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Facilities News - Since 2001
Virginia to get $5M to help with school infrastructure needs-- wtkr.com Virginia: January 04, 2024 [ abstract]
PORTSMOUTH, Va. — Virginia is getting $5 million in federal funding to help address infrastructure at schools, U.S. Education Sec. Miguel Cardona announced Thursday during a visit to Victory Elementary.
"All too often schools are the last places that get renovated or air handling systems or air conditioners are the first things to get cut in budgets," Cardona told reporters during his visit. "You know what? That's not acceptable."
Virginia is one of eight states to receive the funding through the Supporting America's School Infrastructure program in the Dept. of Education.
The funding will let schools assess infrastructure, hire staff and develop infrastructure systems, among other things.
While Virginia is receiving the funding, Cardona acknowledged it's just a drop in the bucket.
"It's five million more than it was ever done at the Dept. of Education," he said. "What we're doing is recognizing that infrastructure needs to be part of the conversation when we're talking about student achievement, student equity."
-- Brendan Ponton Abell-Hanger Foundation explores how school construction affects students in new study-- Your Basin National: October 26, 2023 [ abstract] MIDLAND, Texas (KMID/KPEJ) – The Abell-Hanger Foundation recently released findings of a study which explores the impact of capital expenditures for school construction and renovation on student, teacher, and community outcomes.
Commissioned by the Foundation, the American Institutes of Research conducted an unbiased and objective analysis of available research on the topic, according to a release from the Abell-Hanger Foundation. They say the goal is to provide information for residents of Midland and surrounding communities.
AIR is a non-profit organization that conducts and applies research to improve the quality of life for individuals and communities. Here are some of the study’s key findings divided into categories:
Time Dependent Effects
Capital projects positively influence student test score, though these effects may take some time to materialize. New schools or major renovations often undergo a transition period that can lead to unchanged student achievement, initially.
-- Zachary Bordner LAUSD considering a policy to limit charter co-locations, prioritize vulnerable student-- EdSource California: September 25, 2023 [ abstract] The Los Angeles Unified School District school board is considering a resolution that would exclude 346 schools serving its most vulnerable student populations from co-location arrangements with charter schools. Doing so could potentially undermine the integrity of Proposition 39, a statewide initiative that mandates public schools to share spaces with charter schools.
The resolution, authored by President Jackie Goldberg and member Rocio Rivas and discussed at a meeting Tuesday, would require the district to avoid co-location offers on LAUSD’s 100 Priority Schools, Black student achievement Plan campuses and community schools.
According to the proposal, LAUSD would also avoid charter co-location offers that “compromise district schools’ capacity to serve neighborhood children” or “grade span arrangements that negatively impact student safety and build charter school pipelines that actively deter students from attending district schools, so that the district can focus on supporting its most fragile students and schools, key programs, and student safety.”
-- MALLIKA SESHADRI 71 percent of schools not in “good repair”-- Santa Monica Daily Press California: July 17, 2023 [ abstract] The vast majority of Santa Monica schools are in need of repair according to recent data provided to state regulators, but the reality on the ground may not be as dire as the paperwork suggests.
The Santa Monica Malibu Unified School District (SMMUSD) Board heard an update to several state-mandated reports last week including a facilities update that said 71 percent of the district’s facilities are not in “good repair.”
School Districts are required to self assess their physical facilities as part of a wide ranging evaluation that also covers topics like teacher assignments, student achievement and professional development.
For facilities, the system ranks physical assets into four categories, exemplary, good, fair and poor. To be considered “good repair” a building must rank in the exemplary or good category and most local schools scored in the bottom half of the rankings.
“So, yes, the results of our, what is called our FITs inspection or facility inspections, this year is shocking,” said Carey Upton. “And that is not completely our fault.”
-- Matthew Hall $80 million approved for Little Rock school projects-- Northwest Arkansas Arkansas: June 25, 2023 [ abstract] LITTLE ROCK -- The Little Rock School Board on Thursday approved the expenditure of more than $80 million in construction costs, including $60 million for the construction of a three-story science building and a two-story field house at Central High.
The board approved a guaranteed maximum price of $60,627,694 for the additions on the south side of the historic campus, plus $10.96 million for the full renovation of Rockefeller Early Childhood Center and $10.5 million to do early site work for the building of a new west Little Rock high school on Ranch Boulevard adjacent to Pinnacle View Middle School.
The construction plans and costs were presented at a meeting in which the capital city's nine-member school board also:
Approved a $6.4 million expenditure for an online tutoring program in reading for some 2,500 elementary school pupils
Supported proposals to contract with Imagine Learning of Scottsdale, Ariz., to provide instruction for a virtual academy for sixth-through-12th graders
Voted to contract with the Power School Group of Folsom, Calif., to develop three to four interim tests to track student achievement through the school year
Authorized the sale of the now vacant David O. Dodd Elementary to what is expected to be the operator of an open-enrollment charter school
Wesley Walls, principal with the Polk Stanley Wilcox architecture firm, which has designed the Central additions, told the board that the significance of Central's history and its architecture "is not lost on us."
-- Cynthia Howell Tennessee schools need $9 billion of infrastructure investment, report says-- Chattanooga Times Free Press Tennessee: January 28, 2023 [ abstract] Tennessee needs to invest more than $9 billion in its K-12 education infrastructure over five years, an increase of nearly 9% from an assessment done a year earlier, a new state report says.
Of that amount, about $5.4 billion is needed for renovations and technology improvements, while nearly $3.6 billion is needed to build additions and new schools, according to the Tennessee Advisory Commission on Intergovernmental Relations.
The report, approved Thursday by the commission, comes as local and state officials grapple with how to cover the soaring costs of school construction, which have doubled in the past decade due to rising material and labor costs.
Meanwhile, years of research show that fixing school buildings can improve student learning, health and behavior. One study in Tennessee shows a direct connection between student achievement and the condition of school buildings. Another study from New York found that poor building conditions can lead to higher rates of chronic absenteeism.
In Tennessee, cities and counties pay for most of their school facility needs with property and sales tax revenues. But some state lawmakers are looking for ways to ease that burden.
-- Marta W. Aldrich Newark approved for new schools as part of state project to address overcrowding-- Chalkbeat Newark New Jersey: September 12, 2022 [ abstract] As part of a larger project to address overcrowding in some of New Jersey’s poorest school districts, state officials approved two new schools in Newark, a district that’s dealt with rundown buildings for decades.
The Schools Development Authority (SDA) granted two new pre-K through eighth grade schools in Newark, along with 14 other projects across the state, according to a press release issued by the agency last Thursday. The project is part of the SDA’s 2022 Capital Plan, which includes 16 projects that will address overcrowding and infrastructure needs.
“The Board’s approval of these projects, identified in the SDA’s Statewide Strategic Plan as priority projects, will significantly reduce District-wide overcrowding and facility deficiencies that impact thousands of students statewide,” said SDA chairman Robert Nixon. “These projects will deliver thousands of new or replacement student seats in state-of-the-art facilities that will foster learning and student achievement.”
The average Newark school building was built more than 90 years ago, more than twice the national average, with many suffering from leaky roofs, outdated boilers, and dilapidated restrooms. Rundown buildings can dampen students’ enthusiasm for school and, in some cases, impair their learning.
-- Jessie Gomez Other Papers Say: Plan to aid rural schools worthy-- The Columbian Washington: August 01, 2022 [ abstract] Modern school buildings support student achievement. But Washington’s reliance on local voter-approved funding for public school building projects has left some students relegated to buildings that are outdated, cramped and potentially unsafe.
State Superintendent of Public Instruction Chris Reykdal wants to change that. He intends to ask state lawmakers to revamp the state’s Common School Construction Account, earmarking those public-land revenues for cash-strapped rural schools.
More details are forthcoming, but on its face it’s a good idea. It could bring the state closer to resolving the systemic funding inequities between districts with different tax bases.
The funds, from timber sales and other revenues generated on Common School trust lands, are now used to augment locally funded school remodeling and construction projects. But historically, growing urban and suburban school districts have tapped a disproportionate amount of that money, even though the rural communities where the revenues are generated have a harder time raising local funds.
About 90 percent of public school construction and renovation is funded through local bonds and levies, Reykdal said. Revenues from public lands are a dwindling supplement to those local dollars. They accounted for just 1.38 percent of the total state and local funds for K-12 schools’ capital expenditures in fiscal year 2021, down from more than 3.3 percent a decade ago, according to Office of the Superintendent of Public Instruction data.
-- Seattle Times Writer Capital Spending for School Districts is a Local Affair-- Tennessee Comptroller of the Treasury Tennessee: May 18, 2022 [ abstract] The Tennessee Comptroller’s Office has released a report detailing the amount and types of capital spending for local school districts and an overview of the methods districts and local governments use to pay for capital and debt spending.
Spending for public school capital projects by both local school districts and their county and city governments totaled an estimated $2 billion in fiscal year 2019-20, including spending for land; building construction and renovation; related facilities like parking lots and athletic fields; as well as equipment like desks, chairs, playground equipment, and buses.
The bulk of capital spending on K-12 school facilities, and any related debt payments on loans, is paid from local revenues, including revenues from bonds and notes issued by local governments, adequate facilities taxes, and dedicated property taxes. The state supports capital spending for schools primarily through the state’s share of Basic Education Program (BEP) funding for several components related to capital needs. State dollars allocated in fiscal year 2019-20 totaled $503 million for the BEP’s capital outlay, equipment, and technology components. (The BEP’s capital outlay component will be folded into the newly-approved Tennessee Investment in student achievement (TISA) base funding formula, which will be implemented in school year 2023-24. Equipment and technology components are to be split between TISA’s base, weighted, and direct funding components.)
The report reviews the factors that can increase capital spending for schools, including student enrollment growth, classroom size limit, the age and quality of school buildings, and the cost of building materials and labor. The report’s focus on spending and revenue data from 2019-20 captures more typical spending patterns that occurred mainly before the onset of the COVID-19 pandemic and the large injections of federal emergency relief funds known as ESSER.
-- Staff Writer How local planning committees impact school construction projects-- The Daily Independent Kentucky: January 22, 2022 [ abstract] A school’s local planning committee (LPC) is responsible for the development of a school system’s district facilities plan (DFP). A committee is created every four years to do so in accordance to Kentucky Revised Statues.
The LPC isn’t discussed much until it is asked to consider something like a significant building or renovation project within a school. Two local planning committees have been brought in beyond the regular assessment and approval of the DFP. Ashland Independent gathered it’s LPC to discuss a new technical center, which was approved by both the LPC and the local board of education.
Carter County is in the process of discussing renovations and grant money dedicated to East Carter High School along with renovation needs at the district technical center or a new single campus high school that would consolidate both high schools and provide access to a new technical center all on the same property.
The LPC is one of three primary boards or committees that have a say in the process of capital construction. The local planning committee, the local board of education and the Kentucky Department of Education all have a role in the process.
“(The LPC) are charged with reviewing the properties, the facilities of the district, their condition, whether or not they are satisfying the needs of the students in the community,” said Ashland Director of student achievement Richard Oppenheimer.
Oppenheimer explained the committee considers if builds have enough space, too much space and the cost of operating those buildings. The LPC also considers the district’s financial status and enrollment trends and “long range forecasts for population changes,” he said.
Oppenheimer said information is gathered from architects, financial advisors and more to determine building goals and feasibility in the district.
-- Emily Porter Dilapidated Buildings Increase Risk of COVID Transmission as School Year Begins-- Truthout National: September 14, 2021 [ abstract] When third-grade teacher Sarah Adkins returned to her classroom at Pennoyer Elementary School in Norridge, Illinois, in August, she knew that she would be facing a slew of challenges — none of them related to curriculum or student achievement. First, it would be hot in the building. Secondly, the water fountains would be inoperable because they’d been turned off to protect against possible lead poisoning, and many of the toilets and sinks in the bathrooms of the 70-year-old building would be broken.
Windows would pose an additional obstacle. “We’re located near O’Hare Airport, so there is a lot of noise,” Adkins told Truthout. “Our windows are double-paned to help reduce the sound, but we can’t open them.”
This, despite raging COVID-19 infections — made worse by the Delta variant — and late August recommendations from the Centers for Disease Control and Prevention to utilize “layered mitigation strategies” to combat the virus. These strategies include universal masking and the vaccination of teachers, staff and kids older than 12; adequate ventilation, including working heating and cooling systems or in-room air purifiers; social distancing in classrooms and lunch rooms; frequent hand washing and sanitizing of high-touch surfaces including door knobs, desktops, writing implements and computers; and testing, contact tracing and quarantining when positive COVID cases are detected.
Turns out, this is easier said than done.
Indeed, U.S. public schools have been in sorry shape since long before COVID — and it’s gotten worse. A report published by the federal government’s Government Accountability Office (GAO) in June 2020 documented the burgeoning crisis, reporting that the structural integrity of 100,000 public schools was putting nearly 50 million kids and the more than 6 million adults who instruct, feed and clean up after them at risk.
“Fifty-four percent of public-school districts need to update or replace multiple building systems,” the report concluded. “Forty-one percent need to upgrade or replace HVAC systems.”
-- Eleanor J. Bader Norcross, Reed Demand Upgrades in School Infrastructure to Enhance Safety & Raise Student Achievement-- insidernj.com National: August 06, 2021 [ abstract] WASHINGTON, D.C. – U.S. Congressman Donald Norcross (D-NJ) and U.S. Senator Jack Reed (D-RI) led over 90 members of Congress in urging Congressional leaders to prioritize the inclusion of federal dollars to boost school infrastructure nationwide as part of this once-in-a generation investment in the nation’s critical infrastructure. School districts are facing increased costs, aging school infrastructure and an urgent need for schools to alleviate crowded classrooms and ensure adequate fresh air ventilation to help reduce COVID-19 transmission.
Noting that the crisis with crumbling school infrastructure predates the pandemic and is a threat to the health and well-being of students and teachers and undermines academic achievement, 91 members of Congress penned a joint letter to House Speaker Nancy Pelosi (CA-12) and Senate Majority Leader Chuck Schumer (D-NY) urging the inclusion of at least $100 billion in federal funds to boost school construction.
“An investment of at least $100 billion in school facilities will be critical to achieving the full promise of the American Families Plan for our middle and working class communities. Without an upgrade to school facilities, these communities will struggle to implement universal preschool, expand school nutrition programs, achieve climate resiliency, close the digital divide, and recruit and retain educators. Furthermore, failure to adequately invest in school facilities will undermine our march towards racial and economic justice, as these are the communities with the lowest tax bases and fewest resources for capital improvements,” the 91 members of Congress wrote.
-- Press Release Pasadena School Officials Ecstatic About Passage of Measure O-- Pasadena Now California: November 05, 2020 [ abstract] Pasadena Unified School District officials were ecstatic after voters passed a $500 million bond measure that they say will provide better learning environments for students in upgraded facilities.
Measure O – which was endorsed by the City Council but opposed by the Pasadena Chamber of Commerce and some other area business groups – is expected to generate some $60 million to upgrade the PUSD’s computers and other educational technology. In addition, $456,280,000 will go to upgrading aging district facilities.
The bond will cost local property owners between $45 and $60 a year on their property taxes for each $100,000 of assessed value.
Measure O appeared on the ballot as the “Pasadena Unified School District Repair, Technology, student achievement Measure.”
“According to early results of the election on Nov. 3, Measure O has been approved by voters. This ensures that Pasadena Unified School District (PUSD) students have increased access to technology, expanded STEAM (science, technology, engineering, art, and math) courses, and we can make vital improvements to school facilities. The results will be certified in December,” said Superintendent Brian McDonald.
-- Andre Coleman Napa school district advised not to pursue bond funding measure this November-- Napa Valley Register California: July 03, 2020 [ abstract] The Napa public school system’s next appeal to voters for more funding appears to be at least two years in the future.
A survey sponsored by the Napa Valley Unified School District has revealed tepid support for a bond measure to build and upgrade facilities were it to appear on the Nov. 3 ballot. In a report shared with the NVUSD board last week, a potential $398 million property-tax levy reviewed by 625 likely voters garnered “definite” or “probable” support from 47.6 percent of respondents, well below the 55 percent approval required for school bond measures in California.
