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This study analyzes portable classroom use across Ontario, Canada’s 27 largest school boards using statistical methods to identify (a) socioeconomic factors linked to higher odds of extensive portable use and (b) factors associated with portable use that relate to student academic achievement. Findings inform targeted recommendations for policy and practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/portable-classrooms-socioeconomic-context-and-implications-for-academic-achievement/597062/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/portable-classrooms-socioeconomic-context-and-implications-for-academic-achievement/597062.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are portable classrooms widely used in Canada and the United States?","Question",{"text":112,"@type":113},"Portable classrooms are often used when built space cannot accommodate growing student populations. Their flexible placement and relatively low upfront cost make them a common temporary accommodation strategy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research questions guided the study?",{"text":117,"@type":113},"The study asks how socioeconomic status relates to portable classroom use and how portable classroom use relates to academic achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study contribute to policy and practice?",{"text":121,"@type":113},"It identifies socioeconomic and use-related factors linked to portable classrooms, then provides recommendations aimed at informing education policy, planning, and instructional practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597062,1792189230,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Portable Classrooms: Socioeconomic Context and Implications for Academic Achievement  \nAugusto Riveros, Chenyang Zhou Western University  \nAbstract  \nAcross many educational jurisdictions, school boards use portable classrooms to accommodate students in overcrowded schools. Despite their popularity, neither the socioeconomic contexts oftheir utilization nor their effects on academic achievement are well understood. This article expands the incipient literature on portable classrooms by reporting on a study that examined portable classroom use in the 27 largest school boards in Ontario, Canada. Through a combination of statistical strategies, this research reports on (a) the socioeconomic factors that increase the odds of having a high number of portable classrooms and (b) the factors associated with portable classroom use that affect academic achievement. Based on these findings, this article offers recommendations for policy and practice.  \nKeywords: Portable Classroom, School Overcrowding, Ontario, School Boards  \nResume  \nDans de nombreuses juridictions scolaires, les conseils scolaires utilisent des salles de classe préfabriquéspour accueillir les élèves dans les écoles surpeuplées. Malgré leur popularité, ni les contextes socioéconomiques de leur utilisation ni leurs effets sur la réussite scolaire ne sont bien compris. Cette étude élargit la littérature naissante sur les salles de classe portables en rendant compte d’une étude qui aexaminé l’utilisation des salles de classe portables dans les 27 plus grands conseils scolaires de la province canadienne de l’Ontario. Grâce à une combinaison de stratégies statistiques, cette recherche rend compte (a) des facteurs socio-économiques qui augmentent les chances d’avoir un nombre élevé de portables et (b) des facteurs associés à l’utilisation portable qui affectent la réussite scolaire. Sur la basede ces conclusions, le document propose des recommandations pour la politique et la pratique.  \nMots clés : Salles de Classe Préfabriqués, Salles de Classe Portables, Écoles Surpeuplées, Ontario, Conseils Scolaires.  \nIntroduction  \nPortable classrooms, also known as relocatable, mobile, or demountable classrooms, are a common sight in many school districts in Canada and the United States. Because of their flexible placement and relatively low upfront cost, these structures are often used when the built space in schools is insufficient to accommodate growing student populations. While meant to be temporary, these structures tend to stay on site for longer periods (Riveros, 2023; Chan 2009), which suggests that, in the context of austerity and funding cuts to public education, school districts may be using portable classrooms in lieu of new school construction.  \nAs many students across Canada and the United States continue to receive education in these structures, the question about the possible relationships between portable classroom use, school socioeconomic factors, and student achievement has become urgent and necessary. A better understanding of the socioeconomic factors associated to portable classroom use, as well as recognizing the implications of portable classrooms for student learning, could provide important insights for policy making, education planning, and instructional practice. This study explored a data set that included school-level data on enrolment, classroom counts, achievement, and demographics from the 27 largest school districts (with approximately 2.700 schools) in the province of Ontario, Canada. The following questions guided the research:  \nQ1: What is the relation between socioeconomic status and portable classroom use?  \nQ2: What is the relation between portable classroom use and academic achievement?  \nResearch on the relations between learning spaces and student outcomes has consistently demonstrated that the physical condition and layout of the school influence student achievement and well-being (Blackmore et al., 2011; Byers et al., 2018). Furthermor","cbCaia7GmlyIFMde","https://ap.wps.com/l/cbCaia7GmlyIFMde","pdf",515051,18,"English","# Introduction\n## Educational Spaces, Policy, and the Mediation of Social Relations","[{\"question\":\"Why are portable classrooms widely used in Canada and the United States?\",\"answer\":\"Portable classrooms are often used when built space cannot accommodate growing student populations. Their flexible placement and relatively low upfront cost make them a common temporary accommodation strategy.\"},{\"question\":\"What research questions guided the study?\",\"answer\":\"The study asks how socioeconomic status relates to portable classroom use and how portable classroom use relates to academic achievement.\"},{\"question\":\"What does the study contribute to policy and practice?\",\"answer\":\"It identifies socioeconomic and use-related factors linked to portable classrooms, then provides recommendations aimed at informing education policy, planning, and instructional practice.\"}]","Portable Classrooms: Socioeconomic Context and Implications for Academic Achievement | PDF",1792084297,45]