••-.-•.
controlled Milwaukie High School; equivalent classes were selected.in Rex ... '''• ''.;'•'•
Putnam High School. It was the opinion of the principals/and teachers that- '.'/,, '•'•;'•!..
these courses could reasonably accommodate two tests per week, and that'-.-. • ' •.
the tests would be comparable week by. week and could be reliably scored. • ;,. '•>,;.
C. Method of Analysis " • . '. ' '' ..' • .-.' .'••• ' . '•. : '•''''.'-•'•
Detailed analyses were performed on data again collected during May and ; ••;:'
a one-month/'period from. September 22 to October 17. , . ., ; ; ' ' . ; . "'". ' ,, •; :.
The method used for determining any possible relationship between -' '/-.- '•'/'"•:
classroom temperatures and performance on the tests was to correlate
individual measures of test performance with the classroom temperatures
when the tests were being taken. To remove some of the uncontrolled. ' . '''..:.,
variability in raw scores due to differences between students' arid between . • \ • '-.'•
tests, .the measures of .test performance used were the algebraic deviations '; , .
of individuals' test scores from their own individual mean scores for the ' . .'• ',
one-month period. At the grade school level, the results of the spelling tests. • . :
in the three sixth grade classes were'analyzed separately and in combination.' • •;'•..-.•;
At the junior high and high school levels, the _results of. the'tests of each class
of students taking one .of the.designated^ courses were analyzed separately, 'irl;,' .'' ,
co.mbination by course and,in combination by instructional period across ''••'• ... .'
courses. In this way, it was hoped' to isolate any possible differential effec-ts
of the classroom teiTLpcraturcs within separate classes and as a function of ," . . .'.;.
course material and also of "time of day. " • ' ' . • ' ; . '.-,'
As in the/case of the thermal comfort rating analyses, we-first correlated
the deviations in individual test scores with the effective, temperature in.the
classroom at the end of the periods in which the tests were taken. But a ., ,, .-...
smaller number of correlations were also performed between deviations in .' • ;
-------
Correlations were also performed between the individuals' deviations
in their test scores and the rating of thermal comfort at .the ends of the
periods in which they had taken the tests.
D. Main Findings
The results of 65 separate analyses of students' test scores with effective
temperature and 35 analyses with dry bulb air temperature for individual
classes and periods as well as the results of another 33 analyses of the com-
bined data for several classes or periods with effective temperature and 18
with dry bulb temperature are tabulated in Appendix V.
Our principal interest in the analyses of test performance measure at
different temperatures is to see whether performance on all tests or^only
tests in certain academic subjects are affected by classroom temperature, .
whether students on the average do equally well at the same classroom
temperature in all the courses, or whether the students in different courses,
at different grade levels, or in different schools produce their normal levels
of work at different temperatures.
Evidence of any overall effects of temperature on performance in each
particular course or subject is best obtained from analyses of combined data
from several classes of students taking each course at different times and
with different teachers. The results of such analyses of combined data for
tests in each of the six different courses in the three non-climate controlled
and three climate controlled schools in Phase I and Phase II are given in
Tables X and XI for correlations with classroom effective and air (dry bulb)
temperatures, respectively.
Both tables provide clear evidence that classroom temperatures did affect
the academic performance of students in schools at all three grade levels.
They also show, quite unexpectedly, that the variations in classroom tempera-
ture affected student performance in the climate controlled schools as well as
in the non-climate controlled schools. For the non-climate controlled schools,
evidence of statistically significant correlations between student performance
and classroom temperature is generally similar in both tables. Most of the
significant correlations occurred with data from Phase I, when classroom
temperatures were generally higher and varied over greater ranges than in
Phase II. In every case in the non-climate controlled schools, the correla-
tions were negative in sign; i. e. , the students performed less well at the
highe.r temperatures.
The results of the analyses of data from the non-climate controlled schools
are generally what had been expected. When classroom temperatures were
-------
Table X
Results of Analyses of Test Performance. Scores
and Classroom.Effective Temperatures : .
School/Class
Non-Climate
Controlled .
East Gresham G. S.
Spelling
Gardiner J.H. S.
Spanish
Social Studies
Milwaukie H. S. . '
: Latin
Geometry
General Math
Climate Controlled
Powell Valley G. S. .
Spelling
Ogden J.H.S.
: Spanish
Social Studies
Rex Putnam H. S.
Latin
Geometry ;.
General Math
- Phase. I • ' „•
nr ii. .
-.195
-.109
- . 1 5.4
-.145
-.195
-.055
i
.126
-.141
-.313
.009
-.104
.088
df.
649
497
498
399.
457.
428
546
435'
449
274
419
619
P<
.'01
.05
:. 01 .
.01
.01
NS.
.01 .
.01
.01'
NS:
.05
.05
Mean
Score
Temp. (°F)
67. 36
68.96;
. 69.36.
68. 72
70.46 '
67. 13 .
66.88
66.72'.
1 — -
•68.05
66.45
••/•'. '-.'/ 'Phase. II . ,' ...
n'ylr
.06,6
-.200
-.033
-.065
.033
'.034
.031
-.015
,024
-.2 1 5
..448.'
-.0.09
df, ;
448
210
595
224
739
412
559..
304
5.13
3.73
412
328
. ?<••'.
NS'-"/.
..01
NS' .'
. NS;
NSV'
NS. ;
•'NS.-/;
' NS •
NS. /
,,01
'.'•oi:.
; NS "
.' .Mea'n.. •
Score .
Temp.. (°F)
"' ' •
•..'68.60'. /
''• '. — '' '
''•''•.. -*- '• ':.".
.''•-. •'•••' •.- ;
• •• •--.- :" /
: • '-. ;,•
.66;. ii., ,/•
• ;67.67./
-------
. Table XI • .
Results of Analyses of .Test Performance Scores
and Classroom Dry Bulb Air Temperatures
School /Class
Non-Climate
Controlled
East Gresham G. S. •
Spelling .
Gardiner J.H.S.
Spanish
Social Studies
Milwaukie H. S.
Latin
Geometry
General Math
Climate Controlled
Powell Valley G. S. .
Spelling
Ogden J.H.S.
Spanish
Social Studies
,Rex Putnam H. S.
.Latin
Geometry
General Math
nr ii
-.171
-.117
-.004
-.105
-.230
-.064
,
.090
-.025
-.183
.308
.049
.046
]
df
649
497
498
399
457
.428
546
435 •
449
274
419
619
Phase
P<
.01
.01
NS.
.0,5.
.01
NS '
.05
NS'
.01
.01
NS
NS
I .' ',.'.'
Mean
Score
Temp, (°F)
73.86'
.75.66
' • ,--•- •' •'
76.42
78. 17
— —' —
74.02
.• ."
72.66 ';.'
.75. 04
• • .. .'
"r";
• .OS'S
-.083
-.029
.
-.006
-.054
.027
.111
-.151
1121
-.177
.345
.252
',.-• I
.'df •
'448
205
877
370
1158
882
553;
307
1120
373
412
328
Dhase ;
P<
. NS •
NS
.NS
NS .
NS
NS'. •
. . 0.1
.01 '.
. .01.
.,01
..or.
.01
a -'• '•/'. -.-• ..
• Mean - . ' :
Score '
Temp..(°F)
. " . • . '••
. _.-_ :•
1 " -;-- '.- - -.
...--- "
/ •• • •
' ;. •. ---' '.'•• '..-'
--.•.—,.;:_•
' '•'.-•'
. 74..S1 •_ •;-,-
, 74.30 •;..
74. 65
71. 95." .
;; .73.. 85 . .-
73.09 ,
-------
high and varied over a wi'de range in the Spring, the students at all grade
levels tended to work less well at the higher temperature. In the Fall, when
the Variations in classroom temperatures were much smaller and average
temperatures somewhat lower, the students' academic performances were
mostly unaffected by variations in classroom temperature.
Evidence from the climate controlled schools that even small variations
in temperature affected academic performance was unexpected. . These
results arc much more variable and difficult to understand. In Phase I, the
students' performance measures correlated significantly with effective
temperature for five of the six courses, and with dry bulb temperature for
three of the six courses. However, for each set of these significant correla-
tions, two of the correlation coefficients were positive in sign, i. e. , students
did better at the higher temperatures. In Phase II, in the climate controlled
schools, the students' performances in every course correlated significantly
with classroom dry bulb temperature, but with effective temperature, only
in two courses in Rex Putnam High School. Also, in four courses the correla-
tions with dry bulb temperature -were positive, as was one of the two correlations
with effective temperature.
i
The unexpected results of these correlation analyses on data from the
climate controlled schools raise a number of questions, which cannot be
answered with certainty. Firstly, why did we get significant correlations in
the climate controlled schools of academic performance with classroom
temperatures that varied only 2 or 3°F, when in some instances in the non-
climate controlled schools there were no correlations of performance with
classroom temperatures that varied over 8 or 10°F,? A probable reason for
this finding is suggested by evidence from other studies (see Leithead and
Lind, 1964). People become accustomed and their bodies adjusted not only to
a particular temperature level,' but also to the range of temperature variation
to which they are habitually exposed. We have found already in this study
that the students in the non-climate controlled schools gave predominantly
"neutral" thermal comfort ratings over a wider range of temperature than
students in the climate controlled schools. The students in the climate •
controlled schools apparently discriminated much smaller variations in
temperature as "cool" or ."warm" than the students in the non-climate
controlled schools. If we assume that an analogous process affects the stability
of performance under varying conditions, we should postulate that the academic •
performances of students in the non-climate controlled schools would be less
adversely affected by small variations in classroom temperature than students
in the climate controlled sc'hools--as was in fact the case in Phase II.
A sec'ond question posed by the results in the climate controlled schools
is why were some of the correlations positive in sign? That is to say, why
did the students in some courses and classrooms in the'climate controlled
-------
schools work better in the higher temperatures than in the lower temperatures
that occurred even in the very well controlled, classrooms, such as in Powell.
Valley Grade and Ogden Junior High School? Since two out of the three
significant correlations with dry bulb temperature in Phase I and four out of .
the six correlations in Phase II were positive, it appears'that the test
performances of students in the climate controlled schools were more
vulnerable to small differenc.es in classroom temperature in the: Fall, when
outside temperatures were generally low, than in the Spring when outside
temperatures were much higher. This suggests that it could have been the
greater contrast of the classroom temperatures in the climate controlled
schools with the low outside temperatures in the Fall that tended to adversely
affect the students'.performances. If higher room temperatures occur
mostly on days with higher outside temperatures then the contrast between
inside and outside temperatures in Phase II are likely to have been smallest
when room temperatures in these climate controlled schools were toward the .
upper limits of their ranges of variation. Therefore, when the classroom
temperatures in these schools were high in Phase II (and the inside-outside
contrast was small) one -would expect those students in a class to do well
who were affected most by the more marked contrasts between inside and.
outside temperatures occurring at other times. Cither students in the same
or other classes might be influenced more by the actual temperature in the
classro.om. Differential responses of students, such as we are suggesting
could be due to many factors; for example, dressing for the outside weather
rather than for conditions inside the school, engaging in differing prior
activities in other parts of the school or even outside, etc.
A third question raised by the results of the analyses for the climate
controlled schools is "why were there more significant correlations of
academic performance with classroom air temperatures (dry bulb) in Phase II
than in Phase I? " This pattern o'f results contrasts with the results from
similar analyses with effective temperature. Classroom air temperatures
were controlled in the three schools in both Phases of the study, and students
reported mostly "neutral" sensations of thermal comfort in both Phases-,
although in each Phase more "warm" ratings occurred in Rex Putnam High
School. The difference in the results cannot therefore be attributed to
differences in the classroom temperatures, but rather must be again attributed
to the differences in contrast of the controlled classrooms with the variable
outside temperature conditions.
In Phase I on many occasions the outside temperatures were as high or
higher than the controlled classroom temperatures. Throughout the month in
Phase II when data were analyzed, the outside temperatures were on the
average 15-20 F below the average temperatures in the climate controlled
schools. In Phas.e I when all students must have become accustomed and their
bodies adjusted to the warm weather, even those in the climate controlled
-------
school were evidently affected not only by small variations in temperature
of the climate controlled classrooms, but also by variations in relative.
humidity, as shown by the significant correlations of their performances, with
effective temperature. In Phase II, when the outside temperatures were
quite low for much of the time, variations in relative humidity even in the
relatively warmer classrooms of the climate controlled schools had no
appreciable effect on their performance levels.
In T.ables X and XI are listed the "mean score" temperatures, computed
from the equations defining the statistical regressions of classroom tempera-
tures on the students' test performance measures. The "mean score"
temperature is that temperature at which the'students would be expected to
obtain test scores equal to their individual averages for the "one-month"
period. In most instances, this predicted temperature is very similar to
the average of. the classroom temperatures when the tests were taken. • .
Because the performance measure used in these analyses was the deviation
from an individual's average score (computed from all his scores under the
particular temperature conditions at the times of the tests), we cannot com-
pare the levels of performance of different classes or groups of students,
nor should we attribute the differences in p'redicted "mean score te.mperatures"
to either the subject matter of the courses, or the age and grade level of the
students, but instead to differences in the classroom temperature that
occurred.
To check whether students' levels of academic performance were related
to their sensations of thermal comfort, test performance measures from a
sample of classes were correlated with the students' thermal comfort ratings.
In Appendix VI, the results of 78 of these correlations are listed. In only
six cases -were the correlations significant. Consequently, there is little
evidence that the students' test performances were related directly to their
sensations of thermal comfort.
The results of the correlations of test performance with classroom
temperature do show, however, that variations in students' average levels of
academic performance are reliably associated with variations in classroom
temperature. This statement applies to students at the grade, junior high
and high school levels, to their performance in six different courses 'that
involve language, mathematical and general knowledge skills and to students
in both non-climate controlled and climate controlled schools.
-------
V. SICKNESS : AND ABSENCE RECORDS,
A. Introduction
The health of students in climate controlled and non-climate controlled
schools is a concern for many groups of people—parents, educators, health .
officials, engineers and designers among others. Studies by the military
in different parts of the world have repeatedly shown a relationship between ,
high atmospheric, temperatures and the. incidence of sickness (Pepler, 1961)
and many of the published claims for the benefit of industrial air conditioning
•cite reductions in accidents and .absenteeism of. from 10 to 20%. .
