501 Ceu L Idcec 7 9 2010

501
CARPET IN EDUCATIONAL FACILITIES:
CARPE T END USE SEGMENTS

LE AR N I N G O B J EC TIVE S
■ Evaluate how students and teachers feel about carpet.
■ Show how carpet helped improve student achievement at Charles Young
Elementary School.
■ List some physical and non-physical benefits of carpeting for classrooms.
■ Offer ways to improve acoustics in schools.
■ List ways that carpet contributes to good indoor air quality.
■ Describe why carpet is a good flooring choice for schools.

Jenkins • Peer Architects

SCH O O L S I N TH E U. S . A .
Statistics
In the United States, approximately 120,000 schools provide for the educational needs of at least 54 million students.
On average, students receive 20% of their environmental exposure in schools.

According to a 2002 research report, the US General Accounting Office indicated a national need of over 100
billion dollars for the restoration of public elementary and secondary schools. The rehabilitations are crucial for the
health, safety, and comfort of students and staff: 50% of public school facilities throughout the United States have
environmental problems caused by water intrusion, inefficient HVAC systems, and ineffective or non-existent
cleaning programs. However, the use of the appropriate carpet can contribute in creating healthy learning
environments in all of these schools.

Course 000501, HSW/SD, Provider G391 Course #5715, Subject Code 5.8, General Knowledge

“Carpet in Acute Care Facilities” is one of a series of CEU courses about the benefits of carpet in various commercial
end use segments, developed by the Carpet and Rug Institute, the national trade association for the flooring industry.
Use the learning objectives above to focus your study. To earn one AIA/CES Learning Unit, including one hour of
health safety welfare/sustainable design (HSW/SD) credit or 1.0 CEU credits with IDCEC, answer the questions at the
end of this booklet and follow the reporting instructions for submitting your registration and response information
to the Carpet and Rug Institute.

The Carpet and Rug Institute | Box 2048 | Dalton, GA 30722 | carpet-rug.org | 70 6 . 27 8 . 3176

2
Schools are Centers for the Community
According to the National Clearinghouse for Education Facilities, the
latest design trend for schools makes them centers for the community.
Classrooms and other school facilities often serve as ideal places for
community-sponsored events, club meetings, after school functions,
and extra-curricular activities. These endeavors make better use of
facilities that already exist and lend students and teachers increased
exposure to the school setting.

Jenk ins • Peer Architec ts
But limited funds make it tempting for school officials to overlook the
importance of design features in classrooms, failing to consider design
benefits for children, teachers, and people in the community who
might use the schools on a regular basis.

Survey of Teachers
In 2000, Beth Schapiro & Associates, a research firm based in Atlanta,
administered a national survey to 1,050 public school teachers.
“The results of the survey indicate that teachers across the country
and from all grade levels realize that a well-designed classroom
enhances their ability to teach and their students’ ability to learn.
The results also suggest that most teachers see the advantages of
carpet in the classroom, particularly the acoustics, comfort, and
flexibility of carpet.” (Beth Schapiro & Associates, 2001)
Jenk ins • Peer Architec ts

More specifically, the survey revealed the following about teachers’
experience of design:
■ 92% think classroom design strongly impacts achievement.
■ 18% gave their rooms an ‘A’ for design.
■ 99% said school design is important for learning.
■ 89% said design is incentive for teachers to stay.
■ 79% think design is important for student attendance.


3

Elementary School Case Study
“In many ways, the list of criteria for healthy, high-performance school environments
parallels the list of carpet’s recognized benefits,” notes Frank Hurd, Vice President and
Chief Operating Officer of the Carpet and Rug Institute, in a recent article on flooring
in high performance schools, written for the Educational Facility Planner. (Hurd, 2009)
In the article, Hurd elucidates the ways in which carpet meets the list of criteria:

“Carpet has contributed to high-quality school environments for many years. Valued by
educational facility designers for its color and design flexibility, carpet’s softness makes
it a safer as well as more comfortable flooring choice. In a classroom, carpet reduces noise, defines learning
areas, and cuts down glare. In terms of volatile organic compounds (VOCs), carpet is one of the lowest-
emitting of all building materials, and multiple studies demonstrate how clean, dry, carpet actually contributes
to improved indoor air quality. Hard science illustrates how carpet in schools helps create environments where
teachers are happy to teach and students are excited about learning.” (Hurd, 2009) Hurd goes on to illustrate
the ways in which carpet provides visual, thermal and acoustic comfort, ease of maintenance, material/energy
efficiency and increased safety.

