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COMMUNITY DEVELOPMENT AND SCHOOL FACILITIES
Information on the role public school facilities play in urban and rural economic development and community revitalization, compiled by the National Clearinghouse for Educational Facilities. 
Mobility, Housing Markets, and Schools: Estimating General Equilibrium Effects Of Interdistrict Choice.
http://www.ncspe.org/publications_files/OP184.pdf Brunner, Eric; Cho, Sung-Woo, Reback, Randall (Columbia University, National Center for the Study of Privatization of Education, New York , Jan 2010)
Develops and tests predictions concerning the general equilibrium effects of inter-district choice programs. Changes in school district-level demographics and housing values between the 1990 and 2000 Censuses are examined, in twenty-six states that adopted these choice programs. Consistent with theory, districts with popular nearby, out-of-district schooling options experience relatively large increases in housing values and in the number of households with children. 42p.
The Mechanics of City-School Initiatives: Transforming Neighborhoods of Distress & Despair into Neighborhoods of Choice & Promise.http://citiesandschools.berkeley.edu/reports/PLUS_Mechanics_of_Change.pdf McKoy, Deborah; Bierbaum, Arial; Vincent, Jeffrey (Center for Cities and Schools, Berkeley, CA , Nov 2009)
Presents an evidence-based framework for improving the quality of public education and creating more vibrant and healthy neighborhoods through integrated city-public school initiatives. Case studies reveal how to simultaneously leverage innovations in the built environment, educational practice, and collaborative policymaking. These lessons draw on work with six city-school district partnerships in the San Francisco Bay Area. 23p.
A Look at Community Schools.
Bireda, Saba (Center for American Progress, Washington, DC , Oct 2009)
Provides an overview of community school strategies in the United States and how community schools can decrease poverty's detrimental effect on students. The report highlights the examples where research shows community schools have had the most success by providing access to child care, social services, health care, and extended education. It also reviews England's extended school model and suggest how the United States can expand community schools based on England's experience. 28p.
Smart Growth Schools Report Card.
http://www.smartgrowthschools.org/SGSReportCard.pdf Norris, Nathan (Smart Growth Schools , May 19, 2009)
Compiles best practices from the literature pertaining to Smart Growth and K-12 schools, translated into eleven performance-based criteria. The Report Card describes these criteria, then provides four or five options for addressing each of them. The options then correspond to a letter grade that permits a local community to assess its efforts. 24p.
Growing by Degrees: Universities in the Future of Urban Development.
http://www.oecd.org/dataoecd/16/13/42979503.pdf (Royal Institute of British Architects, London , 2009)
Examines the potential and challenges of higher education campus growth and community development. The document discusses how the university and local civic authority can no longer carry on their business with minimal engagement. Both need each other today if either is to succeed. The scenarios explored in this publication are intended as informed provocations to stimulate debate not only within universities and local authorities, but also, particularly, between the two. 50p.
Smart Schools, Smart Growth.
http://citiesandschools.berkeley.edu/reports/Smart_Schools_Smart_Growth.pdf Fuller, Bruce; Vincent, Jeff; Bierbaum, Ariel; Kirschenbaum, Greta; McCoy, Deborah; Rigby, Jessica (University of California, Institute of Urban and Regional Development, Center for Cities and Schools, Berkeley , Jan 2009)
Examines how California's massive and ongoing investment in school construction could better advance the shared goals of school improvement, sustainable urban growth, and equal opportunity. The brief is organized in five parts: 1) a framework for how smart growth principles could help guide school facilities investments, 2) how the $82 billion in bond revenues are being distributed to California's various regions, 3) how a lack of coordinated planning is placed in sharp relief to where people live to how far they travel to jobs, 4) the benefits of high-quality school facilities that accrue to students and teachers, and 5) state policy makers, local educators, and city planners could exercise influential policy levers more wisely. Four communities that are grappling with these challenges in innovative ways and constructing smart schools that build from smart growth principles are highlighted throughout this report.Explores California's current $82 billion school construction investment as an opportunity to advance educational quality and lift local communities. The report urges incorporation of smart growth principles into school facilities construction, more accountability from the State Allocation Board, and investigation into how facility improvement have improved achievement. 37p.
Stones into Schools: Promoting Peace with Books, not Bombs, in Afghanistan and Pakistan.
Mortenson, Greg (Viking Pres, New York, NY , 2009)
Narrates the story of how the Central Asia Institute (CAI) built schools in northern Afghanistan. The author describes the harsh geography, near-death experiences as they plot a course of school-building through the Badakshan province and Wakhan corridor. Mortenson also shares his friendships with U.S. military personnel and describes the careful line CAI threads between former mujahideen commanders, ex-Taliban and village elders, and the American soldiers stationed in their midst. 443p.
TO ORDER:
http://us.penguingroup.com/static/pages/publishers/adult/viking.html
The Key Role of Construction in Each State's Economy.
http://www.agc.org/cs/state_economic_fact_sheets Simonson, Ken (Associated General Contractors of America, Dec 12, 2008)
AGC has compiled economic data which estimates the impact of $1 billion of construction spending on a state's economy. Fact sheets on each state are downloadable and include data on the economic impact of stimulus investment; construction employment; nonresidential construction; and construction industry pay. A state-by-state table of stimulus impact is provided, as well as a list of data sources and a description of the methodology used in estimating construction outlays and economic impact.
Our Failing Grade on Maintaining School Facilities.
http://www.epi.org/content.cfm/webfeatures_snapshots_20080903 Pollack, Ethan (Economic Policy Institute, Washington, D.C. , Sep 03, 2008)
School infrastructure spending, after being adjusted for increased construction costs, has decreased dramatically since 2001. While student enrollment has increased 3% since 2001, adjusted spending on school maintenance and construction has dropped by 42%, from $34.9 billion in 2001 to $20.3 billion in 2007. Inadequate facilities can have a negative effect on academic achievement and student health. Includes chart and short analyses. 2p.
Quality Schools, Healthy Neighborhoods, and the Future of DC: Policy Report.
http://www.21csf.org/csf-home/publications Filardo, Mary; Allen, Marni; Huvendick, Nancy; Sung, Ping, Garrison, David; Turner, Margery; Comey, Jennifer; Williams, Barika; Guernsey, Elizabeth (21st Century School Fund, Washington, DC , Sep 2008)
Advocates for improved public schools coupled with expanded affordable housing in the District of Columbia. A number of recommendations linking neighborhood and school improvement are proposed to attract and retain families with school-age children. Includes 25 references 52p.
Quality Schools, Healthy Neighborhoods: A Research Policy Report.
http://www.21csf.org/csf-home/publications Filardo, Mary; Allen, Marni; Huvendick, Nancy; Sung, Ping, Garrison, David; Turner, Margery; Comey, Jennifer; Williams, Barika; Guernsey, Elizabeth (21st Century School Fund, Washington, DC , Sep 2008)
Provides an overview of neighborhoods and public school in the District of Columbia, including a profile of public school students in the years 2003-2007, examines the supply of District of Columbia public schools in the 2006-07 school year, and examines the demand for public schools across the city and what qualities characterize schools in low and high demand. School building utilization was one feature used to determine demand, and school facility condition is considered in the context of the supply of public schools. 109p.
Managing Maryland's Growth: Smart Growth, Community Planning and Public School Construction.
http://www.mdp.state.md.us/pdf/MG27.pdf (Maryland Dept. of Planning, Baltimore , Jul 2008)
Provides guidance to Maryland school districts in planning schools that support smart growth. Topics covered include walkability, bicycle access, environmental protection, high performance buildings, schools as community centers, school and site size, co-location and shared use, and energy efficiency in school transportation. Case studies accompany each topic and a model approach for school planning, location, and construction is included. 42 references complete the document. 78p.
Report NO: 2008-001
Economic Impacts of Planned School Construction Projects in New Jersey.
http://www.heldrich.rutgers.edu Lahr, Michael; Fichter, Aaron; Bloustein, Edward (Rutgers University, Edward J. Bloustein School of Planning and Public Policy, New Brunswick, New Jersey , Jul 2008)
Examines benefits to the state of New Jersey from currently anticipated school capital improvements. Planned expenditures on school construction will generate direct and indirect economic impacts for the state in the form of employment, income, gross domestic product, and state and local tax revenues. The research estimates that school construction spending will total $5.4 billion from August 2008 to 2013 and generate 9,357 jobs annually. Numerous formulas, tables, a detailed explanation of the methodology illustrate the results. 17p.
Impacts of the University of Maryland, College Park.
http://www.foundation.umd.edu/foundation/images/stories/sagereport.pdf (University of Maryland Foundation, College Park , Jun 2008)
Reports that the University of Maryland, College park supports more than 23,000 jobs, $1 billion in household income, and 2.4 billion in business sales per annum. This economic activity in turn produces $54 million in tax revenues for the State and another $24 million for local governments. Overall, for every dollar of taxpayer money the state provides to the university, more than $8 of economy benefit is created. Additional benefits include numerous patents and licensing agreements, and a steady supply of master's and doctoral graduates in scientific, engineering, and mathematical fields. 39p.
Linking School Construction Investments to Equity, Smart Growth, and Healthy Communities.
http://citiesandschools.berkeley.edu/reports Vincent, Jeffrey; Filardo, Mary (University of California, Center for Cities and Schools, Berkeley , Jun 2008)
Links patterns of public school construction investment to equity, smart growth, and healthy community issues. The study builds on previous research that found tremendous growth in public school construction spending nationally, due to: 1) enrollment growth; 2) aging buildings; 3) federal and state mandates; and 4) changes in education. It examines the scale, scope, and distribution of public school facility investment in California and Florida. These two states have had high enrollment growth, have increasingly diverse student bodies, and have been leaders nationally in school construction spending. Also discussed is which communities benefitted from school facility improvements by neighborhood income and racial composition in these two states, as well as what types of school construction has been invested in. The report also suggests that the disinvestment seen in school facilities in lower income and minority urban areas is yet another factor continuing to drive families with children from core cities and older suburbs. These families are seeking better schools for their children and the public investment that helps support them. While educators rightly look at patterns of educational program spending, school construction spending is an important and historically overlooked input that has a multitude of influences on school quality, residential patterns, segregation, and land use. 29p.
School Buildings and Community Building.
http://www.saferoutesinfo.org/resources/webinar_srts2008_session2.cfm Torma, Tim (National Center for Safe Routes to School, Chapel Hill, NC, May 2008)
An Environmental Protection Agency employee discusses the low priority of walkability in siting schools, the role of school siting in community development, and the history of neighborhood planning. State acreage and funding requirements for schools are cited, examples of poorly and well-sited schools are profiled, and various positive and negative efforts of communities and associations to create walkable schools are described.
Good Buildings, Better Schools: An Economic Stimulus Opportunity with Long-term Benefits.
http://www.21csf.org/csf-home/publications/GoodBuildingsBetterSchools-EPI-Paper.pdf Filardo, Mary (Economic Policy Institute, Washington, DC , Apr 2008)
Advocates federal spending to improve the condition of school buildings, noting the respective short- and long-term economic benefits of construction industry promotion and an improved learning environment. The document includes an examination of the size and condition of the U.S. school inventory, a discussion of the importance of school facility quality, details on how capital investment in schools can improve local economies and close achievement gaps between low- and higher-income students. Charts illustrate per student maintenance and operation expenditures, as well as construction spending according to school district levels of free and reduced lunch students. Includes 22 endnotes and references. 9p.
Local Governments and Schools: A Community-Oriented Approach.
http://icma.org/documents/SGNReport.pdf (International City/County Management Association, Washington, DC , 2008)
Provides local government managers with an understanding of the connections between school facility planning and local government management issues, with particular attention to avoiding the creation of large schools remotely sited from the community they serve. It offers multiple strategies for local governments and schools to bring their respective planning efforts together to take a more community-oriented approach to schools and reach multiple community goals--educational, environmental, economic, social, and fiscal. Eight case studies illustrate how communities across the U.S. have already succeeded in collaborating to create more community-oriented schools. Includes 95 references and an extensive list of additional online resources. 40p.
Report NO: E-43527
The Little School System That Could.
Duke, Daniel (State University Press of New York, Albany , 2008)
Examines the Manassas Park, Virginia, City Schools' 10-year turnaround from a low- performing district to one in which every school was accredited by 2005. The turnaround is largely credited to superintendent Tom DeBolt, who was hired in 1995. The author considers the district's turnaround from four organizational perspectives and addresses the critical role of professional and political leadership in overcoming the challenges of low morale, scarce resources, changing demographics, and dysfunctional school-community relations. The book offers lessons for any school system facing the challenges of low performance, underfunding, political turmoil, and a culture of low expectations, with special attention to school size and the impact of improved facilities. 182p.
TO ORDER:
SUNY Press, 194 Washington Avenue, Suite 305, Albany, NY 12210-2384; Tel: 518.472.5000, Fax: 518.472.5038http://www.sunypress.edu/details.asp?id=61588
Building Schools, Building Communities: A Forum on the Role of State Policy in California.
http://citiesandschools.berkeley.edu/reports (Center for Cities and Schools, University of California, Berkeley , Jun 2007)
Presents the proceedings of a forum of policymakers and practitioners from across California, along with national experts, examining the wide range of California state policies on school planning, design, and construction, and the ways those policies influence local decisions. Specifically, the forum was convened to understand what California policies and practices influence, promote, and/or hinder: 1) the location and size of new school sites, 2) building shared use and joint use school facilities and/or sites, and 3) innovative school design (especially in relation to location, site size, and use of schools). The report presents the forum's three conclusions and a set of recommendations for each. 33p.
Integrating Schools into Healthy Community Design.
http://www.nga.org/Files/pdf/0705SCHOOLSHEALTHYDESIGN.PDF (National Governors Association, Washington, DC , May 02, 2007)
Examines state policies on school siting, school construction financing, and Safe Routes to School programs focusing on how policies can benefit communities, improve children's health, and reduce the need for infrastructure expansion. Strategies that states are using include reducing or eliminating minimum acreage requirements for schools, revising school funding formulas to promote renovation or expansion of existing sites. requiring that schools be located in areas designated for growth that already have sufficient existing infrastructure to support school facilities; and creating, funding, promoting, and implementing Safe Routes to School Programs. 9p.