The study indicates that 43.3 percent of people interviewed would “definitely” or “probably” vote against additional school funding this fall. (Another 9 percent were undecided or declined to give an opinion, according to the report.) Authors of the report pointed to lingering skepticism of NVUSD’s ability to manage its finances effectively or to fairly apportion new funding among schools – saying nothing of the sudden financial crises triggered by the coronavirus pandemic and the economic slowdown resulting from shelter-at-home orders.
Given such roadblocks, staff members with True North Research, the Encinitas firm that conducted the survey, called on the Napa school district to hold off on a vote until at least 2022 and bolster public support for a funding boost in the meantime.
“We do not recommend that the District pursue a bond for the immediate opportunity of the November 2020 ballot – there are simply too many challenges to address effectively in a short period of time,” the report stated. “Rather, a longer and more deliberate path of community/stakeholder engagement and communication to build awareness, understanding, and ultimately consensus around the District’s facility challenges and their connection to student achievement is advised.”
-- Howard Yune Bettendorf School Board puts safety first in planning long-range capital projects-- Quad-City Times Iowa: May 18, 2020 [ abstract] Safety comes first in long-term, capital-project plans for Bettendorf Schools.
Interim Bettendorf Schools Superintendent Jim Spelhaug reviewed criteria for previously discussed capital projects -- part of a continuing five-year plan -- Monday at a regular Bettendorf School Board meeting.
“At a minimum, facilities will be safe, warm and dry,” he said.
The most basic requirement is safety. The top requirement, once all others have been met, is enhancements.
Priorities are:
1. Safety, which includes projects such as secure entrances at buildings.
2. Elimination of barriers to student achievement, that is, educational spaces to address programming deficiencies caused by a lack of infrastructure
3. Equity, including projects such as ensuring all students have comparable gymnasiums, learning spaces and furniture.
4. Efficiency, including measures to save on recurring expenditures, such as LED lighrtng and improved HVAC systems.5. Enhancements, which add to current educational programs or provide enrollment benefits, such as a Future Ready Learning Center at the high school and improvements for other academic facilities and student spaces.
-- Linda Cook 'Equal, equitable' key terms in report; desegregation case’s expert updates judge on two newly built central Arkansas ca-- Arkansas Democrat Gazette Arkansas: December 28, 2019 [ abstract]
A judge's expert in a long-running school desegregation lawsuit says the Pulaski County Special School District's current administrative team "inherited a can of worms" in regard to school facilities.
Margie Powell, in her latest report to U.S. District Chief Judge D. Price Marshall Jr., also said that the school district leaders -- obligated by a 20-year-old court-approved desegregation plan to have "equal" facilities -- contend that two newly built campuses "may not be equal, but that they are equitable."
"The court will have to make that determination," Powell concluded in her four-page report that puts a spotlight on the new Mills High in the district's southeast section and Robinson Middle on Little Rock's western edge.
Marshall is the presiding judge in the 37-year-old school desegregation lawsuit in which the Pulaski County Special and Jacksonville/North Pulaski districts are the two remaining defendant districts.
Powell's series of reports on discipline practices, student achievement, staffing incentives and the condition of school facilities in the two districts are being prepared at Marshall's request.
The reports come in advance of a multiweek, federal court hearing that Marshall has scheduled to begin in July. The purpose of the hearing is to determine whether the two districts have met their obligations and are eligible to be released from ongoing court oversight of their desegregation efforts.
-- Cynthia Howell Dead mice, crumbling concrete: Education reform won’t fix the sorry state of some schools-- Boston Globe Massachusetts: December 03, 2019 [ abstract] LYNN — Step into Kaitlyn Lausier’s basement classroom, and years of financial neglect in this once-prospering city can be seen everywhere: the long fluorescent tube lights, the bare brick walls, the flaking radiator that warns in English and Spanish not to touch its scorching sides.
Students have been burned by these iron-ribbed heaters at Pickering Middle School, where cramped underground quarters like Lausier’s have been pressed into service to relieve overcrowding.
Gateway cities like Lynn, midsize urban centers whose lower property values are a draw for lower-income households, are slated to be among the big winners in the sweeping school-funding reform bill signed into law last week by Governor Charlie Baker. Such districts are expected to see millions in fresh spending from the new law — a down payment meant to reverse yawning student achievement gaps fueled by years of underinvestment.
But Lausier’s basement classroom alone shows just how far Lynn has fallen behind. And even as city officials celebrate passage of a law that will dramatically increase spending on students, they must face a sobering truth: The extra money will probably do little to address Lynn’s tumbledown schools, complicating efforts to improve services to its surging ranks of low-income students.
One of Lausier’s most pressing concerns, for instance, emanates from an adjoining room that she said houses the century-old school’s ductwork.
“I would like to have that room cleaned out so it doesn’t smell like dead mouse in here all the time,” she said.
Hailed as a transformational overhaul of the state’s outmoded school-funding formula, the so-called Student Opportunity Act is poised to pump an additional $1.5 billion into school districts across Massachusetts over the next seven years. It specifically targets disadvantaged students in poorer urban districts like Lynn’s.
“This legislation is about making sure that every kid in the Commonwealth of Massachusetts, regardless of where they live, where they go to school . . . has the opportunity to get the education they need to be great,” Baker said when he signed the bill at English High School in Boston.
-- Malcolm Gay and Meghan E. Irons Several Columbus schools get air conditioning for first time under ‘Operation: Fix It’-- The Columbus Dispatch Ohio: September 11, 2019 [ abstract] Sheila Evans is wearing long-sleeve shirts to school for the first time in her 21 years as a Columbus City Schools employee.
Now in her second year as Sherwood Middle School principal, Evans said she and her students are still getting used to the upgrades made in their 54-year-old building on the East Side. She has never worked in air conditioning before.
“It’s so nice, to the point where we get cold,” joked Evans, who said many buildings were “unbearable” this time last year.
In the past two years, Columbus City Schools has completed 155 maintenance projects through Operation: Fix It, a $125 million, districtwide initiative funded by a portion of a tax increase voters approved in 2016.
For many buildings, including nine this fall, that means having air conditioning for the first time.
Throughout the state’s largest school district, which has more than 51,000 students, 31 buildings are without the amenity found in virtually all modern workplaces but still lacking in many urban schools nationwide. Of those buildings, 21 have partial air conditioning in common areas such as cafeterias and libraries.
Research has shown sweltering heat negatively affects student learning and numerous studies have linked the quality of school facilities, including classroom temperatures, to student achievement.
Though $125 million may sound like a lot of money, Columbus officials and experts agree the investment is small compared to what is needed.
-- Alissa Widman Neese Austin ISD Says School Closure Plan Is About More Than Saving Money; It's About Spending Smarter-- kut 90.5 Texas: September 06, 2019 [ abstract] The Austin Independent School District said it will save about $240 million in maintenance costs by closing 12 schools in the district and moving students to other campuses. But school officials say this plan wasn't proposed to just save money, it will also help students academically.
"This is really about reinvesting in the right way so our students can get some meaningful support and resources as a result of these reallocations," Nicole Conley, AISD's chief business officer, said at a news conference with AISD officials and school board members.
"There are people in this room that look like me, and we were the exceptions to the rule growing up," AISD Board President Geronimo Rodriguez, who is Latino, said. "I believe that if we are focused on academic programs that are focused on student achievement and student success, then kids like me growing up are the rule and not the exception."
The group addressed some of the questions the public is asking a day after the district released a draft of proposed closures to deal with declining enrollment and budget issues.
Some East Austin families are questioning why more school closures have been proposed in their neighborhoods than anywhere else and say it's unfair.
-- CLAIRE MCINERNY What happens to student achievement when Memphis schools close? District report offers some answers.-- Chalkbeat Tennessee: January 15, 2019 [ abstract] Student reading test scores from three closed schools in Memphis generally improved in their new school, but math scores decreased, according to a 2017 Shelby County Schools report Chalkbeat obtained through an open records request.
Superintendent Dorsey Hopson requested the study in 2016 as the district’s model for closing schools evolved to include combining students from several buildings and assigning them to one new school, but the report was never presented publicly.
The report concluded that “overall, transferring students from underperforming to more stable schools seems to improve outcomes for transferred students, and in some cases, students attending the schools accepting them.” It went on to say that “we recommend continued, concentrated academic support for students transferring from failing schools.”
Shelby County Schools leaders have framed school closures in Memphis as painful but necessary as the district seeks to free up money to support a majority of students who come from poor families. But more often than not, students were assigned to go to schools that had similar or worse test scores than the school they were leaving.
Hopson said the lesson from those school closures was that a new model was needed.
“You get so much backlash and it’s so much more than about the money — it’s the community hub many schools are, it’s the blight that happens if you don’t properly dispose of the building,” Hopson said recently. “So, you get to realize it’s not even worth it if it’s just about money. But on the flip side, if it’s going to be about student achievement, then it does become worth it.”
-- LAURA FAITH KEBEDE Progressive Voice: Arlington’s Space Squeeze Demands New Solutions-- ARL Now Virginia: March 29, 2018 [ abstract] Arlingtonians used to say that rising enrollment in our public schools was “a good problem to have.”
The catchphrase emphasizes the drawing power of the high quality instruction and student achievement at APS.
But these days, unprecedented enrollment growth, a shortage of seats and limited land for new school construction pose major challenges.
Fresh thinking and problem solving are needed as we face a space squeeze for schools " and for play space and other recreational needs. Building up " not out " is one solution. And building usable green space on rooftops has emerged as another promising option.
-- Laura Saul Edwards District needs school facilities to support increased student achievement goals-- The Vicksburg Post Mississippi: March 17, 2018 [ abstract] The Vicksburg Warren School District’s Board of Trustees voted unanimously to ask Warren Countians to decide whether or not to support a school facilities bond to improve our buildings. If passed, this bond issue will address a large backlog of infrastructure deficiencies.
These critical improvements will make our buildings safer, address overcrowding at our schools and provide updated spaces that will support the necessary learning of today’s 21st century student.
-- Chad Shealy LongTerm Facilities Maintenance-- Aitkin Age Minnesota: February 02, 2018 [ abstract] Aitkin Schools and the Board of Education are working on a 20 plus year facility plan for the district. It is important that the community is informed and has input on what the facilities will look like in 2041.
A road map or strategic plan will help to guide decisions in the future. It can be hard to look that far ahead or to imagine life in 2041, but for our kids we must do it. It is that important. The process of planning has begun and Aitkin Schools will continue to inform the community of its plans as things progress. For now our overarching goals for facility improvement are: increase student achievement by providing our students with a 21st century learning environment; provide Pre-K12 students with a safe and secure learning environment; collaborate with the community on a resource that they can connect with and make use of.
-- Brad Kelvington Reed, Murkowski Lead Letter Urging Trump Administration to Bolster Public School Infrastructure-- US Senate National: January 17, 2018 [ abstract] In an effort to rebuild and modernize public schools, boost student achievement, and grow the nation’s economy, U.S. Senators Jack Reed (D-RI) and Lisa Murkowski (R-AK), who both serve on the Senate Appropriations Committee, are leading a bipartisan effort to urge President Trump to create a federal-state partnership to invest in the infrastructure of the nation’s public schools.
The Senators say public schools are essential to the fabric of our communities and investing in 21st Century schools should be a key piece of a bipartisan infrastructure proposal.
In a bipartisan letter sent to the White House today, Reed, Murkowski, and 23 of their Senate colleagues note: “safe, healthy, modern, well-equipped schools are essential for advancing student achievement and for ensuring that the next generation can achieve the American Dream and meet the economic, social, environmental, and global challenges our nation faces.”
Reed has introduced the School Building Improvement Act (S. 1674), which would help provide $100 billion in federal grants and school construction bonds over the next decade to help build and renovate schools. By providing states with grants and low-cost bonds to meet their school construction and modernization needs, the bill would help strengthen communities and create an estimated 1.8 million jobs, while also laying the foundation for better schools, smart growth, and a brighter future. Similar legislation has been introduced in the U.S. House of Representative by Congressman Bobby Scott (D-VA), the Ranking Member of the House Committee on Education and the Workforce.
In their letter to President Trump, the lawmakers state: “the federal government should consider partnering with states on innovative financing mechanisms to help every community ensure their schools are safe, healthy, and modern, particularly in low-income and rural school districts where the need is often most profound. This is the right thing to do for students, educators, and communities. It is also a smart investment, since it will give a needed boost to our economy by creating local jobs in every community across the country. According to a recent economic analysis, every $1 billion dollars invested in construction creates nearly 18,000 jobs. That means, for example, that a federal investment in school infrastructure of $100 billion would yield an estimated 1.8 million jobs.”
Report Shows Systemic Inequity in a State-By-State Analysis of Investment in American School Infrastructure-- Center for Green Schools at USGBC National: March 23, 2016 [ abstract] Washington, D.C. " (March 23, 2016) " The State of Our Schools: America’s K-12 Facilities report, released today by the Center for Green Schools at the U.S. Green Building Council (USGBC), the 21st Century School Fund and the National Council on School Facilities, shows that the nation faces a projected annual shortfall of $46 billion in school funding, despite significant effort on the part of local communities.
“One out of every six people in the U.S. spends each day in a K-12 public school classroom, yet there is very little oversight over America’s public school buildings,” said Rick Fedrizzi, CEO and founding chair, USGBC. “It is totally unacceptable that there are millions of students across the country who are learning in dilapidated, obsolete and unhealthy facilities that pose obstacles to their learning and overall wellbeing. U.S. public school infrastructure is funded through a system that is inequitably affecting our nation’s students and this has to change.”
The report features an in-depth state-by-state analysis of investment in school infrastructure and focuses on 20 years of school facility investment nationwide, as well as funding needed moving forward to make up for annual investment shortfalls for essential repairs and upgrades. The report also proposes recommendations for investments, innovations and reforms to improve learning environments for children in all U.S. public schools.
“The data on funding school infrastructure paints a clear picture of the importance of a national conversation regarding the way improvements are funded. The conversation surrounding student achievement must also include a component addressing the places where our children learn,” said Mike Rowland, president, National Council on School Facilities and director of Facilities Services for the Georgia Department of Education.
-- Leticia McCadden Schools chief urged to back local control-- ArkansasOnline Arkansas: December 15, 2015 [ abstract] Legislators on Monday pressed Pulaski County Special School District Superintendent Jerry Guess on whether he would advocate for the district to be released from state control.
Guess came into the line of fire after legislators discussed the district's progress toward achieving unitary status in facilities, staffing, student achievement, discipline and monitoring. Unitary status on those matters would release the district from federal court supervision of desegregation efforts.
The conversation took a turn, however, when legislators at the Joint Subcommittee on Desegregation Litigation Oversight began inquiring about the state's oversight of the district. The state deemed the district in fiscal distress in 2011, taking control of it and dissolving its local School Board. The designation is set to expire at the end of this school year, but the state can maintain its hold should it decide the district hasn't corrected all issues.
Education Commissioner Johnny Key said some would argue that the district hasn't fixed all the issues that led to the fiscal-distress status as it moves closer to losing state desegregation funds and to the formation of the new Jacksonville/North Pulaski School District out of part of the Pulaski County Special district.
-- Aziza Musa These Are The Schools That Hurricane Katrina Destroyed-- The Huffington Post Louisiana: August 26, 2015 [ abstract] When Hurricane Katrina came roaring through New Orleans in August 2005, it took nearly 2,000 lives, displaced more than a million people along the Gulf Coast from their homes, and caused significant damage to 110 of the city's 126 public schools -- some of which were never replaced.
Ten years later, most public schools in New Orleans look quite different, both physically and in terms of how they operate, than they did the day Katrina hit. In the wake of the storm schools in the city were essentially rebuilt from the ground up, with the state-run Recovery School District taking over most and making them charters or closing them. It appears as though student achievement in the city has risen as a result of these measures.