In another study, Michael A. Berry, research professor at U.N.C. Chapel Hill, conducted a case study* of the
restoration of the Charles Young Elementary School in Washington, D.C. The impetus for the study was the
increasing research indicating several levels of relationship between educational performance and the
environmental quality of schools. More precisely, as stated by Dr. Berry,
■ Facility management systems determine environmental quality in schools.
■ The quality of the school environment shapes attitudes of students, teachers and staff.
■ Attitudes affect teaching and learning behavior.
■ Behavior affects performance.
■ Educational performance determines future outcomes of individuals and society as a whole. (Berry, 2002)

To implement the research, the school installed more than 45,000 square feet of new carpet to create
attractive, comfortable, open classrooms free of glare and noise. In addition to installation, the carpet
industry donated effective vacuums, carpet cleaning equipment, supplies, maintenance schedules, and proper
training, so that future carpet issues could be prevented. These changes, supplies and training allowed the
school to meet the essential environmental criteria for a comfortable, constructive setting for learning:
adequate space and ample, natural lighting, clean, inviting appearance and student-friendly conditions –
which support both student and teacher retention – low noise levels and a consistent, comfortable
temperature.

Through the study Dr. Berry found an “obvious link between students’ environment and educational
performance.” (Berry, 2002) The Charles Young Elementary School became a model for other schools.
Communication ability improved between students and teachers. More importantly, standardized test
scores in math and reading, done before and after the restoration, confirmed a dramatic improvement
in student performance post-restoration.

Notably, twenty-five percent of the students improved their test scores from “below basic” to “basic” or higher
levels. A portion of this study, published in the proceedings of Indoor Air 2002*, found the higher test scores
partially attributable to the school’s more comfortable and inviting mixed-carpeted environment.

*A new independent case study is underway and results will be published at a later date.


4

Accurate Information about Carpet in Schools
Many schools have used carpet as a preferred floor covering for many years because of
its enhancing features – comfort, warmth, noise control, glare reduction, and protection from
slips and falls.

However, there are misperceptions that carpet contributes to unhealthy indoor air quality
because it cannot be properly maintained in schools. But in fact, carpet is easier and less
expensive to maintain than hard-surface flooring, and independent research studies indicate
that clean carpet poses no health risk in schools or any other environment.

Given considerable debate about the most appropriate flooring material for use in schools,
in IAQ Design Tools for Schools, the EPA recognizes existing advantages and disadvantages
associated with all types of floor coverings. For example, carpet offers acoustical and comfort
benefits not usually available with other floor coverings. Regular and effective cleaning and
maintenance are essential for any type of floor covering.

Replacing Carpet with Hard Surface Floors
As the Charles Young School study points out, under-funded operating budgets and limited
long-term accountability for the decision-making outcome leads to misguided restoration
policies. The decision to replace carpet with hard floors dodges the issue and responsibility
of effective cleaning, as pollutants rest on hard surfaces and are easily kicked up into indoor
air. Lower morale and poorer health ensue, working against the learning process.

The study of the Charles Young Elementary School examines the connection between morale
of students and the environmental condition of the school. Studies show that academically
successful schools foster a sense of well being, and this sense is the essence of a healthy
environment. Therefore, care should be taken in discontinuing the use of carpet in schools,
as students, teachers, and staff need an elevated level of comfort in their teaching and
learning environments. Carpeting offers soft surfaces on which to stand for long hours,
warm and energizing colors, glare reduction, and most importantly, noise control.


5

TH E B E N E FITS O F C AR PET

Physical Benefits
According to Dr. Lorraine Maxwell, professor of human-environment
relations at Cornell University, “Children have different responses to
various classroom settings, which is why it is so important to make sure
their classrooms are designed to stimulate them in the best possible way.
Ways to make a classroom more comfortable include having carpet on the
floor, windows to let in natural light, assorted classroom arrangements,
and ample space to work comfortably.”

