Public school buildings are aging in many areas of the US. To address aging infrastructure, local elections often include bond proposals to improve school facilities. In a new article in Sociology of Education, PSTC faculty associate Emily Rauscher explores how such investment in school facilities affects student achievement. Comparing school districts in California that narrowly passed or failed a school bond measure from 1999-2013, she finds that facilities funding matters for student achievement – and matters more for low-income students and low-income districts. 

Rauscher compares changes in achievement (test scores) in districts where bond measures passed or failed by less than 4 percentage points, and observes higher test scores in low-income districts and among low-income students following passage of a school bond. She does not find evidence of increased achievement among higher-income students. Thus, school facilities funding increases equality of opportunity.

She cautions, however, that the benefits of facilities funding for low-income districts and students are delayed and do not emerge until 5-6 years after bond measures are passed. Construction of new facilities can initially be disruptive. “It may require temporarily attending a different school or learning in a temporary classroom. But after the funds have been used - after those temporary disruptions - student achievement increases, particularly among low-income students,” Rauscher says.

Her research further notes that smaller school districts reap more benefits from these investments, as a greater proportion of students benefits from the improved school facilities.

Rauscher suggests that districts and states could potentially mitigate temporary disruptions following bond passage by providing extra support to teachers and students through teacher’s aides or assistants.

A policy brief is available here.