This presentation explores a theoretical framework and a practical procedure for assessing the physical environment of urban schools to identify its perceived impacts on the educational process. Models identified in the literature for assessing the quality of the physical environment for learning are reviewed and critiqued. The assessment model presented offers a practical procedure based on a comprehensive theoretical perspective. The Baltimore City Public Schools Environmental Quality Assessment Project, which included five post-occupancy evaluations were to be used as a test case to illustrate the potential use of the assessment procedure in practice. The presentation concludes by emphasizing the value of institutionalizing an on-going process of environmental quality assessment that has implications for integrating facilities management and educational decisions for the benefit of the educational process.
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