Beth Schapiro & Associates’ national survey of teachers (2000), also high-
lighted safety, comfort, lighting, acoustics, and climate control as the top
five classroom design elements impacting the learning environment.

Teachers overwhelmingly listed carpet as an important design feature
because it
■ Provides comfortable seating for students
■ Makes floor areas usable workspace
■ Provides a soft, quiet environment
■ Gives overall comfort
■ Helps reduce glare
■ Minimizes risk of injury, accidents and slips and falls

The final point deserves additional attention: the survey also found that teachers categorize
carpet’s ability to minimize the risk of accidents as its main benefit.

The U.S. Consumer Product Commission reported that more people die of indoor falls than
any other kind of accident. According to Dr. Alan Hedge, Professor of Department of Design
and Environmental analysis at Cornell University, the falls due to slips and tripping rank as the
second leading cause of accidental death in the United States. (Hurd, 2009) Furthermore, these
accidents are equally distributed between work and home, and children aged 10 and younger
were the second age group most likely to be injured by falls.

In wet conditions the risk of a slip on hard surfaces is twice that of carpet because carpet
increases surface traction. Plus, hard surfaces are less forgiving and more likely to result in more
injury. Yet there has been a trend away from carpet in schools, particularly in hallways and on
stairs where the majority of falling accidents occur. In other words, slick hard surfaces become
accidents waiting to happen during the commotion and bustle of rainy school mornings. With
less glare, extra traction, added cushioning, a softer landing, and fewer injuries, carpet’s ability
to prevent falls and therefore minimize liability makes it a good flooring choice.


6

TO P 5 WAYS TO I M PROVE CL ASS ROOM ACOUSTI CS
Inattention in students may not always be caused by learning or behavioral disorders. Sometimes noise level prevents a
student from hearing properly and/or assimilating lessons. Note the following five ways to improve classroom acoustics.

1. Carefully select and design air-conditioning systems.
2. Limit room ceiling height.
3. Use sound-absorbing surfaces throughout rooms.
4. Install carpeting instead of hard floors.
5. Emphasize teacher training, smaller class sizes, and better room environments.

Non-Physical Benefits
A high performance school is designed to reduce stress, as lowered stress
results in higher performance. Design features like carpet enhance aesthetics
and comfort and send a message of care and concern, thereby epitomizing
a well-managed school.

Acoustic Benefits
Noise affects learning negatively. Carpet’s capacity to absorb sound and muffle
background noise allows students to hear better, pay attention more, and think
more clearly while learning.

In a 1995 survey by the General Accounting Office, school administrators
ranked poor acoustics as the most significant problem affecting the learning
environment. Researchers at a 1997 conference of the Acoustical Society of
America presented the following evidence: excessive noise levels impair
a young child’s speech perception, reading and spelling ability, behavior,
attention and overall academic performance. Ongoing studies continue
to support these findings.

Gary Sieben, Professor of Architecture at the University of Florida and one of the world’s foremost experts on
architectural acoustics, along with Professors Carl Crandell and Mary Jo Hassel, set out to identify and cure
acoustical problems in classrooms. They studied what students were and were not hearing, and why. Startlingly
they found that “Students beyond the first or second row in a typical classroom hear only 50 percent” of
what their teachers say.

The Canadian Association of Speech-Language Pathologists and Audiologists (CASLPA) also warn that noisy
classrooms strongly affect a child’s ability to learn as well as a teacher’s ability to teach. Results from a
Canadian Language and Literacy Research Network study show that “one in six words is not understood
by the average Grade 1 student due to excessive background noise and poor acoustics in Canadian
classrooms.” (D’Aoust, 2007)

Carpet improves this ratio. For example, in the case study of the Charles Young School, students’ reading skills
improved because of “open classes and flexibility of teaching associated with total usable space that includes
the floors.” (CRI Technical Services)


7
The State of California has conducted research revealing that effective sound control in
open spaces is “virtually impossible to achieve” without carpet. (State of California, 1998)
In fact, according to a study by the American Society of Interior Designers, carpet is 10 times
more effective in reducing noise than other types of flooring. Noise levels can be reduced
even more when polyurethane cushioned backing is added to the carpet. (Carpet Scores
Good Marks in Schools, 2008)

Maintenance Cost Effectiveness
The installation of hard-surface flooring and its ensuing high-cost, labor-intensive maintenance
plagues school budgets. Maintenance costs include labor, materials, and equipment. Planners
need to look beyond the initial cost when choosing flooring because “inexpensive” floors can
quickly become expensive floors. To keep costs down, it is critical that schools conduct cost
benefit flooring analyses and develop awareness of the economic benefits of carpeting.