But an analysis of the health and absenteeism of students in a climate
controlled and two non-climate controlled schools during a study in, Pinellas'
County, Florida (Stuart & Curtis, 1964) failed to show any difference among ...
the schools in the incidence or pattern of illnesses and absences that could ' .••
be related to climate control. • Recent reports of an effect of temperature
change, weather and climate on the incidence of asthma, bronchitis and
rhinitis (Tromp, 1965; Greenberg, Field, Reed and Erhardt, 1966) suggest ,
that climate control in schools might be of special benefit to children • .
suffering from atopic disorders. • •'.'"'" • :
Our objective in collecting data on the frequency of health room visits and
absences from the six schools in the present study was to-see if there .were.
any gross differences in these measures related to climate control. Further, :'
we hoped to determine whether students identified as atopic.would have; • ' '••,' ,
different health and absence records in the climate controlled and non-•""..'.' ..'" ;••
climate controlled schools. • ' . ' • . :'
* ... ' '."•.. •' .
B.. Data Collection Procedures • . . • ....
Records were obtained each day of the total-number of students 'who
visited the schoolnurse or health room and the total number of students;
absent. These figures were further'broken, down-into' the total numbers who .
were identified as "atopic" and "non-atopic." In the written instructions to the,
nurses at or attending the schools in the study, they were asked to review '
the health records of all students and to tag as probably atopic those who
reported any history of respiratory or dermatological manifestations- of
hyper sensitivity. In addition, they -were asked to check all students visiting
the health room for evidence of hyper sensitivity and if possible, to conduct. ',
a survey of all students directly involved in the classroom aspects of the-. . •'. •
study in order to identify the atopic students in this limited group'as • .' ' -
-------
As well as recording daily totals of atopic and non-atopic students sick
or absent throughout each school the reasons for students' visits to the
health room or an absence were also recorded in the case of students partici-
pating in the classroom study. A simple set of gross categories of reasons
(or symptoms) was developed and coded as follows: D = skin condition, H =
headache, S = stomach symptoms, R=respiratory condition, A=injury, M-
miscellaneous illness, O-other than illness. A copy of the written instruc-
tions for school nurses is attached, Appendix I.
C. Method of Analysis
Separate correlations were run between the averages of the effective
temperatures in the three classrooms at 2:00 p.m. and the numbers of
atopic and non-atopic students and the total number of all students visiting
the health room each day.
Similarly, correlations were also run between the maximum outside
air temperature and the total numbers of students absent, and the numbers .
of atopic and non-atopic students absent each day. In addition, correlations
were run between the numbers of students in each of these categories who
were absent each day and the maximum outside temperature one and two
days previously.
The reasons given for visits to the health room were tabulated separately
and analyzed to determine evidence of trends and of difference in the. frequencies
or trends in incidence of the various reasons between atopic and non-atopic
students.
D. . Main Findings
The results of the correlations of health room visits with average inside
effective temperature are listed in Table XII. The frequency of visits to
the school nurse or health room was quite low in all the schools, ranging
from an average of 0. 04% for atopic students at Rex Putnam High School to
3. 5% for atopic students at Milwaukie High School. In general, there was no
evidence of any differential frequency of visits between the atopic and non-
atopic students, except at Ogdcn Junior High School. The only statistically
significant correlations occurred in Phase I in Ogden Junior High and
Milwaukie High School, and in Phase II a significant negative correlation for
the atopic students- in Rex Putnam High School, i. e. , more students visited
the nurse on cooler days.
The results of the correlations of students' daily absences and maximum
outside air temperatures are listed in Table XIII. Correlations were performed
-------
Table XII '
Percentages of Health Room Visits and Their Correlations
with AverageTiidoor Effective Temperatures
Non-Climate Controlled
Phase I
Phase II
Climate Controlled
Phase I
Phase II
Atopic
Non-Atopic
All Students
Atopic
Non-Atopic
All Students
Atopic
Non-Atopic :
All Students
East Gresham G. S.
Insufficient Data
; Gardiner J. H. S.
1-4% r=-.14
l.'4% r= .07
1.4% r= .02
r=. 16
0. 9%
1,3% r=.01
1..3% r=. 04
Powell Valley G. S.
r = . 18
Milwaukee H. S.
3.5% r=-.10.
3. 3% - .r= .49*
3. 3% r= .43*
3.0% r=. 35
.2.5% r=. 19
-2. 6% .-r=. 29
d.8%
0.9% r = /3(
0.9% r = .'l!
Ocrden J.H. S.
2.4% r = .44*
1.4% r=.4.7*
1. 7% r = . 51**
3.1% r = . 10
1.1%' r = -.17
1.6% r = -.0.5
Rex Putnam H. S.
0.4% r=-. 02
0.6% .r=. 00
0.6% r = . 02'
0.7% r = -
.0.6% r = -
0. 6% r =
-. 55;
-. 14
.03
:,05
-------
, . Table XIII
Percentages of Absences and Their Correlations
•with Maximum Outside Temperature
Non-Climate Controlled
Phase I
Phase II
Climate Controlled
Phase I
Phase II
.East Gresham.G. S.
Powell Valley G. S.
o
I '
Percentage Absent
Same Day ,.'•
Previous Day
2 Days Previous
Percentage Absent
Same-Day . .
Previous Day
2 Days Previous
Percentage Absent
Same Day
.Previous Day
2-Days Previous
r
•r
r
r
r
r
'4.7 '
= -..06
=-.35
=-.26
Gardiner
5.3
= -.09 ; V
= .14
= .02
3. 8
f.=-.
" - - . Y* — —
'••••}r=-.
J. H. S.
6.5
, r.=-.
' f=-.
.. • r=-.
22 .
30
34
01.
17.
20
. Milwaukie H. S.
r
r
-r
''7.4 ' r
='-;60*#
=-.34 - .
= .01.. :.-
• . 7. 8
r=-.
r=-.
• • r =-.'
(NA=.--.
25.
16
43' • ' :'
52^)
" 5.6 .
. r=-.32
r=-.35
r=-.28 '
. . OgdenJ.H.
5. 1
' '.. r==-.S6**-' .
r=-.23
r=-.06
Rex Putnam
9.5
. r=-. 39*
/ -r = 7.22.
r= . 00 '
'
'4
f =
r =
r =
S.
4
.r =
r =
r =
H.
7
"T*- —
T -—
r =
. 0
.25
.00
. 07
.3 .
- . 2.8
.03
,22
S.
/6 '-
• 13
.03
-.31
-------
between daily absences and the temperature on the same clay, the previous
day and two days previous for all the students and for the atopic and non-
atopic students separately. The number of students absent was on the average
least in the grade schools (abovit 4%) and greatest in high schools (about 8-9%).
In these analyses, there were in Phase I significant relationships between
absences and temperature.of the same day in Ogden Junior High and in the
two high schools. In Phase II, there was only a significant correlation
between absences and the temperature two days previously for the non-atopic
students in Milwaukie High School. In all cases, the correlations were
negative, i. e. , more absences when the temperatures •were low.
The reasons for the absences of the students participating in the classroom
study were also analyzed, but again, no consistent pattern emerged that
distinguished the atopic and non-atopic students..
-------
VI. SUMMARY AND CONCLUSIONS
A study of the effects of thermal conditions in the Spring and Fall on
student and teacher comfort, class behavior, student test performance and'
student health (visits to health room and absences) in both climate controlled
and non-climate controlled schools has been completed in six suburban
schools in the vicinity of Portland, Oregon.
The Spring phase of the study included several weeks of very hot weather.'
In the-Fall, the weather was generally cool, with the average outside tempera-
tures falling from week to week. Classroom temperatures in the non-climate
controlled grade, junior high and high schools varied widely in both Spring and
Fall; in the Spring, they were frequently higher and in the Fall, lower than
classroom temperatures in their companion climate controlled schools.
The thermal comfort ratings of teachers and students in all six schools
correlated highly with both the dry bulb air temperature and the effective
temperature of the classrooms, although significant correlations were more
frequent in the non-climate controlled than in the climate controlled schools
arid in Phase I than in Phase II of the study. Since the effective temperature
scale combines the effects of temperature and humidity, the similarity of the
correlations of thermal comfort ratings with dry bulb and effective tempera-
tures indicates that at the temperatures experienced in this study, humidity
had no appreciable effect on the teachers' and students' .sensations of.thermal
comfort.
The temperatures at which teachers and students on the average reported
feeling "Neither warm nor cool" in the non-climate controlled schools were
lower in the Fall than in the Spring, in the mornings than in the afternoons
and in the grade school than in the high school. The predicted "neutral"
temperatures of the teachers and students in all schools in both phases of
.the study reflected the ranges of temperatures experienced. The actual.
distributions of the students' thermal comfort ratings in the high schools show
that the range of temperatures over which most students felt "Neither warm
nor cool" was broader in the non-climate controlled schools, was lower in
the Fall than in the Spring •.'•specially in the afternoon periods), was narrower
for female than for male students, and was higher in the mornings than in the
afternoons, i. e. , students tended to feel comfortable at higher temperatures
in morning than in afternoon periods.
The generally lower range of temperatures in the afternoons over which
most students are "Neither warm nor cool" presumably reflects the normal
-------
afternoon difference in the Fall was possibly related to the greater contrast
with the cooler outside temperatures.
In a number of instances in Phase II, the students' thermal comfort
'ratings were shown to be positively correlated not with classroom tempera-
tures, but with the difference between these temperatures and the daily
maximum outside temperature.
There was generally no difference between the predicted "neutral" tempera-
tures of teachers and students. In most cases, these "neutral" temperatures
were 2-6°F lower than the 78°F dry bulb temperature recommended by the
K. S. U. workers for thermally "neutral" conditions. However, some evidence
was obtained that, although the predicted "neutral"-temperatures of female
students were generally similar to the male students in their classes, the
female students were more sensitive to variations in classroom temperatures,
and were comfortable over a narrower range of temperatures than the male
students (especially in the morning periods). Evidence was also obtained that
among the grade school and junior high school students in the Spring, the atopic
students were more sensitive than the non-atppic students in their classes to
differences in classroom temperatures.
It should perhaps be pointed out that the greater thermal sensitivity of the
female students could be related not only to pirmary sex differences but also to.
differences in the insulating value of their clothing. Such differences between
the sexes are likely to be greatest in Spring and Fall when clothing styles may
be determined more by fashion than by the actual weather.
Teachers' ratings of their classes' "responsiveness" were found to
correlate significantly with classroom effective temperatures. Classroom
temperatures clearly affected these ratings, but unfortunately we do not
know whether the temperatures did in fact affect class behavior, or the
teachers' own perceptions of their classes and/or their use of the scale or
some combination of these.
Daily variations in classroom temperatures affected the students' test
performances in scho'ols at all three grade levels. During Phase I, the
students in the non-climate controlled schools did less well in their course
work when the classroom temperatures were high. In Phase II, the students
in these same schools were generally unaffected by variations in classroom
temperatures. Quite unexpectedly, the study showed that the much smaller
variations in classroom temperature in the climate control-led schools also
affected student, test performances. This effect occurred in every course,
but in two cases, in Phase I and four cases in Phase II, the effect was in the
opposite direction to that in the non-climate controlled schools, i. e. , the
-------
students tended to do better on days with higher classroom temperatures.
Clearly, air conditioning in schools in the Portland area did not eliminate all
influences of temperature variations on student scholastic performances.
It did, however, change and possibly complicate the nature of these influences'.-'
It seems that a number of students in the climate controlled schools were
more affected by the contrast between inside and outside temperatures than
by the variations in temperature of the climate controlled classrooms.
The incidence of visits to the school nurse or health room was generally
low in all the schools. Only in two schools in Phase I and one school in
Phase II was the frequency of visits correlated significantly with variations
in inside temperature. The students' absence rate ranged from about 4% at
the grade school level to 8-9% at the high school level. In Phase I in one
junior high and in the two high schools, significantly more students were absent
on the cooler days. In Phase II, only the absences of the atopic students in
• the Rex Putnam High School were significantly correlated with daily tempera- .
tures. The evidence of any effect of temperature on the students' health as
judged by visits to the school nurse and absences was therefore slight; there
was no evidence that the health of any group of students was more affected by
variations in temperatures in the non-climate controlled than in the climate
controlled, schools.
In general, the study has shown that students and teachers in climate
controlled schools are comfortable much more of the time than their counter-
parts in the non-climate controlled schools, but that they become more
sensitive to small changes in classroom temperature. Students in non-climate
controlled schools tend to work less well in periods of hot weather when their
classrooms are unusually warm. . The academic performances of students in
climate controlled schools are also affected by variations in temperature, but
they seem to be more influenced by the contrast between inside and outside
temperature than by variations in their classroom temperatures. Fluctuations
in temperature in Spring and Fall did not appear to affect the health of students
in these six schools in the Pacific Northwest.
-------
References
ASHRAE Guide Sc Data Book: 1967 Fundamentals and Equipment, Sect. 1,
Ch. 8, Physiological Principals. Amer. Soc. Heat. Refrig. & Air Cond.
Eng. Inc. New York, 1967.
Fabrizio, R. A. and Pepler, R. D. , Teacher Attitudes and Opinions on Air
Conditioning in Schools (A Survey Conducted in the Vicinity of Portland,
Oregon) ASHRAE Journal, (in print), Sept., 1970.
i
Greenburg, L. , Field, F. , Reed, J. I. , and Erhardt, C. L. Asthma and
Temperature Change, Arch. Environ. Health, 12, 1966, p. 561.
Koch, W. , Jennings, B. H. , and Humphreys, C. M. Environmental Study II.
Sensation Responses to Temperature and Humidity Under Still Air Condition in
the Comfort Range, ASHRAE TRANSACTIONS Vol. 66, I960 p. 264.
Lcithcad, C. S. , and Lind, A. R. Heat Stress and Heat Disorders, F. A. Davis
Co., Philadelphia, 1964.