In January 2006, Mary Filardo, executive director of the Washington, D.C.-based 21st Century School Fund -- a nonprofit group that promotes upgrades to school facilities -- traveled to New Orleans to document the damage done to some schools. Filardo was accompanied by Emel Alexander, the organization's graduate student intern at the time and is now the president and CEO of Baton Rouge-based nonprofit, Urban Restoration Corps. Filardo and Alexander took photographs of the schools they visited, which Hurricane Katrina had all but destroyed.
-- Rebecca Klein Doing the math, bond debt for California schools may not pencil out-- The Modesto Bee California: July 28, 2015 [ abstract] School buildings are made up of more than walls and windows. In any town, they hold the footprint of local history and tall hopes for tomorrow.
High schools, particularly, become architectural touchstones. Modesto High outgrew its stately beginnings, but even stretched and pulled over a larger footprint, its main building maintains the face of a more gracious age. The brick-fronted early building of Turlock High School, made obsolete by earthquake-ready building codes and ravaged by fire, still serves the adults of Turlock Unified.
To the north in both cities stand more recent additions to educational heritage: Enochs and Gregori high schools in Modesto, Pitman High in Turlock. All three boast a soaring architectural style, their buildings encompassing a massive interior space.
The difference between the two eras is striking in style, use of space and " behind the scenes " in financing.
The days of easily understood and argued school debt seem as bygone as brick facades. A report released July 21 by the nonprofit California Policy Center called “For the Kids” lays out $200 billion in existing school bond debt. In other words, taxpayers owe $32,074 for every child now in kindergarten through high school across California.
A drive for equity is helping push those numbers. Schools in the older, poorer section of town do not look like those in newer, more prosperous developments, and advocates say they convey a sense of lowered expectations that hurts student achievement and prospects.
Then there is age itself, the hallmarks of a life hard-lived as hundreds of youngsters crowd in to learn, lunch and play each day. The average age of Modesto City Schools’ campuses is 50 strenuous years. Though the district has pay-as-you-go plans in place to replace elderly roofs, replacing old pipes and outdated wiring does not come cheap.
-- NAN AUSTIN School Closures Could Save Taxpayers Millions Of Dollars-- WHBQ FOX13 Memphis Tennessee: January 21, 2015 [ abstract] SHELBY COUNTY, Tenn. (FOX13) - Shutting down two more schools in Shelby County could save taxpayers millions of dollars.
That's a proposal by SCS, who says Lincoln Elementary and Southside Middle are underperforming and slated to close.
They say this is the best option to merge the students into schools which are higher performing.
It's often difficult for a parent to see the intricate puzzle pieced together by Shelby County Schools to close schools, boost student achievement and save money.
Parent Theopolis Lyons says, "Stop closing down the good things and take away some of this crime, look at the empty houses sell them, keep the schools open."
Lyones says times are tough, recently moving his family from Riverside Elementary to Lincoln, "I love this school, this is the best my son has ever did, he's one grade away from the honor roll right now because of Lincoln Elementary teachers like Mr. Holiday and people that care."
SCS wants to move Lincoln elementary students, where less than 20% are proficient in core subjects to AB Hill Elementary. The plan includes merging Southside middle school students with Riverview middle which is 2 miles away.
Superintendent Dorsey Hopson says by closing these two schools taxpayers save more than 2 million dollars, "By combining struggling schools and making them I-zone it goes to the heart of student achievement."
-- Darcy Thomas School systems look to improve building use-- WCYB Tennessee: December 19, 2014 [ abstract] Some changes could be on the way for Kingsport and Sullivan County Schools. Two studies are underway to evaluate how to better use school facilities, using data on enrollment and demographics to propose new options.
DeJong Richter, a consultant company out of Ohio, is conducting similar studies for the two school districts, and the needs are very different.
Most of the conversation is based at the high school level. Kingsport schools are looking at expansion, where Sullivan County might be cutting back.
The study is working to improve student achievement by making efficient use of buildings. "The key is that both school systems have different needs in separate situations," Andy True, Kingsport City School Chief Information Officer said. "We're both trying to figure out what the best path for each system is, and keeping that global view of what's best for the residents of our community."
The needs are very different. Kingsport's Dobyns-Bennett High School is looking at growth they currently don't have room for. "We are in a situation where our enrollment projection look at us having more students than we have comfortable space for," True said.
-- Olivia Bailey Wake County releases draft 2015-16 student assignment plan-- News & Observer North Carolina: August 19, 2014 [ abstract] CARY " Wake County’s newest student assignment plan is focused on sending students to schools near where they live, reducing how often children are moved and keeping schools full " but not on promoting diverse enrollments.
School administrators presented Tuesday the first draft of a plan for the 2015-16 school year that they say focuses primarily on filling four new schools, reducing crowding at existing schools, cleaning up inefficient bus routes and minimizing the number of families with children on different calendars.
The plan would mostly affect Apex, North Raleigh and Wake Forest and would transfer a relatively small percentage of Wake’s 153,000 students.
The list of priorities used to develop the new plan only includes “minor adjustments” to balance student achievement levels at individual schools to keep them from having too many students from low-income families, where students tend to post lower scores. Administrators say they’re relying on providing more programs and resources to help schools with low test scores instead of relying on assignment to promote diversity " one of the things that Wake has been known for since the 1980s.
“The primary tool that we’re using as a district to address student achievement in schools is not through assignment but through the multiple factors and the work that we do intentionally at those schools,” said Cathy Moore, deputy superintendent for school performance.
Moore said administrators did not have data yet on how the draft plan would affect the number of high-poverty or racially isolated schools in the district.
The plan will be reviewed by the public and school board for comment and potential changes. A second draft will be presented in October with the final draft going to the school board in November.
Administrators hope the board will approve a plan in December.
-- T. KEUNG HUI Education officials promote community school model-- WVgazette.com West Virginia: June 18, 2014 [ abstract] State education officials want to see more community schools implemented in West Virginia.
The community school model partners public schools with nonprofit organizations and local businesses to create a sort of hub that fosters student achievement by combating issues such as poverty and health care access.
State and national education officials met in Charleston on Tuesday at the KidStrong Conference alongside health officials to promote the use of community school programs.
A new state policy that provides the framework for schools that want to implement the comprehensive approach is expected to be approved by the state school board next month, and State Board of Education President Gayle Manchin hopes her project, Reconnecting McDowell, can lead by example.
“When we say it takes a village to raise a child, it certainly does, but in this case we have to raise the village to support our children and families and communities, and community schools are one way to build that village that continues to bring people together,” Manchin said on Tuesday. “We know that one of the main points of community schools is that it removes that isolation. No longer is the school a separate entity from economic devastation.”
In McDowell " the lowest-achieving school district in West Virginia that also leads the U.S. in prescription drug overdoses " more than 120 partners have signed on and implemented unique strategies most districts don’t see: Students have been given personal laptops and assigned mentors, families living in rural areas have been provided Internet access at discounted rates and new teacher housing has been built to reduce turnover.
Though most community school programs across the country have been implemented in cities such as Cincinnati and Boston, they can be especially important to rural districts, Manchin said.
“All children can learn. Now, across the state and this country we offer a lot of excuses sometimes about why children aren’t learning " why we’re not doing as well in our schools and on our achievement tests... we always have a lot of excuses to share with people, and poverty tends to be one of the big excuses that we tend to offer,” she said. “Well I believe, and I think we all should believe, that that can’t be an excuse. In education, our challenge is that we prepare all kids " not just some kids, but all kids. All children can learn. That’s the reality. Poverty doesn’t discriminate.”
But Shital Shah, assistant director of education issues for the American Federation of Teachers, said problems like poverty are out of the hands of teachers " that’s why community schools are so crucial.
-- Mackenzie Mays Governor O’Malley Issues Executive Order to Study School Construction Funding in Maryland-- Maryland.gov Maryland: May 06, 2014 [ abstract] Annapolis, MD " Governor O’Malley today issued an executive order as part of an effort to build on the record investments Maryland has made in recent years to construct 21st century school facilities across Maryland.
The Governor signed the order directing the Interagency Committee on School Construction (IAC) to work with the Department of Budget and Management (DBM) and the Department of Legislative Services (DLS) and conduct a study on school construction in Maryland. Building on the record school construction funding during the O’Malley-Brown Administration, the State will work to continue investment in school facilities and ensure that we replace temporary learning shacks with 21st century teaching and learning environments to better prepare Maryland students for the new innovation economy.
“We’ve made a commitment to Maryland families to make education a top priority and improve student achievement by 25 percent by 2015. Even in the face of the worst national recession since the Great Depression, we’ve made record investments for the last seven years in our top-ranked public schools, along with $2.7 billion in school construction, to make this goal a reality,” Governor O’Malley said. “We’ve made tremendous progress, and our efforts are paying off, but there is still more work to do. This executive order will lay the groundwork for protecting our hard-earned progress so that every child, parent and educator will have the tools they need to win the 21st century, not just in Maryland, but across the globe.”
“When we invest in school construction, we’re building a brighter future for more of Maryland’s young people and ensuring that every student in our state has the opportunity to learn and train in a safe, high quality facility,” said Lt. Governor Anthony Brown. “While we’ve made record investments in Maryland’s schools and built one of the best school systems in the country, our work is far from finished. Together, we’re going to continue to invest in our children’s futures, giving them the education and training today that they’ll need to compete for the jobs of tomorrow.”
-- Staff Writer Wake County school board to discuss diversity element of student assignment
-- News observer North Carolina: March 27, 2014 [ abstract] Today’s Wake County school board work session should give an indication of how board members want student achievement/diversity to be used in developing the new multi-year student assignment plan.
The work session is supposed to focus on the achievement pillar of the student assignment policy after last month’s session looked at the other three pillars: stability, proximity and operational efficiency. The challenge for school leaders as they develop a new plan to fill the 16 schools that will be built from last fall’s school bond issue is juggling how to apply all four pillars.
Several board members said at last month’s work session that they expect the new plan to do things like try to limit the numbers of low-income and low-achieving students at schools.
Board members have also said they want to have realistic walk zones for schools. But when that realistic walk zone impacts the achievement piece, which factor should be weighed higher?
-- T. Keung Hui Wake County school board on student achievement in the new assignment plan-- NewsObserver.com North Carolina: March 03, 2014 [ abstract] Friday's initial discussion about the role of the student achievement pillar in the new Wake County student assignment plan shows some of the challenges that will be faced balancing the four pillars.
Superintendent Jim Merrill opened Friday's school board work session by saying that the day's goal was to focus on the other three pillars of the student assignment policy ( Policy 6200): stability, proximity and operational efficiency. Merrill said administrators wanted to go through these three pillars in â€"bite size pieces,†for the board with the student achievement pillar to come at the next seminar.
"We thought it best for all board members – veteran and new – in this first series to examine the tools that you see before you relative to new construction and overcrowding responses as unique tools,†Merrill said. â€"And that's why you are allowing us to put student achievement on the shelf for today.
There's plenty for us to touch today on the tools – adjusting based on growth. And what we wanted to do, I think, was peel back the proverbial Oz curtain to try and share with you what is not a secret but simply how decisions have been made.
School board member Jim Martin said he agreed with breaking things down. But Martin repeatedly said he wanted to â€"reinforce†how important the student achievement pillar is to the assignment policy.
"It is too easy, however, to let student achievement and the other equity pieces that go with that stay on the shelf,†Martin said. â€"I would think, in part, I could I argue that it is as pressing as the growth issues if I happen to be in an area where I have an under-resourced or less equitable school.
So I understand breaking it down into bites. But that's a hard one and easier for us not to focus on it. Again, I completely understand not doing it today, but I just want to reinforce that it's absolutely critical and needs to be in our thinking."
"Don't misunderstand me,†Merrill responded. â€"It's on the way in truckloads. But I was just afraid that mixed in today we have spun for four hours and probably not learned a lot."
School board member Kevin Hill added that he felt the discussion of the growth topics is integral to looking at the achievement piece.
"We all – board and staff – recognize that the end is student achievement,†Hill said.
-- T. Keung Hui Ocean Springs school district announces plan to close Keys school, sell property to cut costs-- gulflive.com Mississippi: February 28, 2014 [ abstract] OCEAN SPRINGS, Mississippi -- The Ocean Springs school district will shut down the Elizabeth Keys Alternative School and consider selling off unused buildings and property as part of a plan to cut operational costs.
The plan was announced in a press release distributed to media Friday morning.
"Our number one priority is student achievement," said Ocean Springs superintendent Bonita Coleman-Potter. "We are working to ensure that our students have the best services and program offerings available to advance academic achievement across our district."
The Ocean Springs district finished the 2012-13 school year with a $5.2 million deficit which was offset by taking funds from cash reserves. At the start of the current school year, officials were projecting a $2.8 million deficit by the end of the year.
The Ocean Springs school board initiated budget reductions during the 2012-2013 school year and is continuing to look for ways to reduce the operational costs of the system while maintaining the quality of services provided to students.
"We are a system that is experiencing substantial student growth in the past five years," said Coleman-Potter. "However, state funding continues to be reduced each year and we have every reason to believe that it will be reduced again for the 2014-2015 school year. The result is that the OSSD must continue to implement operational reductions."
To reduce operational costs, the OSSD will take the following proactive steps:
-- Warren Kulo Winners and losers in D.C. school renovation funding shift-- Washington Post District of Columbia: February 25, 2014 [ abstract] Mayor Vincent C. Gray (D) is seeking to shift nearly $100 million in school capital funds for the current fiscal year, a move that would accelerate renovations at some schools and delay expected work at others.
One of the biggest winners is Powell Elementary in Petworth, which would receive nearly $20 million for an addition and major renovation. Powell has seen impressive growth in both student achievement and enrollment in recent years, and while part of its building was modernized last year, the school has more children than it can hold.
“I’m so grateful that all of Powell’s students will very soon be learning in a healthy, productive environment,” said Powell PTA President Martha Holley-Miers, adding that the increase “demonstrates that the entire city is behind our powerful Powell community, and invested in the growth and successes we have seen here.”
Other projects need more money than originally expected because the scope of work has expanded or because the District’s post-recession economy has driven up construction costs, said Gray spokesman Pedro Ribeiro.
Stanton Elementary in Southeast, for example, would receive an extra $11.2 million this year to do more renovation than had been previously planned, including an addition to accommodate the growing number of students. Stanton, like Powell, has drawn attention for its improving culture, academic performance and enrollment.
Other schools to see significant increases include Hearst Elementary ($6 million), Janney Elementary ($2 million), Deal Middle ($2.9 million), Marie Reed Elementary ($3 million) and Roosevelt High ($14.8 million), all in Northwest; Stuart-Hobson on Capitol Hill ($2.5 million); and Plummer Elementary ($4.4 million), Kramer Middle ($11.7 million) and Ballou High ($3.5 million), all in Southeast.
-- EMMA BROWN Leaders Seek Reaction on Schools Closings-- Daily News Tennessee: January 15, 2014 [ abstract] Shelby County Schools leaders expect to hear a lot Thursday, Jan. 16, when they hold a public hearing on the latest tentative list of 13 schools that could be closed in the new school year that starts in August.
The 6 p.m. public hearing in the school system's auditorium, 160 S. Hollywood St., involves what Shelby County Schools superintendent Dorsey Hopson calls the â€"low-hanging fruit†in closing facilities that have a low enrollment and in which student achievement is low. There could be another round once Hopson and his staff complete an overhaul of attendance zones for schools across the system taking into account the formation of the six suburban school systems starting in August.
â€"Now we know what schools we are going to have. We know the reality is there are some schools where achievement is not close to where it needs to be,†he said of the rezoning effort. â€"But there are some safety issues. The challenge for us is to make sure that every school is a school that parents feel comfortable sending their kids to.â€
In December, Hopson added four schools to the list for possible closure that he first made in April.
Hopson also took Carver High School off the list, opting instead to explore closing nearby Riverview Middle School and make Carver a grades 6-12 school. The three other new schools on the list are Cypress and Vance Middle Schools and Klondike Elementary School.
The closing of Vance would also result in Booker T. Washington High School becoming a grade 6-12 school.
Hopson will make his final recommendations to the school board in time for a February vote and has said the list could change by then based on what he hears at the session Thursday.