According to Canadian Facility Management & Design (April 2002) “Maintenance is the single
most costly element in most floor coverings. Thus, the most important economic consideration
is the true life-cycle cost of a floor covering. For example, over the life cycle of flooring, heavy
traffic areas will raise the costs of hard-surface flooring by 18% when compared to the life
cycle cost of carpeted flooring.” (CRI Technical Services, 2003) Also, maintenance cost for the
installation of carpet is less than for hard-surface flooring. In addition, carpet with built
in stain resistance offers even greater savings in the long run.

Life-Cycle Cost Benefit
The life-cycle cost is one of carpet’s main benefits. Preventive maintenance is the key.

Jeff Bishop, Chair of the Certification Board of the Institute of Inspection, Cleaning, and
Restoration Certification (IICRC, Vancouver, WA), conducted a study in 2002 revealing that
hard-surface floors require two and a half times more cleaning time than carpet. Also,
cleaning supplies cost approximately seven times more for vinyl floors than for carpet.
The study concluded that “Upfront purchase and installation costs for VCT are actually
less than those for carpet, but at the end of the 22-year time period, carpet expenditures
proved to be more cost effective than VCT.”

Overall, the study shows that it costs 48% less annually (light to medium traffic areas such as
teacher offices, conference rooms, break areas, media centers, auditoriums, and administrative
offices) and 65% less annually (heavy traffic areas such as corridors and classrooms) to maintain
carpet. This means a savings of 31% (light to medium traffic) and 58% (heavy) of total costs
over a 22-year period. Put another way, over a 22-year period carpet costs $18.29 per square
foot, while VCT costs are more than double at $38.82.

It is very important to choose the right carpet for specific areas in order to maximize savings
and maintain their appeal. For example, carpet that is tight looped and densely tufted with a
low profile will be optimally functional for many areas in schools, as this construction can with-
stand heavy traffic. Carpet color is another consideration: light colors brighten hallways and
rooms, but should be avoided in heavy traffic areas. Small patterns can be ideal for their ability
to hide soil and add charm. Specifiers can consult industry guidelines to insure selecting the
right carpet for the specific application. Carpet is classified according to its ability to withstand
expected traffic, thereby indicating its functional characteristics and performance capacity
in any given area. (Carpet Scores Good Marks in Schools, CRI, 2008)


8
M AI NTE NAN CE AN D PR E VE NTIVE M E ASU R E S

Scheduled, routine vacuuming removes 90% to 95% of all dry soil by weight, making
vacuuming the single most effective and economical means of keeping a floor clean.
Proper equipment is vital, so CRI identifies machines with the Seal of Approval/Green
Label designation, which have been tested to meet strict standards for soil removal and
dust containment. For complete details on the program, including a listing of approved
vacuum cleaners, go to the CRI web site, www.carpet-rug.org.

Preventive measures and continuous maintenance induces a sense of caring among
employees, students and community. This sense comes not only from the suggestion
of care and comfort but also from the physical environment that carpet creates. As
discussed below, findings show that carpet, compared to hard surface floors, keeps
more soil, dust, and other indoor air pollutants out of the air. To insure this status,
carpet must be cleaned adequately to prevent allergens from forming, especially
in areas where humidity control is an issue.

