Linking measurements of the physical environment's physiognomies to human behavior and productivity is a rather new task in the fields of education, and social and natural sciences. In education; for example, how can a schoolhouse and its surroundings be measured such that valid and reliable comparisons can be made among student outcomes? For example, how do school environments influence student behavior and other outcomes? How do we quantify specific features of the physical environment of the school? Obviously, we already accept the quantification of student testing and other measurable outcomes based on our continual dependence on standardized tests for making decisions. The article approaches this issue through rules of consistent measurement and mapping practices. Three common measurement scales, nominal, ordinal, and interval scales are compared. The nominal scale is shown to be of unequivocally no value in making quantitative comparisons, beyond classifying and categorizing assigned values. The ordinal and interval scales may be considered as vectors having magnitude and direction, while the nominal scale does not fit into correlations, regression, and prediction equations because the nominal classification cannot show direction or specify magnitude. Examples of the use of ordinal and interval scales are presented with respect to comparisons of student outcomes and measured environmental variables having magnitude and direction.