-- Bill Dries School Board to Weigh Additional School Closings-- Memphis Daily News Tennessee: December 19, 2013 [ abstract] Shelby County Schools board members voted Tuesday, Dec. 17, to start the process of considering the closing of four more schools for the 2014-2015 school year, bringing the number of schools that could close to 13.
The process sets in motion a set of public hearings the school system will hold in the communities to be affected.
SCS superintendent Dorsey Hopson said he will probably make his final recommendations on school closings based on those hearings and seek a board vote on them in February.
“It’s not a done deal,” Hopson said after the school board heard from critics of the plan to close Alcy Elementary School. “What the board has voted on is to allow the administration to move forward with continued analysis.”
And he pointed to the inclusion of Carver High School on the list for possible closing in April. Hopson recommended instead this month that Carver remain open and that the board consider closing nearby Riverview Middle School and make Carver a school for students in grades 6-12.
Alcy Elementary has been on the list for possible closure since April.
“You actually have a sizeable amount of students,” Tennessee Rep. Raumesh Akbari said of Alcy. “The people at this school … have all really put forth an effort to tackle the achievement issue.”
Joshua Forbes said closing Alcy would amount to “destroying the community by proxy.”
Hopson said he’s open to considering alternatives like the one from community leaders in the Carver neighborhood that wound up being his recommendation.
But Hopson also said continued low student achievement at the schools combined with underutilization is a major factor in weighing what is best for the students.
-- Bill Dries School Board to seek $176 million bond for facilities-- Forest Lake Times Minnesota: December 11, 2013 [ abstract] In a unanimous vote on Thursday, Dec. 5, the Forest Lake Area School Board decided to go all out.
The price tag to rearrange, repair and upgrade the district’s facilities will be $176 million " if the taxpayers agree.
The improvements would be funded with general obligation bonds, subject to voter approval at a special election on Tuesday, May 20, 2014.
The 2012 facilities task force recommended creating a secondary campus around the high school and Century Junior High, closing the Central Learning Center and moving its programs to Southwest Junior High, and making needed repairs to the elementary schools.
The School Board liked the idea and refined it: The high school would be expanded to hold grades nine through 12 (it now has grades 10-12), and Century would be expanded to take in all students in grades seven and eight.
Board Member Dan Keiger thanked the task force for excellent work.
Other board members listed several reasons for supporting the proposal.
Board Member Erin Turner said she was struck by the task force vision, “so out of the box and so powerful.”
Turner said the plan “will significantly improve curriculum and student achievement.”
She pointed out that the upgrades affect students in all levels, elementary through high school, and in many subject areas, including science, art and athletics.
Board Member Julie Corcoran agreed, saying fairness was important.
“I want all the schools to feel equal,” she said.
-- Mary Bailey Wake County schools gearing up for multi-year student assignment plan-- News Observer North Carolina: December 02, 2013 [ abstract] The student assignment respite for thousands of Wake County families could be a brief one.
As noted in today’s article, school administrators say they’ve begun work on a multi-year assignment plan that would cover the 2015-16, 2016-17 and 2017-18 school years. This means that while there might not be any reassignments for the 2014-15 school year, the break could be short lived for lots of families.
Based on this possible timeline,a draft of the new assignment plan would go before school board advisory committees, apparently in the spring, for feedback. The drafts would be posted for community feedback on the district’s website.
In June, after one or two meetings with the board advisory committees, staff would present the most current draft to the public at community meetings around the county. Families of current students who would be impacted by the proposal would be notified by mail before the meetings are held.
The final plan would go to the school board in September. The board would adopt the plan in October after public hearings and work sessions.
The plan calls for filling 14 new schools so that means already a lot of families will be impacted. But it could grow a lot more because staff says it will also look at all the existing schools to see if they’re aligned with the student assignment policy’s pillars of student achievement, stability, proximity and operational efficiency.
The last multi-year plan adopted by the school board in 2009 called for moving 25,486 students over a three-year period.
There are a lot of questions about the new plan, including:
-- T. Keung Hui Greece settles school construction suit-- Democrat and Chronicle New York: September 24, 2013 [ abstract] The Greece Central School District has reached a $5.2 million settlement with the architectural firm responsible for the district’s problematic multi-million dollar capital improvement project from the early 2000s.
The Board of Education unanimously approved the agreement with Tetra Tech Architects and Engineers during its Tuesday meeting.
School Superintendent Barbara Deane-Williams issued a statement that said, “The district is pleased to have resolved its dispute with Tetra Tech. This settlement will allow the district to address issues with its existing facilities, so we can maintain our focus on improving student achievement.”
School attorney Edward Hourihan, with Bond, Schoeneck and King, said the agreement heads off a trial that was slated to begin next week.
“This has been a long and winding road with multiple parties involved,” he said.
Litigation commenced in 2007, when the district sued Tetra Tech over a litany of problems stemming from the $119.5 million capital project that provided renovation and expansion at 20 schools. In an amended 2008 suit, the district alleged Tetra Tech, also known as Thomas Associates, committed architectural malpractice via lax oversight and poor design work.
Problems with the work included:
-- Meaghan M. McDermott Tice Elem. needs $350,000 to clean asbestos-- abc7 Florida: September 09, 2013 [ abstract] It will take more than a quarter million dollars to clear out a school building filled with asbestos.
For now students are learning in portable classrooms until the historic building at Tice Elementary is cleaned up.
The landmark building has always caught the attention of mom Ada Aguero.
"You hear people talk about, oh I used to go to school there I remember that, and it's nice to hear that and it's nice to see my kids be able to go to that school," said Aguero.
Ageuro has a daughter in third grade at Tice Elementary.
Ageuro's daughter goes to class in a portable unit on campus while crews finish renovating the historic building.
First, the asbestos needs to go.
The school district said a miscommunication with the contractor meant some asbestos would be left inside.
Officials noticed the mistake and are asking the school board for $350,000 to remove all the asbestos.
"The kids don't need to be exposed to all that," said Aguero.
"That safety-first piece helps us to focus on the education and helps us to reach further heights in our student achievement," said Principal Dwayne Courtney.
While second through fifth grade students are waiting to move out of portable classrooms and into the old historical building, the younger children have already moved into brand new classrooms built just before the school year began.
"Parents' eyes were wide open when they came in for open house," said Courtney.
The new building has new everything: desks, smart boards and computers.
-- Charlie Keegan When schools close, look around the corner-- The Detroit News Michigan: August 09, 2013 [ abstract] A year and a half ago, I toured the halls and classrooms of Baylor-Woodson Elementary School in Inkster. I came away impressed with the well-behaved young students and dedicated teachers and administrators who worked there.
The school, part of the city’s public school system, came to my attention because it had won a national award for delivering strong academic results despite most of its students coming from minority and low-income households. The students’ standardized test scores put some of them on par with their peers in Grosse Pointe and Bloomfield Hills.
“You need one vision and one goal " to increase student achievement,” Inkster Public Schools Superintendent Mischa Bashir told me then. And she seemed to be succeeding.
So it came as a shock that this school won’t exist anymore. The district is closing, an unprecedented move in Michigan, because it ran out of money. For the more than 500 students who attended the elementary school " half of whom came from outside the district " this means finding someplace else to learn.
At the end of July, a new state law allowed for the dissolution of the Inkster and Buena Vista school districts, after administrators could not come up with the funding necessary to stay afloat financially.
Now it’s up to the Intermediate School Districts in Wayne and Saginaw counties to ensure the children in these schools make their way legally to neighboring districts.
Inkster had 2,200 students and Buena Vista had 432. Buena Vista made lots of news in May when the district ran out of money and had to close down for two weeks " leaving students in the lurch.
-- INGRID JACQUES Wake schools look to promote diversity-- News Observer North Carolina: April 23, 2013 [ abstract] Wake County is planning once again to try to keep any school from having too many low-income students, but school board members say families shouldn’t worry that the effort will mean mass shuffling of students.
Democratic school board members on Tuesday said they’re in support of a draft student-assignment policy that would aim to minimize the number of schools with high concentrations of low-performing students and students from low-income families.
But board members also said they realize that student assignment isn’t the only way to promote diversity and equity. They said the assignment changes will be put in place along with a policy to provide equity for students and the formation of a new office to promote diversity and equity.
“We want the public to know that when we’re looking at student achievement, our focus is not just on student assignment,” said board member Susan Evans, a Democrat. “We are putting the focus on equity to promote student achievement for everyone in Wake County.”
The board is scheduled to vote on the revisions to the student-assignment policy May 7.
Also on Tuesday, the board voted 7-2 for a resolution supporting keeping the current school board election districts. Republican board members Deborah Prickett and John Tedesco were the dissenters.
The vote comes a day after the state Senate passed a bill changing the boundaries for all nine Wake school board seats and moving the elections to even-numbered years. The bill awaits a vote in the state House.
Opponents of the bill charge that it’s payback for the 2011 defeat of the Republican school board majority that had eliminated socioeconomic diversity from the assignment policy.
-- T. Keung Hui Orange moves toward five new K-8 schools-- Orlando Sentinel Florida: April 18, 2013 [ abstract] Students in Orlando's Parramore neighborhood are coming back home.
The school district has been busing hundreds of Parramore students to eight elementary schools as part of the district's former desegregation order. But the Orange County School Board agreed Thursday to build a K-8 school for them in their own neighborhood, ending the need for busing.
"We're going to try to get these children home, into one community, like we all want to be," said Board Member Kat Gordon, who represents the Parramore area.
Gordon and other School Board members expressed support for opening as many as five new K-8 schools in the next five or six years.
The district already has three K-8 schools, which are favored by parents because they give students a comfort zone during the difficult middle school years. The schools also have been credited with increased student achievement that lasts into high school.
The Wedgefield community in East Orange, which is too small to support an elementary school, will get a K-8 under the plan. The K-8 schools in Wedgefield and Parramore can be paid for with a combination of already-allocated funding, cost savings and philanthropic donations, Superintendent Barbara Jenkins said.
The board also showed support for new K-8 schools in Audubon Park, Lake Como and on the site of Pershing Elementary. The work on those schools, however, is contingent on county taxpayers continuing to support school construction with a half-penny sales tax, which runs out in 2015. The board is expected to formally decide in a few months to put the question to a ballot.
-- Lauren Roth Henderson’s D.C. schools plan calls for equity across the city’s great divide-- Washington Post District of Columbia: March 19, 2013 [ abstract] Provide equal educational opportunities across a city that is divided by one of the largest income gaps in the country " that’s the plan, according to D.C. Schools Chancellor Kaya Henderson.
“We are now able to say, for the first time, that all elementary schools will get art, music, foreign languages and libraries " not just the ones with PTAs that can pay for those things,” Henderson said in a recent interview. “The goal is to get kids who are below grade level up while at the same doubling the number of kids who are advanced. I’m not going to sacrifice the advanced kids for the ones who are behind, nor vice versa.”
Hers is a lofty vision, but one that has been blurred, at least to me, by one dust-up after another over nearly everything except what is supposed to be happening inside those students’ heads. Even as a dispute over planned school closures drags on, another battle looms over proposed school boundary changes. Next week, details of her proposed school budget will be released " and wrangling over that will begin.
And if current trends continue, Henderson’s public schools could well be eclipsed by the District’s rapidly expanding charter school sector within a few years in what could be the biggest dust-up of all, raising a host of new " and profound " equity issues.
I thought it would be helpful to at least hear Henderson say what she is trying to do for the kids.
“Parents across the city told us that they wanted more international baccalaureate programs and more gifted and talented programs, and we have begun what I feel are radical expansions of both,” she said. “We are bringing in and keeping teachers who can create amazing and engaging experiences for students. We are creating incentives to encourage the best teachers to go into schools where they are needed most and providing opportunities that will help retain those who are already there.”
These improvements are being made possible, in part, by monies and resources garnered through school closures and consolidation. Other cities have also tried that approach but the savings never materialized and student achievement did not improve.
Moreover, the vast majority of schools being closed are in black neighborhoods " adding to the suspicion that the buildings will be sold to condominium developers as the firestorm of gentrification continues to spread.
Henderson insists that the vacant buildings won’t be sold but used for a range of purposes. They include community centers and expansion of successful schools such as the School Without Walls in Northwest Washington. Then, as the city’s elementary school-age population increases within the next eight to 10 years, the buildings will again reopen as schools that are better equipped than before.
“We are creating an accordion-like system that shrinks and expands as needed to maximize resources,” she said.
Henderson hasn’t been subject to nearly as much criticism as her divisive predecessor, Michelle Rhee. But she does take heat " and there’s more to come, no doubt. Last year, when she announced a bold goal of dramatically raising student test scores within five years, critics accused her of being unrealistic " even naive. Now, halfway through the school year, with the best charter schools seemingly out-competing their public school counterparts, they might very well gloat: We told you so.
-- Courtland Milloy D.C. Council members fear schools near tipping point as students flee system-- Washington Post District of Columbia: January 23, 2013 [ abstract] The District’s traditional public school system is in danger of shrinking significantly unless officials make changes that persuade parents to stop fleeing to public charter schools, D.C. Council members said Wednesday.
“I believe we are within a year or two of hitting an irreversible tipping point,” said David Catania (I-At Large), who chairs the council’s Education Committee, during a hearing on Chancellor Kaya Henderson’s plan to close 15 under-enrolled city schools.
“If we don’t become very serious about marketing and competing” with charter schools, Catania said, “traditional public schools, as we know them, will become a thing of the past.”
Charter schools have grown quickly in the District during the past 15 years and now enroll more than 40 percent of the city’s public school students, leaving the traditional school system with half-empty buildings in many neighborhoods " and something of an existential crisis.
“On the one hand, we all support high-performing charters, and we support choice for our families,” Henderson said. “But at the same time, we want [the school system] to be robust and to provide everything under the sun.”
Henderson says that closing some small schools will allow her to redirect resources from administration and maintenance to teaching and learning, creating the kind of academic offerings " such as art and music programs, modern libraries and elementary-school foreign language classes " that will attract families.
But on Wednesday, the chancellor offered few details about how she intends to redirect savings to strengthen schools. Such specifics won’t be available until school budgets are determined for the 2013-14 school year, she said.
Schools officials said they expect the closings to save $8.5 million annually, a little more than 1 percent of the system’s total $800 million budget. But critics of the chancellor’s plan question whether the system will save even that much, particularly given the costs of mothballing school buildings, including moving and storing furniture and materials.
Some council members and activists fear that closing traditional public schools will push students into charters, leading to further enrollment losses and future closures. Previous closures have not resulted in demonstrably stronger schools, increased enrollment or leaps in student achievement, they say.
-- Emma Brown Racine Unified: Schools could close: Options are to focus on elementary schools-- Journal Times Wisconsin: September 22, 2012 [ abstract] RACINE " School closure discussions are echoing through the halls of Racine Unified’s central office again.
No specific schools have been identified for closure yet, but options will be presented to the School Board on Dec. 17. The focus is to be on elementary schools.
The current school closure talks come after district officials last winter suggested shuttering elementary programs at Goodland and Wind Point schools because of a budget deficit. Parents and teachers staunchly objected, and the School Board ultimately voted to keep the schools open " but members took heat from some who said they postponed a necessary and imminent decision.
Now school closures have come up again. This time it’s not so much because of budget deficits; instead, the board requested an update and there’s a desire to “right-size” Unified by better aligning student populations and building capacities, said Superintendent Ann Laing.
“We need to determine if we have more buildings than we need and that’s the big question and that’s where I’m getting the ‘right-sizing’ ... Do we need all of the schools we have or do we need fewer based on student population?” Laing said. “If we close schools because they’re underutilized seriously or we can
accommodate our kids with one or two fewer schools, then we get to use that money for other things in the district. We’d be able to use that to enhance what we’re doing.”
dentifying which schools may close will be based on a list of criteria set by Laing and the district’s Budget Solutions Committee, which consists of other district officials and community leaders from groups like the NAACP and PTA. The committee has been meeting since June and should have its list completed Wednesday, Laing said.
The list of criteria will include capacity, enrollment, physical building condition, the impact closure would have on families, nearby population density, the number of students bused in, student achievement and innovative offerings like international- or science-based programs, according to Laing.