Lofsteadt, B. , Ryd, H. , and Wyon, D. How Classroom Temperatures Affect
Performance of School Work.. Build International, Nov. 1969 p. 23.
Mackworth, N. H. , Researches on the Measurement of Human Performance,
S. P.S. No. 268, H. M. Stationery Office, London, 1950.
McNall, P. E. , Ryan, P. , and Jaax, J. Seasonal Variation on Comfort Condi-
tions for College-Age Persons in the Middle West ASHRAE TRANSACTIONS
Vol. 74 1968.
Peccolo, C. The Effect of Thermal Environment on Learning. Iowa Center for
Research on School Administration. University of Iowa, Iowa City, Iowa 1962.
Pepler R. D. Performance and Well-being in the Heat. Ch. B31 in Part III of
Temperature, Its Measurement and Control in Science and Industry, Peinhold,
New York 1963.
Pepler, R. D. and Warner, R. E. Temperature and Learning: An Experimental
Study. ASHRAE TRANSACTIONS Vol 74, 1968 p. 211.
Stuart, F. and Curtis, H. A. Climate Controlled and Non-Climate Controlled
.Schools: An Evaluative Study. Pinellas County Board of Public Instruction,
.Clearwater, Florida, 1964.
-------
References (Continued)
Tromp, S. W. Influence of Weather and Climate on Hypothalamic Therrno-
regulation Efficiency and the Effect on Asthma, Bronchitis, and Rhinitis,
International Rhinology, Vol 3 1965 p. 49.
-------
APPENDIX I
Written Instructions for .Data Collection
-------
A RESEARCH STUDY OF CLIMATE CONTROL IN SCHOOLS
• GENERAL INSTRUCTIONS FOR PROJECT SECRETARIES '
The Oregon State Department of Education is cooperating'with the
American Society of Heating, Refrigerating and Air Conditioning Engineers .
in supporting a study of the effects of climate control (air conditioning) in
schools. The Society has contracted with the research and consulting firm
of Dunlap and A ssociates, Inc. , to plan, carry out, and report on the results
of the study. ' .. ' . . ' '
Six schools in the Portland area have been selected as sites for this joint'
research project. The program of research calls for three different but
related sets of activities; a survey of teacher opinions about climate .control,
a classroom study of student comfort,' class behavior and student learning' '•'••'•"
performance, and a study of sickness and absences over a nine-week-'mark-
ing period in the Spring and the Fall. ...
. An individual at each school has been appointed project secretary and will
perform a key role in the project. She has two major functions to perform.
Firstly, the project secretary will support the classroom study. You will'
do this by 1) providing each of the teachers daily with the necessary forms
for-collecting stud.ent and teacher ratings of comfort and teacher ratings of
class behavior, 2) collecting the classroom study data from the teachers
each day (including the students' test scores two days a week), 3) transferring
the ratings and test scores to the special summary data sheets provided and •' ;
4) mailing these data sheets to Dunlap and Associates, Inc. , every week.
You will keep the -classroom study "raw" data on file until after the finish of
the complete project. We might need to check the original records during
data analysis to verify any apparently anomalous values among the data.
'.' .. Secondly, as .project secretary, you will be responsible'for duplicating
for the project daily records of student (and teacher) absences and of student,.
visits to the health room or school nurse. You will note the reason for each '
health visit or abs'ence using a set of agreed abbreviations and the identifica.- .
tion of. each "case" as atopic or non-atopic. Weekly summaries of absences
and health visits will be .mailed to Dunlap and A ssociates, 'Inc. , using the
special forms provided. ; • '.....•• . • • ' • .
To perform this second function effectively, project secretaries will have
to work with the school nurses and attendance secretaries to determine the :
reasons for the absences and health visits of the individual students partici-
pating in the classroom study, and with the help of school nurses identify the
atopic or "sensitive" students throughout the schools. • > • ••••.-. - ' •'••'.
-------
Project s-ecretaries should be familiar with .the locations of the class-
rooms to be used in the. classroom study, should know the teachers involved
in the study and the numbers of.students in each class. They should arrange '"
with the teachers to collect the students' percentage scores frb'm. the two
tests each week, and generally agree on arrangements, for delivering the.,
rating forms and collecting the data from each classroom in the study.. '.
The school nurses (or school secretaries when appropriate) are being . •'
asked to maintain a daily record of all visits by students' to the health'room,
and of the reasons for each, visit. They are also being asked to instruct you
in how. to identify the "sensitive" "students. : • •.•...
In summary, project secretaries will: .. • • ' . . . •
1. . Support the classroom study by: ' ...;..
a. distributing data collection forms to teachers' '•.'.. .
b. collecting data from the teachers . ' ' ' . • . .
'. c. .preparing weekly summaries of the data • ';. . ' •.'.-._
d. mailing the summary forms to Dunlap and.A ssociates,
Inc. , every week. . ' ,.
2. Collect data for the study of school absence and sickness. - • .
records by:
. a. maintaining duplicate records of daily, absences and
visits to the health room . .• ... . •
s •
• b. identifying the numbers of atopic students in the school
and the atopic students who are absent or visit the health
. room • • . .•'•'."-.'
c. preparing weekly summaries of absences and health
room visits ' . • . . ' ,
i • ' : .-..'•.•''.
d. . mailing these completed summary forms to .Dunlap and •
Associates, 'Inc. , every week. . '•••.'•
Any initial problems you have with these procedures should be discussed with
Dr. R.D. Pepler, the director of the research project, during his visit to the
school or reported to your school principal. Thank you for undertaking such a
-------
TEACHERS' INSTRUCTIONS
GENERAL PROCEDURES FOR CLASSROOM. STUDY
A study of student comfort, class behavior and learning performance is ' •
a major element of the research sponsored jointly by the Oregon State-
Department of Education and the American Society of Heating, Refrigerating
and Air Conditioning Engineers'into climate control-in schools.
The design of the classroom study calls for the "collection of data on
student comfort and class behavior on a daily basis arid data on student
lea rni nj; po rJ'o rma nc<- on .standard tests at Least two tirru:H a week over .'-i
nine-week .marking period. These behavioral data will, be related to record?; '
of the temperature and humidity of the air in the classroom. A special
instrument has been installed in your classroom by.Portland General Electric
Company which.maintains continuous records of air temperature and humidity.
t • •
The. research project will employ a. secretary at each participating school.
The project secretary in your school will provide you-with an adequate supply
of forms for collecting student comfort and class-behavior ratings, and will
collect all completed forms from you-(including the students ' test scores).. .•
We do not want the students to know that you are rating class behavior'
nor that their test scores will be related to clas sroom temperature and-
humidity readings. The less students know about the.se aspects of the study
the less their behavior and test performances are Likely to be biased..
At the start of the nine-week marking period, you should tell each class
that they will be participating in a study of Thermal Comfort in Schools.'1
Explain that the temperature/humidity recorder was placed in the room to
provide.data for this study, and that from now on at the end of the lesson'1 .-• .
.you will be asking them to record their sensations of thermal comfort using,
a special Thermal Comfort Scale that will be provided. Attached you will
find descriptive material you can use. to instruct your students-in how.-to
record their thermal sensations using the--Thermal Comfort Scale. . Toward :
the end of the lessons .with each participating class you should hand out the.
"Thermal Comfort" forms and for the first one or two lessons go over the
instructions with the class on how to fill them out. The students should
quickly learn how to use the forms and will probably then only need an
occasional reminder to sign the completed forms before.handing them back " .
.to you. ' .••.-' . . .
Every time that you have a class which is participating in the study
would you also complete a Thermal Comfort reporting form at the end of
-------
the lesson while the students arc completing theirs. Then complete the
'Class Behavior rating form (see attached instructions) before collecting
the students' comfort repo,rts. For those days when a class has one .of the
standard tests, please arrange a mutually convenient procedure for giving
the school's project secretary each student's percentage score. The .
school's project secretary has the responsibility of transposing all data-
from the classroom study onto special summary data sheets and mailing :
the'se to Dunlap and Associates, Inc. , weekly.. She has other project duties,
but she has a major responsibility of relieving the teachers.in the clas.s-
room study from the clerical work of handling the data collected.
In summary, teachers participating in the classroom" study arc asked
to do the following:
1. Collect thermal comfort ratings daily from all students , . ;
in the participating classes. . •...••.
2. Complete a thermal comfort rating every time students • • ;
are giving'their ratings. . •
3. Rate the general behavior of participating classes daily-
on the scale provided. • "• .' ' " ••
4. Give each participating class standard tests .on the course
at least two I'uno.H a week and record student's performance's
. in the form of percentage scores. .
Any initial problems you have with these procedures should be discussed
with Dr. Richard Pepler,' the director of the research project, during, his
visit to the school or reported to your school principal. Thank you again
for undertaking such.a. key role in this research project. .•'•'.
(Please check each'day that the temperature/humidity recorder is marking
the paper and that the times shown on the paper are correct. If not, have
the secretary call Mr. Hansen or Mr. Jarrett of PGE at 228-7 i 8 1. )
-------
A RESEARCH STUDY OF CLIMATE CONTROL. IN SCHOOLS
GENERAL INSTRUCTIONS FOR SCHOOL NURSES
The Oregon State Department of Education is cooperating with.the
American Society of Heating, Refrigerating and Air Conditioning Engineers
in supporting a study of the effects of climate control (air conditioning) in
'schools. -The Society has contracted with the research and consulting firm
of Dunlap and Associates, Inc. , to plan, carry out, and report on the results .
of the study. . .
Six schools in the Portland area have been selected as sites for this joint '-."..
research project. The program of research calls for three different but
related sets of activities; a survey of teacher opinions about climate -control,.
a- classroom study of student comfort,- class behavior and student learning
performance, and a study of sickness and 'absence s over a nine-week marking ' .
period in the Spring and the Fall. An individual at each school has been
appointed project secretary. She has two major functions to perform; 1) to
provide clerical support for the teachers in the classroom study, and 2) to,
collect.and calculate daily records of student (and teacher) absences and
student visits to the health room or school nurse. She has been instructed .to • . •
note down the reasons for each health visit or abse.nce using a set of agreed'
abbreviations, and to identify each "case" as atopic or non-atopic. Weekly
summaries of absences and health visits will be mailed to Dunlap and
Associates, Inc. , using the special forms provided. . - , _.
To perform this second function effectively, project secretaries will'need . '
the cooperation of the school nurses and attendance secretaries to determine
the reasons for the absences and health visits of individual, students participating.
in the classroom study. They will also need directions from school nurses '.
on'.how to identify the atopic or "sensitive" students throughout the schools.
'Your participation in this research is essential for its success, but we .
-hope that the demands on your time will not be burdensome. The plan is that • .
the project secretaries will extract the required data once they have been
.shown where and how to find the necessary information. In some cases, -it may'
be necessary to establish a procedure for collecting pertinent information if •;
these do not presently exist. .' .; ' . . ' •
The research program has a special interest in the'reactions of the atopic
or "sensitive" students. We would, therefore, like you to review the Health
-------
Record Cards of the studc.nts in your school to be sure that the: cards of all
those with any history of respiratory or dermatological manifestations of, .• '
hyper sensitivity be "tagged" as probably atopic. You should include in this.
category students with signs of bronchial asthema., nonseasonal sinusitis,
atopic dermatitis (infantile eczema), hay fever and other allergies. . In all
probability the students already identified as "sensitive" will be those who
are most severely-affected and in some degree functionally handicapped. ;
We would like you to. include in the atopic category students with less
severe symptoms. We are proposing two additional procedures that might
detect less severely affected students..
Firstly, would you routinely ask all students who visit the health room,'
if they have any history of respiratory or dermatological manifestations of
hyper sensitivity and would you observe and record any current signs of
shortness of breath, wheezing, prolonged expirations or skin irritations. .' .
Secondly, if possible would you institute a small scale survey of all students
directly involved in the classroom study in your school to indentify as
confidently as possible for this limited group the atopic and the non-atopic
students.. .
To. help the project secretary record the reasons for visits to the
health room or for absences could you prepare some simple letter code by
which -she can identify them in her weekly summary forms.. Thse codes
can be coordinated among the six schools participating in the study during the
first week or two of the study. • • .•••'.
In summary, nurses'at the schools participating in this research'
program are being asked to give guidance to the project secretaries in
collecting data on health visits and absences, and specifically to: .
1. Maintain a daily record of all students who visit the school • .
clinic or health room, and the reasons for their visits.
2. Identify by inquiry and observation students visiting the
health room, who have signs and symptoms of some degree
. of hyper sensitivity.
3. Review.the Health Re.cord Cards of all students and tag • •, -
those with recorded evidence of hyper sensitivity. . .•'
4. Conduct, if possible, a small survey of all students involved
directly.in the classroom study to identify as confidently as
possible the atopic and non-atopic students. '. '.'
-------
Any problems you have in.instituting those procedures should be discussed
with Dr. Richard Pepler,' the director of the project during his visit to your •
school at the beginning of the project or reported to your school principal.
Thank you for undertaking to participate in this program of research.
-------
TEACHERS' INSTRUCTIONS FOR COLLECTING
STUDENT THERMAL 'COMFORT RATINGS'
We would like to obtain Thermal Comfort ratings among all classes ;.
participating in the classroom study. Toward the end of the first meeting
•\vith such classes tell the students about the project, hand out the "Thermal.
Comfort" rating forms, and instruct the students in their proper use. An
example of what you might tell the students is as follows:
"During the rest of this year, several classes will be taking •'
part in a 'research project to study student comfort.in schools; •.
. our class is one of those selected. .• •'•'..
•"A special recording instrument has been placed in the class-
room which provides a continuous record of temperature and
humidity. . At the end of every class, you will be asked to
report your sensation of thermal comfort, .that is to say--
how hot or cold you feeL
. "I am handing out slips of paper on which a Thermal. Comfort'•
Scale is printed. As you see, it has seven points on a scale
that runs from '1. cold, ' to '7, hot. ' The mid-point in the:-
scale that is. #4 'represents a feeling of being neither hot or
cold. You are to circle the number on the scale that corre-
sponds .most closely to how you now feel. Then fill in your
name, the room number, .date, and time. Sign your name, at
the bottom, and hand in the completed slip to me. Please do.
