The ACEF Journal, Volume 3, Issue 2, September 2013 Page: 25
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Potter
Denver-Potter
Trevino
Gonzalez
Elementary 6
Elementary 6 was classified as a middle-to-high socioeconomic school, with 62% of
students classified as economically disadvantaged. The school served a total of 680 students in
Grades Pre-K through 5, with an ethnicity of 99% Hispanic students. According to the 2010
AEIS report from the Texas Education Agency, Elementary 6 was classified as an academically
Exemplary campus (TEA, 2010a).
The facility design was a two-story brick construction with slab foundation and
corrugated steel roofing. The researcher observed the external features of the facility included
windows for each classroom; such windows provided natural light and outdoor views for
building occupants. Since the facility was a two-story design, there was an elevator which
provided access for students and staff with disabilities to the second floor. The exterior offered
perimeter fencing for the building, entire school parking area, and playground area. There were
two separate playground areas both covered with nylon canopies. Within the building, the
researcher observed adequate learning space in classrooms, library, extracurricular areas, and
educational intervention areas.
The campus principal noted the campus could benefit from additional learning space;
however, "they cannot complain with the facility itself." Overall, the campus principal perceived
the facility condition as suitable and appropriate to supporting student learning. The campus
principal advised the school was used by multiple groups for community events, such as the
Boys & Girls club meetings, family picnics, and the gymnasium allowed outside groups to hold
basketball and volleyball practices. Regarding the facility assessment, Elementary 6 achieved a
score of 182 out of 200 maximum points on the Special Learning Space section of The
International Guide for School Facility Appraisal - Elementary Appraisal (Hawkins & Lilley,
1986).
Summary
Based on observations by each researcher, the responses of campus principals, and the
facility assessment scores, the results of the case studies suggest schools classified as low-
socioeconomic and middle-to-high socioeconomic had equitable facilities both internal and
external which met learners' needs. Although facility designs were different, average learning
space classrooms, libraries, and other special learning areas were similar in size across all
examined campuses. The primary differences between the campuses were related to student
population and available learning spaces. For example, Elementary 5 held a favorable
perception by the campus principal, yet lacked available learning space due to high student
population. Whereas, Elementary 4 also held a favorable perception by the campus principal,
with more than available learning space with its low student population. Ultimately, all
campuses utilized learning space to support student learning.
Research Question 1Vol. 3, No. 2, 2013
25
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American Clearinghouse on Educational Facilities. The ACEF Journal, Volume 3, Issue 2, September 2013, periodical, September 2013; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth353216/m1/25/: accessed April 24, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.