Higher Education Institutions in Middle Tennessee: An In-Depth Analysis of their Impact on the Region from a Comparative Perspective.
http://frank.mtsu.edu/~berc/pdfs/mthighered.pdf Arik, Murat; Penn, David (Nashville Area Chamber of Commerce, Tennessee , Mar 2007)
Estimates economic impact of higher education institutions on regional economy of middle Tennessee, analyzes the value of higher education using econometric models, compares skilled labor supply and demand conditions in middle Tennessee, provides an analysis of university-community interactions, and compares the region with the peer areas utilizing the publicly available higher education indicators. The study found that 20 colleges and universities in the region enroll nearly 100,000 students, provide employment for 75,000 people, and create an overall economic impact of $5.5 billion annually. 125p.
Communities of Opportunity: Smart Growth Strategies for Colleges and Universities.
http://www.nacubo.org/x9290.xml (National Association of College and University Business Officials, Washington, DC , 2007)
Discusses how various institutions of higher education across the United States have adopted smart growth strategies to help ensure that new growth and development meet the institutions' mission and serve the community in which they live. The publication begins with an overview of smart growth strategies and then makes a four-part argument for adopting such strategies: 1) Creating thriving, vibrant places helps to attract and keep the best students, faculty, and staff. 2) Smart growth development patterns are a more efficient use of scarce resources and are better investments. 3) Colleges and universities and the surrounding communities can work together across the traditional boundary of the campus to solve challenges in mutually beneficial ways. 4) Better development patterns allow colleges and universities to improve their environmental performance. 48p.
Reconnecting Schools and Neighborhoods: An Introduction to School-Centered Community Revitalization.
http://www.practitionerresources.org/cache/documents/647/64701.pdf (Enterprise, Columbia, MD , 2007)
Provides an introduction to school-centered community revitalization. Part 1 presents the case for integrating school improvement into community development, drawing on the academic research linking school and neighborhood quality as well as early results from school- centered community revitalization projects across the country. Part 2 presents the core components of school-centered community revitalization, including both school-based activities and neighborhood-based activities.The final part of the paper illustrates the diverse approaches currently being taken to improve schools and neighborhoods, drawing on the experiences of eight school-centered community revitalization initiatives in five cities: Atlanta, Baltimore, Chicago, Philadelphia, and St. Paul. 30p.
Renovate or Replace: The Case for Restoring and Reusing Older School Buildings.
http://www.saveourlandsaveourtowns.org/pdfs/RenovateorReplace/RoRMASTER.pdf Hylton, Tom (Save Our Land, Save Our Towns Inc. with funding by the William Penn Foundation, on behalf of the Pennsylvania Historic Schools Task Force , 2007)
Helps school boards and communities assess their options when considering replacing or renovating an established school. Considering the renovation the school within the context of neighborhood revitalization is emphasized, as is the construction quality typical of older schools, the assistance design professionals can provide, the value of small schools, the benefits of walking to school, the environmental wisdom of reusing older buildings, and the potential for adaptive reuse of older commercial buildings as schools. Case studies and opportunities particular to Pennsylvania are included. 32p.
TO ORDER:
Save Our Land, Save Our Towns Inc., 222 Chestnut Street
Pottstown, PA 19464. Tel: 610.323.6837
http://www.saveourlandsaveourtowns.org/pdfs/RenovateorReplace/RoRMASTER.pdf
Economic Impact of the Nation's Historically Black Colleges and Universities.
http://nces.ed.gov/pubs2007/2007178.pdf Humphreys, Jeffrey; Korb, Roslyn (National Center for Education Statistics, Washington, DC , Oct 2006)
Documents the economic role of America's historically black colleges and universities (HBCUs) by estimating the short-term economic impact that each of these institutions has on their local communities. Short-term economic impact was defined as the change in overall economic activity in the institutions's community that is associated with four important categories of college/university-related expenditures, salaries, other institutional expenditures, and the expenditures of undergraduate and separately, graduate and professional students attending the institution. In 2001, the total economic impact of HBCUs was $10.2 billion. This amount would rank the collective economic impact of HBCUs 232nd on the Forbes Fortune 500 list of the United States' largest companies Additionally, the total employment impact of the 101 HBCUs included 180,142 total (initial and induced) full- and part-time jobs in 2001. The report includes templates that can be used to update impact estimates for subsequent years as new IPEDS data become available. 117p.
Report NO: NCES 2007-178
Intergovernmental Collaboration and School Facility Siting.
http://curs.unc.edu/curs-pdf-downloads/recentlyreleased/Salvesen%20Z.%20Smith%20final%20school%20report.pdf (University of North Carolina, Center for Urban and Regional Studies, Chapel Hill , Aug 2006)
Summarizes the May 3, 2006 Summit on Intergovernmental Collaboration and School Siting, addressing communication and collaboration between school boards and local governments in selecting sites for schools. The goal of the summit was to create an open dialogue between school boards and local governments while building a model of collaboration that key stakeholders can use to coordinate local land use, school funding, and school planning. The report details the participants' plans for advancing their collaboration, organized along five themes: institutionalizing collaborative processes, creating a common goal and vision, establishing a culture of trust, improving communication and information, and changing policy. 31p.
Building Community: A Post-Occupancy Look at the Maryvale Mall Adaptive Reuse Project.
http://web.archive.org/web/20060929024822 Reagan, Lisa; Smith, Molly; Warner, Elisa (Council of Educational Facility Planners International, Scottsdale, AZ , Feb 2006)
Describes the conversion of Phoenix's vacant 1950's-era Maryvale Mall into an elementary and middle school. The project yielded a construction cost of $65 per square foot, and the new schools, along with the community services they housed, helped spur an urban renewal of the depressed Maryvale neighborhood 6p.
Housing in the Nation's Capital.
http://www.urban.org/publications/1001038.html (Fannie Mae Foundation and Urban Institute, Washington, DC , 2006)
Explores the intersections among public schools, housing, and neighborhood revitalization in the Washington, DC, metropolitan region. The report demonstrates the interdependent relationship between public school systems and local housing markets, and the imperative for coordinated investments that expand the supply of affordable housing while improving the quality of public education. Includes 33 references 72p.
Mayoral Leadership and Involvement in Education: An Action Guide for Success.
http://www.usmayors.org/74thWinterMeeting/edguide2006.pdf (United States Conference of Mayors, Washington, DC , Jan 2006)
Assists mayors with understanding educational issues that may affect their cities, provides strategies to assist them in getting involved in education, and conveys information about school finance and management. 35p.
Getting Real: an Interview with John Sole, Project-based Service Learning Master Teacher.
http://www.designshare.com/index.php/articles/getting-real Lackney, Jeffery (DesignShare, Minneapolis, MN , 2006)
Presents an interview that describes this teacher's learning projects that focus on the school and community built environment, and are typically conducted in low-performing disadvantaged schools. Includes three references. 6p.
Facilities Master Plan: A Holistic Approach to Improving the Relationship between Community Development and Public Spending for Chicago's Schools.
Rotschild, Sarah (University of Illinois at Chicago , Nov 11, 2005)
Report how a through a lack of comprehensive planning by the Chicago Public School Board and the Chicago Department of Planning and Development, coupled with a strictly market approach to community development, public schools in Chicago's West Town community have been unable to successfully meet the academic needs of the students. The report documents the efforts of low-income residents in a gentrifying community to save their schools, which are considered the centers of their community. An explanation of the need for a facilities master plan for the Chicago Public Schools is described through an analysis of similar efforts and research nationwide. Descriptions of the two agencies carrying out the facilities master plan pilot process in West Town, including a brief history of the changing demographics in the community and its affect on the neighborhood schools are included. 54p.
Building Partnerships: Community Voices in Planning and Developing New York City School Facilities.
http://steinhardt.nyu.edu/iesp.olde/publications/pubs (New York Institute for Education and Social Policy & Pratt Institute for Center for Community and Environmental Development , Apr 2005)
This looks at how parents, students, local residents, and community organizations are involved in the planning and development of school facilities, and identifies ways their participation can be expanded. Includes sections on the following: limited community engagement; transparency and participation in the capital planning process; typology of community engagement; and creating an open and innovative school facilities planning and development process. Provides eight case studies of community engagement in the New York area. 86p.
Capitalization of Parent, School, and Peer Group Components of School Quality into House Price.
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=257641 Brasington, David; Haurin, Donald (Social Science Research Network , Jan 07, 2005)
Reports on testing of competing models of how K-12 public school quality is capitalized into house prices. The value-added model proposes that only locationally fixed district-specific factors such as inputs to schooling and the characteristics of student peers are capitalized into house prices. This model claims that portable inputs to student outcomes, such as parental inputs, are not capitalized. A competing model argues that value-added is not easily observed; rather, educational outcomes such as proficiency test scores and expenditures per pupil are easily observed and are capitalized into house prices. Based on this study of 123 school districts and 27,000 house transactions, no support was found for the for the value-added model. Instead it was found that the district's average proficiency test scores and real expenditures per pupil influence households' valuations of their local public schools. 34p.
Building a Vision for Chicago's Schools & Neighborhoods: A Framework for a Facilities Master Plan.
http://www.ncbg.org/documents/fmp.pdf (Neighborhood Capital Budget Group, Chicago, IL , 2005)
Details this organization's recommendations concerning a facilities master plan for Chicago's schools. These include: development of a master plan by June 2006, community engagement to help shape the educational vision for Chicago's public schools, increased intergovernmental cooperation for a more coordinated approach to planning for schools and community development, adoption of policies to ensure that schools are part of efforts to revitalize Chicago neighborhoods, and issuance of a school facilities report card each year. 37p.
Schools As Centers of Community: John A. Johnson Achievement Plus Elementary School.
http://www.archfoundation.org/aaf/gsbd/Videos.SCC.htm (American Architectural Foundation, Washington, DC , 2005)
This online video describes St. Paul's award-winning John A. Johnson Achievement Plus Elementary School, a state-of-the-art K-6 community school and neighborhood hub created in an abandoned high school that was restored, with a YMCA incorporated into the complex. The school was created with significant and complex community input, and is pivotal in the effort to revitalize this depressed neighborhood. The available discussion guide helps users replicate the process that created this school, outlining group discussion formats and questions, and steps for assessing the results of these discussions.
TO ORDER:
American Architectural Foundation, 1799 New York Aveune, N.W., Washington, DC; Email: info@archfoundation.org, Fax: 202-626-7420http://www.archfoundation.org/aaf/documents/aaf.order.form.pdf
Equity Beyond Dollars: California's Choice for Children-Lessons Learned.
Abel, David; Oh, Angela; Zasloff, Jonathan; Takashima, Edward; Mobley, Alan (New Schools Better Neighborhoods, Los Angeles, CA , 2005)
Examines the history of California's incomplete efforts to attain funding equity, and several case studies of how planned integration of schools into the fabric of communities has improved equity of educational opportunity. The report documents how, over time, California has created a school construction funding mechanism comprised of statutes, judicial decisions, consent decrees, and voter initiatives which serves to systematically discriminate against poor urban school districts. Recent years have seen a marked improvement in the allocation process. Case studies presented in the latter half of this report illustrate effective current examples of this kind of leverage in action. 36p.
TO ORDER:
New Schools Better Neighborhoods, 811 W. Seventh St., Suite 900, Los Angeles, CA, 90017; Tel: 213-488-0737
Urban Innovation: Cypress Hills Community School, Brooklyn, NY
http://wwwfaculty.arch.usyd.edu.au/web/future/globalstudio/papers/Vega_Adkins_Winston.pdf Adkins, Ray; Jaya-Vega, Maria; Winston, Perry (UIA Congress, 2005)
Describes a community ownership non-profit lease model for purchasing and renovating an existing building for a 400-student school. This paper by the project manager, parent co-director, and architect illustrates the collaborative approach to community development, and suggests lessons for community facilities in other settings. It describes organizing the school, searching for a site and funding, transforming the building, and lessons learned. 8p.
Engaging Communities in the Planning of New Urban Public Schools.
Tom-Miura, Allison (Doctoral Dissertation, University of Southern California, Los Angeles , Dec 2004)
Examines how school districts and communities can work together to address facility and academic achievement inequalities affecting African-American and Latino students, as part of their school construction programs. This study explores the hypothesis that when school districts engage community stakeholders in a clear, consistent and meaningful way in the long-range planning and site selection of new public schools, they can build schools more effectively and achieve better academic outcomes and overall benefits for impacted communities, as well as increased support. A case study of the Los Angeles Unified School District (LAUSD) sheds light on the numerous challenges school districts face in engaging communities as key partners in the long-range planning and site selection process for new urban schools while trying to address educational and facility inequalities and community development needs. From 1999 2001 quantitative and qualitative data on LAUSD was collected through first-hand observation and from primary and secondary sources. Qualitative research on the community engagement practices and policies of thirteen other school districts from nine different states was collected through the use of surveys and phone interviews. Promising practices were identified from these school districts, chosen for their high rates of growth and active school construction programs and key guiding principles were developed. The research provided invaluable insight on how school districts can more effectively engage communities in the long-range planning, prioritization, and site selection process for new urban schools while working to reduce facility and educational inequalities and support community revitalization and development needs. 235p.
Report NO: 3155487TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
The Long Term Facilities Planning Process...A Guide to Improving Education While Improving Communities.
http://www.edlawcenter.org/ELCPublic/AbbottSchoolFacilities/FacilitiesPages/Resources Ponessa, Joan; Simmens, Herb (Education Law Center and New Jersey Institute of Technology Center for Architecture and Building Science Research, Newark , Sep 2004)
Provides a framework to assist New Jersey's Abbott districts in preparing for and developing their required long range facilities plans. The document is designed to take the district from where it currently is to where it should be during the next five years, involving administrators, boards of education, and facilities advisory boards. Recommended steps for preparation include budgeting, organizing, and hiring consultants. The type and manner of information gathering is detailed, and steps in actual development of the plan are described. 33p.