High-achieving schools or those with special programming would likely come out better than schools with poor performance or deteriorating buildings.
Elementary schools will be focused on most “because our middle schools and high schools are at or over capacity for the most part,” Laing said.
-- LINDSAY FIORI Study of LA Unified's $19.5 billion school construction project finds mixed learning results-- OKPCC Radio California: August 14, 2012 [ abstract] Four years ago, LAUSD officials asked researchers to find out how much L.A. Unified’s $19.5 billion school construction effort improved learning.
The results are in and UC Berkeley researchers have determined that elementary school students benefitted the most from the new school construction.
The improved student achievement, they said, was like adding 65 days of instruction to their learning year.
"It’s not [just] the shininess, the fresh paint, the cleaner hallways," said study co-author Bruce Fuller. "It’s also that these new schools are smaller communities at the elementary level attracted the younger, better trained teaching staff.”
Researchers also found improvement was more or less the same regardless of a new school’s price tag.
Learning achievement was weaker for high school students who moved from a crowded school to a new facility.
This is the first major study of learning outcomes from L.A. Unified’s massive construction project. It was commissioned by the school district, but run and funded independently.
-- Adolfo Guzman-Lopez School closure plan dropped-- UT San Diego California: July 12, 2012 [ abstract] Plans to close eight campuses in San Diego were halted by the city school board Tuesday, leaving the district with the task of finding another way to offset $4 million of a deficit projected to hit $92 million in the 2013-14 academic year.
During a meeting where trustees were poised to kick off an arduous five-month school closure process, the board called off the plans.
Instead of searching out campuses to close due to sagging enrollment, low capacity or lackluster student achievement, the San Diego Unified School District will work to establish ways to better market those campuses and improve their offerings to help attract new students. Any school closure proposals will be taken up on a case-by-case basis, said spokeswoman Linda Zintz.
Last year, the board threatened to shutter or consolidate more than a dozen campuses to save money - about $500,000 per school closed - and cope with the state's fiscal crisis. The plan was all-but called off amid growing unrest from parents and teachers who criticized the district process as flawed and in violation of local and state guidelines. One school was closed down and put up for sale, and its students and teachers will transfer to another campus.
Shuttering schools is an emotional issue for those with and without children. Many families select homes based on the neighborhood campus, while others in a community maintain strong ties to the schools they attended. What's more, property values can suffer when schools shut down.
Of the district's some 200 campuses, 30 that meet closure criteria made the latest menu of potential shut-downs. Because many of those schools have appeared on similar hit lists year after year, principals have complained they have a tough time convincing parents to enroll their children at a campus that is vulnerable to closure.
San Diego Unified plugged a $122 million deficit to the 2012-13 $1.1 billion budget through labor concessions, real estate sales and other cuts. The board adopted a tentative fiscal plan for the 2013-14 year (one that includes eight school closures) and has until next June to adopt a final budget.
-- Maureen Magee Flawed study mis-rates potential DC school closings -- Greater Washington District of Columbia: February 01, 2012 [ abstract] DC would likely close some successful schools while expanding failing schools if it relies upon a study released last week. The much-anticipated study, which the Deputy Mayor for Education commissioned to help plan school closures and charter school policies, is highly flawed.
The goal of the study was to help DCPS balance out near-Âempty buildings in some locations with overÂcrowded ones in others, taking into account the quality of the schools.
For all its colorful charts and maps, the report uses a faulty measure of school quality and does not make any serious attempt to predict how families and schools might react to the changes it proposes. With such important decisions at stake, the Deputy Mayor should insist upon more rigorous analysis.
The report authors crunched a lot of numbers in an admirably short period of time and produced some very interesting descriptive statistics, like the percentage of students below 185 percent of the poverty line in charters (75) versus DCPS (67).
The study counts, within each of 39 neighborhood clusters in the city, the number of "performance," or high quality, seats in schools and compares that to the number of school-age students living in that cluster. The difference is called a service gap. It recommends schools for closure, or in some cases investment, to reduce these service gaps. But it doesn't justify the type of investment. Is it facilities? More teachers? Better teachers?
The authors define a "performance seat" as a seat in a school in the top tier of a 4-tier rating system they devised. Each school's tier comes from estimated percentages of its students who were judged "proficient" on the state assessment test in recent years, projected 4 years into the future assuming a straight line trend.
This study raises a lot of questions for most researchers and even lay readers. Two big flaws stand out, which are so basic and could do significant damage if city leaders overlook the problems. It uses a flawed measure of school performance. At the heart of this paper is a 4-tier rating of school quality that relies on the percent of students who are proficient on the state test (called the DC-CAS). Never mind the fact that a proficiency rate throws away information by focusing only on whether a score was above or below a fixed cut point instead of how high or low it was.
Student proficiency rates have long been discredited as a school performance measure because proficiency rates capture student achievement at a point in time, but say little about how much the school or its teachers contributed to its current students' performance.
-- Steven Glazerman INTERVIEW: Building a vision for Rochester’s schools-- Rochester City Newspaper New York: January 24, 2012 [ abstract] Construction will begin this summer on School 58, School 50, Charlotte, School 17, and Franklin. They are five of the 12 buildings selected for the $325 million first phase of the long anticipated effort to modernize Rochester's aging schools.
The massive $1.2 billion project was conceived about seven years ago. But after a succession of stops and starts, changes in superintendents, and multiple changes to the plan, the schools modernization program began to resemble a listing, big-government project desperate for a vision.
Parents and community members have often asked about the reasoning for the project. Is it to rehab old buildings? Is it to help improve student achievement? Or is it to try and stop the erosion in student population as parents continue to seek alternatives to city schools?
The schools modernization program is all of these things, say Interim Superintendent Bolgen Vargas and school board President Malik Evans. They say they want to shed the skin and bones of a decades-old school system and replace it with modern learning environments that can help teachers stimulate students, and stop the exodus of middle-class families to charter and suburban schools.
"We want the district to improve, and you can't do that unless you have a cornucopia of kids," Evans said in a recent roundtable discussion. "You can't have all poor black kids in a district and expect it to do well."
-- Tim Louis Macaluso Mayor Emanuel Touts $660 Million Investment in School Infrastructure-- Hispanically Speaking News Illinois: January 09, 2012 [ abstract] Mayor Rahm Emanuel visited Sauganash and Nathan Hale Elementary Schools today to highlight the need for and impact of the Chicago Public Schools recently approved $660 million capital program.
“We are making one of the largest investments that any city has made in its schools,” said Mayor Emanuel. “This is more than an investment in buildings and bricks and mortar. This is building an environment that welcomes students, reinforces their self-worth and sets the right tone for education.”
The Capital Program is used to support the facilities and physical assets used to deliver educational programming, including projects that relieve overcrowding, create a positive learning environment, upgrade buildings to make them accessible to people with disabilities, as well as to acquire physical assets to support programs such as special build-outs for career and technology laboratories.
Sauganash Elementary recently opened a $10.5 million addition, which was financed by the Capital Program, to relieve overcrowding. Hale Elementary, which has 864 students, is scheduled to receive $15 million from the Capital Program to build an annex to relieve its overcrowding.
CPS’ fiscal-year capital budget was approved in August and included $391 million for a variety of improvements. In December, the CPS board approved a $269 million appropriation for externally-funded projects.
The specific capital investments budgeted in 2012 will address critical safety, nutritional, early childhood, IT and college and career-ready initiatives designed to help drive student achievement. Specific projects include:
-- Staff Writer Chicago Public Schools Unveils School Turnaround Targets-- Chicago News Coop Illinois: November 29, 2011 [ abstract] Chicago Public Schools officials plan to overhaul 10 schools next year, six of which will be managed by a private organization in the latest move by Mayor Rahm Emanuel’s administration to turn to the private sector to aid poorly performing public schools.
The proposed overhauls"commonly called turnarounds"involve the firing of existing staff and improvements to school curriculum and culture. Turnarounds are the first step in a series of school actions that include consolidating and closing underperforming schools.
A new state law requires CPS to announce all school closings and turnarounds by Thursday. There was vociferous opposition to any proposed closings at recent public hearings, which were also required by the law, even though though the list of targeted schools had not yet been released.
The explicit push to close low-performing schools is a relatively new phenomenon that significantly increases the number of schools eligible for closure, said Mary Filardo, executive director of the 21st Century School Fund, which advocates for improving school environments.
Filardo, who helped draft the state legislation, said the set of guidelines established by CPS, “enables them to close whatever they want.”
“Ultimately I do think it’s about turning over the management of schools to non-district outfits,” Filardo said.
Research on the long-term effects of school turnarounds on student achievement is sparse. District leaders point to large gains on the state standardized tests at both district-managed and AUSL-managed turnaround schools. The U.S. Department of Education, led by former CPS chief executive Arne Duncan, has made school turnarounds a cornerstone of its efforts to improve the nation’s public schools.
-- REBECCA VEVEA Wyoming school official: Class sizes not linked to school construction-- Star Tribune Wyoming: September 11, 2011 [ abstract] About one-third of Wyoming school districts plan to seek exemptions from a new law limiting class size in early grades, according to information from the Wyoming School Facilities Department.
Officials from 16 districts have told the department they plan to seek a formal waiver from a law requiring districts to average no greater than 16 students per class in kindergarten through third grade. Lawmakers added the provision during a session bent on reforming education in Wyoming. The state funds one elementary school teacher for every 16 students, so lawmakers said the money is already available for districts to spend in the classroom.
School districts that don’t comply with the law are subject to funding penalties in 2012-13. Districts can request a waiver for three reasons: “Insufficient school facility capacity, positive school performance, positive student achievement or for other reasons related to the delivery of the education program to students.” While most school districts meet the requirement or will this year, several said they lack the available funding for more teachers and space in their schools.
Hearing complaints from constituents, state legislators on the Select Committee on School Facilities Committee questioned facilities department director Ian Catellier on Thursday about how class size is factored into school building needs.
His answer: It doesn’t.
School capacity is determined by student population and square footage. Lawmakers said old guidelines considered the number of students per classroom and supported including class size and other recommendations from the state school funding model during facilities planning.
-- JACKIE BORCHARDT Is Obama’s call to modernize schools really necessary?-- Washington Post National: September 08, 2011 [ abstract] Is President Obama’s plan to modernize at least 35,000 public schools across the country as part of his proposed American Jobs Act really necessary?
Consider:
*Research over decades shows that the condition of school facilities affects student achievement. According to a 2011 report by the 21st Century School Fund, there are clear correlations between the quality of school facilities and student and teacher attendance, teacher retention and recruitment, child and teacher health, and the quality of curriculum.
In a set of 20 studies analyzed by the fund, all but one study showed a positive correlation between the achievement of students and the condition of the school facility once student demographic factors were controlled for.
*The American Society of Civil Engineers, in its 2009 infrastructure report, gave the country’s school buildings a grade of ‘D.’
-- Valerie Strauss SAN BERNARDINO: Construction projects improving education-- Press-Enterprise California: September 08, 2011 [ abstract]
When district, school and other officials toured five San Bernardino City Unified campuses on Wednesday, they saw the physical results of a lot of hammering and cement pouring.
Kevin Goodly, who led the tour at Lincoln Elementary where he is principal, saw more than just the 22 remodeled classrooms, larger library and new computer labs. With the additional space, Goodly said, he has seen more tutoring, more staff training and as a result, higher API test scores and student achievement.
The school's latest score on the standardized test increased by 10 points, and the results increased across all subgroups, including 43 points for English learners and 17 points for Hispanics.
"It allows us to do more," Goodly said. "More instructional activities, more materials and resources we can use because we have an expanded library."
The renovations at Lincoln, which wrapped up in January, are part of $987 million in district construction projects. The money comes from voter-approved bond issues and state money earmarked specifically for construction. It cannot be used for other purposes, such as salaries.
The tour group rode in a school bus past the future sites of Middle College High School, due to open in September 2012; Henry Elementary, to open in spring 2013; and Norton Elementary, to open in July 2012.
-- BRIAN ROKOS New Tech Network’s High School Model Tapped for 11 New York City Public Schools This Fall -- Business Wire New York: June 22, 2011 [ abstract] New Tech Network announced it has been selected by New York City’s Department of Education to partner with 11 public high schools this fall. The schools, located in Manhattan, Brooklyn and Queens, are part of the NYC Department of Education’s “iZone” project, which was created in 2010 to increase student achievement by better personalizing learning for students in NYC schools.
-- Delson, Daniel Why This Mom Is Speaking out Against the PPS $548 Million Bond Measure -- Oregon Catalyst Oregon: May 09, 2011 [ abstract] We’ve heard the Portland Public School District propaganda machine and the bureaucratic sound bytes about how the so-called school modernization bond will begin the important process of updating Portland schools, bring jobs to the community, increase student achievement, attract young families to the District, and on and on….
But what we don’t hear is a logical, compassionate response to the fact that this bond will tax people out of their homes. I’ve raised this issue many times and given the District plenty of opportunity to respond, but all I get is…crickets….
Could it be because they don’t want to recognize the striking disconnect between their establishment and the financial realities of most in their community?
I’ll let you decide the answer to that, but one thing is clear: It’s time they heard the voice of the taxpayers footing this bill.
I have received criticism from Portland bureaucrats that I couldn’t possibly understand what this means for the school district since, after all, I live in Wilsonville, I have a construction bond in my district, and our schools are being taken care of.
Here’s my response: It doesn’t take a genius to figure out how a monumental tax increase will affect a community, especially in a recession. And, I don’t have to live in the District in order to pick up the phone, listen to heart-wrenching stories from folks on fixed incomes or barely scraping by, understand that this bond measure will put them on the streets, and become enraged at the audacity of the Portland Public School district for putting a “utopian” measure on the ballot with no regard for our economic condition.
-- Lindsay Berschauer Public school facilities: New data on condition, funding, impact-- Washington Post National: April 21, 2011 [ abstract] You almost never hear in debates about student achievement and school reform how the condition of school buildings affects a child’s ability to learn, but it is a very real issue.
Here is a new fact sheet on the condition of school buildings, the level of public funding for facilities and their upkeep and the impact degrading schools has on students and teachers.
-- Valerie Strauss Senator Nelson Introduces Full Service Community Schools Act-- Office of Senator Ben Nelson Nebraska: March 15, 2011 [ abstract] Nebraska’s Senator Ben Nelson introduced the Full Service Community Schools Act of 2011, which aims to improve student achievement by helping schools use resources more efficiently and improving the coordination of services for children and their families.
“The Full Service Community Schools Act works to enrich the student and family learning experience by creating a partnership between schools and the communities they serve,” Senator Nelson said. “Working together, we can make our nation’s schools the community hub for not only learning, but also vital services and support for families so that students come to school ready to learn and teachers can focus on the job of teaching.”
The Act would authorize grants to public elementary or secondary schools that integrate federal, state or local educational and social service programs with community-based organizations. These additional services focus on ensuring students have a full support network to help them succeed, including health, dental and nutrition services, career counseling for parents, and early childhood education programs.
“Our goal is to improve student performance by streamlining the delivery of services to children and their families. This will improve the quality of services they receive, eliminate unneeded duplication, and save taxpayers money,” Nelson said.
Over the last decade, research has consistently shown full service community schools get parents to become more involved in their children’s education, which has proven to improve graduation rates. These schools have seen student performance and attendance rates go up, while dropout rates and the need for disciplinary actions have decreased.
The public school district in Lincoln, Nebraska, has been operating full service community schools since 2005 and is the model Senator Nelson is hoping to expand. The district is now operating the program in 25 schools.
-- Office of Ben Nelson A school's atmosphere affects student achievement, study finds-- MinnPost.com National: March 14, 2011 [ abstract] Last year, a friend of mine who was shopping for a kindergarten called me in tears about the tour she’d just taken of one of Minneapolis’s most popular elementary schools. The principal showing her around seemed to be saying all the right things, my friend reported, but there was no toilet paper in the bathrooms " plural.
She mentioned this to the administrator, who she said blinked a couple of times, muttered something that sounded like, “Huh,” and kept walking down the hall. Kids, meanwhile, raced in and out of the lavatories.
