PINE BLUFF, Ark. – As the school year wraps up, Pine Bluff High School students are walking the halls of their decades-old buildings for the last time with a new and improved school soon to be in the works.
Back in August, Jefferson County voters passed a millage increase for the district. PBSD is now using the revenue from that increase to build a new high school.
Cracked foundations and run-down buildings are hard to miss as you pull up to the current high school campus which has been in place since the 1960s and 70s and has faced minimal updates ever since.
The new proposed site plan serves as a light at the end of the tunnel for many students and teachers. It shows new school buildings, sports facilities, an auditorium, media center, high-tech rooms for specialty classes and security systems at the entrance.
Students John Thompson and X’Zaveun Sims pushed for new buildings and facilities, meeting with people to receive feedback and advocating prior to the special election for the millage increase.  However, neither will ever actually experience it firsthand.
 

As summer approaches and temperatures soar, one of the most dangerous places for Bay Area students might actually be the playground.

On a hot, sunny day, the asphalt on school playgrounds can reach 149 F, while a rubber mat can reach 165 F, according to UCLA’s Luskin Center for Innovation. That’s hot enough to cause a third-degree burn. But a little shade can go a long way to help kids cool off.

In an effort to provide more green on Bay Area schoolyards — many of which are expanses of barren asphalt without grass, shade or trees — and lower the impact on students’ health, the Trust for Public Land, a national nonprofit that works to create parks and protect public land, is campaigning for $1 billion from the state legislature to transform those playgrounds.

“If you look at our elementary schools in many cases, you don’t see nature. It’s all about blacktop, asphalt,” said Guillermo Rodriguez, the Trust for Public Land’s California director. “(At) some of the schools that we’ve targeted for green schoolyards, playgrounds have turned into parking lots for teachers and staff because the kids weren’t using it.”

The Bolling v. Sharpe Supreme Court decision of 1954, decided on the same day as Brown v. Board of Education, deemed the racial segregation of District public schools unconstitutional.

In the years that followed, local and federal officials attempted to facilitate racial integration at several all-white District schools, including John Philip Sousa Junior High School, where the Black plaintiffs in the landmark civil rights case attempted to enroll their children.

However, those efforts didn’t amount to much according to Carlene Thompson, a Ward 7 resident who attended Sousa Junior High School more than a decade after Bolling v. Sharpe. 

“The class photos we took were all Black,” said Carlene Thompson, 72. “If there were any white students, I didn’t see them.” 

HUNTSVILLE, Ala. (WHNT) — The Huntsville City School Board has given final approval for the system’s 10-year capital plan.

The board approved the plan, which you can find a copy of here, after weeks of consideration and public meetings to discuss how it would affect each school. The board voted to approve the plan unanimously.

All five board members spoke before the vote was taken, each explaining why they were in support of the plan. They all say there’s something for everyone in the district included in it.

HCS Board President Ryan Renaud says this plan pushes the district closer to a partial unitary status motion under its consent order.

“If we get a favorable review on the three partial unitary motions we have…that we’re planning to submit this year…we will be 4/7 of the way there which is more than halfway,” Renaud stated. “In 65 years of the desegregation order…that’s something Huntsville City Schools has never accomplished.”

Schoolyards are hot and getting hotter, but only a tiny fraction of California’s grade school students can play in the shade.
Researchers and advocates are pushing the state to allocate money for green schoolyards, which can include trees, grass or gardens in place of the flat asphalt or rubber play surfaces at most schools. 
With the help of more than $121 million in state grants, 164 schools already are on their way to either designing or building green schoolyards. Many more applied for the school greening grants, with requests totaling more than $350 million for projects they hoped to build.
The high applicant numbers highlight growing demand for greenery at schools as the climate gets hotter. But with California’s Green Schoolyards program depleted and a state general budget deficit of $56 billion over the next two fiscal years, where will the money for green school projects come from? 
Some environmental groups are pushing for a proposed climate bond that would include $350 million for the green schoolyards program. They also are pushing for a $1 billion carve-out in a proposed $14-$15 billion school infrastructure bond that could go before voters this November.
 

California regulators’ hostility to rooftop solar may have hit its political limit, at least when it comes to the impact on public schools.