• not discuss with your friends how you feel before marking the
scale.. Very often people sitting next to one another feel quite
differently. We want to get a record of how'each one of you
feels — individually. "
.Be sure to remind the students l.o sign their names and fill in the.day's
date and time. . . '
While the students are doing this, you should also fill out one of the
ThermaliComfort rating forms yourself, and complete the Class. Behavior
rating form.- After students have used the Thermal Comfort Scale once or
twice, it should become routine for them and not take very much time to'
complete. • . ' . .
-------
TEACHERS' INSTRUCTIONS FOR RATING CLASS BEHAVIOR .
As part of our study of the effects of thermal conditions on students'
behavior, we would like teachers to furnish us a. daily assessment of
students' general level of responsiveness in their, classes. ....
The-term "responsiveness" refers to that fairly vague but common
feeling that all teachers experience about how students react from .one class"
to another and one day to another. It includes perhaps such things'as
attend, veness', degree of participation or the degree of-student involvement
in the learning process. There are times, for example, when students
appear disinterested, restless, etc. , and others when they are quite
attentive, and cooperative. • • •
We realize, of course, that students' "responsiveness" or involvement
is a'difficult thing to rate-- surely, it's a ve.ry subjective kind of thing but
one for which teachers seem to have'a good feeling. We would like your
help in trying to obtain this type of measure on each class with whom you -
meet each day. . ' .
To do this, we have ck- volopcd a fo rm which'a'l lows for rutinj.; oach
classes' "involvement" or "responsiveness" on a nine (9) point scale from
"very high'.' to "very low, " . '
Please make a rating at the conclusion of each class period simply by
circling the number corresponding to the level of "responsiveness" you felt
the class exhibited during that period. Also fill in the identifying inforrna-..
tion including: 1) your name, 2) class period, 3) the date, and 4) the .time
of day. •
Please note that we have also included a space for you to include
mention of any unusual happenings or- conditions which you.feel may have
accounted for an unusually bad day for the students. If your rating of
responsiveness is below average (that is, .I-'! on the scale) and you f.oel
that some factor such as the noise level outside might have distracted-the
•students, then please tell us about this in the space provided. Please
the form after you have made your -rating.
-------
APPENDIX II
Results of Correlations between Thermal Comfort
Ratings and Classroom Temperatures
Phase I Dry Bulb Air Temperature
Effective Temperature
Phase II Dry Bulb Air Temperature
Effective Temperature
-------
Phase I
East Gresham Grade School
Non-Climate Controlled
Dry Bulb Temperature
Class/Per.
All Period 5/
Combined
AH Teachers
Sex
F
M
r
.320
.277
.435
df
854
858.
70
P<.
.01
.01
.01
#4 (°F)
Temp.
72.48
72. 53
72.42
Range
.- °F .
6.7-81
67-81
67-81
Phase II
Effective Temperature
Class/Per.
All Period 5/
Combined
All Teachers
Sex
. F
M
r
.294
.261
.339
df
854
858
70
P<.
.01
.01
.01
#4 (°F)
Temp.
66.35
66.34
66. 33
Range
°F
61-73
61-73
61-73
-------
Phase II
East Gresham Grade School
Non-Climate Controlled
Dry Bulb Temperature
Class/Per.
Spelling/5 (S)
Spelling/5 (S)
Spelling/5 (H)
Spelling/ 5 (H)
Spelling/5 (C)
Spelling/ 5 (C)
All 3 classes
Combined/ 5
All 3 teachers
Combined/ 5
Sex
. F
M
F
M
F
M
F
M
r
.217
.147
. 042
.088
.088
.226
.193
. 176
.374
df
212
233
197
222
150
225
' 563
684
47
P<.
.01
1
.05
NS
NS
NS
.01
.01
.01
.01
#4 (°F)
Temp.
71.20
71. 16
71.90
71.44
71.43
71.57
Range
°F
66-75
66-75
69-74
69-74 '.
68-76
68-76
66-76
66-76
66-76
-------
Phas« II
East Gresham Grade School
Non-Climate Controlled
Effective Temperature
Class/Per.
Spelling/5 (S)
Spelling/ 5 (S)
Spelling/5 (H)
Spelling/ 5 (H)
Spelling/5 (C)
Spelling/ 5 (C)
All 3 classes
Combined/ 5
All 3 teachers
Combined/ 5
Sex
F
M
F
M
F
M
F
M
r.
.244
. 160
.053 ,
. 110
.060
.205
. 183
. 163
.371
df
211
233
196
223
150
225
561
685
51
P<.
.01
. 05
N. S. .
N.S.
N,S.
.01
.01
.01
' .01
'#4. (°F)
Temp.
65.88
65.81
66.47
65.83
65.94
66. 15.
Range
60-70 .
60-70
62-70
62-70
63-71
63-71
60-71
60-71
60-71
-------
Phase I
Gardiner Junior High School
Non-Climate Controlled
Dry Bulb Temperature
Class/Per.
Social /I (A)
Social/ 1 (A)
Social /I (B)
Social/ 1 (B)
Spanish/ 1 (W)
Spanish/ 1 (W)
All Period 1
Combined
Social/7 (A)
Social/ 7 (A)
All. Teachers
Social/ 1 (B)
Social/ 1 (B)
Spanish/ 1 (W)
Spanish/ 1 (W)
Spanish/ 3 (W)
Spanish/ 3 (W)
.Social/7 (A)
Social/7 (A)
Sex
F
M
F
M .
F
M
F
M
F
M
A/NA
A
NA
A
NA
A
NA
A .
NA
r
.019
. 103
.233
.032
.098
.141
.169
. 131
.502
. .363
.406
.420
.085
. 105
. 147
.316
. 180
.427
.415
df
252
197
361
246
278
276
895
723
139
283
231
214
392
403
150
338
269
• 132
297
P<,
NS
NS
.01
NS
NS
.05
.01
.01
.01
.01
.01
.01
NS
.05
NS
,.01
.01.
.01
.01
#4 (°F)
Temp'.
1
73.11
73.56
73. 16
73. 12
76.09
76.32
74. 59
'73. 17
73.70
75.63
76. 11
76.23
76.25
1
Range
. °F
7.1-75
71-75
70-76
70-76
69-77
69-77
69-77
69-77'
74-81
74-81
69-81
70-76
70-76
69-77
69-77
72-79
72-79
74-81
74-81
-------
Phase I
Gardiner Junior High School
Non-Climate Controlled
Effective Temperature
Class/Per.
Spanish /I (W)
Spanish/ 1 (W)
All Period 1
Combined
Spanish/3 (W)
Spanish/ 3 (W)
Social/6 (B)
Social/6 (B)
Social/ 7 (A)
Social/ 7 (A)
All Teachers
Social/ 1 (B)
Social/ 1 (B)
' Spanish/ 1 (W)
Spanish/ 1 (W)
Spanish/ 3 (W)
Spanish/ 3 (W)
Social/7 (A)
Social/7 (A)
Sex
F
M
F
M
F '
M
F
M
F
M
A/NA
A
NA
A
NA
A
NA
A
NA
r
.081
. 107
.338
. 103
.192
.203
.209
.082
.226
.328
.393
. 192
.035
.088
.119
.253
.147
.359
.343
df
278
276
895
723
420
187
354
385
139
283
231
214
392
403
150
338
269
132
297
P<.
NS
NS
.01
NS
.01
.01
.01
NS
.05
.01
.01
, -oi
NS
NS
NS
.01
.05.
.01
.01
#4 (°F)
Temp.
67.21
69.17
69. 12
69.98
69.13
68. 90
67,86
67.09
, 68.96
69.31
68.80
68.84
Range
OF
63.5-71
63. 5-71
64-71
64-71 '
65.5-72
65.5-72
68-74
68-74
66-74
• 66-74 .
63-74
65-70
65-70
63.5-71
63.5-71
65.5-72
65.5-72
66-74
66-74
-------
Phase II
Gardiner Junior High School
Non-Climate Controlled
Dry Bulb Temperature
Class/Per.
Social/ 1 (A)
Social/ 1 (A)
Social/ 1 (B)
Social/ 1 (B)
Spanish/ 1 (W)
Spanish/ 1 (W)
All Period 1
Combined
Social/2 (A)
Social/ 2 (A)
Social/2 (B)
Social/2 (B)
Spanish/2 (W)
Spanish/2 (W)
All Period 2
Combined
Spanish/ 3 (W)
Spanish/3 (W)
Social/ 7 (A)
Social/7 (A)
All Teachers
Social/ 1 (B)
Social/ 1 (B)
Spanish/2 (W)
Spanish/ 2 (W)
Sex
F
M
F
M
F
M '
F
M
. F
M
F
M
F
M
F
M
F
-* M
F
M
A/NA
A
NA
A
NA
r
.011
.005
.370
.272
.317
. 116
. 188
. 106
.315
-.035
-.026
.056
.204
.001
-.005
i -167
i . 283
.232
.005
-. 141
.256
.188
.347
.024
. 112
df
208
315
238
274
56
98
506
686 ,
143
371
259
285
67
98
473
758
233
160
430
160
181
95
417
• 80
85 •
P<.
NS
NS
' -01
.01
.05
NS
.01
.01
.01
NS
NS
NS
NS
NS
NS •
.01
.01
.01
NS. .
NS
.01
NS
.01
NS
NS
#4 (°F)
Temp.
70.75
70.70
73.74
70. 56
70.59
71.47
72.71
73. 85
74.44
72.68
70.81
Range
oF
66-74 '
66-74
62-74
62-74
70-77
70-77
62-77
62 -77
68-74
68-74
70-78
70-78
70-78
70-78
68-78
68-78
68-80
68-80
72-78
72-78
62-80
62-74
62-74
70-78
70-78'
-------
Phase II
Gardiner Junior High School
Non-Climate Controlled
Effective Temperature
Class/Per.
Social/ 1 (A)
Social/ 1 (A)
Social/ 1 (B)
Social /I (B)
Spanish/ 1 (W)
Spanish/ 1 (W)
All Period 1
Combined
Social/2 (A)
Social/2 (A)
Social/2 (B)
Social/2 (B)
Spanish/2 (W)
Spanish/2 (W)
All Period 2
Combined
Spanish/3 (W)
Spanish/3 (W)
Social/ 7 (A)
Social/ 7 (A)
All Teachers
Social/ 1 (B)
Social/ 1 (B)
Spanish/2 (W)
Spanish/2 (W)
Sex
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F" ' •
M
• F
M
A/NA
A
NA
A
NA
r
.034
-.023
.356
.255
.284
. 102
.212
. Ill
.319
-.040
.001
.047
. 180
-.049
.009
. 120
.206
.202
-.071
-.244
.286
.215
.323
-.003
.087
df
208
305
238
274
59
101
509
•684
143
371
259
285
60
96
474
758
233
158 '
. 426
161 .
189 .
95
417
80
85
P<-
N. S.
N.S.
.01
.01
.05
N.S. !
.01
.01
.01
N.S.
N.S.
N.S,
N. S.
N.S.
N. S. •
.01
.01
.05
N.S.
.01 '
.01
.05
.01
NS
NS
#4 (OF)
, Temp.
64.84
64.95
66.41
6.4.64
64.71
65.40
66.61
67.26
67.53
68.36
66.09
64.87
. 64.89
Range
°F
59. 5-68
59.5-68
56-69-
56-69
62-70.
62-70
56-70
56-70
61-69
61-69
63-72
63-72
62-71
62-71
61-72
6 1 -72
63-72 :
63-72
64-71
64-71 •
56-72
56-69
56-69.
62-71
62-71
-------
Phase I
Milwaukee High School
Non-Climate Controlled
Dry Bulb Temperature
Class/Per.
Geom. / 1
Geom. /I
F. Math/1
F. Math/1
Latin III /I
Latin III /I .
All Period 1
Combined
Geom. /5
Geom. /5
Gen. Math/5
Gen. Math/5
Latin I/ 5
Latin I/ 5
All Period 5
Combined
All Teachers
Geom. / 1
Geom. /I
Latin III /I
Latin III /I
Geom. /5
Geom. /5
Latin 1/5
Latin 1/5
Sex
F
M
F
M
F
M
F
M
F
M
F
M
F
M ;
F
M ;
A/NA
A
NA
A
NA
A
NA
A
NA
r
.260
.268
. 112
.094
.625
, . 50.8
.321
.373
.655
.736
.410
.572
.533
.648
.601
.628
.719
.281
.236
• .566
.527
.654
.715
.634
.581
df
279
328
190
242
36
151
509
726
310
261
30
142
106
161
450
568
319
343
' 256
83
109
247
325
136
131
P<-
.01
.01
NS
NS
.01
.01
.01
.01
.01
.01
. .05
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
#4 (°F)
Temp.
75.42
75.33
72.97
72.72
75.84
75.37
78.34
78.40
79. 15
77.60
77.50
76.45
78.17
77.68
76.11
73.41
75.38
72.90
72.67
78.45
78.28
76.97
76.81
Range
69-81 •
69-81
74-85
. 74-85
68-76
68-76
68-85
' 68-85
75-86
75-86
74-86
74-86
, 72-85
72-85
72^86
72-86
68 -a9
' 69-81
69-81
68-76
'68-76
68-76
68-76
72-85
72-85
-------
Phase I
Milwaukie High School
Non-Climate Controlled
Effective Temperature
Class/Per.
Geom. / 1
Geom. / 1
F. Math/1
F. Math/1
Latin III /I
Latin III /I
All Period 1
Combined
Geom. /5
Geom. IS
Gen. Math/ 5
Gen. Math/ 5
Latin I/ 5
Latin I/ 5
All Period 5
Combined
All Teachers
Geom. / 1
Geom. /I
Latin III/l
Latin HI/,1
Geom. /5
Geom. /5
Latin 1/5
Latin I/ 5
. Sex
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
A/NA
A
NA
A
NA
A
NA
A
NA
r
.251
. 167
. 126
.258
.369
.295
.287
.335
.644
.737
.435
.575
.488
i
.583
.572
.583
.423
.276
.235
.327
.291
, 644
.710
.577
.526
df
279
328
190
242
36
151
509
726
310'
261
• 30
. 142
106
i6r
450
568
.319
343
256
83
109
247
325
136
131
P<>
.01
.01
.. NS
.01
.05
.01
.01
.01
.01
.01
.05
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
#4 (°F)
Temp.