Fixing It First: Targeting Infrastructure Investments to Improve State Economies and Invigorate Existing Communities.
http://www.nga.org/Files/pdf/0408FIXINGFIRST.pdf Lambert, Matt A. (National Governor's Association Center for Best Practices with support from the Fannie Mae Foundation, 2004)
In a time when states are challenged with shrinking revenue bases and increases in mandatory spending, thoughtfully channeling development expenditures through careful planning, design, and coordination can benefit government, businesses, and local communities. A fix-it-first strategy allows states to plan for growth and development by leveraging their limited resources and maximizing past investments and previously built assets. Policies that define the placement and character of school construction are becoming an important consideration in states' infrastructure investment decisions. 10p
System Change Goes To School. New Opportunities for Civic Leadership to Transform K-12 Education in American Cities.
http://web.archive.org/web/20070110101743 Johnson, Curtis; Pierce, Neal (CEO's For Cities, Apr 2004)
The future of cities depends on better schools. Acknowledging the now vast array of worthwhile school improvement efforts, a growing number among school reformers say that, while committed to public education, they no longer believe that mandating performance change within the same system will prove sufficient. Twenty years of trying this is enough, say the advocates of this new perspective, insisting that our cities cannot get the schools we need for the 21st century by only concentrating on changing the ones we have. The case they make to civic leaders calls for an open sector, for new "organizational space," so that new schools emerge to provide choices and more doors open to innovation. Testimony from those in the vanguard suggests it's possible to do more than create a few new exceptional schools. They say this is the opportunity to reshape the "industry" of schooling, to make teaching a true profession, to change the odds for kids not likely to succeed today. This paper explains the push for an "open sector." [Authors' abstract] 24p.
For Generations to Come: A Leadership Guide to Renewing School Buildings.
http://www.edfacilities.org/pubs/for_generations_to_come.pdf (21st Century School Fund, Washington, DC , 2004)
This guide provides a framework for community involvement in modernizing or building new public school buildings. The process is broken down into the five steps of assessment, envisioning, planning, development and implementation of the project. The chapters for each step are preceded by an overview of how facilities affect the quality of education and community, and how to initiate the process of improving a school building. 60p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905; Tel: 888-552-0624https://www.nibs.org/index.php/resources/schoolfacilities
Hard Lessons: Causes and Consequences of Michigan's School Construction Boom.
http://www.mlui.org/downloads/hardlessons.pdf McClelland, Mac; Schneider, Keith (Michigan Land Use Institute, Beulah, MI , 2004)
This provides a detailed review of how school construction decisions — whether to renovate existing buildings or build new, greenfield facilities — are made in Michigan and their effect on development patterns. The report aims to help school officials, community leaders, homeowners, and parents evaluate the full cost of new school construction or renovation. It recommends changes in state policy that, if implemented, will capture the economic and cultural benefits of renovating older schools or building new ones in town.
20p.
Schools, Community, and Development. Erasing the Boundaries.
http://www.practitionerresources.org/cache/documents/56274.pdf Proscio, Tony (The Enterprise Foundation, Columbia, MD, 2004)
This describes the results of efforts in four neighborhoods in Baltimore, St. Louis, and Atlanta to connect community-based revitalization initiatives with school reform programs in the same neighborhoods. Chapters include: 1) Building and Learning Go Seperate Ways; 2) The School-Community Alliance in Practice; 3) The Developer as Educator; 4) Housing and Economic Development. 39p.
Three Decades of Design and Community: History of the Community Development Group.
Sanoff, Henry; Toker, Zeynep (North Carolina State University, School of Architecture, College of Design, Raleigh , 2004)
Reviews thirty years of built results from the Community Design Group, an option within the North Carolina State University's Master of Architecture that sent students into communities to design needed facilities. Included are designs for 19 schools and 22 early childhood centers. 269p.
Yale in New Haven: Architecture and Urbanism.
Scully, Vincent; Lynn, Catherine; Vogt, Erik; Goldberger, Paul (Yale University, New Haven , 2004)
Discusses the planning and architecture of Yale University as it relates to the planning and of New Haven. Plans and buildings produced between Yale's founding and the First World War are considered, relating the University's various attempts to either connect or disconnect itself from the city. Also covered is the concept of urbanism as reflected in the planning efforts of the city and the University. 406p.
TO ORDER:
http://www.yale.edu/printer/yaleinnewhaven/purchase.html
Public Schools and Economic Development: What the Research Shows.
http://www.kwfdn.org/resource_library/ Weiss, Jonathan D. (Knowledgeworks Foundation, Cincinnati, OH , 2004)
Reviews the literature addressing the linkage between public schools and economic development. Information from academic research, organizational reports and popular media is included. The review examines potential economic impacts of public schools in the areas of national, state and local economic growth and competitiveness; real estate values; and the impact of the quality, size, and condition of school facilities themselves. The research found a positive influence in the first two areas, with emerging research and anecdotal evidence supporting a positive influence in the third. 43p.
Creating Schools and Strengthening Communities through Adaptive Reuse.
http://www.edfacilities.org/pubs/adaptiveuse.pdf Spector, Stephen (National Clearinghouse for Educational Facilities, Washington, D.C. , Aug 2003)
This publication focuses on four school adaptive reuse projects--in Phoenix, Arizona; Wake County, North Carolina; Pomona, California; and Trenton, New Jersey. Together, the projects illustrate the many benefits of adaptive reuse and show that mainstream school districts can meet the regulatory and political challenges necessary to make such projects succeed, providing new schools when and where they are needed and transforming unused buildings into spaces that serve the diverse needs of students, parents, educators, and communities. While geographically and demographically distinct, the four projects share certain similarities: an immediate need to provide more school space existed; long construction lead times and state-mandated minimum site sizes were not available; non-educational buildings existed within the school district that could be transformed affordably; and the school district and the community possessed people who could recognize adaptive reuse opportunities and follow through with a project that called for innovation, good management, and political savvy. 12p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Avenue, N.W., Washington, D.C. 20005. Tel: 202-289-7800.https://www.nibs.org/index.php/resources/schoolfacilities
Good Schools-Good Neighborhoods: The Impacts of State and Local School Board Policies on the Design and Location of Schools in North Carolina.
http://curs.unc.edu/curs-pdf-downloads/recentlyreleased/ Salvesen, David; Hervey, Philip (University of North Carolina, Center for Urban and Regional Studies, Chapel Hill , Jun 2003)
This report outlines trends in school construction in North Carolina, identifies key factors affecting the location and design of schools, and suggests solutions for overcoming obstacles to building and maintaining walkable, neighborhood-scale schools. Factors influencing location and design include suburbanization, economics, local land use regulations, and the policies of the North Carolina Department of Public Instruction which encourages communities to "super-size" new schools. 20p.
Historic Neighborhood Schools Deliver 21st Century Educations.
http://www.edfacilities.org/pubs/historic.pdf Beaumont, Constance E. (National Clearinghouse for Educational Facilities, Washington, DC , May 2003)
Examines the numerous advantages that can be gained from preserving older neighborhood schools. Debunks the notion that well-renovated historic schools cannot meet modern standards. Recounts the experiences of three successful school renovation projects in Spokane, Washington; San Antonio, Texas; and Boise, Idaho. Concludes with several briefer examples illustrating how communities have found creative solutions to common problems encountered during historic renovation. Fifteen color photographs convey the value of these projects from an architectural and aesthetic perspective. 16p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., N.W., Suite 700, Washington, DC 20005-4905. Tel: 888-552-0624 (toll free)https://www.nibs.org/index.php/resources/schoolfacilities
Rebuilding a School, Revitalizing a Community [Video]http://www.edutopia.org/video/movie.php?id=Art_1028&keyword=189 (George Lucas Educational Foundation, Apr 2003)
This 9 minute video shows parents and teachers, community members, and business partners coming together to design and build a new school and revitalize a community in Phoenix, Arizona. Capital Elementary School was designed not only to support the staff's educational goals, it fosters a sense of community among the diverse group of people who live, work, learn, and play in and around Capitol School.
The Economic Impact of Implementing the Cincinnati Public Schools' Facilities Master Plan on Greater Cincinnati.
http://www.eric.ed.gov/contentdelivery Rexhausen, Jeff (Cincinnati University, Economics Center for Education & Research, Ohio. , Apr 2003)
The construction proposed in the Cincinnati Public Schools' Facilities Master Plan will have a significant impact on the greater Cincinnati, Ohio, economy. Highlights include: (1) the Facilities Master Plan of the Cincinnati Public Schools envisions a 10-year program with $985 million in construction spending. The funding of this program includes $211 million from the State of Ohio, which increases the purchasing power of the $774 million local funding commitment; (2) the Facilities Master Plan will generate a total of $2.35 billion in economic impact, including $718 million in local household wages and salaries, meaning an average annual impact of the Facilities Master Plan for the next 10 years of $232 million, and household earnings totaling $71 million and 2,339 jobs will be generated for area residents each year; (3) the return of $718 million in wages and salaries for $774 million in local dollars is important, meaning that every $100 in local funding ultimately returns $93 in wages and salaries to the pockets of local workers; (4) business activity will especially be stimulated in the construction, business services, real estate, and retail sectors; and (5) economic benefits may result from improvements in educational quality, quality of life, and physical conditions of neighborhoods, but are not measured here. 35p.
Engines of Economic Growth. The Economic Impact of Boston's Eight Research Universities on the Metropolitan Boston Area.
http://www.masscolleges.org/files/downloads/economicimpact/ (Appleseed, New York, NY, 2003)
This is a detailed report on the economic and social impact in 2000 and 2002 of eight Boston area universities, including Harvard University, Massachusetts Institute of Technology, Tufts University, and University of Massachusetts Boston. Among the findings, this report indicates that the eight universities gave a $7.4 billion boost to the regional economy; spent approximately $1.3 billion on purchases of goods and services from Boston area vendors; construction spending is expected to average as much $850 million annually over the next four years; and the eight universities employed approximately 50,750 people who pay millions of dollars in federal, state and local taxes. The report also found that the eight universities engaged in numerous efforts aimed at improving the quality of elementary and secondary education in communities throughout the Boston area and provided a wide range of educational opportunities for individual elementary and secondary students.
103p.
Housing the Commonwealth's School-Age Children. The Implications for Multi-Family Housing Development for Municipal and School Expenditures.
http://www.chapa.org/files (Prepared for Citizen's Housing and Planning Association (CHAPA) by Community Opportunities Group, Inc. and Connery Associates., 2003)
Compared to rates of population and school enrollment growth, local government expenditures for education and community services increased at significantly higher rates overall over the past decade. This study looks at the impact of multi-family developments built since 1990 and their contribution, if any, to the rise in school enrollments that occurred in many communities across the state of Massachusetts. The study includes case studies from cities and towns throughout the commonwealth. 95p.
Schools as Centers of Neighborhood Vitality [Videotapes]
http://www.nsbn.org/programs/20030529/media.php (New School Better Neighborhoods, Los Angeles, CA. , 2003)
Fifteen videos featuring panelists from the Schools as Centers of Neighborhood Vitality Symposium held at the Getty Center in May, 2003. The video clips can be viewed in dialup or broadband.
Schools for Cities: Urban Strategies.
http://www.arts.gov/pub/Design/SchoolsForCities.pdf Haar, Sharon; Robbins, Mark (National Endowment for the Arts, NEA Series on Design, Washington, DC. , 2003)
This monograph presents papers from the 2000 Mayors' Institute on City Design and the public forum that followed it. Essays include: "Schools for Cities: Urban Strategies" (Sharon Haar); "Reenvisioning Schools; The Mayors' Questions" (Leah Ray); "Why Johnny Can't Walk to School" (Constance E. Beaumont); "Lessons from the Chicago Public Schools Design Competition" (Cindy S. Moelis and Beth Valukas); "Something from `Nothing': Information Infrastructure in School Design" (Sheila Kennedy); "An Architect's Primer for Community Interaction" (Julie Eizenberg); "The City of Learning: Schools as Agents for Urban Revitalization" (Roy Strickland); and "Education and the Urban Landscape: Illinois Institute of Technology" (Peter Lindsay Schaudt). Case Studies include: "Prototypes and Paratypes: Future Studies" (Sharon Haar); "Lick-Wilmerding High School, San Francisco" (Pfau Architecture Ltd.); "Architecture of Adjustment, New York City' (kOnyk Architecture); "Booker T. Washington School for the Performing and Visual Arts, Dallas" (Allied Works Architecture Inc.); "Camino Nuevo Middle School, Los Angeles" (Daley, Genik Architects); "Elementary School Prototypes, Chicago Public Schools" (OWP/P Architects). 103p.
TO ORDER:
Princeton Architectural Press, 37 East Seventh Street, New York, NY 10003. Tel: 800-722-6657.http://www.papress.com
Learning to Grow and Growing to Learn: Connecting Policies for School Facilities and Urban Growth.
Scott, Brian (Doctoral Dissertation, Portland State University, OR , 2003)
Presents a descriptive case study of the politics surrounding Portland Public Schools' facilities policy reform from 2000 through 2003. Portland is a revelatory case because of its history of urban growth management, neighborhood organizing, and its culture of civic innovation and intergovernmental cooperation. The research analyzes the recent and future implementation of several innovations currently being pursued by the school district as a foundation for connecting school and regional development planning. Applying theoretical models to local experience, the study predicts likely outcomes and suggests necessary actions to make ongoing cooperation successful. 398p.
Report NO: 3118693TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
The City of Learning: School Design and Planning as Urban Revitalization in New Jersey, Berkeley, and Washington, D.C.
http://sitemaker.umich.edu/urrcworkingpapers/all_urrc_working_papers/da.data/271897/ Paper/urrc03-07.pdf Strickland, Roy (University of Michigan, Ann Arbor , 2003)
Presents an emerging strategy for revitalizing urban public school systems, a background for the City of Learning (COL), and outlines COL's principles. The paper presents a selection of COL projects developed for Berkeley, CA, Washington, DC, and Union City, Paterson, and Trenton, NJ; and summarizes COL's local and national outcomes. It also reflects on challenges that must be overcome in innovative design and planning for urban public schools. Finally, it concludes with reflections on the potential advantages of school systems in urban environments as they subscribe to COL. 19p.
Report NO: URRC 03-07
What Does a School Mean to a Community? Assessing the Social and Economic Benefits of Schools to Rural Villages in New York.
http://web.archive.org/web/20040421152649/ Lyson, Thomas A. (National Science Foundation, Arlington, VA.; State Univ. of New York, Ithaca. Agricultural Experiment Station at Cornell Univ.; Cooperative State Research, Education, and Extension Service (USDA), Washington, DC. , Fall 2002)
A study identified community-level characteristics associated with the presence or absence of a school. Data from the 1990 Census and the New York Department of Education identified 64 villages in New York with populations of 500 or less, 36 of which had schools, and 233 villages with populations of 501-2,500, 192 of which had schools. Results indicate that for the smallest rural communities, the presence of a school was associated with many social and economic benefits. Housing values were considerably higher in small villages with schools, and municipal infrastructure was more developed. Occupational structure differed qualitatively, in that places with schools had more people employed in more favorable occupational categories and more employment in civic occupations. While average household income was not markedly different across places with and without schools, income inequality and welfare dependence was lower in villages with schools. This study shows that schools serve as important markers of social and economic viability and vitality, and that the money that might be saved through school consolidation could be forfeited in lost taxes, declining property values, and lost business. 15p.
