Effects of Noise on Academic Achievement and Classroom Behavior

摘要

There is a significant acoustical difference between State and Federal rules governing implementation of noise abatement programs in schools impacted by freeway noise. The magnitude of that difference suggests the rules may have been based upon empirically weak grounds. This study of third and sixth grades of 15 elementary schools in the Los Angeles Unified School District indicates that California's rule is more accurate than is the Federal rule in predicting the effects of noise on reading achievement. Because of the apparent synergistic effects of community and classroom noise levels on academic achievement, in order for the above classroom noise limit to be effective in preventing degradation of achievement from noise, efforts will be required to contain community noise levels so as not to exceed L1 = 65 dBA.