69.11
68.57
69.27
66.19
66. 13
68.67
68.24
70.55
70. 53
70. 55
69.44
69.76.
69.12
70.35
69.95
69.11
68.62
68.61
66.20
66. 11
70.61
71.43
69.43
69.36
Range
63-79
63-79
64-75
64-75
63-70
63-70
63-75
63-75
68-76
68-76
.67-75
67-75
66-75
.66-75
66-76
66-76
63-79
63-73
63-73
63-70
63-70
68-76
68-76
66-75
66-75
-------
Phase II
Milwaukie High School
Non-Climate Controlled
Dry Bulb Temperature
Class/Per.
1
Latin I/ 1
Latin I/I
Gen. Math/1
Gen. Math/1
Latin HI/4
Latin HI/4
Geom. /4
Geom. /4
All Period 4
Combined
Gen. Math/7
Gen. Math/7
All Teachers
Gen. Math/1
Gen. Math/1
Gen. Math/7
Gen. Math/7
Sex
F
M
F
M
F
M,
F
M
F •
M
F
M
A/NA
A
NA
A
NA
r
.196
.233
.272
. 172
.-.065
. 148
.086
.079
. 105
. 137
.306
.371
.129
. 158
.296
.298
.341
df
199
110
251
165
69
84
247
250
318
336
264
162
223
180
236
110
316
P<.
.01
.05
.01
.05
.NS
NS
NS
NS
NS
.05
.01
.01
NS
.05
.01
.01
.01
#4 (°F)
Temp.
70.90
70.79
74.59
74.75
74. 9.5
75.39
75.67
74. 72
74.61
75.54
75.49
Range
OF
66-73 •
66-73
72-78
72-78
72-76
72-76
73-78
73-78
72-78
72-78
71-80
71-80
66-80
72-78 '
72-78
71-80
71-80
-------
Phase II
Milwaukie High School
Non-Climate Controlled
Effective Temperature
Class/Per.
Gen. Math/1
Gen. Math/1
Geom. /I
Geom. /I
Latinl/l
Latinl/l
All Period 1
Combined
Geom. /4
Geom. /4
Latin HI/4
Latin III/ 4
All Period 4
Combined
Gen. Math/ 7
Gen. Math/ 7
Geom. /7
Geom. /7
All Period 7
Combined
All Classes--
All Periods (1-7)
Gen. Math/1
Gen. Math/1
Gen. Math/7
Gen. Math/7
Sex
F
M
F
M
F
M
F
.M
F
M
F
M
. F
M
F
M
F
M
F
M
Teachers
A/NA
A
NA
A
NA
r
.. 193
. 162
. 119
.083
. 169
.325
.291
.196
. 129
.056
.085
.032
.145
.077
.261
.283
.462
.373
. 365
.315
.218
.099
.246
.286
.262
df
256
171
300
248
193
115
753
538
246
250
69
84
317
335
264
162
306
175
572
339
210
180
236
110
316
P<.
.01
.05
.05
N.S.
.05
.01
.01
.01
• N.S.
N.S.
N.S.
N.S.
.05
N. S.
.01
.01
.01
,01
.01
.01 '
.01
NS
.01
.01
.01
#4 (°F)
Temp.
68.06
68. 17
67.28
65. 11
65. 11
66.90
67.07
68. 11
"68.66
68.89
68.28
68.60
68.43
68.76
67.60
68. 10
68.68
68.78
Range
66-70. 5.
66-70. 5
62. 5-70
62. 5-70
61.5-66.5
61.5-66.5
61,5-70.5
61.5-70.5
65-70
65-70
65-70 '
65-70
65-70
65-70
66-72
66-72
65-72
65-72
65-72
65-72
61.5-72
66-70.5
66-70.5
66-72
66-72
-------
Phase I
Powell Valley Grade School
Climate Controlled
Dry Bulb Temperature
Class/Per.
All Teachers
Spelling/ 5 (S)
Spelling/ 5 (S)
Spelling/5 (N)
Spelling/ 5 (N)
Spelling/ 5 (Nl)
Spelling/ 5 (Nl)
Sex
A/NA
A
NA
A
NA
A
NA
r
-.287
.080
.030
.097
' -. 005
-.111
-. 096
df
.70
99
385
135
353.
89
419
P<.
.05
NS
NS
NS
NS
NS
NS
#4 (°F)
Temp.
74.00
Range
°F
73-76
74-75
74-75
73-74
73-74
74-76
74-76
Phase I
Powell Valley Grade School
Climate Controlled
Effective Temperature
Class/Per.
,
Spelling/ 5 (Nl)
Spelling/ 5 (Nl)
All Teachers
Spelling/5 (S)
Spelling/ 5 (S)
Spelling/5 (N)
Spelling/ 5 (N)
Spelling/ 5 (Nl) |
Spelling/ 5 (Nl)
Sex
F
M
A/NA
A ,
NA '
1
A ;
NA
A
NA
r
-.070
-.042
-.317
-.075
.070
.083
.062
.021
-.062
df
235
263
70
99
385
135
353
89
419
P<.
NS
NS
.01
NS
NS
NS
NS
NS
. NS
#4 (°F)
Temp.
67.01
Range
°F
67-69
67-69
66-69
66-67.5
66-67.5
66-68
66-68
67-69
67-69
-------
Phase II
Powell Valley Grade School
Climate Controlled
Dry Bulb Temperature
" Class/Per.
Spelling/5 (S)
Spelling/5 (S)
Spelling/5 (J)
Spelling/ 5 (J)
Spelling/ 5 (N)
Spelling/5 (N)
All Period 5
Combined
All 3 teachers
Combined/ 5
Sex
F
M
F
M
F .
M
F
M
r
-. 062
.050
.017
. 113
-. 100
-.027
-.014
.046
-.016
df
274
126
291
159
218
206
787
495
52
P<-
NS
NS
•NS •
NS
NS
NS
NS
NS
. NS
-#4 (°F)
Temp.
Range
OF
74-76 •
74-76
72-77
72-77
74-76
74-76
72-77
72-77
72-77
-------
Phase II
.Powell Valley Grade SchooJL
Climate Controlled
Effective Temperature
Class/Per.
Spelling/5 (S)
Spelling/5 (S)
Spelling/5 (J)
Spelling/ 5 (J)
Spelling/5 (N)
Spelling/ 5 (N)
All Period 5
Combined
All Period 5
Combined
Sex
F
M
F .
M
F
M
F
M
Teachers
r
.015
.062
• -.028
.040
-. 169
-.091
-.044
-.011
.051
df
279
126
291
159
215
209
789
498
47
P<.
N.S.
N.S.
'N.S.
• N.S.
.05
N.S.
N.S.
'N.S.
N.S.
#4 (°F)
Temp.
68. 17
Range
OF
67-70
67-70
66-70
66-70
66;5-.70
66.5-70
66-70
66-70
6.6-70
-------
Phase I
Ogden Junior High School
Climate Controlled
Dry Bulb Temperature
Class/Per.
Social/2 (S)
Social/2 (S)
Spanish/ 5 (W)
Spanish/ 5 (W)
Social/7
Social/7
Spanish/ 7
Spanish/7
A/NA
A
NA
A
NA
A
NA
A
NA
r
-. 068
.006
.083
.066
-.035
-.018
.006
.069
df
248
360
367
333
338
265
156
199
P<.
NS
NS
NS
' NS
NS
NS
NS
NS
#4 (°F)
Temp.
Range
°F
71-73
71-73
71-74
71-74
71-73
71-73
71-73
71-73
• n
t-
-------
Phase I.
Ogden Junior High School
Climate Controlled
Effective Temperature
Class/Per.
Social/2 (S)
Social/2 (S)
Social/3 (R)
Social/ 3 (R) .
Social/6 (S)
Social/6 (S)
Social/7 (S)
Social/ 7 (S)
Social/7 (R)
Social/ 7 (R) .
Spanish/ 7 (W)
Spanish/ 7 (W)
All Period 7
Combined
Social/2 (S)
Social/2 (S)
Spanish/5 (W)
Spanish/ 5 (W)
Social/7 (S)
Social/7 (S)
Spanish/7 (W)
Spanish/ 7 (W)
Sex
F
M
F
M
F
M
F
M
F
M
F
M
F
M
A/NA
A
; NA
A
NA
A
NA
A
NA
r
-.032
-.008
.222
-.012
.010
.066
-.061
-.086
.031,
.206
.088
.017
.021
.036
-.046
.005
. 113
.096
-.050
-.052
.013
.042
df
316
297
49
148
378
191
405
220
420
107
140
219
969
550
248
360
367
333
338
265
156 .
199
P<.
NS
NS
NS
' NS
NS '
NS
NS
NS
'NS
,05
NS
NS
NS
NS
NS
NS
.05.'
NS
NS
NS. .
NS
NS
#4 (°F)
Temp.
66.94
66. 94
Range
OF
64.5-68
64.5-68
65-68
65-68
64-67.5
64-67.5
64-68
64-68
65-68
65-68
65-68
65-68
64-68
64-68
64.5-68
64.5-68
65-69 •
65-69
64-68
64-68
65-68
65-68
-------
Phase II
Ogden Junior High School
Climate Controlled
Dry Bulb Temperature
Class/Per.
Social/ 5 (R)
Social/ 5 (R)
Social/5 (S)
Social/5 (S)
Spanish/ 5 (W)
Spanish/ 5 (W)
Social/6 (R)
Social/6 (R)
Spanish/ 6 (W)
Spanish/ 6 (W)
Social/6 (S)
Social/6 (S)
All Teachers
Social/ 5 (R)
Social/5 (R)
Social/ 5 (S) I
Social/ 5 (S)
Sex
F .
M
F
M
F
M
F
M
F
M
F
M
A/NA
A
NA
A •
NA
] r
.039
-.009
.034
-. 135
-.132
-.035
-.052
.023
. 101
1 .054
-.002
-. 125
.211
-.016
.016
-. 135
-.023
df
270
213
166
229
87- •
141
113
257
255
145.
127
218
. 202
91
343
110
285
P<.
NS
NS
NS
.05
NS
NS
NS
'NS
NS
NS.
NS
NS
.01
NS
NS
NS
NS .
;
#4 (°F)
Temp.
74.82
74.50
Range
°F
74-76 •
74-76
74-76
. 74-76
74-75
74-75
74-76
74-76
74-75
74-75
74-76
74-76
73 -'76
74-76
74-76
74-76
74-76
-------
Phase II
Ogden Junior High School
Climate Controlled
Effective Temperature
Class/Per.
Social/ 1 (R)
Social/ 1 (R)
Social/2 (S)
Social/2 (S)
Social/5 (R)
Social/ 5 (R)
Social/5 (S)
Social/ 5 (S)
Spanish/ 5 (W)
Spanish/ 5 (W)
All Period 5
Combined
Social/6 (R)
Social/ 6 (R)
Social/6 (S)
Social/ 6 (S)
Spanish/6 (W)
Spanish/ 6 (W)
All Period 6
Combined
All Periods
Social/5 (R)
Social/5 (R)
Social/5 (S)
Social/5 (S)
Sex
F
M
F
M
F
M
. F
M
F
M
F . '
M
F '
M
• F
M
F
M
• F
M
Teachers
A/NA
A
. NA
A
NA
r
.037
-. 121
-.005
-.075
-. 155
-.069
.023
-.. 193
.029
-.041
-.031
-.117
.024
. -.032
-.019
-. 115
.088
-.055
. 127
-.060
. 175
-.011
-. 138
-.203
-.023
df
301
209
212
• 246
220
213
166
232
86
138
468
587
112
288 '
. 126
213
255
' 145
497
650
201
91
343
110
285
P<.
N.S.
N.S.
N.S.
N.S.
.05
N.S.
N.S.
.05
N.S,'
N.S.
N. S.
.05
.N.S.
N.S.
N.S.
N.S.
N.S.
N.S.
.01
N.S.'
.05
NS
.05
:05
NS
#4 (OF)
Temp.
68.67
68.69
68.58
.68.64
68.47
68.64
68.75
Range
oF
66. 5-69
66.5-69
66-70
66-70
67-70
67-70
66-70
66-70 •
66. 5-69
66. 5-69
66-70
66-70
66.5-70
66. 5-70
67.5-70
67.5-70
67-70
67-70
66. 5-70
66.5-70
66-70
67-70
67-70
66-70
66-70
-------
Phase I
Rex Putnam High School
Climate Controlled
Dry Bulb Temperature
Class/Per.
Gen. Math/1
Gen. Math/1
Latin/ 1
Latin/ 1
Geom. /6
Ceom./6
All Teachers
Gen. Math/3
Gen. Math/ 3
Gepm. /6
Geom. /6
•»
Sex
F
M
F
M .
F
M
A7NA
A
NA
A
NA
r
.162
.189
.321
.485
.477
.359
.523
. 135
. 148
.378
.373
df
253
491
206
247
122
232
154
.
• 216
524
98
254
P<.
.05
.01
.01
.01
.01
.01
.01
.05
.01
.01
.01
#4 (°FJ
Temp.
72.01
71.93
7.4.. 12
73.98'
74.60
74.20
73.92
72.56
72. 58
74. 16
74.35
Range
. °F .
70-74
70-74
69-75
.69-7.5
72-78
.72-78
69-80
•.
70-76
70-76
72-78
72-78
-------
Phase I
Rex Putnam High School
Climate Controlled
Effective Temperature
Class/Per.
Gen. Math/1
Gen. Math/1
Latin/ 1
Latin/ 1
Gen. Math/ 3
Gen. Math/3
Geom. /6
Geom. /6
Geom. 11
Geom. /7
Geom. /.9
Geom. /9
Latin/ 8
Latin/ 8
All Teachers
Gen. Math/3
Gen. Math/ 3
Geom. /6
Georn. /6.