Studies show that both “indoor and ambient environment pollution are significantly
Note these easy ways
controlled through an effectively managed indoor cleaning program.” (Berry, 2003)
to be proactive about Michael Berry cites several scientific studies that exhibit the necessity of proper and
keeping carpet clean: regular cleaning. For example, The Denver Study shows that “the highest concentrations
of airborne pollutants were associated with environments that were moderately to
heavily soiled, cleaned infrequently, or were cleaned with methods that had excessive
■ Clean exterior
chemical or particle residue.” (Berry, 2003) The Frank Porter Graham Child Development
walkways often Center Study supports the Denver findings by conducting research in a building
by shoveling snow, consisting of 70% carpet, demonstrating that properly and frequently cleaned
removing leaves, carpets do not present indoor air problems.
sand and other
C AR PET I N DUSTRY E NVI RO N M E NTAL I N ITIATIVE S
debris.
■ Restrict food and The carpet industry joins the most progressive in the country in addressing the potential
beverages to human health, environmental and sustainability factors of its products. It continues to
specific areas. shrink its environmental footprint in many ways, including the reduction of landfill
use, carbon dioxide emissions, water and energy consumption, waste generation,
■ Prohibit chewing
transportation, packaging, and hazardous air pollutants.
gum.
■ Place trashcans in Reduce, reuse, recycle
easily accessible The carpet industry has been committed to the environment for many years.
areas CRI assessed its members’ environmental progress and found carpet companies
dramatically increasing their sustainable efforts. Consider these facts:
■ Many companies reported reductions in toxic air emission while increasing
production. One company reduced its nitrous oxide emissions by 70% simply by
installing a low NOX burner system in the boiler.
■ Companies significantly reduced their use of water and electricity. One company
worked with the local utility company to develop technology for the reuse of beck
dye bath water. This cut water usage for the process by an astounding 50%.
■ Voluntary solid waste recycling jumped from small percentages to as much as 90%,
while solid waste to landfill decreased from large percentages to less than
10% in the last 6 to 10 years.


9
Carpet and IAQ
In order to protect indoor environmental air quality, specifiers must
address IAQ questions, understand the problems engendered by the entry
of outdoor and indoor pollutants, and address flooring for sensitive
environments.

Volatile Organic Compounds
The carpet industry has worked closely for years with academic institutions,
the government, and independent laboratories to evaluate carpet’s role in
the indoor environment. According to CRI, scientific evidence throughout
evaluations indicates no links of adverse human health effect to VOC
(volatile organic compounds) emissions from carpet. “Recurring reviews of
the scientific literature find no evidence that properly maintained carpet
poses a risk to public health…. In fact, where the air quality was measured,
air over carpet was time and again less polluted than air over hard floors.”
(CRI Technical Services, 2003)

Carpet and the products used in the installation process undergo regular
emissions testing. In the approved protocols for ASTM Standard D5116,
everything must fall below a minimum emissions level of 0.5 mg/m³. Using
these scientific standards, CRI established the Green Label and Green Label
Plus programs to guarantee that customers may knowingly purchase the
lowest emitting carpet, adhesives, and cushions available. CRI tests these
stringent criteria annually, semi-annually or quarterly to ensure quality.

VOC levels diminish greatly within the first 24 hours of installing carpet.
Proper fresh air ventilation renders indoor VOC levels undetectable within
48 to 72 hours after installation.

Mold and Allergens
Synthetic fibers in clean, dry carpet cannot grow mold. Carpet traps dirt
particles and allergens for vacuuming. Further, non-carpeted rooms have
allergen air concentration levels at 10-100 times more than carpeted rooms.

Moisture trapped below a carpet can result in mold growth and the release of mold spores into indoor air.
Designers should select carpet that has been tested for VOC emissions under the CRI Green Label Plus testing
program. This testing program meets California’s Collaborative for High Performance School (CHPS) low-
emitting materials standard. When the Green Label is attached to a carpet, floor adhesive, or cushion, it
signifies independent, representative testing of the product type and insures that it meets the requirements
for each program established by CRI.

Humidity is an environmental contributor to molds and allergens. The Air Quality Sciences Study of Carpet
Cleaning found that moving poorly maintained carpet from a high humidity indoor setting to one with humidity
controlled at less than 65% discontinued the growth of all mold. “After cleaning, test results from the previously
contaminated carpet were comparable to those of a clean control carpet in terms of biocontaminants in the
carpet and airborne particles.” (Berry, 2003)


10
In addition to humidity control, regular and effective cleaning is the number one tool for an
allergen-free, healthy environment. For example, The Hydro Labs Mold Study concluded that
hot water extraction is highly effective in reducing mold growth. It concluded further that
clean carpet “does not support mold growth even at prolonged and elevated temperature
and humidity levels,” and clearly demonstrated that “vacuuming carpet surfaces is highly
effective in reducing and managing the levels of culturable mold spore.” (Berry, 2003)

Professor of Design and Environmental Analysis at Cornell University, Alan Hedge, determined
through a 2001 study that concerns about carpet contributing to an increase in respiratory
problems are unfounded. “As long as schools keep floors clean and use high-efficiency
microfiltration vacuum bags, carpets can be a healthy, safe, and economical floor covering.”