Do you think my friend got past that? No, she did not. And no amount of normally-parent-pleasing talk about Reader’s Workshop in every grade or Responsive Classroom as the touchstone for the building’s culture got her over her horror that the principal did not pick up a phone or corral an aide or do something to ensure that TP was on the way.
My response to her, as someone who spends her days knee-deep in policy white papers and has had kids in three markedly different schools: Trust your gut. Her boy was going to be captive in this building for years, and things like his ability to keep himself clean and navigate the social hierarchy would loom large.
I mention this because with all of the reform-minded attention we focus on student testing, teachers and their unions, and preparatory programs and whether we should be spending on all-day-K or pre-K, we spend remarkably little time talking about what it is like to spend time in a school. And even though most of us have an idea about the atmosphere inside a building within minutes of stepping inside, if it’s grim, we have few options except to vote with our feet.
-- Beth Hawkins Charleston County schools moving forward with construction plan-- ABC News 4 South Carolina: January 25, 2011 [ abstract] Nearly 30 schools across Charleston County will be getting major makeovers thanks to a school construction plan funded by a one percent sales tax passed last November.
"A key part is, as that revenue comes in over the next six years, we are trying to pace our cash requirements to stay within those revenue projections so we can execute this plan," explained Bill Lewis, Chief Operating Officer of Capital Programs with the Charleston County School District.
The half-billion dollar plan was approved to move forward Monday night and construction will be completed in seven phases over the next five years. The first phase is expected to be done by the summer of 2013.
The construction will begin first in downtown Charleston at seismically at-risk schools like Buist Academy later in the spring.
Lewis says that students will be relocated while their schools are work sites.
"We'll move people to an alternative campus while we redevelop the schools," Lewis said.
Lewis hopes the construction projects will pay off in the classroom.
"Improving the achievement gap for everyone, improving high school graduation and improving student achievement for everyone. We feel these schools are integral to all of those goals," Lewis said.
-- Neville Miller ACLU Presents Maryland Budget and Tax Policy Institute Plan to
Finance Baltimore City School Building Modernization-- ACLU Maryland Maryland: December 15, 2010 [ abstract] The Maryland Budget and Tax Policy Institute (MBTPI) today released a proposal outlining a financing strategy that could fully fund the $2.8 billion needed to modernize all schools in Baltimore City within 10 years. The report, commissioned by the American Civil Liberties Union of Maryland (ACLU), follows on the heels of the ACLU’s Buildings for Academic Excellence study, which detailed the poor condition of Baltimore City’s school facilities and the negative impact that they have on
student achievement, teacher retention, and the stability of Baltimore communities. The ACLU also
highlighted innovative financing models that have been successful in full-scale school modernization
initiatives in other districts and states.
-- ACLU Maryland Rockford, Michigan Students Get to Use Classroom of the Future Now-- Grand Rapids Press Michigan: December 13, 2010 [ abstract] Step into Lauren Arnett's fourth-grade class and the excitement and energy for learning is palpable. From the technology, to its design and furniture, the classroom screams 21st century learner. The Cannonsburg Elementary class is one of Rockford Public Schools six â€"Classrooms of the Future†launched this fall, two each at the elementary, middle and high school. â€"The technology in the room makes things easier to learn,†said Lauren, 10, swerving in her rolling, swivel chair. â€"I can focus more and it's fun and more comfortable. I can tell the difference from my other class.â€
The difference is the room is set-up to foster collaboration and communication. Students aren't staring at the back of someone's head in single desks lined up in a row, nor is the teacher front and center at a chalkboard or overhead. Picture an X with the teacher in the center and kids seated, face to face at tables of five or six at each four points with interactive whiteboards at three different angles.
Rockford set aside $500,000 in a prior bond issue to assist with such a project. It is partnering with Steelcase, which reached out to the district to be a prototype to gather data on how the learning environment and student achievement. â€"Companies are asking for the 21st century work skills – innovation, collaboration, critical thinking and communication skills - and a different classroom environment is needed to learn those things,†said Elise Valoe, senior design researcher for Steelcase.
-- Monica Scott A Closer Look at Portland’s $548 Million School Modernization Proposal: Biggest Bang for Your Buck?-- Cascade Policy Institute Oregon: December 01, 2010 [ abstract] The Portland Public School District will hold a public hearing tonight (12/1) at 5:30 pm concerning its $548 million School Modernization Bond Measure.
The District is arguing that such an expensive bond, the largest local bond in Oregon state history, is necessary to tear down and rebuild only eight of the 85 schools in the District. For those eight schools, they have allocated $372 million. The other $176 million is earmarked for minor upgrades to other schools and paying off previous school improvement debt that the District has incurred. The goal? The District argues that the new schools will increase property values in Portland, improve student achievement and behavior and increase enrollment. But in this down economy, are Portland residents getting the biggest bang for their buck when it comes to the cost value of these “rebuild” schools?
The following is the testimony Lindsay Berschauer has prepared for the public hearing.
The breakdown of the costs associated with rebuilding includes $90-92M for Cleveland High, $82-86M for Roosevelt, $48-52M for Jefferson, an average of $30M for each of the five primary schools, and $6M just for the pre-planning process of rebuilding Lincoln High. Now, let’s compare the Portland School Bond Measure to the 2008 Capital Bond Program in the Wilsonville/West Linn School District. As part of that bond measure, the District is building two brand-new schools: Trillium Creek Primary School in West Linn and Lowrie Primary School in Wilsonville. Trillium will be a 60,000-square-foot building costing $28 million and serving 500 kids. In contrast, Roosevelt High in Portland is a roughly 42,000-square-foot building serving about 680 kids. So, the cost to rebuild Roosevelt is three times the cost to build a bigger, new Trillium school. If both of these schools will be essentially “brand new” and similar in size, why is PPS proposing to spend almost $56M more on Roosevelt High?
-- Lindsay Berschauer City to close two schools, renovate 12-- Democrat and Chronicle New York: November 30, 2010 [ abstract] Two city elementary schools will close at the end of the 2011-12 school year, and 12 others will be in for a major overhaul as planners move forward with an ambitious $1.2 billion project to renovate school buildings across the district.
The plans were unveiled to the Rochester Joint Schools Construction Board at its meeting Monday night. The school closures were included in the draft of the board’s Rochester Schools Modernization Project proposal because the district plans to use the two empty buildings to house classes while other campuses are being renovated.
Schools 2 and 6 will be shuttered at the end of next school year. District spokesman Tom Petronio said the decision is being driven by low enrollment and little demand among parents to send their children to the schools. Each of the schools has about 300 students.
The school board still has to sign off on the proposal to close the schools, which administrators plan to present at its Dec. 16 meeting. The board’s Excellence in student achievement Committee will first review the plan at its Dec. 14 session. Both board meetings are open to the public.
Parents of children at the two schools will be informed of the proposal in a letter being sent home today.
“There are some strong programs in the city schools and those children will be able to go to any one of them,” Petronio said.
This will be the second round of school closures brought forth by Superintendent Jean-Claude Brizard as part of his aggressive plan to bring higher quality academic programs into the City School District. Last school year, Brizard came up with a plan to close eight low-performing schools and replace them with new programs designed to better serve students.
-- Tiffany Lankes Going Green Could Mean More Green
-- Sun Sentinel Florida: September 02, 2009 [ abstract] According to district officials, there are a variety of reasons for the Palm Beach County school district to go green: Green schools result in higher student achievement, it saves money and it is good for the environment. For me, these are all great reasons. Yet, above all, I think the district going green shows the communities in Palm Beach County that green is not a fad – it is an easy way to save money. As one of the largest school districts in the state – with 186 schools – our school district has a chance to lead the way in going green by showing other districts it can be done. The district's cost-saving, Earth-friendly initiative started with Pine Jog Elementary School being a LEED Gold Certified School, the first in the state.
The district has also been going green for several years with recycling programs in about 100 schools. These programs recycle paper, plastic and aluminum. What I like about these original recycling programs is that faculty and students started most of the recycling efforts, which often began as ways for clubs and organizations to raise funds for their school. This year, the district is taking this program a step further by passing policies that make recycling and energy conservation mandatory. The goal is to have 100 percent of schools participating by the 2010-11 school year.
Last school year, the district also began using "Green Seal" certified cleaning products which, according to Vickie Middlebrooks, public affairs specialist for the school district, "produce fewer chemical allergens and add fewer fragrances." This can mean fewer asthma attacks and allergic reactions by the students and staff. Other cost-saving measures will include the custodial staff switching to microfiber cleaning cloths and replacing liquid soap with foam soap in all restrooms. The hope is that these changes will result in about $250,000 in annual savings because less custodial supplies will be used.
-- Editorial An Education in Energy Efficient Schools-- Reuters National: August 18, 2009 [ abstract] For parents who want their children to perform well in school and enjoy healthy childhoods, the new school season presents the perfect opportunity to ask "Does where students learn impact how they learn?" Even people who are not teachers or members of the PTA should advocate for state and local school districts to green their built environments not only for the benefits to the students, but also for more holistic community gains.
Numerous studies now indicate that better lighting, ventilation and indoor air-quality in schools contribute to higher student achievement. Indeed, buildings with more filtered air and fewer materials that contain toxins reduce the instance of asthma and colds and flu, and therefore absenteeism among students, and it also reduces teacher turnover.
"Students gain directly from more comfortable environments because they improve learning outcomes," says Tim Dufault, chair of the American Institute of Architects (AIA) Committee on Architecture for Education and president of Cuningham Group Architecture.
But in this economy can schools afford to go green? Experts like Dufault think we can and that too much is at stake not to, especially with government stimulus funding available to local communities to make such improvements. The American Recovery and Reinvestment Act, passed in February 2009 to help boost the country out of the economic crisis, allocated $53.6 billion to school modernization.
States across the country must use at least 83 percent of this funding, or $40 billion, to provide aid to local school districts. Your state and local officials have the power to allocate funding to school modernization, renovation and repairs that will benefit students and teachers, and shrink your community's carbon footprint.
-- American Institute of Architects Gantt: Community supports District 5 building plan-- The State South Carolina: June 24, 2009 [ abstract] It has been an outstanding year in Lexington-Richland School District 5, with student achievement remaining high, and contrary to a recent column (“The bill of goods District 5 sold voters,” June 9), our building program is being well-received and is moving forward.
We are deeply grateful to our community for supporting our bond referendum this past November. More than 58 percent of the voters said we needed to improve our current facilities and build enough classrooms to provide appropriate learning environments for our students. They did so even when our enrollment, which had grown at a rate of more than 250 students a year for the past 15-20 years, flattened for the past two years.
This information was shared with our voters prior to the election, and they still supported the referendum overwhelmingly, because they knew we were not just building for future growth. We were building to accommodate the 3,000 students currently housed in more than 121 portables and other non-traditional classroom spaces such as stages and book rooms. Such conditions do not meet the high expectations of our community.
As our building program moves forward, we are being careful to ensure that the plans for all of these projects address the scope of work outlined during the bond referendum. The only exception is the right-sizing of the projects at Seven Oaks, Irmo and Leaphart elementary schools. Our revised enrollment forecast indicates these schools will not grow over the next number of years, and to build them to accommodate 750 students when they currently have around 500 students enrolled would not be in the best interest of the schools or our taxpayers. In addition, in 2002 the school board adopted a policy of not “backfilling” (busing students many miles away to fill schools), which is what we would have to do if these schools were built to house 750 students.
The first project bid was Chapin Elementary, and I am pleased to report that it came in $3.2 million under budget and includes all of the improvements detailed in the bond campaign. Seven Oaks, Irmo and Leaphart elementary and Chapin High building plans are all being finalized and will soon be put out for bid.
The scope of work at Chapin High remains the same as described during the referendum, with the school being renovated to increase the number of students it can accommodate to 1,700. Plans include new classrooms, new art rooms, science classrooms and labs. Renovations also include a new gym, new athletic fields and a new traffic flow system to alleviate traffic problems in front of the school. When all of this work is completed, we should have no need for the 23 portables currently being used at the school.
Renovations to older schools have been our first priority, but we soon will begin addressing the construction of a new elementary school, new high school and career and technical education center and a new middle school.
-- ROBERT GANTT Local schools may get more green to go green -- The Leader Newspapers New Jersey: May 26, 2009 [ abstract] Local school districts may soon find some help becoming greener. The 21st Century Green High-Performing Public School Facilities Act (H.R. 2187), passed by the House of Representatives Thursday, May 14, seeks to make public schools more energy efficient, create clean energy jobs, reduce dependence on foreign oil and lower energy costs.
“Our schools should be safe and healthy learning environments for our children,” U.S. Rep. Steve Rothman (D-9), who voted for the bill, stated in a press release. “This bill gives us a chance to upgrade our school buildings and boost student achievement while creating good local jobs and preventing an increase in local property taxes to pay for it.”
Of the $6.4 billion authorized nationally for school facilities projects under the act, the Lyndhurst School District would receive $104,000; North Arlington would receive $71,000; Rutherford and East Rutherford, $51,000 each; Carlstadt and Becton Regional High School, $29,000 each; and Wood-Ridge $16,000 for fiscal year 2010.
These allocations would be intended for school modernization, renovation and repairs that would create a greener, healthier environment that is more conducive to teaching and learning. They were calculated using the same percentage of funds that school districts receive under Part A of Title I of the Elementary and Secondary Education Act, with the exception of a $5,000 minimum allocation for each district.
“The quality of a school isn’t just important for our children’s health " it’s critical for their learning,” Rothman noted in his press release. “We must invest resources to provide the kind of safe, clean and healthy schools that our children deserve.”
The bill would require 100 percent of funds to be used by 2015 toward green building projects that make schools more energy efficient and better able to rely on renewable sources of energy. It would ensure fair wages and benefits for green-collar workers.
Other highlights of the act include boosting the economy through job creation and community enhancement and allowing schools to play a role in combating global climate change by lessening their carbon footprints.
Eco-friendly schools have been shown to consume 30 percent less energy, 30 percent less water and emit 40 percent less carbon dioxide than conventional schools. Evidence also indicates that the improved ventilation, air quality, lighting and temperature controls of such schools foster greater student achievement.
On average, green schools save $96,760 per year and $70 per square foot in the long term, according to the press release.
-- Colleen Reynolds Green bill could provide $2.7M for local school renovations-- Madison Messenger Virginia: May 20, 2009 [ abstract] Danville and Pittsylvania County public schools could see an additional $2.7 million for renovations in their combined budgets in 2010, thanks to a green schools bill making its way through Congress.
The House of Representatives voted last week in favor of H.R. 2187, or the “21st Century Green High-Performing Public School Facilities Act,” which will make investments to modernize, upgrade and repair school facilities across the country, according to a House news release.
If passed, the bill will provide more than $6 billion nationwide, with nearly $12 million for the 5th District.
Of the 22 cities and counties in the district, Danville Public Schools is estimated to get the largest portion with $1.75 million. Next is Henry County with $1.24 million, followed by Pittsylvania County with $949,000.
The estimates come from the Congressional Research Service, which takes a variety of factors into account for its funding formulas.
“Clean energy investments are win-win scenarios,” Rep. Tom Perriello said in a statement. “This bill saves money for our schools, creates clean energy jobs and boosts student achievement by upgrading our school buildings and giving students and teachers a safe, environmentally-friendly learning environment.”
The bill would require school districts to publicly report the educational, energy and environmental benefits of projects, how they comply with green building requirements and the percentage of funds used for projects at low-income, rural and charter schools.
-- Catherine Amos Higgins announces funds for 'green' school projects-- Evening Observer New York: May 20, 2009 [ abstract] Congressman Brian Higgins joined his colleagues in the House of Representatives to approve the 21st Century Green High-Performing Public Schools Facilities Act (H.R. 2187).
"Research has demonstrated a correlation between school building conditions and student achievement," said Congressman Higgins. "This is a good investment in our children and will at the same time create construction jobs and provide long-term savings for school districts and taxpayers."
The bill authorizes funding for school facilities projects that involve modernizations, renovation and repairs that create healthier, safer and more energy-efficient teaching and learning environments. Funds are provided based on the same formulas used to provide Title 1-A grants.