Sex
' F
M
F
M
F
M
F
M '
F
M
F
M
F
M
A/NA
A
NA
A
NA
r
.155
. 181
.259
. 406
. 161
.080
.438
.326
.583
.539
.411
.442
.480
. 154
.509
.095
. 105
• .380
.305
df
253
491
206
247
409
320
122
232
196
246
263
221
118
63
154
216
524
98
254
P<.
.05
.01
.01
.01
.01
NS
.01
.01
.01
.01
.01
. .01
.01
NS'
.01
NS
.05
.01 ,
.01
#4 (°F)
Temp.
65.92
65. 80
67.28
67. 15
66.49
67.95
67,54
68.20
68.19
68.43
68.39
68.89
67.38
66.44
67.57
67.82
Range
°F
64-67.5
64-67.5
64-69
64-69
64-69
64-69
65-71.5
65-71.5
66-73
66-73
65-72
65-72
66-71.5
'66-71.5
64-73
64-69 .
64-69
65-71.5
65-71.5
-------
' Phase II
Rex Putnam High School
Climate Controlled
Dry Bulb Temperature
Class/Per.
Latin/1-3
Latin/ 1-3
Math/22-24
Math/22-24
Geom. /22-24
Geom. /22-24
Geom. 125-21
Geom. /2S-27
Math/25-27
Math/25-27
Latin/25-27
Latin/25-27
Comb. /25-27
Comb. 125-21
All Teachers
Geom. /22-24
\
Geom. /22-24
Geom. 125-21
Geom. 125-21
Sex
F
M
F
M
F
M
F
M
F
M
F
M
F
M
A/NA .
A
' NA
> A
1 NA
r
.054
-.089
.192
. -.015
.088
. 122
.209
.139
.041
I
.0.28
-.055
.069
.328
. 147
.268
. 149
.092
. 149
. 183
df
110
167
79
346
152'
393
279
255
205
209'
192
98
680
566
129
203
342
117
420
P<.
NS
NS
NS
NS
NS
.05
.01
.05
NS
NS
NS
NS
.01
.01
.01
.05
NS .
NS '
.01
#4 (°F)
Temp.
73.64
73.63
73.54
72. 88
72.98
72.63
73.61
73.56
Range
OF
72-73
72-73
.72-74
72-74
72-76
72-76
72-76
72-76
73-74
.73-74
70-72
70-72
70-76
70-76
70-76
72-76
72-76
72-76
72-76
-------
Phase II
Rex Putnam High School
Climate Controlled
Effective Temperature
Class/Per.
Latin/1-3
Latin/ 1-3
Latin/ 10- 12
Latin/10-12
Latin/25-27
Latin/25-27
Latin /Combined
Latin /Combined
Geom. /22-24 (E)
Geom. /22-24(E)
Geom. /25-27
Geom. /25-27
Geom. /CombLnec
Geom. /Combinec
Math/22-24 (P)
Math/22-24 (P)
Math/25-27
Math/25-27
Math/ Combined
Math/Combined
Period 22-24
Combined
Period 25-27
Combined
All Periods
Geom. /22-24
Geom. /22-24
Geom. /2S-27
Geom. /25-27
Sex
F
M
. F
M
F
M
F
M
F
' M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
Teachers
A/NA
A .
NA
A
NA
• i r-
. 191
.005
. 108
-. 044
.058
-.088
. 141
-.062
. 130
.029
.188
.034
. 172
.038
. 125
.002
. 106
-.062
. 127
.002
.064
.026
.292
.032
.276
.097
.047
.137
. 104
df
110
168
88
192
192
97
394
461
152'
393
279
255
433
650'
79
346
205
210
. 286
558
233
741
680
566
129
203
342
117
420
'P<.
N.S.
N.S.
N.S.
•N.S.
N.S.
N.S.
.01
N.S.
N.S.
N.S.
.01
N.S.
.01
N.S.
N.S.
N.S.
N.S.*
N.S.
.05
N.S.
N.S.
N.S.
.01 •
N.S.
,01
NS
NS
• NS
.05
#4 (°F)
Temp.
66.08
67,66
. 67.66
67.34
67.05
66.64
67.62
Range
°F
'63. 5-68
63. 5-68
63.5-68
63. 5-68
63-67
63-67
63-68
.63-68
65-70.
65-70
64-70
64-70
64-70
64-70
65-69 .
65-69
65-69
65-69
65-69
65-69
65-70
65-70
63-70
63-70
63-70
6'5-70
65-70
64-70
64-70
-------
APPENDIX III
Predicted "Neutral" Temperatures and Regressiori
Equations for Significant Correlations of Thermal
Comfort and Classroom Temperature
Phase I Dry Bulb Air Temperature
. Effective Temperature
Phase II Dry Bulb Air Temperature
Effective Temperature
-------
Phase I
Predicted "Neutral" Temperatures and Regression Equations for
Significant Correlations of Thermal Comfort'and Dry Bulb Temperature
'N on -Climate
Controlled
Schools
East
Gresham
Grade
Gardiner
Junior High
>
Milwaukie
High
Class/Per.
Period 5/Comb.
Period 5/Comb.
All Teachers
Spanish/ 1 (W)
Social/ 1 (B)
Period I/Comb.
Period I/Comb.
Social/7 (A)
Social/ 7 (A)
All Teachers
Latin in /I (S)
Latin III /I (S)
Geom. /I (W)
Geom. /I (W)
Period I/Comb.
Period I/Comb.
Latin 1/5
Latin 1/5
Geom. / 5
Geom. /5
Gen. Math/ 5
Gen. Math/ 5
Period 5/Comb.
Period 5/Comb.
Sex
F
M
M
F
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
Regression Equation
X=. 833(4-4. 79)4-73. 14
X=. 726(4-4. 98)4-73* 24
X = l. 608(4-4. 47)4-73.18
X=. 199(4-4.99)+73.76
X=. 368(4-3.609)4-72.964
X=. 265(4-4.06)4-73. 18'
X=. 180(4-4.69)4-73.24
X=;. 694(4-5.26)4-76.96
X=. 678(4-4.98)4-76. 98
X = l. 507(4-4.41)4-75.204
X = l. 108(4-3.5)4-72.42
X = l. 014(4-3. 49)4-72. 20
X=. 676(4-4.37)4-75.70
X=. 819(4-4.29)4-75. 57
X=. 779(4-4.57)4-76.28
X = l. 102(4-4.22)4-75.61
X = l. 816(4-4. 51)4-78.426
X=2. 341(4-4. 816)4-78. 356
X = l. 717(4-4. 84)4-79.78
X=2. 187(4-4.616)4-79. 745
X=. 715(4-5.84)4-80.47
X = l. 411(4-5. 57)4-79. 81
X = l. 608(4-4. 83)4-79. 50
X = l. 824(4-4. 91)4-79. 35
.#4- ••
Temp.
OF.
72.48
72.53
72.42
73.56
73. 11
73. 16
73. 12
76.09
76.32
74. 59
72. 97
72.72
75.45'
75.33
75. 84
•75.37
77.50
76.45
78. 34
78.40
79.15
77.60
78.17
77.69
Range
°F
67-81
' 67-81
67-81
69-77
70-76
69-77 .,
69-77
74-81
74-81
69-81
68-76
68-76
69-81
69-81
68-85
68-85
72-85
72.85
75-86'
75-86.
' 74-86
74-86,
72-86
72-86
-------
Climate
Controlled
Schools
Powell
Valley Grade
Rex Putnam
High
'
Class/Per.
i
All Teachers
Latin/ 1
Latin /I
Gen. Math/ 1 (R)
Gen. Math/ 1 (R)
Geom. /6
Geom. /6
All Teachers
Sex
F
M
F
M
F
M
Regression Equation
X=-. 368(4-3. 89)+74. 04
X=. 443(4-4. 43)+74. 31
X=. 802(4-4. 37)-»-74. 28
X=. 160(4-3. 74)+71. 97
X=. 185(4-4. 19)+71. 96
X=. 747(4-3. 92)+74. 54
X=. 416(4-4. 73)+74. 50
X=. 959(4-4. 36)+74. 26
//4
Tempt
OF
74. 00
74. 12
73.98
72.01 .
71.93
74.60
74. 20
73.92
Range
°F
73-76
• 69-75 .
69-75
70-74
70-74
72-78
72-78
69-80
-------
Phase I
Predicted "Neutral" Temperatures and Regression Equations for
Significant Correlations of Thermal Comfort and Effective Temperature
Non-Climate
Controlled
• Schools
East
Gresham
Grade
Gardiner
Junior High
•
Milwaukie
High
Glass/Per.
Period 5/Comb.
Period 5/Comb.
All Teachers
Period I/Comb.
Spanish/ 3 (W)
Spanish/3 (W)
Social/6 (B)
Social/ 7 (A)
Social/ 7 (A)
All Teachers
Latin III/ 1
Latin in /I
Geom. /I
Geom. /I
F.Math/1
Period I/Comb.
Period I/Comb.
Latin I/ 5
Latin 1/5
Geom* /5
Geom. /5
Gen. Math/5
Gen. Math/ 5
Period 5/Comb.
Period '5/Comb.
All Teachers
Sex
F
M
F •
F
M
F
F
M
'F
M
F
M
M
F
M
F
M
F
M
F
M
F
M
Regression Equation
X=. 569(4-4. 79)4-66. 80
X=. 511(4-5.00)4-66.855
X=. 941(4-4. 49)+66. 79
X=. 461(4-4. -08)4-67. 25
X=. 207(4-4.73)4-69.32
X=. 256(4-4.646)4-69.28
X=. 259(4-5.03)4-70.245
X=. 225(4-5.3)4-69. 42
X=. 525(4-5.00)4-69.42
X = l. 179(4-4.4)4-68.33
X=. 387(4-3.5)4-66.00
X=. 425(4-3. 49)4-65. 91
X=. 381(4-4.42)4-68.72
X=. 345(4-4.29)4-68.67
X=. 522(4-4.60)4-69.58
X=. 357(4-4.59)4-68.88
X=. 714(4-4.23)4-68.40
X = l. 273(4-4. 51)4-70. 407
X = l. 601(4-4. 816)4-70. 43
X = l. 173(4-4.84)4-71.535
X = l. 537(4-4.616)4-71.48
X=. 568(4-5. 84)4-71. 593
X = l. 040(4-5.. 57)4-71.07
X = l. 105(4-4.83)4-71.27
X = l. 232(4-4. 91)4-71.075
X = l. 2'. 2(4-4. 56(4-69. 785
#4 '.
Temp.
oF
66.35
66. 34
66.33
67.21
69.17
69. 12
69.98
69. 13
68. 90
67.86
66. 19
66. 13
68.56'
68.57
69.27
68.67
68.24
69. 76
69. 12 .
70.55
70. 53
70. 55
69; 44
70.35
69. 95
69.11
Range
oF
60-73
60-73
60-73
60-73
65.5-72
65.5-72
68-74 '
66-74
66-74
63-74
63-70
6.3-70
- 63-73
63-73
64-75
63-75
63-75
66-75
66-75 i
68-76
• 68-76
67-75
67-75
66-76
66-76
63-79
-------
Climate
Controlled
Schools
Powell
Valley Grade
Ogden
Junior High
Rex Putnam
High ;
Class/Per.
All Teachers
Social/7 (R)
Latin /I
Latin /I
Gen. Math/ 1
Gen. Math/ 1
Gen. Math/ 3
Georri. /6 • ' .
Geom. /6
Geom. /7
Geom. /7
Latin/8
Geom. /9
Geom. /9
All Teachers
Sex
M
F
M
F
M
F
F
M
F
M
F
F
M
Regression Equation
X=-. 614(4-3. 89).+67. 075
X=. 236(4-4. 38)467. 032
X=. 289(4-4.44)467.41
X=.536(4.-4. 37)467. 35.
X=. 157(4-3.74)465.88
X=. 188(4-4.20)465.84
X=. 200(4-3. 87)466. 46
X=. 576(4-4. 073)467. 988
X=. 354(4-4.94)467.87.
X=. 455(4-4. 13)468.26
X=. 425(4-4. 25)468. 30
X=. 428(4-3. 65)468. 741
X=. 249(4-4.238)468.485
X=. 334(4-4.372)468.515
X=. 777(4-4.33)467.64
If 4
Temp.
OF
67.01
66. 94
67.28
67. 15.
65.92
65.80
66.49'
67.95
67. 54
68.20 •
68.19
68.89
68.43
68.39
67.38
Range1
OF
66-69
65-68
64-69
64-69
64-67.5
64-67.5
64-69
6.5-71.5
65-71.5
66.73
66-73
66-71.5
65^72
65-72
64-73
-------
Phase II
. Predicted "Neutral" Temperatures and Regression Equations for.
Significant Correlations of Thermal Comfort and Dry Bulb Temperature
Non-Climate
Controlled
Schools
East
Gresham
Grade
Gardiner
Junior High
.
Milwaukie
High
,
Class/Per.
Spelling/ 5 (S)
Spelling/ 5 (S)
Spelling/5 (C)
Period 5/Cpmb.
Period 5/Comb.
Teachers/5
Spanish /I (W)
Social/1 (B)
.Social/ 1 (B)
Period I/Comb.
Period I/Comb.
Social/2 (A)
Period 2/Comb.
Spanish/ 3 (W)
Spanish/3 (W)
All Teachers
Latin I/ 1 (S)
Latin I/ 1 (S)
Gen. Math/1 (W)
Gen. Math/1 (W)
Period I/Comb.
Period I/Comb.
Period 4/Comb.
Geom. /7 (W)
Geom. /7 (W)
Gen. Math/7 (W)
Gen. Math/7 (W)
Period 7/Comb.
Period 7/Comb.
Sex
F
M
M
F
M
F
F
M
F
M
F
M
F
•M
F
M.
F
M
F
M
M
F
M
F
M
F
M
Regression Equation
X=.409(4-4.48)+71.4
X=. 196(4-4.93)471.34.