A New Strategy for Building Better Neighborhoods.
http://www.nsbn.org/publications/cra/cra-newstrategy.pdf Simril, Renata (New School Better Neighborhoods, Los Angeles, CA , Oct 2002)
Presents a community redevelopment model that proposes partnering with an "intermediary" organization to engage in predevelopment project planning that leverages bond financing for a variety of community infrastructure projects, with schools at the heart of the strategy. The advantages of organizing redevelopment around new schools are described. 32p.
Revitalization by Design: A Guide for Planning and Implementing School Improvement Projects through School-Community Partnerships.
http://www.eric.ed.gov/contentdelivery Davis, Stephanie, Ed. (State of Maryland, Public School Construction Program, Baltimore , Jun 2002)
This manual is intended to be used by parents, teachers, school administrators, students, community organizations and residents as a guide to identifying, planning, implementing, and maintaining large- and small-scale school improvement projects. Its sections address: (1) key terms and concepts; (2) types of school improvement projects; (3) creating the school improvement partnership; (4) planning a school improvement project--getting started; (5) planning a school improvement project--design; (6) school improvement project implementation; (7) marketing and promoting a school improvement project; (8) findings funds and volunteers; (9) school improvement project tools (preliminary school assessment tool, consensus tool, site selection tool, implementation planning tool, fundraising plan tool); and (10) case studies of a small project (Bladensburg High School sign) and a large project (Shadyside Elementary School master plan). 24p.
TO ORDER:
State of Maryland, Public School Construction Program at 410-767-0617.
Using Public Schools as Community-Development Tools: Strategies for Community-Based Developers.
http://www.jchs.harvard.edu/publications/communitydevelopment/W02-9_Chung.pdf Chung, Connie (Harvard University, Joint Center for Housing Studies, Cambridge, MA; Neighborhood Reinvestment Corporation. , 2002)
This paper explores the use of public schools as tools for community and economic development. As major place-based infrastructure and an integral part of the community fabric, public schools can have a profound impact on the social, economic, and physical character of a neighborhood.
Addressing public schools, therefore, is a good point of entry for community-based developers to place their work in a comprehensive community-development context. The paper examines ways in which community-based developers can learn from, as well as contribute to, current community-based efforts, particularly in disinvested urban areas, to reinforce the link between public schools and neighborhoods. Furthermore, the paper considers the policy implications of including public schools in comprehensive development strategies, and asserts that reinforcing the link between public schools and neighborhoods is not only good education policy, but also good community-development policy and practice. An appendix presents contact information for organizations participating in school and community linkages. 55p.
New Schools for Older Neighborhoods: Strategies for Building Our Communities' Most Important Assets.
http://www.realtor.org/smart_growth.nsf/docfiles/NewSchOldNei.pdf/$FILE/NewSchOldNei.pdf Kauth, Ann (National Association of Realtors, Washington, DC , Jan 2002)
The case studies in this booklet highlight how five communities, in big cities and small towns, overcame the obstacles inherent in creating good new schools in existing neighborhoods. There is mounting evidence that small schools provide a better quality education than large ones. Among the obstacles faced in establishing new schools in old areas are: (1) school building standards, codes, and regulations; (2) difficulty in acquiring land; (3) districts have lost the skill to build schools; and (4) building “greenfield” schools is more familiar. The Oyster School in Washington, D.C., is an example of a school modernized through parent efforts when the school system was not able to find the funds for improvement of the facility. Sharing the existing space with an apartment building, at the cost of some space, resulted in a renovated school. In Pomona, California, a school was built at the site of a mall and vacant supermarket. A magnet-type school was built in Dallas, Texas, on the last piece of undeveloped land near a multifamily apartment complex. Two public academies were established in downtown Chattanooga, Tennessee, to attract children whose parents work in town and ensure that both the academies were filled to capacity. Rebuilding on the site of an old school was the solution for Manitowoc, Wisconsin, as it worked to meet the needs of a neighborhood. Some other examples of noteworthy approaches to new schools for old communities are briefly outlined. 20p.
Creating Communities of Learning: Schools and Smart Growth in New Jersey.
http://www.eric.ed.gov/contentdeliveryhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno= ED467083 Bird, Kathleen, Ed. (New Jersey Office of State Planning, Trenton , Jun 2001)
This paper discusses New Jersey's unprecedented $12.3 billion school construction and reconstruction project, launched in 2000, as an opportunity to reconstruct the state's communities, enhancing quality of life and reducing sprawl. It aims to stimulate a statewide conversation about the opportunity to integrate the design of the next generation of public school facilities with the state's blueprint for smart growth--the "State Development and Redevelopment Plan," or the State Plan. The paper discusses the historical background, schools as centers of community for cities and towns, state agencies' roles, and the relevance of national design policy. It then provides design guidelines for creating schools that serve as centers of New Jersey communities: (1) enhance teaching and learning and accommodate the needs of all learners; (2) serve as centers of community; (3) result from a planning/design process involving all stakeholders; (4) provide for health, safety, and security; (5) make effective use of all available resources; and (6) allow for flexibility and adaptability to changing needs. The paper also includes sections discussing the example of Paterson, New Jersey, and key components of sustainable school design. (Contains a list of resources.) 27p.
The Renaissance of the American City: A Compendium of City Strategies Prepared for the Summit for Investment in the New American City (Washington, DC, April 4-5, 2001).
http://www.eric.ed.gov/contentdelivery Apr 04, 2001
This compendium report presents papers on what mayors have done to revitalize their cities. These efforts have been concentrated on improving schools and educational outcomes, renewing strong neighborhoods, investing in infrastructure, improving public health facilities, and reducing crime.
Smarter Planning for Schools and Communities in New Jersey.
http://web.archive.org/web/20050205010144/ Shoshkes, Ellen (Paper presented at the American Planning Association 2001 National Planning Conference, Mar 2001)
This paper is in two parts. The first provides background on New Jersey’s $12 billion school construction program, and the Office of State Planning’s (OSP) campaign to encourage creative thinking about the new schools and how they might fit into the State’s communities. The second part considers six broadly endorsed design guidelines for community-centered schools, in terms of projects already underway in new Jersey as well as a framework for investigating new issues and problems that might arise.
5p.
Education and Community Building: Connecting Two Worlds.
http://www.communityschools.org/assets/1/AssetManager Jehl, Jeanne; Blank, Martin; McCloud, Barbara (Institute for Educational Leadership, 2001)
Breaks new ground by helping educators and community leaders understand and respect the assets and talents that each brings to the goal of building stronger schools and building communities. It presents several "sticking points" and identifies "rules of engagement" to facilitate better communication between school and community.
Sustainable Schools, Sustainable Communities: The View from the West. CAE Spring 2001 Conference.
http://www.eric.ed.gov/contentdelivery Malone, Sara, Ed. (American Institute of Architects, Committee on Architecture for Education, Washington, DC , 2001)
This paper presents summary conclusions reached by discussion panels that participated in the Committee on Architecture for Education's conference entitled, "Sustainable Schools, Sustainable Communities" (San Diego, March 22-24, 2001). The conference explored the symbiotic relationship between schools and communities and the ways that schools and communities sustain one another. Panel titles were: "City Heights Urban Village;" "High Tech High;" "Educational Center;" "Symbols, Forms, Materials, and Regional Aesthetics: The Sustainability of Culture and the Search for Authenticity;" "Ecology, Landscape Design, and Conservation: Working with Building Systems to Generate Meaningful Spaces for Learning;" "Campus Planning and Community Design: The Impact on Our Quality of Life;" and "The Next Generation: Satellite Learning Centers, Global Teleconferencing Labs, and Public-Private Partnerships." 10p.
Designing a City of Learning: Paterson, NJ.
Strickland, Roy (New American School Design Project. Sponsored by Paterson Public Schools. , 2001)
Presents concepts for using public school capital projects as tools for revitalizing a post-idustrial American City. It applies the school design and planning strategy called City of Learning [COL] to historic Paterson, New Jersey. COL embraces educators' argument that healthy neighborhoods support successful learning and makes school design and programming holistic by looking beyond the school building to the school setting at the neighborhood, town, and city scales. By doing so, it identifies schools as a potent new force in urban revitalization as it explands preK-12 educational options. The first section describes the framework of the "City of Learning" concept, which involves building schools as neighborhood foci and converting industrial and commercial facilities into schools. Subsequent sections present the plans for four nontraditional learning environments, using the city's rich architectural heritage, parks, existing schools, and libraries. 220p.
What’s in a Grade? School Report Cards and House Prices.
Figlio, David N. ; Lucas, Maurice E. (National Bureau of Economic Research , Nov 2000)
Throughout the last decade, many states around the country have begun making public student test scores or other evaluative measures of school quality available to the general public. Because school quality is one of a group of local public goods purchased along with a house, one would anticipate that additional information about school quality would capitalize into real estate values. This paper takes the first look at the role that this type of added information plays in the capitalization of school quality measures. We use rich student test score and housing value data from a medium-sized Florida school district, one of the nation's 200 largest, to directly investigate this link. Using data on repeat sales of properties before and after the assignment of school letter grades, we find significant evidence that arbitrary distinctions embedded in school report cards lead to major housing price effects. [Authors' abstract]
TO ORDER:
National Bureau of Economic Research http://www.nber.org/papers/w8019
Collaborative Planning for School Facilities and Comprehensive Land Use.
http://www.eric.ed.gov/contentdelivery Earthman, Glen I. (Presented to the Stein and Schools Lecture Series: Policy, Planning, and Design for a 21st Century Public Education System, Cornell University, Ithaca, NY , Oct 10, 2000)
Examines the areas of local jurisdictional cooperation required for successful new school planning that also benefits community development. Reviews responsibilities shared by local municipal governments and school districts. Explains the areas of mandated responsibility for each jurisdiction and the relationship between the two major players on the local level of government. Addresses the difficulties of collaborative planning, including technical difficulties such as budget cycle differences, fiscal dependency, lack of coordination and planning impetus, and social and political difficulties. Also discusses planning issues involving a new school's impact on land use within the community. Several examples of successful new school planning collaborations are described, followed by descriptions of three collaboration models, which cover an area of rapid growth and a higly-populated but settled area. 50p.
Housing-Leveraged Facilities Finance: A Model for Child Care Centers
http://www.lisc.org/resources/assets/asset_upload_file437_249.pdf Sussman, Carl; Roberts, Buzz (Community Investment Collaborative for Kids, 2000)
This describes financial barriers to feasible early childhood facilities such as low fees and subsidy reimbursement rates and the high costs of child care facilities. The article discusses the California model of housing-leveraged facilities financing as a means of filling the child care equity financing gap. 3p.
What If.
http://www.nsbn.org/publications/whatif/ Bingler, Steven (Metropolitan Forum Project, New Schools Better Neighborhoods, Los Angeles, CA , Sep 1999)
This paper addresses the growing population trends in California; the need to counteract the current model of community sprawl by designing smarter schools and community growth strategies; and the changes in planning, policies, and practices needed to achieve these goals. Recommended strategies described support the following actions: more participatory and community-based planning; innovative educational facilities that promote the concept of learning communities and schools as centers of community; the joint use of all public facilities; the planning of urban and suburban projects based on the principles of smart growth; the assessment of all public expenditures based on the concept of integrated resource development; and the development of an ongoing vehicle for communications and decision-making between all agencies, institutions and organizations involved in education reform and smart growth issues. Six case studies are highlighted that illustrate some of the goals outlined for smarter schools and smarter growth strategies. 37p.
TO ORDER:
James Irvine Foundation, One Market Steuart Tower, Suite 2500, San Francisco, CA 94105; Tel: 415-777-2244.
Urban Planning and School Architecture: Homologies in Governing the Civic Body and the School Body.
http://www.eric.ed.gov/contentdelivery Hennon, Lisa (Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada, 1999)
This paper is a preliminary examination of homologous shifts in U.S. discourses on the design and building of schools and
"planning" as they relate to curricular reforms and inventions of new pedagogical techniques. The purpose is to question underlying assumptions about "space" and historical reasonings about a place called
school. Particular historical junctures in discourses of school architecture provide the contingent conditions and reasonings
on which the current debates about reform of school design seem reasonable and make sense. Schematically, they are: (1)
the common school discourses of the "school house" during the 19th century; (2) the emergence of the "school-plant," which
introduced city "planning" discourses into the discourses of school design during the 1920s and 1930s; (3) the "open-plan" in
the 1950s that followed as a critique of the "school-plant"; and (4) the enfolding and redeployment of elements of the
"school-house," "classroom school-plant," and the "open plan" in the "school-as-community." 25p.
Schools and Disadvantaged Neighborhoods: The Community Development Challenge. Chapter 8. Urban Problems and Community Development.
Stone, Clarence. et al (Brookings Institution, 1999)
Discusses how schools are natural forces for community development efforts. The authors claim that schools, by becoming more active and open to the communities they serve, allow a rising generation to achieve the capacity to overcome social disadvantage and poverty. p339-380
TO ORDER:
Brookings, 1775 Massachusetts Ave, NW, Washington, DC 20036; Tel: 202-797-6000http://www.brookings.edu/press/Books/1999/urbancom.aspx
Scale & Care: Charter Schools & New Urbanism.
http://www.eric.ed.gov/contentdelivery Garber, Michael P.; Anderson, R. John; DiGiovanni, Thomas G. (Congress for the New Urbanism , 1998)
The Charter School movement combined with New Urbanist designers have uncovered the importance of
scale in creating school environments that are more responsive to the needs of children. This paper examines the possibilities
for mutual benefit for school and community by integrating school-building into the new urbanist tool kit. The discussion
covers actual implementation: a prototype building, a means for integration into the community structure, and a financial
analysis geared toward developers. Also explored are the benefits of small schools, charter school laws, and the synergism
realized from the cooperation of charter school operators and new urbanist developers. Concluding sections contain
footnotes, an annotated bibliography, and Web site listings for additional information. 25p.