Proper cleaning and maintenance is a critical component of any flooring system.

“Assessment of Carpet in Sensitive Environments.” Dr. Michael Berry’s 2001 report defines
sensitive environments as those that directly affect the very young, the very old, and those
who are ill. Dr. Barry studied the correlation between carpet and IAQ (indoor air quality) by
examining the results of hundreds of other studies. He found that “Carpet is a preferred and
widely used floor covering associated with minimal complaints…. About 1.2 billion square
yards of carpet are installed every year. Complaints per square yard of carpet are extremely
small…. Research to date, going back over 30 years, consistently shows carpet to be a
safe and healthy product.” (Berry, 2003)

Conclusion
Carpet lends a relaxed feel to educational facilities through enhanced comfort, acoustics,
and safety, all of which lead to better concentration, performance, attendance rates and
the potential for higher test scores. In addition, the life-cycle costs of carpet installation
and maintenance are more economical that those of hard surface flooring. Further, properly
maintained carpet tends to reduce particles in the air and can enhance IAQ by holding
allergens at bay and preventing their release into the air of heavily trafficked areas. These
combined benefits make carpet an excellent flooring choice for school settings by
contributing to a better environment for students, teachers, and all school personnel
in various critical ways. (Berry, 2003)


11
B I B LI O G R APHY | 501 C AR PET FO R E DUC ATI O NAL FACI LITI E S
Berry, Michael A., Ph.D. “Carpet in the Modern Indoor Environment: Summary of a Science-Based Assessment of Carpet.”
University of North Carolina at Chapel Hill, 2003.
“Educational Performance, Environmental Management, and Cleaning Effectiveness in School Environments,” April, 2001.
“Final Report of the Hydrolab Project 2001: Flooring, Humidity, and Mold Growth.” Prepared for The Carpet and Rug Institute,
February 20, 2002.
“Healthy School Environment and Enhanced Educational Performance: The Case of Charles Young Elementary School,
Washington, DC.” Prepared for The Carpet and Rug Institute, January 12, 2002.

Beth Schapiro & Associates. “National Survey of Public Teachers.” Prepared for The Carpet and Rug Institute and
The International Interior Design Association Foundation, March, 2001.

Bishop, Jeff. “A Life-Cycle Cost Analysis for Floor Coverings in School Facilities,” March, 2002.

“Carpet: Creating a Better Learning Environment.” Supplement to College Planning & Management and School
Planning & Management.” In cooperation with The Carpet and Rug Institute, May 2001.

“Carpet: The Educated Choice for Schools. Life-Cycle Cost Analysis.” Educational pamphlet for The Carpet and Rug Institute, 2000.

“Carpet and High Performance Schools.” CRI Technical Services, January, 2003.

“Carpet Maintenance for School Facilities.” Educational pamphlet for The Carpet and Rug Institute, 2000.

“Carpet Makes the Grade In Schools.” Educational pamphlet for The Carpet and Rug Institute.

“Carpet Usage & Allergic Reactions in Sweden.” http://www.carpetrug.org/pdf_word_docs/Swedish_Chart.pdf.

“Carpet Scores Good Marks in Schools: A Smart, Sustainable, Solution in Floor Coverings.” Architectural Record. Carpet and
Rug Institute, 2008.

Cole, E.C. et.al. “Indoor Environment Characterization of a Non-Problem Building: Assessment of Cleaning Effectiveness.”
Research Triangle Report Number 94U-4479-014, Research Triangle Institute, March 1994.

D’Aoust, Angie. “Experts Warn of Noisy Classrooms: Audiologists and Speech-Language Pathologists warn of learning problems
associated with noise.” CASLPA-ACOA, 2007.

