Abstract
This paper offers a conceptual framework, bolstered by empirical evidence, for two conclusions: (1) that variability in student learning is prominently influenced by ergonomic design features, not only of classrooms and school systems, but also of surrounding communities; and (2) a systems concept of learning environments therefore is required to support student learning, based on integrating educational with community ergonomics. Educational system design factors known to strongly influence student learning first are reviewed. One of the most prominent of these is the socioeconomic status of communities in which schools are housed. Independent lines of evidence then are introduced that may account for how and why community design affects learning. The paper closes with recommendations for persuading policymakers and educators that closer integration of school system operations and functions with those of the surrounding community, with a central goal of upgrading community design conditions, represents a highly promising opportunity for improving student learning performance. One major challenge is to heighten awareness that learning environments outside the classroom are as or more important as those inside, in terms of influencing not only test but broader educational and societal trajectories of children.