What Difference Do Local Schools Make? A Literature Review and Bibliography.
http://web.archive.org/web/20060110014421 Salant, Priscilla; Waller, Anita (Rural Schools and Community Trust. Prepared for the Annenberg Rural Challenge Policy Program. , 1998)
This paper reviews the literature on the noneducational impacts of rural schools on their communities and provides an annotated bibliography of sources. Taken as a whole, the literature suggests that the school-community relationship is multifaceted. Community schools have positive economic impacts related to local employment, retail sales, and infrastructure; have positive social impacts related to social integration and collective community identity; function as an arena for local politics; provide a resource for community development through student projects and school-to-work programs; and offer a delivery point for health and social services, improving access to health care and other services. The annotated bibliography has two sections containing 43 research papers and 68 advocacy and position papers. Entries were published 1938-98 (primarily in the 1980s and 1990s) and include journal articles, federal documents, conference papers, monographs, books, book chapters, research bulletins, and master's theses. 48p.
Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community's Assets
Kretzmann, John P.; McKnight, John L. (Institute for Policy Research , 1997)
This guide to what the authors call "asset-based community development" summarizes lessons learned by studying successful community-building initiatives in hundreds of neighborhoods across the United States. It outlines in simple, "neighborhood-friendly" terms what local communities can do to start their own journey down the path of asset-based development.
Building Schools: The New School and Community Relations.
Michel, George J. (Technomic Publishing Company, Inc., Lancaster, PA,, 1997)
Educational reform is revitalizing the ways in which the schools relate to the community. This book develops a framework for new school and community relations in response to the current reforms' emphasis on cooperation and collaboration. The book presents a systems approach to defining global, school, and community relations. Changing school spaces and facilities are discussed in chapter 10. 317p.
Schools for Cities.
Duckenfield, Mike (Organisation for Co-Operation and Economic Development, Paris, France , 1995)
Presents an essay concluding that the world needs a vision of a "learning city" for the future, and then focuses on six themes that illustrate the connections between education and aspects of economic development: 1) investing to enhance the built environment; 2) modernizing and improving school buildings; 3) making more of educational facilities; 4) adult learners in colleges and schools; 5) the place of vocational education; and 6) uncoupling schools and buildings. Subsequent chapters examine families, poverty, race, ethnicity, and crime; planning issues in creating the learning city, with emphasis on the role of government; and nine case studies about the renovation of urban schooling in Australia, Sweden, Germany, the United Kingdom, Greece, the Netherlands, France, the United States, and Scotland. (Includes 128 references.) 156p.
The Role of Educational Building in Urban Renewal.
http://www.eric.ed.gov/contentdelivery Veenendaal, Alice C.; Wijk, Teun J. van (Informatie & Advies Centrum Schoolaccommodaties, Gouda, Holland. , 1991)
The Informatie & Advies Centrum Schoolaccommodaties was
commissioned to study ways in which the existing stock of educational
buildings can be deployed together with new capital investment and,
where appropriate, in cooperation with other national or local initiatives, to
contribute to social, economic, and environmental renewal in urban
areas. Issues of management and access in the design and planning
process was also assessed. The study analyzed a small number of
completed or planned projects in Organization for Economic Cooperative
Development countries where this type of facility planning and
construction was conducted within depressed urban areas. This report
represents a description of the study, its results and various reactions,
and the case studies used. 120p.
Campus and Community.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0418.pdf (Educational Facilities Laboratories, New York, NY , 1980)
Examines the college's role in enhancing the physical environment and facilities of its surrounding community, based on the experiences of more than 30 institutions, ranging from small private colleges to large state-run universities. Eight case studies of renewal are examined. Additionally, strategies being used by more than 20 institutions are addressed, including: 1) campus-related commercial development; 2) renovation of community buildings; 3) shared cultural facilities; 4) community housing improvements; and 5) expanded range of campus security. 56p.
Downtown and the University: Youngstown, Ohio.
http://web.archive.org/web/20070713220721 Brenner, William (Youngstown State University, Ohio , Mar 1976)
Presents a detailed study of the area encompassing downtown Youngstown, Ohio, and the adjacent campus of Youngstown State University. It includes a history of the city's development beginning in the 1850s, describes the current built environment, identifies opportunities and restraints, and presents development and preservation options. Contains a 2006 update and Foreword by the author. 56p.
A College in the City: An Alternative.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.1324.pdf (Educational Facilities Laboratories, New York, NY , Mar 1969)
Presents a new way of looking at the urban university. It describes the planning effort for a nonconventional college in the poor urban community of Brooklyn’s Bedford-Stuyvesant section. This new kind of college would educate people, provide park and recreation space, cultural facilities, and low-rise, low-cost housing. It would be community-operated, open 12 months a year, 6 days a week, days and nights, for all community dwellers who either have high school diplomas or can pass a set of special tests built around the college's curriculum. A blueprint illustrating the design of the proposed facility is included. 52p.
University of Waterloo School of Pharmacy.
http://www.canadianarchitect.com/issues/story.aspx?aid=1000373609&type=Print%20Archives Balbaa, Taymoore Canadian Architect; v55 n6 , p18-22 ; Jun 2010
Profiles a new building for the University of Waterloo School of Pharmacy. The facility enhances an abandoned urban sit that once hosted a factory that was the anchor of the local econmony. The exterior includes laminates of a floral motif, and the revitalized block has had a positive impact on the surrounding community.
A Win-Win for Campus and Community.http://www.peterli.com/cpm/resources/articles/archive.php?article_id=2635 Eckstut, Stan; Rosenfeld, Fran College Planning and Management; v13 n6 , p52-54,56 ; Jun 2010
Dicusses mitigating the disadvantages and enhancing the benefits of being an urban higher education campus. Cooperation between institutions and neighborhoods, creation of green spaces, promoting community development, and access to public transportation are illustrated with examples of New York City's MetroTech Center and Cooper Union, as well as Rutgers University.
The Value of School Facility Investments: Evidence from a Dynamic Regression Discontinuity.
Cellini, Stephanie; Ferreira, Fernando; Rothstein, Jesse Quarterly Journal of Economics; v125 n1 , 215-261 ; Feb 2010
Estimates the value of school facility investments using housing markets: standard models of local public goods imply that school districts should spend up to the point where marginal increases would have zero effect on local housing prices. Our research design isolates exogenous variation in investments by comparing school districts where referenda on bond issues targeted to fund capital expenditures passed and failed by narrow margins. The results indicate that California school districts underinvest in school facilities: passing a referendum causes immediate, sizable increases in home prices, implying a willingness to pay on the part of marginal homebuyers of $1.50 or more for each $1 of capital spending. These effects do not appear to be driven by changes in the income or racial composition of homeowners, and the impact on test scores appears to explain only a small portion of the total housing price effect.
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http://www.mitpressjournals.org/doi/abs/10.1162/qjec.2010.125.1.215?cookieSet=1&journalCode=qjec
Edging Out.
http://www.peterli.com/cpm/resources/articles/archive.php?article_id=2291 Milshtein, Amy College Planning and Management; v12 n8 , p28-30 ; Aug 2009
Profiles the relationships of the University of Illinois at Chicago, Johns Hopkins University, and Cornish College of the Arts with their respective urban neighborhoods. In Chicago, an ambitious expansion and neighborhood development program has revitalized a once undesirable neighborhood. After an unsuccessful attempt at revitalizing it's adjacent depressed neighborhood, Johns Hopkins now participates in a multi-agency, public/private partnership to create commercial and biotechnology facilities, new housing, a school and transit stops. Cornish University converted two Seattle hotels into dormitories for its students.
Take a Bow.
http://asumag.com/Construction/planning/performing-arts-center-design-200908/?smte= wl Spitzer, Greg; Ogurek, Douglas American School and University; v81 n13 , p130-132 ; Aug 2009
Discusses the benefits of a school performing arts facility to the curriculum and to the economic vitality of the community. Designing a center around the types of performances anticipated, community use, and aesthetic considerations are addressed.
Creating Global-Ready Places: The Campus-Community Connection.
http://www1.scup.org/PHE/FMPro?-db=PubData.fp5&-lay=ART&-format=read_inner.ht m&- error=error.htm&ID=PUB-CZLElYTKNZYIMRTVw&-Find Chapman, M. Perry Planning for Higher Education; v37 n2 , p5-15 ; Jul 2009
Describes the historic cosmopolitan connection between cities and universities, discusses the global forces affecting that relationship today, and offers case illustrations of campus-oriented civic relations associated with the Sorbonne, MIT, the University of Pennsylvania, and the University of South Carolina.
A University in Detroit Pins New Hopes on Old Buildings.
Sander, Libby The Chronicle of Higher Education; v55 n36 , pA13,A14 ; May 08, 2009
Profiles urban revitalization underway in the area around Wayne State University. The university is reusing abandoned factories, and many crumbling mansions are being restored by faculty and staff.
Sustainable Security.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2186 Rosenberg, Glenn College Planning and Management; v12 n4 , p40,42,44,46 ; Apr 2009
Advises on creating vibrant, affordable neighborhoods around higher education campuses to improve security and to enable employees to live close to work. Merging of security features with sustainable building is discussed, as is digital training for security employees.
Historically Green.
http://www.schoolconstructionnews.com/Media/PublicationsIssue/SCNND08.pdf Larson, Heather School Construction News; v11 n7 , p16,17 ; Nov 2008
Profiles the University of Oregon's adaptive reuse of Portland's historic White Stag Block for academic, community, and retail space. Features that helped it earn LEED Gold certification are described, as is the economic improvement experienced by the surrounding neighborhood.
Integrating Infrastructure Planning: The Role of Schools.
http://citiesandschools.berkeley.edu/reports/Integrating_Infrastructure_Planning.pdf McKoy, Deborah; Vincent, Jeffrey; Makarewicz, Carrie Access; n33 , p18-26 ; Fall 2008
Discusses the ways in which schools affect urban development and transportation, acknowledging that their location, design, and physical condition may be some of the most important determinants of neighborhood vitality. The article presents three key recommendations to align school planning with broader infrastructure planning and investment.
Struggling Communities Turn to Colleges.
Fischer, Karin The Chronicle of Higher Education; v54 n36 , pA1,A17-A20 ; May 16, 2008
Describes how some colleges are partnering with their communities to revitalize their surrounding neighborhoods, with particular attention to how smaller, private colleges are accomplishing this in the absence of large endowments.
School Economics.
http://www.peterli.com/archive/spm/1651.shtm Fickes, Michael School Planning and Management; v46 n11 , p31-35 ; Nov 2007
Illustrates how placing schools in distressed neighborhoods and including them in developments have fostered subsequent economic development within that community. Examples from St. Louis, Denver, and Milwaukee are highlighted.
Making an Impact.
http://www.universitybusiness.com/viewarticle.aspx?articleid=866 Petersen, Erin University Business; v10 n9 , p50-54 ; Sep 2007
Cites the economic benefits of higher education campus development to the surrounding community, as revealed in economic impact studies conducted at six existing or planned campuses.
Schools: An Added Asset.
http://www.uli.org/~/media/Documents/ResearchAndPublications Greenberg, David Ethan Urban Land; , p32,32 ; Aug 2007
Proposes that the real estate community has a direct and measurable interest in having great schools serving their residents, and that developers should be more directly involved with local districts to improve the quality of school infrastructure. An example from Denver Public Schools is included.
School and Community.
http://www.peterli.com/archive/spm/1545.shtm Moore, Deb School Planning and Management; v46 n7 , p9 ; Jul 2007
Discusses the role that school quality plays in business location, workforce development, and community well-being, as well as certain socio-economic problems typically associated with poor schools.
Building Up College Towns.
http://www1.scup.org/PHE/FMPro?-db=PubData.fp5&-lay=ART&-format=read Powers, Elia Planning for Higher Education; v35 n4 , p51-54 ; Jul 2007
Examines the contributions of some universities to the creation or redevelopment of commercial areas near their campuses. These projects are seen as a means of attracting and retaining students and faculty, as well as relieving the institution of providing retail services to their students and employees. Typical projects include housing, retail, and entertainment venues.
Move Toward Neighborhood-Scale Schools Slowly Gains Momentum
http://www.newurbannews.com/SchoolsAprMay07.html Langdon, Philip New Urban News; Apr-May 2007
Decisions on where schools are built and how much land they occupy are gradually beginning to reflect New Urbanism’s belief in the importance of physically fitting the schools into their communities. This discusses school siting, minimum acreage requirements for schools, and using non-traditional structures and sites.
Planning for School Facilities. School Board Decision Making and Local Coordination in Michigan.
http://jpe.sagepub.com/cgi/reprint/26/4/478 Norton, Richard K. Journal of Planning Education and Research; v26 n4 , p478-496 ; Apr 2007
A prominent part of current debates on sprawl involves the relationship between schools and communities. Two key questions on this issue are to what extent considerations about community growth and development influence school boards as they decide, first, whether to renovate an existing school or build new and second, if building new, whether to site the new school in an urban or exurban location. Research on these questions to date has relied largely on case study or anecdotal analysis and has yielded a variety of recommended policy reforms. This paper presents the results of a systematic statewide study of local school board decision making in Michigan. The findings suggest that school boards, in general, are influenced most by a sense of competition with neighboring districts and by shifting demographics. Moreover, little meaningful coordination is occurring between school districts and local governments, largely because of the institutional arrangements that shape the school board decision-making process. [Author's abstract]
Campuses in Cities: Places between Engagement and Retreat.
Blaik, Omar The Chronicle of Higher Education; v53 n25 , pB25,B26 ; Feb 23, 2007
Discusses the particular issues of campus planning for an urban university setting. Competing desires for refuge and community engagement complicate the process. Historical and ill-conceived methods of separating the campus from the city are reviewed, as are recommendations for connecting the campus to the urban grid, with special attention to active campus edges that emulate city life and development, while creating a sheltered but connected inner core.
College Town.
Ortiz, David Planning; v73 n2 , p48-51 ; Feb 2007
Describes the University of Pennsylvania's expansion and redevelopment plans along the Schuylkill River, which is expected to revitalize the area. Similar success accompanying growth at Temple University is also discussed, along with successes and failures in similar developments at other schools.
Developing Community Nexus Centers in New Orleans.