Foarde, Karin, Deborah Franke and Dr. Michael A. Berry. “Cleaning Effectiveness Demonstration in a Carpeted School.” w
CRI Scientific Resources at http://www.carpet-rug.org/carpet-and-rug-industry/research-and-resources/scientific-research/
studies-alphabetically-by-title.cfm, November, 2002.

Grass, Stephen video writer/producer. How Interior Design Solutions Help Create Better Learning Environments.
Carpet and Rug Institute, 2004.

Harmel, Kristin. “Listen to the Teacher: Good Classroom Acoustics are Vital to Effective Learning.” Explore: Research at the
University of Florida, Spring, 2000.

Hurd, Frank. “Carpet Aids Learning in High-Performance Schools.” Educational Facility Planner, Volume 43: Issue 4 (pp. 19-22),
Spring 2009.

Lang, Susan. “Carpets in Schools Don’t Compromise Indoor Air Quality.” Cornell Human Ecology, March 19, 2001.

Lang, Susan. “CU expert: Carpets in Schools Benefit Indoor Air Quality.” Cornell Chronicle, March 29, 2001.

State of California, School Sound Level Study, School Facilities and Transportation Division, California State Department
of Education, 1998.

“Myths & Truths about Carpet.” Educational pamphlet for The Carpet and Rug Institute, July, 2004.

12
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Address City State Zip
Telephone FAX E-mail
AIA ID Number Completion Date (M/D/Y) IDCEC Number and Organization (IIDA, ASID, IDC, NEWH)
Check one: $25.00 payment enclosed (Make check payable to the Carpet and Rug Institute, Box 2048, Dalton, GA 30722-2048.)
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PROGRAM TITLE: “CARPET IN EDUCATIONAL FACILITES” (8/10) AIA/CES CREDIT: This article will earn you one AIA/CES LU hour of health,
safety and welfare/sustainable design (HSW/SD) credit or .1 CEU credit from IDCEC (valid for credit through July, 2012) DIRECTIONS: Select
one answer for each question in the box beside the possible answers. Send or fax this page to Pat Jennings, The Carpet and Rug Institute, 730
College Drive, Dalton, GA 30720 or fax to 706.278.8835 or scan and email to pjennings@carpet-rug.org along with your check or credit card
information. A minimum score of 80% is required to earn credit. A certificate of completion will be sent to each person who passes the test.

1. According to a survey of teachers, most feel that school design and classroom design:
a) Do not impact learning c) Strongly impact learning
b) Have little impact on learning d) None of the above
2. Carpet was added to classrooms at Charles Young Elementary School in order to:
a) Make the staff more comfortable c) Appeal to outside groups who want to use the school during off-hours
b) Reduce noise d) All of the above
3. One benefit of the 45,000 square feet of new carpeting installed in Charles Young Elementary School was that student test scores:
a) Stayed the same c) Rose significantly
b) Changed slightly d) Drastically lowered
4. A non-physical benefit of carpeting in schools is that it:
a) Lets the students know that the school staff cares about them c) Creates a warm, aesthetic environment
b) May reduce stress d) All of the above
5. Academically successful schools show:
a) A sense of well-being among students c) Little interaction between parents and teachers
b) A strong emphasis on athletics d) Little interaction between students and teachers
6. A good benefit analysis will show that carpet may be:
a) More expensive to maintain c) Less expensive overall than other types of flooring
b) Less expensive to maintain d) All of the above
7. The Acoustical Society of America reports that acoustical problems in classrooms are alleviated by the use of carpet.
One of these acoustical problems was:
a) Warmth c) Comfort
b) Behavior and attention d) Both a & c
8. The U.S. Consumer Report Commission reported that in 1993 more people died in than in any other type of accident.
a) Automobile accidents c) Slipping on ice
b) Skiing accidents d) Indoor falls
9. CRI’s Green Label Plus programs offers customers:
a) Lowest emitting carpet, adhesive and cushion c) Annual/semi-annual/quarterly testing of certified products
b) Assurance that products meet stringent low-VOC criteria d) All of the above
10. Proper cleaning and maintenance of carpet will assure that neither nor will cause any problems.
a) Moisture, temperature c) Students, teachers
b) Mold, allergens d) None of the above

501 Ceu L Idcec 7 9 2010

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501 Ceu L Idcec 7 9 2010