In the past few months, a host of bills seeking to reverse or amend California’s regulatory push against rooftop solar have faltered in the state Capitol. The exception, so far, is Senate Bill 1374. The bill would amend the November California Public Utility Commission (CPUC) decision that prevents schools, farms, apartment buildings, and other types of customers from using the solar power they generate to offset their power purchases from Pacific Gas & Electric, Southern California Edison, and San Diego Gas & Electric, the state’s three major utilities.

The Billings school board approved Monday night an $80,000 project to replace the Rose Park Elementary main water line.

The district hopes the project will fix a serious problem of lead in water at Rose Park, which also plagues many schools in Yellowstone County.

According to a study done by the Montana Department of Environmental Quality (DEQ), 49 of the 55 school buildings in the county that have been tested have shown the need for at least one fixture to be replaced due to high amounts of lead.

The state of school infrastructure plays a crucial role in providing a conducive learning environment for students and faculty. However, several schools, including Van Nuys, face significant challenges in improving infrastructure. 
Sunnybrae Elementary School, located in Winnetka, CA had students, teachers and parents protesting at the beginning of March over the presence of mold and carbon monoxide in student classrooms.
Picking his 10-year-old son up from school, Mike Barnard observed a sudden change in his son’s health and behavior, experiencing symptoms such as headaches, fatigue, throat infections and more. Dismissing the symptoms as a cold and associating his son’s repetitive illness with a weak immune system, Barnard would later realize that he was wrong. 
After being handed a letter by another parent sharing information about what was occurring at the elementary school, Mike Barnard discovered the real perpetrator that was repeatedly making his son sick: mold.
“I noticed that he didn’t have the same energy he used to where he would always want to play, always wanted to do something,” he said. “When I found out about what was really going on, I immediately jumped on board.” 
Experienced in organizing campaigns, Barnard adopted the role of being the speaker of the movement, vocalizing the complaints of parents, teachers and students. 
 

With more than 500 people protesting outside, Poudre School District’s Board of Education halted its plans to close and consolidate schools in a special meeting Monday night.

A motion to end the process was made at the start of the meeting, and the seven board members individually shared why they each thought the process needed to stop now, without the closure of any schools.

The vote to halt the plan was unanimous, and applause broke out in the room and outside with those still gathered.

“We have heard you, and it has made a difference,” board member Scott Schoenbauer said. “The passion that we have seen starting in October has been impressive and has made it very clear that the last thing we should consider is closing a school, a neighborhood school, until we have exhausted every other option.”

Connecticut has awarded local school districts $122 million for heating, ventilation, and air conditioning upgrades, the state's Department of Administrative Services announced Monday.
Norwalk received the most funding of any district — more than $21.5 million to be spent across six schools — followed by Montville ($15.5 million), Waterbury ($9.3 million), Thompson ($8.8 million) and Stamford ($6.8 million). Altogether, 48 districts received state money, funding more than 100 HVAC projects.
In a news release Monday, top lawmakers praised the HVAC grant program, as did several advocates and the superintendent of one district receiving funds.
"A healthy physical environment in a school is foundational to learning," said Fran Rabinowitz, executive director of the Connecticut Association of Public School Superintendents. "These grants promote healthy air for our students and staff. Although there is much more work to be done, we are all very appreciative of the continuing support that this funding provides."
 

Hamilton Southeastern Schools was among 13 schools and districts nationwide recognized as Solutions Strategists for improving energy efficiency and student health through the federal Efficient and Healthy Schools Program.

The program is coordinated by the U.S. Department of Energy, according to an announcement from the school district.

“We are proud of the work we have done at HSE to improve our systems,” stated Bob Rice, HSE Schools’ energy manager. “We have reduced our energy use by installing solar arrays, enhancing the efficiency of heating, ventilation and air-conditioning systems, and have made sustainable changes to our food services program. Not only have these improvements lowered our operating costs, but these changes also provide an opportunity for our students and administration to lead by example at a national level.”

According to the announcement, schools represent the third-largest sector of commercial energy use in the United States.

PITTSBURGH (KDKA) -- Pittsburgh Public Schools students at nearly 40 facilities will be learning remotely because of the heat on Tuesday and Wednesday.