X=. 312(4-5. 524)472. 37 •
X=. 281(4-5. 004)471. 72
X~. 234(4-5. 43)471. 76
X = l. 197(4-4. 18)4-71.78
X=. 872(4-4.22)4-73.93.
X=. 762(4-4.50)4-71. 13
X=. 567(4-4.38)4-70.91
X=. 399(4-4. 374)+70. 71
X=. 222(4-4. 55)+70. 71
X=. 355(4-4.74)471.73
X=. 247(4-4. 49)472. 83
X=. 673(4-5.31)4-74.73
X=. 451(4-4. 84)4-74.815
X = . 825(4-4. 52)473. 11
X=. 370(4-3. 82)4-70. 83
X=. 594(4-3.97)4-70. 77
X=. 381(4-4.66)4-74, 84
X=. 315(4-4.34)4-74.86
X=. 607(4-4. 33)4-73.43
X = . 430(4-4. 18)4-73.58
X = . 192(4-4.76)4-75. 10
X>. 799(4-4.56)4-76. 18
X=. 577(4-3.36)4-76.39
X=. 558(4-5.03)4-75.96
X=. 515(4-4. 99)476. 18
JC=. 621(4-4.78)4-76. 08
X=. 521(4-4.81)4-76.29
J4
Temp.
oF
71.20
71. 16.
71.90
71.44
71.43
71.57
73.74
70.75 '
70.70
70.56
70.59
71.47
72.71
73.85
74.44
72.68
70.90
70. 79
74.59
74.75.
73.23
73.50
74.95
75.73
76.76
75.39
75:67
75.60
75.87
Range
°F
66-75
66-75
68-76
66-76
66-76
66-76
70-77
62-74
62-74 '
62-77
62^77
68-74'
68-78
68-80
68-80
62-80
66-73
66-73
72-78 .
72-78
66-78
66-78
72-78
72-79
72-79 ...
71-80
71-80
71-80
71-80
-------
Climate
Controlled
School
Ogden
Junior High
Rex Putnam
High
Class/Per.
Social/5 (S)
All Teachers
Georri. /22-24
Geom. /25-27
Geom. /25-Z7
Mod..25-27/Comb.
Mod. 25-2 7/Cornh,
All Teachers
Sex
M
M
F
M
F
M
Regression Equation
X = -. 062(4-4. 25)+74. 80
X=. 368(4-4.03)+ 74.51
X=. 128(4-4. 50)+73.70
X=. 180(4-4. 24)+73. 67
X=. 121(4-4. 50)+73. 60
X=. 314(4-3. 77)+72. 81
X=. 135(4-4. 32)+73. 02
X=. 344(4-4.52)472.81
#4
Temp.
OF
74. 82
74. 50
73.64
73.63
73. 54
72.88
72.98
72.63
Range
OF
74.- 76
73-76
72-76
72-76
72-76
70-76
70-76
70-76
-------
. Phase II . .
Predicted "Neutral" Temperatures and Regression Equations for
Significant Correlations of Thermal Comfort and Effective Temperature
Non-Climate
Controlled
Schools
East
Gresham
Grade
Gardiner
Junior High
«
i
Milwaukie
High
Class/Per.
Spelling/ 5 (S)
Spelling/ 5 (S)
Spelling/ 5 (C)
Period 5/Comb.
Period 5/Comb.
Teachers/5
Spanish/ 1- (W)
i
Social/1 (B)
Social/ 1 (B)
Period I/Comb.
Period I/Comb.
Social/2 (A)
Period 2/Comb.
Spanish/ 3 (W)
.Spanish/3 (W) •
Social/7 (A)
All Teachers
Latin/ 1
Latin/ 1
Geom. / 1
Gen. Math/ 1
Gen. Math/ 1
Period I/Comb.
Period I/Comb.
Period 4 /Comb,
Geom. 11
Geom. 11
Gen. Math/7
Gen. Math/7
Period 7/Comb.
Period 7/Comb.
All Teachers
Sex
F
M
M
F
M
F
F
M
F
M
F
M
F
M
M
F
M
F
F
M
F
M
F
F
M
F
M
F
M
Regression Equation
X=. 575(4-4. 46)+66. 14
X=. 261(4-4. 93)+66. 05 .
X=. 350(4-5. 524) + 66.998
X = . 449(4-4. 998)+66. 275
X = . 267(4-5. 425)+66. 315
X = l. 398(4-4. 15)+66. 36
X=. 783(4-4. 279H66. 625
X = . 828(4-4. 50)+65.25
X=. 602(4-4. 38)+65. 18
X=. 451(4-4. 39)+64. 815
X = . 212(4-4. 57)+64. 83
X = . 452(4-4. 74)+65. 735
X = . 201(4-4. 49)+66. 71
X = . 404(4-5. 31)+67. 79
X = . 325(4-4. 83)+67. 80
X=-. 281(4-4. 748)+68.145
X = . 906(4-4; 52)+66. 565
X=. 230(4-3. 79)+65.06
X=. 579(4-4. 00)+65. 11
X=. 183(4-4. 38)+67. 35
X = . 185(4-4. 66)+68. 18
X=. 192(4-4. 35J+68.24
X = . 450(4-4. 32)+67. 04
X=. 384(4-4. 19)+67. 14
X = . 183(4-4. ll)+68, 13
X=. . 877(4-4. 56)+68. 77
X=. 614(4-4. 64)+68. 995
X=. 308(4-5. 03)+68. 98
X = . 254(4-4. 988) +69. 14
X = . 549(4-4. 78)+68. 86
X = . 377(4-4. 806)+69. 065
X = . 362(4-5! 15)-f68.018
#4
Temp.
OF
65.88
65.81
66.47
65.83
65.94
66. 15
66.41
64.84
64.95
64.64
64. 71
65.40
66.61
67.26
67. 53
68.36
66.09
65. 11
65. 11
67,28
68.06
68. 17
66.90
67.07
68. 11
68.28
68.60
68.66
68.89
68.43
68.76
67.60
Range
>F
60-70
60-70
63-71
60-71
60-71 v"'
60-71
62-70
56-69
56-69
56-70
56-70
61-69
61-72
63-72
63-72
64-71
56-72
61. 5-66.5
61.5-66.5
62. 5-70
66-70. 5
66-70. 5
61.5-70.5
61.5-70.5
65-70
65-72
65-72
66-72
66-72
. 65-72
65-72
61.5-72
-------
C I invite.
Controlled
Schools
Powell
Valley Grade
Ogden Junior
High
Rex Putnam
High
Clasa/Pcr.
Spelling/ 5 (N)
Social/ 5 (R)
Social/5 (S)
Period 5/Comb.
Period 6/Comb.
All Teachers
Latin/Comb.
Geom. /25-27
Georn. /Comb.
Math/Comb.
Mod. 25-27/Comb.
All Teachers
Sex
F
F
M
M
F
F
F
F
F'
F
Regression Equation
X = -. 141(4-3. 82)4-68. 195
X=-. 098(4-4.649)+68.6l
X=-. 196(4-4.28)4-68.635
X = -. 104(4-4.28)4-68. 547
X=. 097(4-3.95)4-68.63
X = . 495(4-4. 03)4-68. 488
X = . 129(4-3.20)4-65.98 .
X = . 228(4-4. 24)4-67. 71
X = . 228(4-4. 294)4-67. 73
X = . 117(4-4.06)4-67. 345
X=. 332(4-3. 77)4-66. 975
X=. 481(4-4. 52)4-66. 89
H
Temp.
oF
68. 17
68.67
68.69.
68. 58
68.64
68.47
66.08
67.66
67.66
67.34
67. 0.5
66.64
Range
0F
66. 5-70
67-70.
66-70 .
66-70
66. 5-70
66-70
63-68
.64-70
64-70
65-69
63-70
63-70
-------
APPENDIX IV
Results of Analyses of Teachers' Class Behavior
Ratings by Effective Temperature
Phase I and Phase II
-------
Phase I
• CLASS BEHAVIOR RATINGS X EFFECTIVE TEMPERATURE
Climate Controlled
Powell Valley Grade-School
No Significant Relationship
Qgden Junior High School
No Significant Relationship
Rex Putnam High School
1:3 teachers significant
P<.001
Ratings
5<
6>
<68°
18
13
=*67°
68
2
X2 = 25.95
N on -Climate Controlled
East Gresham Grade School
1:3 teachers significant
P<.05
Ratings
3<
4
5*
<69°
10
2
. 17
=>68°
6
3 .
2
X* = 6.20
Gardiner Junior High School
3:3 teachers significant
P<.00l, .01, .05
Combined significant:
P<.001
Ratings
4< '
5
6=»
<69°
21
112
79
=..68°
30
96
29'
X^ = 17. 16
Milwaukie High School
2:3 teachers significant
P<.001, 1 teacher P<. 001
Ratings
4<.
5
6>
<69°
10
39
62
> 68°
69
59
58
X6 = 31.49
Ratings
4<
5
6^
<71°
0
16 .
14
>70°
30
.13
32
X" = 29.58
-------
Phase II
CLASS BEHAVIOR RATINGS X EFFECTIVE TEMPERATURE
Climate Controlled
Powell Valley Grade School
No significant relationship
Ogden Junior High School .
1:3 teachers significant .
P-.02
Ratings
5 -=
6-
-69°
23
1
=-68°
21
11
X = 5. 75
Rex Putnam High School
No significant relationship
Non-Climate Controlled
East Gresham Grade Schbol
No significant relationship
Gardiner Junior High School
1:3 teachers significant
P^.OOl
Ratings
5 -=
6*
-« 66°
17
12
-65°
62
1
X = 22. 74
Milwaukee High School
3:3 teachers significant
P^. 05 -= . 01, -=. 05
Ratings
5-
6
7 -
-.69°
• 3
23
11
,68°
14
34
7
X = 6. 87
Ratings
4 -: '
5
6 -
, 69°
7
15
17
-68°
21
20 .
7
X = 11.07
Ratings
6-
7 -
^69°
5 '
4
^68°
3
25
X = 5. 65
-------
APPENDIX V
Results of Correlations between Test Performance
lyleasures and Classroom Temperatures
Phase I Dry Bulb Air Temperature
Effective Temperature
Phase II Dry Bulb Air Temperature
Effective Temperature
-------
Phase I
Test Scores vs. Dry Bulb Temperature
Non-Climate Controlled Schools
School
East Gresham
Grade
Gardiner
Junior High
Milwaukie
High
Class/Per.
Spelling/ 5 (C)
Spelling/ 5 (H)
Spelling/ 5 (S)
All Period 5
Combined
Spanish/1 (W)
Spanish/2 (W)
Spanish/ 3 (W)
Spanish/ Comb.
Social/2 (A)
Social/6 (B) .
Social/Comb.
Latin IH /I
Latin 1/3 '
Latin II /4
Latin I/ 5
Latin /Comb.
Geom. /I
Geom. /5
Geom. /Comb.
F.Math/1
F. Math/ 6
F.Math/Comb.
r
-. 125
-. 123
-.259
-. 171
-.312
-.276
' .082
-.117
. 197
-.273
-.004
-. 120
-. 124
-. 074
-. 173
-.105
-.080
-.466
-.230
-.084
-.035
-.064
df .
224
217
204 .
649
177
130
186
497
244
252
498
71
'108
111
102
399
226
'218 .
457
225
201
428
P<.
NS
NS
.01
.01
.01 .
.01
NS
.01
.01
.01
NS
NS
NS .
NS •'
NS
.05
NS
.01
.01
• NS
NS
NS
Range(°F)
67-70
71-80
68-81
67-81
69r77
71-77
73-79
69-79
72-76
76-80
72-80
70-76
72-80
72-84
72-84
70-84
72-81
77-85
72-85
. 74-85
76-83
74-85
-------
Phase I
Test Scores vs. Dry Bulb Temperature
Climate Controlled Schools
School
Powell Valley
Grade
Ogden Junior
High .
Rex Putnam
High
Class/Per.
Spelling/ 5 (Nl) '
Spelling/ 5 (N)
Spelling/ 5 (S)
All Period 5
Combined
Spanish/5 (W)
Spanish/ 6 (W)
Spanish/ 7 (W)
Spanish/ Comb.
Social/2 (S)
Social/ 7 (R)
Social/ Comb.
Latin III /I
Latin/ 8
Latin/ Comb.
Geom. /6
Geom. /7
Geom. /9
Geom. /Comb.
Gen. Math/ 1 (R)
Gen. Math/3
Gen. Math/Comb.
r
.063
.267
.258
.090
. 134
-.062
-.254
-.025
-.212
-.240 .
-. 183
.349
.414
.308
.015
.054
.064
..049
.017
.071
.046
df
183
• 190
169
546
242
103
86
435
237
210 .
449
194
78
274
115
139
. 161
419
314
303
619
P< . jRange(°F)
NS
.01
.01
.05
.05
.NS
.05
NS
.01
.01
.01
.01
.01
.01
NS
NS
. NS
NS
NS
NS
NS •
74-76 .
73-74'
74-75
73-76
72-74
• 71-73
71-73
71-74
71-73
72-73
71-73
•73-75
71-77
71-77
72-76
73-76
73-76
72-76
70-73
71-75
70-75
-------
Phase I
.Test Scores vs. Effective Temperature
.Non-Climate Controlled Schools
School
East Gresham
Grade
Gardiner
Junior High
Milwaukie
High
Class/Per.
Spelling/ 5 (C)
Spelling/ 5 (H)
Spelling/ 5 (S)
All Period 5
Combined
Spanish/ 1 (W)
Spanish/2 (W)
Spanish/3 (W)
Spanish /Comb.
Social/2 (A)
Social/6 (B)
Social/Comb.
Latin III /I
Latin 1/3
Latin II /4
Latin 1/5.
Latin/Comb.
Geom. / 1
Geom. /5
Geom. /Comb.
F. Math/1
F.. Math/ 6
F. Math/ Comb.
r
-.119
-. 152
-.290
-. 195
-.294
-. 123
.028
-. 109
-. 193
-.310
-. 1 54 '
-.174
-. 183
-..083
-. 240
-. 145
-.059
-. 384
-. 195
-. 127
.043
-.055
df
224
217
204
1
»
649
177
130
186
497
244
252
498.