The bill provides $6.4 billion for schools nationwide, nearly $548.8 million to for schools in New York and over $22 million for schools in Congressman Higgins' district. Below is an estimated breakdown of how much local districts could receive under the proposal:
Brocton Central School District, $81,000.
Cassadaga Valley Central School District, $97,000.
Chautauqua Lake Central School District, $110,000.
Dunkirk City School District, $599,000.
Forestville Central School District, $54,000.
Fredonia Central School District, $100,000.
Gowanda Central School District, $184,000.
Pine Valley Central School District, $206,000.
Ripley Central School District, $31,000.
Silver Creek Central School District, $126,000.
Westfield Central School District, $97,000.
-- Staff Writer Students final touch at Lincoln-Way West-- New Lenox Patriot Illinois: May 20, 2009 [ abstract] On the largest school site in the district, Lincoln-Way West is nearing completion. The 418,000-square-foot high school and its 20 athletic fields and courts sprawl across 100 acres at southeast corner of Illinois Highway and Gougar Road, and in August the first day of school will bring more than 1,000 students to fill the hallways.
As the fourth high school in Lincoln-Way District 210, Superintendent Dr. Lawrence Wyllie said West " a $90 million facility " will continue the district’s tradition of academic excellence.
“The improvement of student achievement is what it’s all about,” said Wyllie as he gestured to the high school’s state-of-the-art science labs while taking visitors on a tour Monday, May 11. “Everything else flows from that. Extracurriculars, athletics " all of it starts with academics.”
The district’s strong ASSET program " meant to positively influence students " is reflected on the walls of West in the form of black and orange quotes (the school’s colors) and mission statements, while mottos and the school’s Warrior logo are prominently displayed on almost every surface. Wyllie said Lincoln-Way grad Tom Evans was the artist responsible for the colorful hallways and also did the same at Central, East and North.
The building’s library, which awaits computers and about 1,300 books, is flanked by the two, two-story academic wings boasting 100 classrooms. Wyllie also led visitors to the cafeteria with its wall of glass windows that look out to an area where students will be able to eat lunch on picnic tables in nice weather.
The fine arts wing faces Gougar Road, and Wyllie highlighted the 80-piece orchestra/band room with its ceiling “clouds” to improve acoustics. The 900-seat auditorium is also part of the fine arts wing, and will be the site of the school’s Aug. 2 dedication. The auditorium’s main stage boasts a full orchestra pit, and Wyllie said a green room with lockers and showers runs below the stage. A complete fly-gallery will allow set changes to be raised up and down during school musicals and plays.
The high school houses a field house large enough for three regulation-size basketball courts and an indoor track, and the gymnasium with a multi-level bleacher arrangement can hold about 3,000 fans. Equipment is now being assembled in the weight room and fitness center.
“We designed them so the community could use them,” Wyllie said of the sports facilities.
-- Laura Michaels Abercrombie: Hawai‘i schools could get $18 million in ‘green’ grants-- Lihue Garden Island Hawaii: May 17, 2009 [ abstract] U.S. Representative Neil Abercrombie said Hawai‘i schools would be eligible for $18.18 million next year for building modernization, renovation and repair under the 21st Century Green High-Performing Public Schools Facilities Act approved by the House this week, a news release states.
The Green Schools Act authorizes $6.4 billion for the first year of a five-year program to help school districts across the country make their buildings more energy efficient and reliant on renewable sources of energy.
“Most importantly, our keiki will benefit from the Green Schools Act because research shows a direct correlation between the quality of school facilities and student achievement,” Abercrombie said in the release. “So, these funds to help Hawai‘i school districts renovate and modernize school buildings will actually improve the teaching and learning climate, health and safety.
“The second group of winners from this legislation will be the taxpayers of Hawai‘i,” Abercrombie continued. “By requiring school construction and modernization to meet green school standards, savings from lower energy bills can amount to thousands of dollars per school per year, money that can be used to hire teachers, buy computers or purchase textbooks instead. The bill also generates long-term savings for schools by reducing energy expenses.
“The third beneficiary will be Hawai‘i’s economy, because the program will create good-paying jobs in the construction industry. In fact, the bill’s language stipulates that construction jobs will have to be paid fair wages and benefits under the protections in the Davis-Bacon Act,” he said.
“And finally, the aina itself benefits because green schools reduce pollution by using about 30 percent less water and energy than conventional schools, and they emit almost 40 percent less harmful carbon dioxide.”
-- The Garden Island Arkansas School Districts Making Decisions on Stimulus Spending Plans-- Arkansas Democrat Gazette Arkansas: May 17, 2009 [ abstract] Arkansas school districts will begin sending to the state Department of Education their plans for spending federal stimulus funds, a windfall of more than $565 million. The amounts of stimulus money available to each district for spending by December 2011 are large.
Distribution will start in early June, as soon as state officials can verify that a district's plan falls within the parameters of the federal American Recovery and Reinvestment Act passed by Congress and signed by President Barack Obama in February. The projects must pass through the "filters" established by the U.S. Education Department for the money: Does it improve the economy? Is it a shortterm investment with long-term benefits? Is it allowable under the terms of the existing federal programs and the stimulus act? Can it lead to improved student achievement? Districts must spend the money by the end of 2011.
Some of the stimulus money can be used for facilities. The Pulaski County Special district is planning to complete a new library at Robinson Middle School for $3 million; replace roofs at two schools and update restrooms at eight; add security lights at a school; carpet another; and fix the heating and air conditioning at still another. The Batesville district is planning to redo the high school library, upgrade school science laboratories, add an Environmental and Spatial Technology (EAST) laboratory, add a classroom to teach living skills to special-needs students, upgrade a family/consumer science classroom, purchase large musical instruments and turn some classrooms into state-of-the-art technology centers, including individual student computers.
Keyword Search Tags: Stimulus, arra
-- Cynthia Howell GARY CONNOR: Vote ‘yes’ for our children-- Palestine Herald Press Texas: May 07, 2009 [ abstract] Having been involved with education at several levels, first as a student, later as a classroom teacher, two terms as a member of the board of trustees (in another school district) and most of my adult life as a property owner, and therefore, as a taxpayer, I understand the needs of the student, the challenges of the classroom teacher, the difficulty of managing a school district within budgeted guidelines and the inequities of the ad valorem tax laws.
Experiencing education from all these perspectives serves to reinforce my belief in the importance of passing Palestine Independent School Districts’ bond proposal Saturday.
I believe an accurate barometer of a community’s economic health and viability is the condition of its school system, both the infrastructure and the quality of academics.
Every school campus in the Palestine Independent School District currently has buildings in dire need of renovation. Many campuses need new construction in the form of new classrooms and science labs. Every campus has safety issues. The proposed school bond placed before the voters on Saturday provides for renovation, new construction and improved campus safety.
Our children, in order to be prepared for college, in order to be prepared for technical school, in order to compete in today’s global job market must have the very best education available. And, quality education begins with quality facilities.
Quality educational facilities promote student achievement. Schools with a high percentage of classrooms in poor physical condition or temporary buildings have lower attendance, higher dropout rates and lower accountability than schools without such problems.
-- GARY CONNOR JCM plans in 'holding pattern'-- Jackson Sun Tennessee: March 22, 2009 [ abstract] Members of the Jackson-Madison County school board were excited at the possibility that federal stimulus money could help them fund a long-awaited capital budget request to build a new Jackson Central-Merry High School.
But now it's less likely that federal funds or money from the Madison County Commission, the school's funding body, will be available to build a new JCM or any other construction projects possible at the school any time soon.
School officials have talked about four ideas - building a new campus on the current site, building a new school elsewhere, building an extension on the current campus to house a medical program or creating an academic complex to improve the campuses of both JCM and Madison Academic Magnet High School.
Buddy White, director of school operations, said it would take at least a year to complete a new construction project, but getting a new school likely would take even longer because all the parties in the school system's desegregation lawsuit - the Department of Justice, NAACP, school system and County Commission - have to agree on a proposal, a site and the funds to build it.
Many in the community want to see a new JCM, but getting all of the parties to agree could pose a challenge. Just last year, U.S. District Court Judge Samuel H. Mays Jr. told the parties to come together on a consent agreement, but that didn't happen.
County Finance Director Mike Nichols doubts the commission would be willing to take on any additional debt this year if the board requests capital funds for school construction. The estimated price range for the various construction projects range from $10 million for a medical wing to $45 million for a new school.
Memphis attorney Richard Fields, who represents the NAACP in the desegregation lawsuit, does not approve of the idea to build an extension on the campus and said a new campus is the only option.
Because it's not likely that the schools are going to get the funds for construction, Superintendent Nancy Zambito said her priorities are to improve student achievement.
"My priorities right now are to get the system in good standing with the state and out of corrective action, place highly qualified and effective teachers in every classroom and make sure all of our students are engaged," Zambito said. "A new school will attract students and parents, but there are students still making achievement gains in our buildings that are much older than JCM and in our newer buildings."
-- TAJUANA CHESHIER Proposal for smaller public schools clears Senate-- NewsWest9.com New Mexico: March 17, 2009 [ abstract] A proposal to require the construction of smaller school buildings for some elementary and middle schools serving high-poverty student populations is heading to the House.
The Senate-passed measure also will establish a uniform statewide procedure for local school boards to follow when they want to consolidate schools.
The legislation is intended to encourage school districts to limit the size of new elementary and middle schools to no more than 400 students.
Supporters say the smaller schools should help improve student achievement.
However, opponents question whether the measure will increase state spending on school construction and contend there are other ways to offer students a better learning environment without the cost of a new and smaller building.
Copyright 2009 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
-- Associated Press W.Va. schools to get $417 million from stimulus-- Charleston Gazette West Virginia: March 06, 2009 [ abstract] West Virginia's children should benefit from a $417 million boost in federal education funding - the biggest chunk of which will go to build new schools, U.S. Sen. Jay Rockefeller, D-W.Va., said Thursday.
He and state schools Superintendent Steve Paine discussed some details about how the money in President Obama's economic stimulus bill would be used in West Virginia. Besides school construction, the money will go to Title I reading and math programs, disability services and equipment.
Officials with the U.S. Department of Education still need to iron out some details about the money can be spent, Paine said.
The largest chunk of money, $156 million, will go toward school construction bonds.
Rockefeller said that new school construction is often controversial in West Virginia, as parents and families become attached to an aging community school. But the benefits of a new school outweigh the loss of an old one, he said.
"We actually see a bump in student achievement gains in children in new schools," Paine added.
Mark Manchin, executive director of the state School Building Authority, will wait to see how the agency could be involved in the distribution of school bonds.
Keyword Search Tags: Stimulus, arra, bond
-- Davin White School board demonstrates prudence-- Tri County Citizen Ohio: February 22, 2009 [ abstract] After listening to the comments and concerns of citizens during their Feb. 16 school board meeting, the Chesaning Union Schools Board of Education agreed to postpone their vote concerning the school facilities until the school board sits down with committees at each school to discuss alternatives.
School Board President Jennie Carlton explained that the intent of the agenda item was to determine whether the schools should:
A) Do nothing
B) Go to the voters for a bond issue
C) Pursue a resolution bond
D) Use a combination of the choices
The Chesaning High School media center was packed, with more people than chairs.
OVERVIEW OF PUBLIC COMMENTS:
"I don't envy your position," Middle School Instructor Lynda Bell stated, "You've seen Mr. McGough's reports. We've worked hard to improve student achievement. Know us before you make a choice; before you dismantle our team." Bell was the first of many citizens requesting that the decision be tabled, to further study the impact closing schools would have on the students.
Engineer Charlie Rolfe, who was part of the yearlong facilities study committee talked about how two months ago he and others presented a report on the committee's findings. But they only had 20 minutes to present the overview. "Right now, I'm a little lost," he said. He explained that there is much more to the committee's report than they could address at the December meeting. "What I'd love to find is how the board's decision aligns with the committee's recommendations," Rolfe said, adding, "I think you have the community behind you."
-- Jeanne Marcello School District Will Get Help In Federal Stimulus Package-- Adair Progress Kentucky: February 20, 2009 [ abstract] The Adair County School District will be getting some financial assistance from the new federal stimulus package signed by President Barrack Obama Tuesday.
According to the U.S. Department of Education web site the state will receive $651,341,789 for the state fiscal stabilization fund.
Although the exact amount the county will receive has not been released, Adair County Schools Superintendent Darrell Treece stated that the original figures that were presented by the state included $510,900.00 for Title I programs for one year, $366,500.00 for the first year, $420,000.00 for the second year in special-education and $1,275,900.00 in construction funds.
However, Treece stated, "During the negotiations phase of the stimulus package the construction funds were cut and reorganized into to modernization funds and the amount the county will receive is unclear at this point."
The 2009 American Recovery and Reinvestment Act allocated $40 billion in state stabilization funds to help avert education cuts.
The funds will be given to the states in exchange for a commitment to begin advancing education reforms and the school systems will have discretion to use some of this money for school modernization. The federal funding includes the following:
• $13 billion for Title I, including $3 billion for Title I school improvement programs.
• $12 billion for Individuals with Disabilities Education Act (IDEA) programs.
• $5 billion in incentive grants to be distributed on a competitive basis to states that most aggressively pursue higher standards, quality assessments, robust data systems and teacher quality initiatives. This includes $650 million to fund school systems and non-profits with strong track records of improving student achievement.
• $5 billion for Early Childhood, including Head Start, early Head Start, childcare block grants, and programs for infants with disabilities. (Includes Department of Health and Human Services programs.)
•$2 billion for other education investments, including pay for performance, data systems, teacher quality investments, technology grants, vocational rehab, work study and Impact Aid.
The plan also includes additional school modernization funds up to $33.6 Billion, $8.8 billion in state stabilization funds for other state services including education in which school modernization is an eligible use of the funding. The plan also gives the states and school systems the authority to issue $24.8 billion dollars in bonds over the next 10 years for renovation, repairs and school construction that will be retired through a combination of local, state and federal dollars.
Keyword Search Tags: Stimulus, arra
-- Lawrence Harris Boston district may have to cut 900 jobs-- Boston Globe Massachusetts: February 05, 2009 [ abstract] The Boston school district may have to eliminate at least 900 jobs, including 403 teaching positions, and explore the closure of additional schools as the system confronts its worst budget crisis in more than a decade, Superintendent Carol R. Johnson told the School Committee last night.
Her preliminary budget plan, unveiled at a School Committee meeting, would also restructure the district into five smaller zones, reducing the district's skyrocketing transportation costs but limiting the number of schools parents can choose from.
The spending proposal represents a 5.5 percent cut in this year's $833.1 million budget at a time when the district is trying to address persistent concerns about student achievement and low graduation rates.
To achieve that deep of a reduction -while taking into account the rising costs of salaries, special education, and other services - the district must cut spending by $107 million. The plan presented last night identifies $83 million in specific cuts and lays out possible strategies for coming up with $24 million more in savings, including additional school closures.
Johnson said in a memo to the School Committee that she remains committed to "achieving our core mission of providing every child with a first-rate public education."
But the elimination of 403 of the district's approximately 6,500 teaching positions, a 6 percent cut, could make that a challenge, raising the specter of larger class sizes and fewer class offerings.
Johnson emphasized in an interview after the meeting that the recommendations were preliminary and that adjustments would be made based on public input. She also said that she and her staff may have overestimated the number of cuts schools could absorb.
"It's hard to feel positive about this particular budget recommendation," Johnson said. "People did a good job working on it, but it's not resolved yet."
The drastic measures reflect what is happening in City Halls, town offices, and at school committee meetings across the state, as communities try to grapple with the ever-widening impact of the economic decline, which has led to steep decreases in state aid.
In Boston - where City Hall is facing a projected $140 million shortfall next year - city leaders are bracing for an additional $44 million reduction in state aid next year and an estimated $14 million decline in local revenue generated by licensing and permit fees, interest income, and excise taxes, according to city officials.
The district has been teetering on the brink of a financial crisis for the last two fiscal years and has been forced twice to ask City Hall for help. Each time, the city handed over about $10 million. The idea was to give Johnson, who was fairly new, some breathing room to develop a comprehensive plan to address the unfolding financial woes and avoid reactionary cuts.