Superintendent Wayne Walters activated the district's extreme heat protocol, which will transition to 39 facilities to remote instruction. The list of schools can be found on Pittsburgh Public Schools' website.

Pittsburgh Public Schools switches these facilities to remote learning when the National Weather Service forecasts temperatures reaching at least 85 or when the heat index is projected to hit at least 90.

Grab and Go Meals will still be available at several locations, which are also listed on the school's website.

Pittsburgh Public Schools says the health and safety of students and staff is a "top priority" and exposure to excessive heat can cause heat-related illnesses. 

In the wake of last week's catastrophic storm, in which the death toll is still rising and over 200,000 citizens are still without power, several Houston ISD schools reopened on Monday despite problems with air conditioning and food service.
Houston Mayor John Whitmire even voiced his concerns about opening HISD schools too soon.
"Let me shoutout and thank Dr. Blaine from Spring Branch for using the good judgment of not forcing these young people into schools when they don't have power; their resources are limited," Whitmire said at a press conference on Monday. "Thank you for the good judgment. I wish all the school districts would realize if you don't have basic services, you can't study. You can't get to a school without energy and then be referred down the road. We need to take care of people first." 
As of Monday morning, Chron confirmed that the A/C units at a handful of campuses, including Heights High School, East Early College, Rusk Middle School, Pershing Middle School, Northside High School, and Hogg Middle School, were out, according to parents reporting issues in the Supporters of HISD Magnets and Budget Accountability Facebook group.
 

Fort Worth ISD trustee Wallace Bridges wants the district to be careful in its consideration of school closures.

At a May 14 board workshop, Bridges highlighted the district’s need to balance fiscal responsibility with community impact. There’s a lack of trust between the community and the district, he said. 

During the meeting, trustees and Superintendent Angélica Ramsey received an update on the district’s $2 million master facilities plan. The presentation revealed that Fort Worth ISD’s middle schools face $130 million in deferred maintenance needs, with nearly half categorized as in poor condition.

“We must consider not just the numbers but the impact on the communities we serve,” Bridges said. “It’s more than just numbers on that paper. People’s lives are affected by this.”

In April, Fort Worth ISD hosted community meetings at six middle schools, informing parents and residents that closures could be coming.

The plan indicated that renovations to the schools would be costly and student consolidation would be more cost-efficient. The district is considering the closure of McLean 6th Grade Center, Daggett Middle School, Kirkpatrick Middle School and either Morningside Middle School or William James Middle School.

WASHINGTON, D.C. — On Friday, the Centers for Disease Control and Prevention (CDC) unveiled comprehensive, evidence-based guidance aimed at preventing the spread of infections in K-12 schools. This new guidance includes practical measures that schools can implement to combat respiratory viruses like influenza, stomach viruses such as norovirus, and bacterial illnesses including strep throat.
“CDC has updated actions schools can take to prevent germs from spreading and keep kids healthy and learning,” said CDC Director Mandy Cohen, M.D., M.P.H. “This update puts lessons learned into actionable steps schools can follow to keep our kids, teachers, and school staff safe.”
 

Nature inspired the design of John Lewis Elementary School in Northwest D.C.

"We have our outside treehouse. I was pretty scared when I first saw that,” said Principal Nikeysha Jackson. “The kids loved it. It is their favorite thing in the building."

The district’s first net-zero building has all the bells and whistles: an outside amphitheater, eco-friendly ponds and solar panels. And as Jackson points out, all of the classrooms have retractable garage doors.

“Usually in the mornings, they'll be open as kids are walking in, and then they close them,” Jackson said. Some people teach with them open all day long.”

This new building is part of a long-term city effort to get all its schools in good shape. Not all of them are as impressive as John Lewis, but many were in worse shape a few decades ago.

‘Planning isn’t reacting’
In 1992, a group of parents filed a lawsuit against Washington over fire code violations. Mary Filardo, executive director of the 21st Century School Fund, had children in D.C. Public Schools at the time.

She said there were a number of fire code violations: “because doors were chained shut, so that kids wouldn't be able to get out. Because the doors weren't working properly. There were breaches in the plaster and in the ceilings, because of roof leaks and other problems.”