Bingler, Steven Educational Facility Planner; v41 n2/3 , p11,12 ; 2007
Advocates planning for integrated delivery of educational and social services, using the opportunity in the post-Katrina Gulf Coast rebuilding to bring these services together into centralized facilities that relieve the duplication and disaggregation that currently characterizes these efforts.
The Impact of the Housing Market on School Facility Planning.
Healy, Tracy Educational Facility Planner; v41 n4 , p18-21 ; 2007
Discusses educational planning in the wake of a housing slump, advising school distircts to identify multiple resources, gather data, and seek partnerships. Districts should pay close attention to live birth counts, enrollment in elementary schools, and migration patterns as well as to new housing starts and building permits. Includes three references.
Higher Education and Health Care Institutions as Stimuli for the Revitalization of Camden, New Jersey, through Capital Expansion, Collaboration, and Political Advocacy.
http://www1.scup.org/PHE/FMPro?-db=PubData.fp5&-lay=ART&-format=read Giles-Gee, Helen; Rozewski, Mark Planning for Higher Education; v34 n4 , p5-12 ; Jul 2006
Describes the collaboration of six higher education and healthcare institutions in capital projects that are expected to revitalize Camden, New Jersey. The participants are creating a university/healthcare district, and through their power of their consortium have been able to obtain financing that would not have been available to them if working individually. The endeavor anticipates the creation of 342 permanent jobs and 1200 temporary construction jobs. The built and in-progress facilities for each institute, the level and sources of funding received, the involvement of the state, and the impact and implications of such a collaboration are reviewed. Includes 23 references.
All Part of the Plan.
http://www.universitybusiness.com/page.cfm?p=1207 Gilmour, Tim University Business; v9 n2 , p64-68 ; Feb 2006
Discusses the role of higher education in helping renew their host cities, citing the example of Wilkes College and King's College in Wilkes-Barre, Pennsylvania. The institutions and the city worked together on their campus master plans and included shared facilities that served as anchors for downtown development.
Re-Forming Schools and Cities: Placing Education on the Landscape of Planning History
Journal of Planning History; v5 n3 , p183-195 ; 2006
Schools are among the most ubiquitous institutions shaping city and regional ecology, policy, and everyday experience. In recent decades, planning historians have come to define planning ever more broadly, focusing on a great diversity of urban activities. But the design, development, and administration of public and private schools, from the preschool to university level, have yet to be incorporated into our discipline's debates and discussions to a significant degree. This article examines the broader history of American education and posits a variety of opportunities and questions to explore as the history of schools is incorporated into planning history.
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http://jph.sagepub.com/cgi/reprint/5/3/183
School Design, Site Selection, and the Political Geography of Race in Postwar Philadelphia
http://jph.sagepub.com/cgi/reprint/5/3/241 Journal of Planning History; v5 n3 , p241-263 ; 2006
Through a close exploration of site selection and school design, this article seeks to demonstrate the continued significance of school buildings on the landscape of Philadelphia. By assessing the decisions made by school district bureaucrats in the post–World War II era in light of race, the roots of a separate and unequal school system are revealed.
From Our House to the "Big House": Architectural Design as Visible Metaphor in the School Buildings of Philadelphia
Thomas, George E. Journal of Planning History; v5 n3 ; 2006
Philadelphia public schools have been products of the culture and values that made them. When education was embedded in the home, schools looked like houses; when education became civic, schools took on a civic character; when Philadelphia gave itself over to the forces of industry, schools were derived from industry. In the twentieth century, as schools became places of conflict, they took on the character of the architecture of reform—prisons. This article examines the evolution of the Philadelphia school from the eighteenth century to the present.
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http://jph.sagepub.com/cgi/reprint/5/3/218
Public Schools as Public Infrastructure.
http://jpe.sagepub.com/cgi/reprint/25/4/433.pdf Vincent, Jeffrey Journal of Planning Education and Research; v25 , p433-437 ; 2006
Focuses public schools as public infrastructure, particularly in the context of inner cities and older suburbs. The article argues that there is a profound and detrimental "cities and schools disconnect," and as a field, planning has virtually ignored public schools. City planning scholars need to increase their engagement with public schools and school facilities and think more critically about how development and redevelopment decisions ultimately impact our public schools. Includes 36 references.
An Urban Renewal School Project in Italy.
http://www.oecd.org/dataoecd/50/23/36010882.pdf PEB Exchange; v2005/3 n56 , p11,12 ; Oct 2005
Describes the features of the winning design for an Italian primary school. This restoration of an historic building will be the cornerstone of an urban renewal project to include a convention center/auditorium, library, and new classroom building.
Herbert Ibarra Elementary School.
http://www.cashnet.org/members/CASHRegister/2005/OctoberFinal.pdf CASH Register; v26 n10 , p11 ; Oct 2005
Describes this San Diego school that was built on a site previously occupied by homes. The relocation funds allowed many of the displaced families to become first-time homeowners elsewhere.
Smaller Cheaper Better School.
http://www.architectureweek.com/2005/0824/design_1-1.html LeClaire, Jennifer Architecture Week ; Aug 24, 2005
Case study of the Harry S. Truman High School in Federal Way, Washington, by Mahlum Architect, is flexible enough to accommodate the "smaller is better" approach to education and innovative enough to win top honors from the Council of Educational Facility Planners International (CEFPI). Truman is actually two semi-independent schools, each with 102 students, housed in a single-story, 23,000-square-foot facility. The master plan for the 8.8-acre campus also includes the King County Boys and Girls Club youth development center, a community Headstart daycare facility, and access to adjacent Steele Lake Park.
Longer View: The 21st Century Urban University: New Roles for Practice and Research.
Rodin, Judith Journal of the American Planning Association; v71 n3 , p237-248 ; Summer 2005
Describes the last decade's work by The University of Pennsylvania has spent the last decade investing heavily in its neighborhood, University City, a disadvantaged community suffering population decline, property neglect and abandonment, and sporadic gentrification. The University crafted a five-pronged approach, known as the West Philadelphia Initiatives (WPI), that has had significant results in neighborhood revitalization.
Schools as Catalysts for Community Development.
http://web.archive.org/web/20080107225020 Dixon, David; Evans, Deane; Loeffelman, Pam; Simmens, Herb CAEnet; Jun 2005
Awareness is growing of programs and legislation that can leverage K–12 construction as a catalyst for economic development. This discusses the role that schools can play in rebuilding America's cities and how architects can help lead the way by advocating for changes, organizing, and developing model programs.
Chicago School Chief Shares Strategies for Educational Success
http://www.metroinvestmentreport.com/ Metro Investment Report; Apr 2005
As funding for education has decreased across the country, many jurisdictions have sought innovative ways to improve public schools. Chief Executive Officer for Chicago Public Schools Arne Duncan is at the forefront of a movement to create smaller, community schools that make the most of scarce public resources for both students and their neighborhoods. In this interview he describes the successes of Chicago’s 67 community schools facilities, leveraging school facilities investments, and the value of joint use.
Funding and Rebuilding Schools as Community Learning Centers: Akron, Ohio.
Duncan, Laraine; Loomis, Donna Voices in Urban Education; n7 ; Spring 2005
After Akron's mayor and the community successfully navigated the political shoals of raising taxes and gained access to state matching funds, the city and the school district became partners in the challenging task of rebuilding schools, creating community centers in school buildings, and redeveloping neighborhoods.
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Publications, Annenberg Institute, Brown University, Box 1985, Providence, RI 02912; Tel: 401-863-2018; Email: aisrpubs@brown.edu
http://www.annenberginstitute.org/VUE/order-print-copies
New Life.
http://asumag.com/mag/university_new_life/ Kennedy, Mike American School and University; v77 n9 , p34-36,38,40,42 ; Apr 2005
Suggests ways to preserve historic schools, including examples of partnerships with the private sector to reuse schools for other purposes. Where some people see decaying eyesores, many educators, preservationists, architects and neighborhood activists see once-impressive buildings that can be resuscitated to recapture their past glory and upgraded to serve the needs of modern students and surrounding communities.
Educated Buyers. Test Scores, School Ratings Drive Decisions as Much as Floor Plans and City Services.
http://www.sfgate.com/ Ginsburg, Marsha San Francisco Chronicle; , p. G-1 ; Feb 15, 2005
The school district, once considered one of many factors in selecting a home, is now the driving force behind an expensive housing market, real estate agents say. In an area where one home lies in one city but happens to be in a higher- or lower-rated school district than one a few houses away, the price difference can be 25 to 30 percent, say agents.
Price Charities Champions Transforming City Heights Into Healthy, Family-Centered Neighborhood
http://www.nsbn.org//publications/newsletters/winter2005/price.php New Schools Better Neighborhoods Newsletter; Winter 2005
Interview with Jack McGrory about the holistic approach that Price Charities and local government have taken toward the revitalization of San Diego's City Heights neighborhood, including a discussion of working with the school district to build new schools, leveraging its bond resources.
Connecting Public Schools to Community Development
http://www.bos.frb.org/commdev/c&b/2005/winter/Public.pdf Chung, Connie Communities & Banking; , p10-16 ; Winter 2005
This article offers an introductory look at the role public schools play in community development, and how these linkages help to address neighborhood needs. From enhancing urban revitalization efforts to providing community-oriented spaces, public schools are emerging as invaluable partners for community development practitioners on a wide array of fronts.
The Center for Cities & Schools: Connecting Research and Policy Agendas.
http://citiesandschools.org/pdf/BPJ_v18_2005_McKoyVincent_p57-77.pdf Mckoy, Deborah; Vincent, Jeffrey Berkeley Planning Journal; v18 , p57-77 ; 2005
Presents two papers that discuss the link between quality schools with quality cities. The first discusses the connection between schools, housing quality, and housing choice, citing examples where school-centered development has helped create viable mixed-income neighborhoods. The second describes San Francisco's experiences with schools as centers of communities, providing community learning, and social services. Includes three references.
Live Where You Teach.
http://www.realtor.org/smart_growth.nsf/docfiles/winter05teach.pdf/$FILE/winter05teach.pdf Sexton, Christine Jordan On Common Ground [National Realtors Association]; , p47-51 ; Winter 2005
Cities and school districts are working together to build affordable housing for teachers.
The ABCs of Smart Growth Spell Out the Community Vision
http://www.realtor.org/smart_growth.nsf/docfiles/winter05schvis.pdf/$FILE/winter05schvis.pdf Van Giesen, John On Common Ground [National Realtors Association]; , p16-21 ; Winter 2005
The merger of the community school, smaller schools and Smart Growth movements typically occurs when planners are building new schools or renovating old ones as integral components of plans to revitalize deteriorating inner city neighborhoods.
Downtown Schools. The New Urban Frontier.
http://www.realtor.org/smart_growth.nsf/docfiles/winter05urban.pdf/$FILE/winter05urban.pdf Zimmerman, Martin On Common Ground; , p52-57 ; Winter 2005
Describes successful urban schools created in San Francisco, Minneapolis, and Raleigh, citing how they were sited and funded, the community services they provide, and the constituencies they serve.
Breach the Wall of Separation
Cogan, Elaine Planning Commissioners Journal; Fall 2004
In an era of growing needs, finite resources, and a citizenry that expects cooperation and collaboration among various governmental bodies, this article discusses how to breach the wall of separation that too often separates planning and school boards.
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http://www.plannersweb.com/wfiles/w287.html
Rural Schools: Cooperative Planning for Rural Job Creation.
http://web.archive.org/web/20070905055955 Kellogg, Robert C. The School Administrator; Oct 2004
Rural school districts across the country have seen a serious loss of employment opportunities for families in their communities. This article discusses an area partnership of schools, government and local businesses, with education playing a central role, focusing on job development.
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American Association of School Administrators, 801 N. Quincy St., Ste. 700, Arlington, VA 22203-1730; Tel: 703-875-0745; Email: magazine@aasa.orghttp://www.aasa.org/SchoolAdministrator.aspx
Education and Economic Development
McCall, Jack Planning Commissioners Journal; Fall 2004
Quality education is critical to a community's economic well-being. Businesses (especially those thriving in today's information age) look for communities where they can find a high caliber work force. The bottom line: quality education is important to cities and towns as they seek to attract, retain, and develop businesses.
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http://www.plannersweb.com/wfiles/w203.html
Educational Villages.
Mears, Dwayne Urban Land; v63 n10 , p100-101 ; Oct 2004
Case study of The Village at Indian Hill in Pomona, California, a converted regional shopping center that contains new schools, adult education and training programs, a child development center, a conference center, community services, and retailers.
The Link Between Schools and Land Value.
Newberg, Sam Urban Land; v63 n10 , p102-103 ; Oct 2004
Schools play an important role in urban planning and development. Across the country, a variety of solutions are being tested to improve schools and their relationship to surrounding communities. Describes the new schools at the Stapleton development in Denver, a new urbanist community.
Back to School for Planners
Torma, Tim Planning Commissioners Journal; Fall 2004
Schools are an important community asset, and represent one of the largest capital outlays many local governments make. Decisions about school construction and renovation have profound implications for towns, cities, and counties nationwide. A look at trends and opportunities, impacts schools have, and the positive role planners and planning commissioners can play. Includes an extended sidebar by Barbara Kent Lawrence on what happens to communities when school doors close.
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http://www.plannersweb.com/wfiles/w179.html
A City and School District United.
http://www.peterli.com/archive/spm/763.shtm Wasserman, Sue School Planning and Management; v43 n10 , p30,32 ; Oct 2004
Describes the current cooperation between Seattle Public Schools and the city of Seattle, the troubled relationship that previously existed, and the benefits they both currently enjoyed.
Grappling with Growth.
http://web.archive.org/web/20070406235656 Hardy, Lawrence American School Board Journal; v191 n9 , p16-21 ; Sep 2004
Describes explosive student population growth in several rapidly-expanding communities, and how they are dealing with the influx of students that their school systems or tax bases are not prepared for. Rapidly growing enrollment presents school districts with a number of
challenges: planning for and financing construction, finding qualified teachers and other staff, educating the public and elected officials about the pressures of growth, and dealing with the trade-offs districts face
when confronted with the need to constantly expand. This kind of growth isn't easy for any district, but it's particularly hard for low-wealth school systems that are struggling to maintain essential services.