71
108
111
102
399
236
218 ' :
457
225
201
428
P<.
'NS
.05
.01
.01
.01
NS
' NS
.05
.01
.01
. .01
NS
NS
NS .
.05
.01
NS
.01
.01 .
NS .
NS
NS
Range(°F)
62-71.5
65. 5-71
62-73
62-73
63.5-71
65-70
66. 5-71. 5
63. 5-71.5
65. 5-70
68.5-72.5
65.5-72.5
64-68.5
65-72
66-74
66-75
. 64-75
66-73
68. 5-76
•66-76
67-74
, 67-74
67-74
-------
Phase I .
Test Scores vs. Effective Temperature
Climate Controlled Schools
School
Powell Valley
Grade
Ogden Junior
High
Rex Putnam
High
Class/Per.
Spelling/5 (Nl)
Spelling/5 (N)
Spelling/ 5 (S)
All Period 5
Combined
Spanish'/ 5 (W)
Spanish/6 (W)
Spanish/7 (W)
Spanish /Comb.
Social/2 (S).
Social/7 (R)
Social/Comb.
Latin III/ 1
Latin/ 8
Latin/Comb.
Geom. /6
Geom. /7
Geom. / 9
Geom. /Comb.
Gen. Math/ 1 (R)
Gen. Math/3
Gen. Math /Comb.
r
. 159
'.170
. 129
. 126
-.086
. 138
-.426
-. 141
-.424
-.298
-.313
-.252
.332
.009
-. 089
.-. 186
. -.066
-. 104 .
.039
. 133
.088
df
183
190
169
.. 546
.242
' 103
86
. 435.
237
210
449 ,
194
78
274
115
159
161
419
314
303
619
P<.
.05.
..05
NS
.01
NS .
NS
.01 .
.01
.01
.01
,01
.01
• .01 .
. NS
NS
. .05
NS
.05
NS
.05
.05
Range(°F).
67-69
6.6-68
66-67.5
66-69
65.5-68.5
64.5-67.5
' 65-68
64.5-68.5
64.5-67
65-68 •
64/5-68
66. '5-69
66-71. .5
66-71.5
65. 5-70
66-70
66-71
65.5-71
64-67. 5
65-69
64-69
-------
Phase II
Test Scores vs. Effective Temperature
Non-Climate Controlled Schools
School
East Gresham
Grade
Gardiner
Junior High
Milwaukie High
•
Class/Per.
Spelling/ 5 (H)
Spelling/ 5 (C)
Spelling/5 (S)
All Periods
Combined
Social/ 1 (A)
Social/ 1 (B)
Spanish/ 1 (W)
Period 1 Com-
bined ' .
Social/2 (A)
Social/2 (B)
Spanish/2 (W)
Period 2 Com-
bined
Spanish/ 3 (W)
Latin I/I (S)
Gen. Math/1 (W)
Geom. /I (W)
Period 1 Com-
bined
Latin HI/4 (S)
Geom. /4 (W)
Period 4 Com-
bined
Gen. Math/7 (W)
Geom. /7 (W)
Period 7 Com-.
bined
r
.264
-.138
. 183
. 066
-. 007
-.251. •
.083
-.081
.155
.'005
-.407
;so8
-.266
-.217
.208
.027
..040
. 106
. 138
. 131
-.081
-. 103
-.090
df
138
140 '
163
448
104
161
54 •
323
139
185
41
396
111
139 '
207
248 •
598
82
. 263
347
203
224
429
P<.
.01
'N.S.
.05
N.S.
N.S.
. 01
N.S.
N.S.
N.S. '
. N.S.
.01
N.S.
' .01
.01
.01
N.S.-
N.'S.
•. N.S.
.05 •
.05
N.S.
N.S.
N.S; .
Range(°F)
63-68
63-70
62-70
62-70
63-68
63-68
64-69
63-69
66-68
63-71
66-71
63-71
66-71
65-66. 5
66-70
.65. 5-68
65-70
66-69. 5
66-70
66-70
.66-72
65.5-70.5
65.5-72
-------
Phase II
Test Scores vs. Effective Temperature
Climate Controlled Schools
School
Powell Valley
Grade
. Ogd en Junior
High
.
Rex Putnam
High
Class/Per.
Spelling/5 (S)
Spelling/5 (J)
Spelling/ 5 (N)
Period 5 Com-
bined
Spanish/ 5 (W)
Social/5 (R)
Social/5 (S)
Period 5 Com-
bined
Spanish/6 (W)
Social/ 6 (R)
Social/6 (S)
Period 6 Com-
bined
Spanish/7 (W)
Latin/ 1-3 (M)
Latin/ 10- 12 (M)
Latin/25-27 (M)
Latin/ Combined
Geom. /22-24(E)
Geom. /25-27(E)
Geom. /Combinec
Math/22-24 (P)
Math/25-27 (P)
Math/ Combined
Combined/22-24
Combined/25-27
r
-. 194
. 140
.286
.031
.069
.259
-. 036
. 062
.093
-.053
-. 005
-.010
-.094
-.292
-.018
-.286
-.215
.433
.471
.448
-. 095
. 083
-.009-
.219
. 155
df
189
189.
177
559 '
73
141
117
335
. 121
136
113
374 '
106
113
134
122
373
•207
201
412
167
159
328
376
. 493
P<.
. 01
N.S. -
.01
N.S.
. N.S.
.01
N.S.
• N.S.
N.S, •
N. S.
N.S.
N.S.
N.S.
.01
N.S.
.01
.01
. 01
. 01
. 01
N.S.
N.S.
N.S.
. 01.
. 01
Range(°F)
67-70
66-68
67-69
66-70
68-69
67.5-69.5
66-70
66-70
67, 5-69
67. 5-70
67. 5-70
67. 5-70
66.5-69
64-68
63.5-67.5
64-67
63.5-.68
66-70
66-70
66-70
65-68
65-69
65-69
65-70
. 64-70
-------
Phase II
Test Scores vs. Dry Bulb Temperature
Non-Climate Controlled Schools
-School
East Gresham
Grade
Gardiner
Junior High
Milwaukie High
Class
All Period 5
Combined
Spanish/ Comb.
Social /Comb.
Latin/ Comb.
Geom. /Comb.
Gen. Math/Comb.
r
. 035
r-. 083
-.029
-.006
-.054
. 027
df
. 448
205
877 .
370
1158
882
P<-
NS
NS
NS
NS
NS.
NS •
Range(°F)
68-75 .
70-79
68-76
69-76
72-29
72-80
Phase II
Test Scores vs. Dry Bulb Temperature
Climate Controlled Schools
School
Powell Valley
Grade
Ogden Junior
High
Rex Putnam
High '
Class
All Period 5
. Combined
Spanish/ Comb.
Social/Comb.
Latin/Comb.
Geom. '/Comb.
Gen. Math/Comb.
r
. Ill
-. L5 1
.121
-. 177
.345
.252
df
553
307-
1120
373
412
328
P<.
' .01 '
.01
.01
.01
.01
. .01
Range(°F)
73-77
74-75
73-76
70-73
72-76
72-74
-------
APPENDIX .VI
Results of Correlations between Thermal Comfort
Ratings and Test Performance Measures
Phase I and Phase II .
-------
Phase I
.Test Scores vs. Comfort Rating
Non-Climate Controlled Schools
School
Gardiner
Junior High
Milwaukee High
Clasa/Per.
Spanish/ 1 (W)
Social/6 (B)
Latin 1/5
Geom. /5
Sex
F&M
F&M
F&M
F&M
r .
.039
-.028
-.221
-. 368 .
df
• 162 .
248
102
209
P.<.
NS . .
NS'-
.05
.01
Phase I
Test Scores vs. Comfort Rating'
Cliraate Controlled Schools
School
Powell Valley
Grade
Ogden Junior
High
Rex Putnam
High
Class/Per.
Spelling/ 5 (N)
Social/2 (S)
Spanish/ 7 (W)
Latin III /I '
Latin/8
Sex
F&M
F&M
F&M
F&M
F&M •
r
-.090
-.051
.086
. 022 .
• .172 '
df
180
210
78
191
73
P<."
NS .
• NS
.NS'
NS
NS
-------
Phase II
Test Scores vs. Comfort Rating
Non-Climate Controlled Schools
School
East Gresham
Grade
i
Gardiner
Junior High
'
i
Milwaukie High
Class/Per.
Spelling/5 (C)
Spelling/5 (C)
Spelling/ 5 (H)
Spelling/ 5 (H)
Spelling/ 5 (S)
Spelling/5 (S)
Period 5 Comb.
Period 5 Comb.
Spanish/ 1 (W)
Spanish/ 1 (W)
Social/ 1 (A)
Social/ 1 (A)
Social/ 1 (B)
Social/ 1 (B)
Period 1 Comb.
Period 1 Comb.
Spanish/2 (W)
Spanish/2 (W)
Social/2 (A)
Social/2 (A)
Social/2 (B)
Social/2 (B)
Period 2 Comb.
Period 2 Comb.
Spanish/3 (W)
Spanish/3 (W)
Latin/ 1
Latin/ 1
Gen. Math/1
Gen. Math/1
Sex
F
M
F
M
F
M
F
M
.... , , ,
F
M
F .
M
F
M
F
M
F
M
F
M
F
M '
F
M
F
M
F
M
F
M
r
-.206
.078
. 021
-.084
-.154
.008
-.104
-.058
-.241
. 335
-. 146
-. 107
.051
-. 160
-. 049
-. 040
.414
-. 188
-. 034
-. Oil
-. 032
. 114
-.036
.032
.030
-.201
. 032
.091
-. 007
.040
df
44
68
64
72
60
98
172
242
18
33
40
56
73
78
135
171
15
24
37
98
84
89
140
215
60
44
90
49
115
, 78
P<.
N.S.
N.S.
N.S. .
N. S.
N.S.
N.S.
N.S.
N.S.
N.S.
• °5 '.
N.S.
N.S.
N.S.
N.S.
N.S.
N.S.
N.S.
N.S.
1
N.S. j
N.S.
N.S.
N.S. '
•N.S. •
N.S. I
N.S.
N.S.
N.S.
N.-S.
N.S.
N..S.
-------
Phase II
Test Scores vs. Comfort Rating (Continued)
Non-Climate Controlled Schools -.
School
Milwaukie High
(continued)
i
Class/Per.
Geom. /I
Geom. /I
Period 1 Comb.
Period 1 Comb.
Latin.III/4
Latin III/4
Geom. /4
Gcom. /4
Period 4 Comb.
Sex
F
M '
F
M
F
M
F
M
F
r
-. 044
,129
. 014
. 040
-.029
-. 079
.264
.033
.208
df
115
95
324
226
36
43
118
119
156
P<.
N.S.
N.S.
N.S.
N.S; '
. N.S.
N.S.
.01
•N.S.
.01
Phase II
.Test Scores vs. Comfort Rating
Climate Controlled Schools
School
Powell Valley
Grade
•
'
|
Ogden Junior
High
i
i
Class/Per.
Spelling/ 5 (N)
Spelling/ 5 (N)
Spelling/ 5 (S)
Spelling/5 (S)
Spelling/ 5 (J)
Spelling/5 (J)
Period 5 Comb.
Period 5 Comb.
Spanish/5 (W)
Spanish/5 (W)
Social/5 (R)
Social/5 (R)
Social/ 5 (S)
Social/5 (S)
Period 5 Comb.
Period 5 Comb.
Sex
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
r
.040
.247
.052
•-.061
.037'
-.067
-. 016.
•
. 064
. 123
. 036
-. 048
-.032
-'. 099 .
.097
-. 074
.037
df
87
84
120
57
108
71
319
216
.28
42
70
68
50
65
152
179
P<.
N.S.
. 05
•N.S. ,-
N.S.
N.S.
N.S.-
N.S.
N.S.
.N.S.
N.S.
N.S.
N.S.
N.S.
N.S. .
N.S.
N.S.
-------
Phase II
Test Scores vs. Comfort Rating (Continued)
Climate Controlled Schools
School
Ogden Junior
High (continued)
Rex Putnam
High
I '
Class/Per.
Spanish/6 (W)
Spanish/6 (W)
Social/6 (R)
Social/6 (R)
Social/6 (S)
Social/6 (S)
Period 6 Comb.
Period 6 Comb.
Latin/ 1-3
Latin/ 1-3
Latin/ 10- 12
Latin/ 10- 12
Geom. 122-24
Geom. 122-24
Math/22-24
Math/22-24
Latin/25-27
Latin/25-27
Geom. /2S-27
Geom. 125-21
Math/25-27
Math/25-27
Sex
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F . '
M
F
M
F
M
F
M
r
-.024
-.058
. 152
-.042
-. 004
.075
.055
.017
. . 120
.214
. 144
- . 044
. 155.
-.001
. 100
. 050
. 158
-.068
-.025
. 138 .
-. 199
-.084
df
71
42
37
94
37
72
150
210
46
64 '
43
88
53
145 -
.27
129
67
38
100
92
73
80
P< .
'N.S.
N.'S.
N.S. .
N.S. '
N.S. •
N.S.
N.S.
N.S. .
N.S.
N.S. '
N.S.
N.S.
N.S.
N.S.
N.S.
' N.S.
N.S.
N.S.
N.S.
N.S.
N.S. •
N.S.
-------
DARIEN, CONNECTICUT OS82O
One Parkland Drive
Area Code 2O3 655-3971
In N.Y.C., WYandotte 3-2464
Executive Offices
NEW YORK, NEW YORK 1OO17
2OO Park Avenue
Area Code 212 661-216O
WASHINGTON, D. C. 2OOO7
1O5O Thirty-First Street, N.W.
Area Code 2O2 333-O1OO
BOSTON, MASSACHUSETTS O2116
6O7 Boylston Street
Area Code 617 262-627O
DUNLAP and ASSOCIATES, INC.
SANTA MONICA, CALIFORNIA 9O4O4
1454- Clover-field Boulevard
Area Code 213 393-O166
MANHATTAN, KANSAS 665O2
2OO Research Drive
-------
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