CEBE Director Publishes School Building Analysis

A new analysis in Cogent Education by Dr. Corey Young, executive director of the Center for Energy and the Built Environment at Washington & Jefferson College, reveals widespread deterioration, uneven modernization, and significant regional disparities in investment in K–12 school buildings across the United States.

The paper, “Built to last? An examination of deteriorating US school buildings and regional disparities” uses data from the 2018 Commercial Buildings Energy Consumption Survey (to provide one of the few national-level analyses of school building conditions and modernization trends.

The article argues that many American school buildings are aging and no longer meet modern standards for safety, energy efficiency, comfort, or educational design. Approximately one-third of schools were built before 1969, and nearly half before 1989, meaning many facilities were constructed under outdated building codes and may lack modern heating and air conditioning, insulation, ventilation, and electrical systems.

The study found that 57% of schools had not undergone a major renovation since 2000, suggesting that the majority still rely on aging infrastructure. One of the article’s most important findings is that modernization efforts are highly uneven across building systems. Lighting and HVAC upgrades were the most common improvements, occurring in about 48% and 47% of schools respectively. However, more expensive or comprehensive upgrades were far less common. Only 41% of schools reported roof replacements, 15% reported window replacements, and just 17% reported insulation upgrades.

These deficiencies matter because poor building envelopes and outdated mechanical systems directly affect indoor air quality, thermal comfort, energy efficiency, and student health.

The study also highlights major regional disparities in infrastructure investment. Schools in the Midwest and Northeast were generally much more likely than schools in the South to undergo major renovations and insulation upgrades. Schools in the South and West were less likely to complete upgrades involving windows and insulation, despite often facing hotter climates and greater cooling demands.

Young connects these disparities to the structure of school funding in the United States. Because school infrastructure is primarily funded through local property taxes and bond measures, wealthier regions and districts often have greater capacity to modernize facilities.

The article emphasizes that deteriorating school facilities are not merely maintenance problems but educational equity issues. Poor ventilation, outdated HVAC systems, inadequate insulation, and uncomfortable indoor temperatures can negatively affect student health, attendance, concentration, and academic performance.

Young concludes that the United States needs more targeted and regionally responsive investment in school infrastructure. Rather than relying on fragmented local funding systems, policymakers should pursue more equitable state and federal approaches that address specific regional needs.

The paper is available on the CEBE website, wjenergy.org, under the resources tab.