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The aim of this study was to measure the impact of the overall school facility condition for traditional Colorado elementary schools, according to Colorado's Facilities Conditions Index (FCI), on student achievement, as measured by the Colorado Student Assessment Program (CSAP). Control variables included Special Education (SPED), English Language Learner (ELL), and Free and Reduced Lunch (FRL) populations.
Hierarchical multiple regression (HMR) analyses were conducted to investigate this relationship between these variables in this correlational study. Results of the 24 analyses indicated little to no relationship between student achievement in traditional Colorado public elementary schools and school facility condition as the variables of CSAP and FCI had a weak negative relationship and exhibited little shared variance. Higher percentages of students scoring proficient or advanced on the CSAP were associated with better facility conditions and lower SPED, ELL, and FRL populations. Socioeconomic status, as indicated by FRL, was found to be the greatest predictor of student achievement.