Identifier

etd-0904102-160204

Degree

Master of Science (MS)

Department

Environmental Sciences

Document Type

Thesis

Abstract

The Environmental Protection Agency appropriates 400 million dollars in grant funding under the authority of Title X: Residential Lead-based Paint Hazard Reduction Act of 1992. The education mandate of Title X states that the federal government must build an infrastructure to educate the public, real estate professionals, and contractors, to name a few, on the hazards of lead-based paint. A survey was developed to assess the effectiveness of the Title X education mandate. Contractors in the City of New Orleans were surveyed to assess their knowledge of the act and the hazards of lead-based paint before attending an 8-hour training course used to training contractors in accordance with a city ordinance. The city’s ordinance was passed to ensure that contractors performing remodeling or renovation activities in the city limits are properly trained on the hazards of lead-based paint and hazard control methods known as interim controls. It requires contractors to attend a minimum 8-hour course approved by the Department of Housing and Urban Development (HUD).

The results of this study indicate that the contractors in the New Orleans area are not being educated on the hazards of lead-based paint and the requirements of Title X as mandated. The training course the contractors attended requires attendees to pass a post-course test in order to receive a notice of completion to prove certification. The scores from the test were also analyzed and assessed. The analysis demonstrated the contractors benefited from specialized training as average scores of the group increased by approximately 20% over the survey scores. This study recommends policy mandating training and education with a need for additional research. Contractors should be required to attend specialized education.

Date

2002

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Michael W. Wascom

DOI

10.31390/gradschool_theses.1921

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