School, What Is It Good For?
http://money.cnn.com/2004/08/27/real_estate/buying_selling/schools/ Max, Sarah CNN/Money; Aug 30, 2004
In real estate, a healthy school often begets a healthy housing market. When it comes to home prices, school matters. Buyers will pay a premium to live near top schools. This article explores the correlation between school performance and housing appreciation.
What's in a Grade? School Report Cards and the Housing Market
Figlio,David N.; Lucas, Maurice E. The American Economic Review; v94 n3 , p591-604 ; Jun 01, 2004
This paper investigates whether the housing market responds to the information incorporated in state-administered school grades.
California State Architect Castellanos On The Impact Of The Built Environment On Neighborhoods
http://www.nsbn.org//publications/newsletters/spring2004/castellanos.php New Schools Better Neighborhoods Newsletter; Spring 2004
With the billions of dollars being directed towards school construction in California, and particularly in Los Angeles, the need to examine and analyze the most efficient application of building standards for public school facilities has never been more significant. In this interview Stephan Castellanos, the California State Architect, addresses the impact of the built environment on students and neighborhoods.
D.C's 21st Century School Fund Advocates Collaborative Planning For Schools.
http://www.nsbn.org//publications/newsletters/spring2004/filardo.php New Schools Better Neighborhoods Newsletter; Spring 2004
The fact that too many school districts operate independently from the cities in which their facilities lie has led to schools that do not fit within the fabric of their neighborhoods. In this interview Mary Filardo, Executive Director of the 21st Century School Fund in Washington D.C., addresses the need for school districts and cities to engage in joint planning to make better use of their public assets.
Schools As Centers Of Communities: KnowledgeWorks Foundation Concept Paper.
http://www.nsbn.org/publications/newsletters/spring2004/knowledgeworks.php New Schools Better Neighborhoods Newsletter; Spring 2004
An increasing number of community leaders and educators recognize that schools can be a much greater resource to the community in order to strengthen community life. This paper seeks to define where we are today and how the different strands of reform can be brought together to improve public education and encourage community renewal. A five point agenda is articulated.
Community-Centered Schools Are Vital To Healthier Neighborhoods.
http://www.nsbn.org//publications/newsletters/spring2004/abel.php Fielding, Jonathan; Abel, David New Schools Better Neighborhoods Newsletter; Spring 2004
This opinion piece on school facilities construction and student and neighborhood health discusses how the Los Angeles Unified School District and its government and philanthropic partners can create an overdue and entirely new approach to both schools and neighborhoods by combining school bonds with government and philanthropic funds for parks, libraries, health, housing and other related services.
Schools, Developer Partner Up
On Denver Project.
http://www.edweek.org/ew/articles/2004/03/24/28stapleton.h23.html Sack, Joetta Education Week; v24 n28 , p1,14-16 ; Mar 24, 2004
What used to be Denver's Stapleton Airport is now the largest current redevelopment project in the country. Stapleton is also a laboratory for creative school financing and planning that offers lessons for other communities. Stapleton developers Forest City Enterprises, Inc. have a partnership with the Denver school system to build better facilities and improve educational offerings for new residents, as well as for those already living in the older surrounding neighborhoods. [Free subscriber registration is required.]
Mayors and School Districts.
http://www.peterli.com/archive/spm/626.shtm Edelstein, Fritz School Planning and Management; v43 n3 , p16,18-20,22 ; Mar 2004
Discusses the increased involvement of mayors in education and school facilities issues. Examples of programs from seven metropolitan areas illustrate creative partnerships and programs that build, reuse, or reorganize school facilities.
Edge-ucation. The Compulsion to Build Schools in the Middle of Nowhere.
Gurwitt, Rob Governing; v14 n6 , p22-26 ; Mar 2004
Driven in part by concerns about stemming urban sprawl, in part by movements promoting smaller, neighborhood schools as antidotes to ailing educational quality, and in part by concern over keeping community cores intact, many people are asking whether it makes sense to keep putting up large new schools on the edge of town. Just as schools going up on the periphery of a community can promote sprawl, so a decision to build or renovate in the central city can
generate revitalization.
Community Schools Soften Tough Neighborhoods.
http://web.archive.org/web/20060929024915 Franceschi, Carl Educational Facility Planner; v39 n2 , p3-7 ; 2004
Discusses elements of a successful school and community partnership aimed at addressing social issues in the neighborhood. Planning, design, and implementation issues are described, illustrated by two Boston case studies. Includes four references and resources.
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Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840http://www.cefpi.org
Urban Renewal.
Walker, Rob Inform; v15 n3 , p22-27 ; 2004
Discusses the new master plan for Richmond's Virginia Commonwealth University, which intends to unify a currently disparate campus by organizing new structures in an "academic quadrangle" pattern focusing on an existing but underutilized city park.
Charter Schools Benefit Community Economic Development.
http://www.lisc.org/resources/2004/03/ Halsband, Robin Journal of Housing and Community Development; , p33-38 ; Nov-Dec 2003
Charter schools have proven an effective tool for urban economic development by reviving communities, providing services, and renovating older buildings. Because charter schools are not provided with a building, they are purchasing or leasing vacant, dilapidated properties and renovating them into spectacular new schools and community centers. Includes several case studies in Chicago, Washington, D.C., and Newark.
A Toolkit for Tomorrow's Schools: New Ways of Bringing Growth Management and School Planning Together.
http://www.tricc.org/docs/APAschools.pdf Donnelly, Steve Planning; v39 n9 , p4-9 ; Oct 2003
Describes many aspects of simultaneously planning development and schools. The influence of the modern school system's composition, with magnet schools, charter schools, school shopping parents, shared facilities, and GIS technology is discussed.
The Urban Complex in Cattolica, Italy.
http://www.oecd.org/dataoecd/46/62/34276712.pdf PEB Exchange; v2 n49 , p7-8 ; Jun 2003
The Italian city of Cattolica has developed an urban complex, the Piazza della Repubblica, that offers a wide range of public services. In renovated facilities it provides a modern architectural setting based on the idea of a traditional town square. It houses a primary school, cultural center (including a library), and theater, and it is an exclusively pedestrian area.
Natomas Superintendent Seizes Opportunity Thinks outside the Box.
http://www.peterli.com/archive/spm/537.shtm Geiger, Philip E. School Planning and Management; v42 n6 , p56-59 ; Jun 2003
Describes how the superintendent of Natomas Unified School District in Sacramento, California, along with three other educators and local government officials, teamed to create a joint-use campus that includes a community college, public library, and regional park. Taxpayer dollars are further stretched with the use of a "privately financed leased facilities" arrangement.
Rebuilding a School, Revitalizing a Community.
http://www.edutopia.org/rebuilding-school-revitalizing-community Furgar, Roberta Edutopia; , 2p. ; Apr 14, 2003
Discusses the process for rebuilding Capitol Elementary School, located in one of the poorest neighborhoods in Phoenix, Arizona. Responsibility for planning the new school fell to a committee of parents, staff, community members, and businesspeople. As much as the new school was designed to support the staff's educational goals, it also serves another, vitally important purpose: It fosters a sense of community among the diverse group of people who live, work, learn, and play in and around Capitol School.
Schools and Economic Development.
http://www.peterli.com/archive/spm/437.shtm Rittner-Heir, Robbin School Planning and Management; v42 n4 , p16-20 ; Apr 2003
Discusses schools' evolving relationships with private industry and local government entities, which are providing mutually beneficial results. Examples include the community services located in West Virginia schools and the workforce development efforts of Intel in New Mexico schools.
Getting the Most from Urban Schools.
Education is Essential to a City's Future, but Can Schools Help Shape the City, Too?
http://web.archive.org/web/20041107094519/ Cleveland Urban Design Collaborative Quarterly; v3 n1 ; Winter 2003
This explores how schools can help define and enliven urban places. Includes a description of the Cities of Learning Project in Paterson, New Jersey, led by urban designer Roy Strickland, that envisions a network of learning facilities – schools, libraries, arts groups, mobile computer labs – all turned loose to infiltrate the economic and social life of a mid-size industrial city that desperately needs to reverse its fortunes.
Not So Radical.
Freeman, Allen Preservation; v55 n1 , p36-39,59 ; Jan-Feb 2003
Discusses how a contentious "town-gown" conflict on the edge of Berkeley's campus over expansion of its School of Public Policy was resolved through communication between the school and city preservationists.
Georgia Tech Squared.
http://www.nacubo.org/Documents/bom/2003_01_georgia_tech.pdf Hignite, Karla Business Officer; v36 n7 , p26-33 ; Jan 2003
Details the $1 billion in facilities projects being undertaken by Georgia Institute of Technology, including the 8-acre Technology Square, which involve partnerships with its neighbors to accomplish urban revitalization.
Rural Schools and Communities Getting Better Together: Building on Assets.
Tompkins, Rachel B. State Education Standard; v4 n1 , p6-9 ; Jan-Feb 2003
Research reports from multiple studies in dozens of states have shown there are advantages to learning in small schools. To take advantage of the assets of rural schools and small-town survival, new state policy directions will be necessary in finance, facilities, teacher pay, preparation, and professional and curriculum development. (Contains 10 references.)
Don't Destroy Neighborhoods To Educate Them.
http://www.planetizen.com/oped/item.php?id=42 Beaumont, Constance Planetizen; Jan 16, 2002
Well intentioned but off-target planning regulations are neglecting to create the community-centered schools the public is demanding. This discusses acreage standards, policies restricting the amount of money that school districts may invest in the renovation of older schools, and the disconnect between land-use planning and school facility planning.
Rebuilding JeffVanderLou. The Vashon Education Compact.
http://www.stlcommercemagazine.com/archives/december2001/education.html STLCommerce Magazine; Dec 2001
Led by developer Richard Baron of McCormack Baron & Associates and Robert Koff of the Danforth Foundation, the Vashon Education Compact is a public/private partnership joining area businesses with 10 St. Louis Public Schools.
Compact resources will be used for (1) physical renovation of school buildings, including air conditioning and computers, (2) professional development programs to improve teaching effectiveness, (3) incentives to retain and recruit certified teachers, and (4) after-school, summer and early care programs for neighborhood children. In addition, the Compact seeks to better engage parents and community members in the schools.
Saving Neighborhoods.
http://asumag.com/mag/university_partnerships_saving_neighborhoods/ Alverson, Jamey American School and University; v74 n3 , p341-42 ; Nov 2001
In St. Louis, public school officials, administrators, civic groups and developers are testing the premise that a public-private partnership can revitalize a neighborhood, strengthen education, and rebuild a community. The laboratory for the test: Adams Elementary School and Community Center — a facility dedicated to education and community programming. The ambitious plan includes two renovated school buildings connected by a new community center, new parks, housing and more.
Communities and Schools. Organizing for Change.
http://www.floridacdc.org/infofax/010928.htm ShelterForce Magazine; Sep 28, 2001
This is an excellent synopsis of the need for community development practitioners to look at the health of local schools and the local educational system as vital components to their work.
Building Schools With Multiple Purposes
Steins, Gary Planning Magazine; Aug 12, 2001
What was once an effort by a few Johnny Appleseeds in the planning world to marry school and community resources has exploded into a full-scale movement to plan and build schools with multiple purposes. And the collaboration does not stop with schools: City police stations, abandoned public buildings, even state parking garages serve as great resources for local communities looking for innovative, cost-effective solutions for a variety of needs, from athletic facilities to public markets to public health centers.
Places To Learn. School Facilities Provide an Entry Point for Community Organizers.
http://www.nhi.org/online/issues/118/ByronExterMediratta.html Byron, Joan; Exter, Hillary; Mediratta, Kavitha Shelterforce; v23 n4 , p18,19,25 ; Jul-Aug 2001
School facilities are both part of a community’s physical infrastructure and a vital factor in educational quality. As such, they can provide a concrete issue around which community groups concerned about educational quality can rally. Some community development corporations (CDCs) are even supporting this kind of organizing by becoming developers of new school facilities.
Lessons in Collaboration. Bringing Together Educators and Community Builders
http://www.nhi.org/online/issues/118/JehlBlankMcCloud.html Jehl, Jeanne; Blank, Martin; McCloud, Barbara ShelterForce Magazine; Jul-Aug 2001
Community development corporations, neighborhood-based organizations, faith-based groups, settlement houses, and others are starting to include education reform as part of their agenda to develop the community’s social, physical, economic, and political infrastructure.
Urban Renewal.
http://www.edweek.org/ew/articles/2001/06/13/40newark.h20.html Johnston, Robert C. Education Week; v20 n40 , p32-35 ; Jun 13, 2001
Discusses the court-ordered, multibillion-dollar infusion of funds to New Jersey cities for improving their school facilities and whether these additional funds will cause an urban renaissance. Some examples of New Jersey urban school facility needs are highlighted. [Free subscriber registration is required.]
School as the Heart of the Community.
http://www.peterli.com/archive/spm/244.shtm Dolan, Thomas G. School Planning and Management; v40 n5 , p26-29 ; May 2001
Discusses how Niagra Falls (NY) High School was able to help in the rebirth of its declining neighborhood by rebuilding its high school to give the community something to relate to. Financing efforts, facility design, and community amenities are highlighted. Niagara High is one of the first privately financed public projects in New York. Private companies were able to bypass the bidding process, get around various issues with unions, and were able to build the school without raising taxes.
Viewing School Facilities as Community Development Projects: The Case of Hinesburg, Vermont.
MacKinnon, Colleen T. Small Town; v30 n2 , p28-31 ; Mar-Apr 2001
Instead of accentuating differences among agendas through competition for scarce resources, community members, educational planners, and community development planners cooperated in renovating a high school building in Hinesburg, Vermont, to include community spaces for recreation, social services, and nontraditional education. Design elements that promote the greatest possible use of facilities by community members are discussed.
In Housing a School, Unused Commercial Space Sells Itself.
http://www.schoolconstructionnews.com/ME2/Audiences Jones, Morgan School Construction News; v4 n1 , p20-21 ; Jan-Feb 2001
Discusses how the Pomona School District (California), an urban area facing a shortage of available real estate, purchased and renovated part of a retail complex into an elementary school.
Welcome to the Neighborhood.
http://www.schoolconstructionnews.com/ME2/Audiences Schneider, Jay W. School Construction News; v4 n1 , p15-16 ; Jan-Feb 2001
Case study of the Jordan Park School of Extended Learning, a K-8 school in Minneapolis, Minnesota. Discusses how community interest and involvement helped this new school reinvigorate an urban area. The neighborhood rendered final decisions regarding site selection, school design, modifications to a park that borders the school, and stipulated after-hours access to various parts of the building-including the gym, multipurpose space, and computer lab. Construction management is also addressed.
