A second paper by Laura Brill (MS ’17) and Dr. Lily Wang on work conducted through a EPA-sponsored research project has recently been published open-access in a special issue of Frontiers in the Built Environment: “Higher Sound Levels in K-12 Classrooms Correlate to Lower Math Achievement Scores“! Data logged over 6 full school days in each of 220 occupied K-12 classrooms has been statistically analyzed against student achievement data from each classroom. Student demographics compiled at the classroom level, including socioeconomic status, have been included in the analysis to control for their effects. Results show that classrooms with lower daily average non-speech levels correlate with higher math achievement scores. This suggests that designing for lower unoccupied sound levels in K-12 classrooms can lead to occupied environments that support better student learning outcomes.