A small group of Robert Russa Moton High School students in Farmville began gathering in secret months before an April 23, 1951, walkout to protest the unequal conditions of school facilities for Black students.
“It was the same type of secrecy that was developed during the Manhattan Project,” said John Stokes, one of the walkout’s organizers. “We had to trust everyone so we could pull this thing off.”
Students decided to report a fake disturbance downtown, luring Moton Principal M. Boyd Jones away from school on the day of the protest.
“Mr. Jones did not want any of us to become involved with anything that wasn’t right in the neighborhood,” Stokes said. “So, at the time, he leaves. He goes down to find out who the troublemakers were.”
When Jones returned to school, the strike was in full force. About 400 students gathered in the auditorium to hear a speech from 16-year-old student Barbara Johns before walking out of the school in protest.
White students in the district enjoyed indoor plumbing and attended schools made of brick, while Black students used outhouses and some took classes in tar-paper shacks outside Moton High School, which were added to deal with overcrowding.
One Moton student recalled using an umbrella on rainy days, so ink wouldn’t run all over her paper.
“They had put up tar-paper shacks that were not fit for animals to inhabit. It leaked in there,” Stokes said. “They had no real siding. So, we knew we were being programmed for failure.”
But it wasn’t just the facilities that were unequal: so were curriculum materials and other resources. Stokes said he and his twin sister couldn’t go to school until they were about 8 years old because the division didn’t provide buses for Black students at the time, and they lived too far away to walk.
“The strike was on for two weeks … two whole weeks,” Stokes said.
 

The Education Supervisory Financial Commission is concerned that the Guam Department of Education could lose $41 million in American Rescue Plan Act funds that has not been encumbered.

During the commission's monthly meeting on Thursday, a review of the ARPA year-to-date financial records raised concern among commission members.

“What are you going to do with $41 million before it's given back?” Carol Hinkle-Sanchez, managing attorney of the Civil Law Center, asked GDOE comptroller Adam Shin.

GDOE received $239,427,921 in ARPA funds and has spent $39,491,564.93 to date, according to GDOE. With $19,991,246.32 and $138,836,812.76 encumbered, according to GDOE, that left $41,108,296.99 in available funds as of April 25.

While Hinkle-Sanchez said she recognized that the procurement process is lengthy, she questioned why the department had not yet encumbered the available funds.

Many Mississippi districts are using notable portions of their federal COVID-19 emergency funding to improve school buildings, most likely to address long-standing issues around underfunding for capital projects, according to research from FutureEd, an education analysis organization affiliated with Georgetown University’s McCourt School of Public Policy.

Of the 60% spent through March of this year across the state in American Rescue Plan funds, 42% —  or $362.6 million — had gone toward building improvements, according to FutureEd.

The lion’s share — $296.8 million — funded reconstruction and remodeling projects like HVAC replacements and upgrades. That was followed by maintenance and upkeep at $27.6 million, new building purchases and construction at $20.5 million, and architecture and engineering fees at $14.8 million. 

The U.S. Department of Education today announced the 2024 U.S. Department of Education Green Ribbon Schools, District Sustainability Awardees, and Postsecondary Sustainability Awardees.

Across the country, 41 schools, 10 districts, three postsecondary institutions, and one early learning center are being honored for their innovative efforts to reduce environmental impact and utility costs, improve health and wellness, and offer effective sustainability education. The honorees were named from a pool of candidates nominated by 24 states. Half of this year’s honorees are located in underserved communities.

In addition, one state education official is recognized with the Director’s Award. This year, it is George Garcia of the California Department of Education.

“This year’s U.S. Department of Education Green Ribbon Schools are leading school transformation in states that will help ensure all students in all communities have the opportunity to grow to become strong and healthy learners,” stated U.S. Secretary of Education Miguel Cardona. “This year’s awardees range from early learning centers to postsecondary institutions. Notably, half are located in under-resourced communities. These awards represent thousands of students, and countless hours of hard work in schools and on college campuses, ensuring equitable access to healthy, climate-resilient learning environments where students are prepared for the sustainability challenges of the present and future.”