When Town Meets Gown.
http://www.peterli.com/archive/cpm/80.shtm Leonard, Jim College Planning and Management; v3 n10 , p34-36 ; Oct 2000
Provides examples of academic institutions becoming catalysts in revitalizing downtown areas while also providing themselves with new facilities. How these projects have been mutually beneficial to both school and community is highlighted.
The Intersection of School and Community.
http://www.edweek.org/ew/articles/2000/07/12/42schorr.h19.html Schorr, Lisbeth Education Week Online; Jul 12, 2000
Increasing public and
philanthropic resources are becoming available
to fund a wide array of activities that make use
of school facilities, school legitimacy, and
school resources. However, there is little clarity or consensus about the pathways to improved
outcomes, how roles, resources, and responsibilities should be allocated,
or even the extent to which new demands for accountability are
consistent with achieving social purposes. This offers five lessons learned from recent experience with community efforts to strengthen and expand
support for youngsters and their families, neighborhoods, and schools. [Free subscriber registration is required.]
Work in Progress.
http://www.edweek.org/ew/articles/2000/06/21/41paterson.h19.html Richard, Alan Education Week; v19 n41 , p41-46 ; Jun 21, 2000
Describes how abandoned or neglected downtown buildings in the heart of a downtrodden business district of Paterson, New Jersey were transformed into thriving public schools. Architect Roy Strickland calls the plan "The City of Learning," a place where a downtown is reborn through students and educators. Several building to school conversions are highlighted, including a former Lutheran church and a three-story shopping plaza.
Location, Location, Location.
Finucan, Karen Planning; v66 n5 , p4-8,11 ; May 2000
Discusses how good schools have drawing power in revitalizing both urban and rural communities and increasing property values. Several examples of the value of school renovation and its impact on the surrounding community and enrollment are discussed, including descriptions of planning and financing renovation efforts by some communities.
Reading, Writing, and Real Estate.
Finucan, Karen Planning; v66 n5 ; May 2000
Even for childless buyers, school quality is one of the most important factors influencing decisions about where people will live. A 1996 survey found a 10 percent difference between sales prices in highly rated school districts and those just across the boundary. Developers and school officials explain how new schools get built and how difficult it can be to find the land.
How Much Is a Neighborhood School Worth?
http://goose.ycp.edu/%7Ewtbogart/images/WTB%20JUrbE%202000%20paper%20on%20neighborhood%20schools.pdf Bogart, William T. ; Cromwell, Brian A. Journal of Urban Economics; v47 n2 , p280-305 ; Mar 2000
This paper presents evidence of the effect on house values of a school redistricting in Shaker Heights, Ohio in 1987. As a result of redistricting, neighborhood schools are disrupted, bus transportation is introduced, and school racial composition changes. The data include all arms-length sales of houses in Shaker Heights between 1983 and 1994. We find, using a difference-in-difference estimator, that disruption of neighborhood schools reduces house values by 9.9%, or $5738 at the mean house value. This result is robust to a variety of alternative specifications, including repeat-sales analysis and within-neighborhood analysis. [Authors' abstract]
The Jewel of the Community.
http://asumag.com/mag/university_jewel_community/ Fanning, Ronald H.; Howey, Clair E. American School and University; v72 n5 , p20-21 ; Jan 2000
Discusses why and how K-12 schools of the future will return to the community and become more of a focal point in urban planning. How information flow and technology will decentralize the way education is delivered is explored.
Which Measures of School Quality Does the Housing Market Value?
Brasington, David M. Journal of Real Estate Research; , p395-413 ; Nov-Dec 1999
This study explores which measures of public school quality the housing market values. Both a traditional hedonic house price estimation and a hedonic corrected for spatial autocorrelation are used. Proficiency tests, expenditure per pupil and the pupil / teacher ratio are consistently capitalized into housing prices. Teacher salary and student attendance rates are also valued, but these results are sensitive to the estimation technique employed. Value-added measures, the graduation rate, teacher experience levels and teacher education levels are not consistently positively related to housing prices, so researchers should probably avoid using them as public education quality measures.
Education as a City’s Basic Industry.
Kerchner, Charles Taylor Education and Urban Society; v29 n4 , p424-41 ; Aug 1997
Examines the function of public education in contemporary cities and argues that public education needs to be seen and function as a basic industry: an industry that creates forward and backward linkages, multiples investments, and attracts people and capital. It suggests urban schools should be seen as being builders of modern cities, not builders of expensive social programs.
The Economic Impact of Public K-12 Education in the Los Angeles Region: A Preliminary Analysis.
Picus, Lawrence O. ; Bryan, Jimmy L. Education and Urban Society; v29 n4 , p442-52 ; Aug 1997
Discusses the economic implications to Los Angeles, California of K-12 public education funding. It reveals the relative size of the K-12 public education sector in the United States and summarizes the role of education in the Los Angeles area in terms of human capital, enhancements in industrial productivity, and individual satisfaction. According to the authors, schools build cities in two ways. They develop the economy, both indirectly by adding to a location's stock of human capital and directly through programs that enhance neighborhoods. Schools become part of a microeconomic policy. Schools also serve as agents for community development, the creation of cohesion and civic relations among neighbors.
School Quality and Real House Prices: Inter- and Intrametropolitan Effects.
Haurin, Donald R.; Brasington, David Journal of Housing Economics; , p351-368 ; Dec 1996
This study focuses on explaining variations in real constant-quality house prices in jurisdictions located in multiple MSAs. Using a hedonic house price framework, we test competing theories of house price determination. Using two variants of the random coefficients model, we find that public school quality has a very large impact on real constant-quality house prices. Our results suggest that capitalization of school quality differences occurs on a per lot basis rather than per square foot of land. Also important to the explanation of variations in house prices are variables derived from urban theory, such as distance to the CBD, and from the amenity literature, such as a community's crime rate, arts, and recreational opportunities. [Authors' abstract]
Economic Role of School Districts in Rural Communities.
Sederberg, Charles H. Research in Rural Education; v4 n3 , p125-30 ; Fall-Winter 1987
Explores secondary economic effects of rural Minnesota school districts, including purchasing power of payrolls, employment, retail stimulus, recapture of taxes, property values, and banking services. Provides nontechnical approach to interpreting how school operations offset costs of rural education. Study can be replicated by rural educators.
21st Century School Fund
http://www.21csf.org/csf-home/ The 21st Century School Fund is a nonprofit organization founded in 1995 to work on school facility issues nationally and locally in the District of
Columbia, building the public will and capacity to improve urban public
school facilities. Provides technical
assistance, training and tools to nonprofit organizations, school districts and local,
state and federal public agencies to support their work on school facility issues.
Building Educational Success Together (BEST)
http://www.bestfacilities.org/best-home/default.asp BEST is dedicated to expanding the effectiveness of those working to improve outcomes for children in urban public schools, focusing on the need for healthy, safe, and educationally adequate schools that are community anchors and are built and maintained in a fiscally and environmentally responsible manner. Website includes policy information, innovative practice, research, publications, state profiles, and news.
Center for Cities and Schools
http://citiesandschools.berkeley.edu/ The Center is committed to bridging the fields of education and urban policy to create equitable, diverse, and livable cities and schools. The Center works to promote understanding of how the varieties of natural and built environments are related to school quality. This is done through investigating issues around land use policies that support quality schools, coordinating school and housing policy, and thinking outside the box of traditional school facilities. The website includes research, resources, news and events.
Center for Innovative School Facilities
http://www.innovationpartnership.org/cisf.html A project of Innovation Partnership in Portland, Oregon, the center provides information and training, site panels, finance information, national best practices, and policy and legislative information for Portland area schools. A web-based resource center will act as a clearinghouse for school districts, providing them with vital facilities related information and coaching and linking them to local specialists.
Coalition for Community Schools.
http://www.communityschools.org The Coalition for Community Schools works toward improving education and helping students learn and grow while supporting and strengthening their families and communities. Community schools bring together many partners to offer a range of supports and opportunities to children, youth, families and communities -- before, during and
after school, seven days a week.
Construction Economics
http://www.agc.org/cs/industry_topics/construction_economics The Associated General Contractors of America produces a variety of materials and resources for tracking construction economic information to help contractors, owners and the public learn what is happening in regard to construction costs.
Education Law Center
http://www.edlawcenter.org/ Non-profit organization dedicated to the pursuit of equal educational opportunity on behalf of poor, minority children and children with disabilities, especially those attending public schools in New Jersey's urban communities. Includes extensive information on school facilities issues concerning New Jersey's Abbott Districts.
George Lucas Educational Foundation
http://glef.org The George Lucas Educational Foundation web site disseminates information about exemplary programs in K-12 schools. Topics include: Community Partnerships; Business Partnerships; and Technology Integration. The web site includes Edutopia magazine and multimedia presentations.
Helping Johnny Walk to School Project
http://www.preservationnation.org/issues/historic-schools/additional-resources/community_centered_schools.html This webpage describes the National Trust for Historic Preservation's project that encourages the development and retention of community-centered schools. To help states develop policy and practices that helps them achieve their educational objectives while also helping localities reach their community development goals, the National Trust selected six sub-grantees through an RFP process to receive grant funds and technical assistance. This project is funded through the cooperative agreement with EPA and the Jesse Ball duPont Fund. On the site you can see the states the Trust is working with
currently in the project.
National Housing Institute
http://www.nhi.org/ NHI seeks to promote community revitalization by empowering residents of low-income neighborhoods, strengthening the civil society, and enhancing the work of community builders. NHI communicates its findings through applied research reports, symposia, technical assistance to community groups, the NHI website, and ShelterForce: The Journal of Affordable Housing and Community Building.
New Schools Better Neighborhoods
http://www.nsbn.org/ New Schools / Better Neighborhoods (NSBN) is a civic advocacy
organization formed to promote a 21st Century vision for California's
urban school districts: new schools should be centers of
neighborhoods and likewise, neighborhoods and communities should
serve as centers of learning. Includes video library, links, newsletter, and information on regulatory reform issues, community engagement, smart growth, and joint use facilities.
New Visions for Public Schools. Facilities and Design.
http://www.newvisions.org/facilities New Visions is the largest education reform organization dedicated to improving the quality of education children receive in New York City's public schools. School facilities has emerged as a key policy challenge for New Visions--where to locate new schools, and how to provide top-notch facilities once the schools are sited. New Visions is working towards the development of environments that support inquiry-based teaching and learning, the unique theme of schools, and the ability of a school to be autonomous and develop its own individual identity and culture.
Rural School and Community Trust
http://www.ruraledu.org/ The Rural School and Community Trust addresses the crucial relationship between good schools and thriving communities. The trust has a network of people working to improve school-community facilities, to increase community participation in the facilities design process, and to expand the purposes these public resources can serve.
School of the 21st Century. Linking Communities, Families and Schools
http://www.yale.edu/21c/index2.html Based at Yale University, the 21C program develops, researches, networks, and supervises an educational model that links communities, families, and schools by transforming the school into a year-round, multi-service center that is open from 6 in the morning until 7 at night. The core components are affordable, high-quality child care for preschool children, before- and after-school programs for school-age children; and health services, referral services, support, and guidance for parents of young children.
Schools and Communities
http://www.enterprisecommunity.org/resources This webpage of Enterprise Community Partners documents and disseminates the nation’s current efforts to combine school reform and community development.
Smart Growth America
http://www.smartgrowthamerica.org/children.html Smart Growth America, a nationwide coalition promoting a better way to grow, has a web section on Children and Schools that includes publications, news sources, resources and classic reports, and partner organizations.
Smart Growth Schools website
http://www.smartgrowthschools.org Provides information for people to understand how they can improve their communities and schools by considering issues that are oftentimes ignored in the school planning process where smart growth and K-12 schools are concerned. The website calls attention to these issues so that communities save money, decrease the environmental impact of schools on the community, improve the health of students, and increase the long-term support for the school system by those who do not have school-aged children. The website offers The Smart Growth Schools Report Card, a listserve, links to resources, and assistance with organizing seminars and workshops.
Smart Schools, Smart Growth Initiative
http://www.smart-schools.org The Smart Schools, Smart Growth Initiative is a new multi-partner, national effort designed to bridge the movements for education equity and for smart growth. It aims to build healthier, more sustainable communities, especially for our most vulnerable children. Founding partners include the W.K. Kellogg Foundation, the Public Education Network, and Smart Growth America. The website includes readings, resources, and case studies.
Case Studies--Community Use of Schools http://www.ncef.org/rl/case_studies_community_use.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Examples of schools that have opened their facilities and grounds to use by the community, compiled by the National Clearinghouse for Educational Facilities.
Community Participation in School Planning http://www.ncef.org/rl/community_participation.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the participation of students, teachers, parents, administrators, and community members in the planning and design of schools, compiled by the National Clearinghouse for Educational Facilities.
Community Use of Schools http://www.ncef.org/rl/community_use.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on community use of public school facilities during and after school hours, compiled by the National Clearinghouse for Educational Facilities.
Community Use of Schools - Policy Issues and Joint Use Agreements http://www.ncef.org/rl/joint_use.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on policy issues concerning the community use of school buildings and grounds during and after school hours, compiled by the National Clearinghouse for Educational Facilities.
Funding Partnerships for School Construction http://www.ncef.org/rl/funding_partnerships.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on financing school construction and renovation through partnerships between schools and the private sector, community organizations, public agencies, and school districts.
Preserving Historic Neighborhood Schools http://www.ncef.org/rl/preservation.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on preservation and modernization of historic neighborhood schools, compiled by the National Clearinghouse for Educational Facilities.
Site Selection for Schools http://www.ncef.org/rl/site_selection.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on school siting, environmental issues, and state selection criteria, compiled by the National Clearinghouse for Educational Facilities.
Smart Growth and Schools
http://www.ncef.org/rl/smart_growth.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on schools in relation to issues of planning and community development, economic impact, smart growth vs. sprawl, and conservation of open spaces.
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National Clearinghouse for Educational Facilities at the National Institute of Building Sciences 1090 Vermont Ave., NW Suite 700, Washington, D.C. 20005 · Toll free: 888-552-0624 · 202-289-7800 · www.ncef.org Funded by a grant from the U.S. Department of Education |
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