-- James Vaznis Rockefeller Pushes to Include School Construction in Stimulus Plan -- State Journal National: January 14, 2009 [ abstract] Jay Rockefeller is urging the Senate Finance Committee to include his bill, the America’s Better Classrooms (ABC) Act, into the economic stimulus plan Congress is working on with President-elect Barack Obama. This important legislation, which Senator Rockefeller has been working on for seven years, would assist states with school construction and repair. In a letter to his colleagues on the committee, Rockefeller said that investing in safe and modern learning environments is a critical part of addressing the nation’s most pressing economic needs.
“Rebuilding our economy requires a multifaceted approach that must include creating new jobs, restoring our infrastructure, and investing in our young people. This legislation does all of those things. Safe, modern, energy-efficient schools will not only better prepare our students for the future, but they will also generate thousands of vitally-needed construction jobs along the way,” Rockefeller said.
A December 2008 report from the American Federation of Teachers estimates that the total school infrastructure needs across the country is $254.6 billion. Rockefeller’s ABC Act would help states meet these needs by supporting the issuance of more than $25 billion in interest-free school loans for school modernization and new construction projects. “The need for fiscal relief to help states transform our dilapidated and outdated school buildings is urgent,” Rockefeller continued. “The average age of a public school in America is more than 50 years, and administrators, teachers and parents know all too well what this means for our students. Too many children attend schools in overcrowded buildings with leaky roofs, faulty electrical systems, and outdated technology " all of which compromises their ability to learn.” “Just as we ask for higher standards and improved student achievement from our public schools, we must support these renewed academic efforts with the resources to modernize student classrooms and teacher workplaces,” Rockefeller said. “Education is a vital part of economic development, which is why creating safe and modern classrooms must be a priority.”
-- Staff Writer Schools Vital to Obama's Plan to Stimulate Economy -- The Sun California: January 05, 2009 [ abstract] President-elect Barack Obama can't fix every leaky roof and busted boiler in the nation's schools. But educators say his sweeping school-modernization program - if he spends enough - could jump-start student achievement. More kids than ever are crammed into aging, run-down schools that need an estimated $255billion in repairs, renovations or construction. Although Obama is likely to ask Congress for only a fraction of that, education experts said it still could make a big difference. "With limited funding under the state-funded programs, any funding or money is welcome," said Craig Misso, director of facilities planning and operations for the Ontario-Montclair School District. "We would envision its use to augment the district's current facility plan as well as expand the district's efforts in energy conservation and use of green technology." Kathy Kinley, former Chaffey Joint Union High School District board member and former president of the California School Boards Association, said, "Any additional help will be more than welcome because we all know schools are used and they're used heavily." Kinley also said it will be interesting to see how the proposed modernization program will be funded. If the state has to match the money, modernization could be jeopardized because the state has announced it cannot sell its bonds to raise the money, Kinley said.
Educators also caution that throwing huge sums of money at programs that haven't proved to be effective, such as the federal "E-Rate" program that gives technology discounts to schools, won't help student achievement or the economy. Obama is promising to give every student access to the Internet - the federal "E-Rate" program. Outgoing Education Secretary Margaret Spellings said billions already have been spent through "E-Rate." "It's made very little difference in enhancing student achievement," she said. "We should never spend money in the public sector, especially in education, unless we're getting something for it. Unless it's to some good end," Spellings said. "I commend him (Obama) for taking that on. That's another very ripe area. But not unless it's moving the needle for kids."
-- Staff Writers Obama Pledges Schools Upgrade in Stimulus Plan
-- USA Today/Associated Press National: January 01, 2009 [ abstract] Barack Obama probably cannot fix every leaky roof and busted boiler in the nation's schools. But educators say his sweeping school modernization program — if he spends enough — could jump-start student achievement. More kids than ever are crammed into aging, run-down schools that need an estimated $255 billion in repairs, renovations or construction. While the president-elect is likely to ask Congress for only a fraction of that, education experts say it still could make a big difference. The need is definitely out there," said Robert Canavan, chairman of the Rebuild America's Schools coalition, which includes both teachers' unions and large education groups. "A federal investment of that magnitude would really have a significant impact."
Educators argue that spiffy classrooms help children learn and also remove health risks. But they warn that Obama's school spending plan won't stimulate the economy if it requires matching funds from state and local governments whose tax revenues have been slashed by the recession. And they caution that throwing huge sums of money at programs that haven't proven effective, such as the federal "E-Rate" program that gives technology discounts to schools, won't help student achievement or the economy.
Obama is promising to give every student access to the Internet — the federal "E-Rate" program. Outgoing Education Secretary Margaret Spellings pointed out that billions already has been spent through the "E-Rate" program. "It's made very little difference in enhancing student achievement," she said. "We should never spend money in the public sector, especially in education, unless we're getting something for it, unless it's to some good end," Spellings said. "I commend him (Obama) for taking that on. That's another very ripe area. But not unless it's moving the needle for kids."
There's widespread agreement, however, that improving classrooms helps student performance. Studies in Houston, New York City and North Dakota have made a link between classroom conditions and performance; in the New York study, researchers found kids in crowded classrooms scored lower in math and reading. Nearly half the principals in primary and secondary schools said deteriorating conditions are interfering with learning, according to the Education Department.
-- Libby Quaid, County officials weigh school renovations-- Charlottesville Daily Progress Virginia: November 01, 2008 [ abstract] Albemarle County school officials are asking the public: Should the county renovate three small elementary schools " Yancey, Scottsville and Red Hill " or consolidate the schools?
The estimate for building a new school is $24 million, down from $28 million, said Joe Letteri, Albemarle director of building services. Renovating the schools would cost about $15 million.
“It’s either going to come down to building [a new school] on the Walton [Middle School] site, or making one of the current schools down there much bigger " or renovating each of the smaller schools,” said Carole Hastings, project leader for the school division’s 10-year master facilities plan. “Anything’s possible at this point.”
10-year master plan
Officials are asking the public to help them create a 10-year facilities master plan, said Pamela Moran, Albemarle superintendent of schools.
“In past years, you might not have even known that this work was going on behind the scenes until we were ready to roll it out,” Moran said.
A few dozen residents at a public meeting on Thursday created several long lists of questions they’d like to have answered by the county " the first step in a study to decide the future of the three schools.
Residents asked how building one big replacement school " as opposed to renovating the three schools that feed into Monticello High School " could affect student achievement, student-teacher ratios and per-pupil costs.
-- Brandon Shulleeta Do New School Facilities Influence Test Scores in Alabama?
-- Daily Home Alabama: October 05, 2008 [ abstract] Over the past several years, the Talladega City, Talladega County, Sylacauga City and Pell City school systems have been building new " and improving older " facilities across the two counties. Do the new facilities improve student scores on standardized tests like the Alabama Reading and Math Test or the Alabama High School Graduation Exam? Not necessarily, but school administrators say student achievement isn’t measured in just testing scores and that new facilities are needed for a myriad of reasons, such as safety issues, technology and the accommodations of a growing school system.
Talladega County Schools Superintendent Suzanne Lacey said new facilities are wonderful for the communities, but she doesn’t specifically tie the new facilities with test scores. “As far as hard evidence in comparing test scores and direct correlation to buildings, we don’t look at it in that way,” Lacey said. “We look at it from the achievement level and the progress in what’s going on in the classroom.” In the past five years, the Talladega County School System has built five new facilities, including Munford Middle School, Munford High School, Drew Middle School, Lincoln High School and Fayetteville High School. Each of the new schools opened in 2005, with the exception of Fayetteville, which opened in 2006. The cost of construction of the five schools totaled $29,229,058.
-- Kendra Carter Council members unhappy with Fenty's school plan-- Examiner District of Columbia: September 26, 2008 [ abstract] Calling it vague and incomplete, members of the D.C. Council coolly received Mayor Adrian Fenty's $2.5 billion plan to modernize public schools.
Allen Lew, head of schools construction, explained Fenty's plan to the council Thursday.
Members were distressed that neither Schools Chancellor Michelle Rhee nor Deputy Mayor for Education Victor Reinoso was present. Both had been invited nearly a month ago.
Lew referred some questions back to the mayor's or chancellor's office.
The basis of the Fenty-Rhee plan is a $1.3 billion effort to bring some improvements in lighting, air quality and technology to most of Washington's 3,200 classrooms by 2014. Those factors have been shown in research as helping to aid student achievement.
The proposal also calls for extensive overhaul of the city's high schools, including the complete reconstruction of at least one - Dunbar. The rest of the money will be spent on improving heating, cooling and electrical systems in other schools.
The plan does not affect school projects under way, including the construction of a new H.D. Woodson High School. It will be financed mostly by the sale of general obligation bonds and by tax revenue from the general fund.
But council members and a school facilities expert who was called to testify on Thursday said the plan is missing information that is usually required of any long-range plan. This includes information on the present condition of school buildings, a timeline of money spent on each school, and plans to deal with asbestos and lead.
-- Examiner Staff Council Members Unhappy With School Modernization Plan
-- Washington Post District of Columbia: September 26, 2008 [ abstract] D.C. Council members gave a cool reception yesterday to Mayor Adrian M. Fenty's $2.5 billion plan to modernize public schools, calling it vague, incomplete and developed with little participation by District residents.
Council members expressed particular unhappiness that neither Schools Chancellor Michelle A. Rhee nor Deputy Mayor for Education Victor Reinoso was present, even though they were invited nearly a month ago. Rhee and Fenty (D) are principal architects of the plan, but they left it to Allen Y. Lew, head of the mayor's school construction operation, to explain the blueprint.
Lew, accompanied by an entourage of at least seven aides, had to refer a series of questions back to the mayor's or chancellor's office.
Most long-range capital construction plans work on a 10- to 20-year timeline. The core of the Fenty-Rhee plan is a $1.3 billion attempt to bring at least some improvements in lighting, air quality and technology to most of the city's 3,200 classrooms by 2014. All of those factors have been identified in research as helping to improve student achievement.
It also calls for extensive overhaul of the city's high schools, including the complete reconstruction of at least one, Dunbar. The remainder of the money will be spent on improving heating, cooling and electrical systems in other schools.
The plan does not affect school projects currently underway, such as construction of a new H.D. Woodson High School. It will be financed primarily by the sale of general obligation bonds and by tax revenue from the general fund.
But council members and a school facilities expert who was called to testify yesterday said the blueprint lacks information that is usually basic to any long-range plan. This includes data on the current condition of school buildings, a history of money spent on each school, and plans to deal with asbestos and lead.
Mary Filardo, executive director of the 21st Century School Fund, which studies the improvement of urban schools, called the plan "vague and conceptual" and said it should be treated as a draft.
-- Bill Turque 69 school districts to split education funds-- Redlands Daily Facts California: August 31, 2008 [ abstract] State Superintendent of Public Instruction Jack O'Connell announced last week that the State Allocation Board has awarded more than $259 million to 69 school districts and county offices of education.
The money will go toward construction and modernization projects in districts statewide, including Adelanto Elementary, Hesperia Unified and Needles Unified.
O'Connell also announced that nearly $13 million in emergency repair funds were awarded to help pay for repairs at schools statewide.
"Improving our school environments is an important part of our work to improve student achievement," he said. "These funds will help create safe, clean, and modern school environments that will help students learn."
The allocation board is responsible for determining the allocation of state resources, such as proceeds from general obligation bonds and other designated state funds used for the new construction and modernization of local public school facilities.
The school construction funds are available as a result of voter-approved bond issues.
The designated funds include about $20.2 million for a new elementary school to be built in the Adelanto Elementary School District and a little more than $12 million for the new Oak Hills High School and Krystal Elementary School in the Hesperia Unified School District.
-- Debbie Pfeiffer Trunnell Milwaukee's Failed School Construction Program:Buildings Rise, Test Scores Fall
-- Milwaukee Journal Sentinel Wisconsin: August 19, 2008 [ abstract] The $102 million spent on reviving the concept of the neighborhood school in Milwaukee hasn't improved academic success at most of the schools where the money was used, a Journal Sentinel investigation found.With a few exceptions, student achievement has shown little improvement - and in some cases it has fallen dramatically - at 22 schools that were among the largest beneficiaries of the district's school construction program.
The district's Neighborhood Schools Initiative was conceived as a way to get children off buses and into their local schools - which MPS officials hoped to improve with new classrooms, before-school and after-school services, and such things as state-of-the-art science labs and libraries.
But bricks and mortar have not raised student performance, testing data shows. In 16 of the 22 schools, the percentage of fourth-graders rated as proficient or better in reading was lower last year than it was in 2002 - the year the school building initiative hit high gear. Nine schools saw their math scores drop. Overall, combined fourth-grade reading and math scores have declined sharply at a half dozen of the22 schools where more than $1 million was spent on improvements. Only five schools have had major increases in their combined reading and math performance.
The lackluster results may not be a factor in why parents choose to send their children outside their neighborhood. MPS records show that thousands of parents are sending their children to schools with similar scores. But the scores are not an attraction for the bulk of the schools on the Neighborhood Schools Initiative list.
-- Alan J. Borsuk and Dave Umhoefer Strategic plan facility study subcommittee report, introduction-- Quad-Cities Online Illinois: August 06, 2008 [ abstract] On September 25, 2006, the Board of Education approved a Strategic Plan with one of the major goals focusing on Facilities/Technology and stating that, 'The Moline/Coal Valley School District No. 40 will have facilities of the appropriate size and type so that they are equipped to meet the educational need, extracurricular, and community needs of all stakeholder groups. Special emphasis is placed on students meeting their full academic potential.'
As a result, committees were formed, decisions made and parameters established regarding the 'educational structure' of the District's future programming. The Board of Education acted in December of 2007 to approve delivering instruction through a future configuration of elementary schools providing services for students in kindergarten through fifth grade, middle schools providing services for students in sixth through eighth grade and a ninth through twelfth grade high school. In addition, recommendations from the 'School Structure Committee' (report contained in the appendix) reported that:
preschool students should be served at a single site within the district
elementary schools should contain a minimum of 4 sections per grade level
class sizes for grades K-2 < 16 and grades 3-4 < 20
class size for middle school be < 24
the current initiatives to develop the concept of a 'School within a School' philosophy be continued and expanded
the 'Campus Structure' (all buildings in one central location) had merit and should be considered.
In addition, in January/February 2008 the administration expressed a desire to implement the decision of moving 6th graders into the existing middle schools as a very high priority, with a desire to implement this part of the plan first and within an accelerated time frame. This would require additional square footage at both existing buildings.
Both the long and short term Facility Planning Committees have been meeting since January 2007 to familiarize themselves with their respective charges, review information about current District facilities and sites, become familiar with data and research relative to school facilities and their impact on student achievement and identify information needed for future decision making. These efforts resulted in preliminary reports which were presented to the Board while waiting for direction about the 'structure' the district wished to pursue. Their reports are contained in the appendix.
-- Courtesy Moline School District 40 The Next Big Thing: Smaller Schools -- Baltimore Sun Maryland: June 22, 2008 [ abstract] Across the nation, urban school districts are breaking up large schools and replacing them with smaller ones. In Baltimore, new high schools with as few as 400 to 500 students have been carved out of old ones with enrollments of 2,000 or more. Now support for small schools appears to be taking root - at the neighborhood level and the school board - in neighboring Baltimore County, which like many suburban districts has long favored large schools. Vocal parents upset about crowding in the Towson area and elsewhere have demanded new, smaller schools rather than additions to existing ones. Sparked by those complaints, the school board recently reversed course and withdrew a proposal to expand Loch Raven High School; the county has also agreed to build a new 400-seat elementary school in the Towson area rather than expand a school.
The school board, meanwhile, is taking a closer look at research on school size. The switch to smaller schools by urban school districts is supported by research indicating that they might boost student achievement. Craig Howley, an Ohio University researcher and a proponent of small schools, said "a suburban community that is building high schools over 1,000 is making a mistake." Achievement "degrades" for all students at schools with enrollments exceeding 900, he maintains.
-- Liz Bowie North Carolina School Board Considers Funding Partnership With County Board -- NBC17.com North Carolina: June 16, 2008 [ abstract] Wake County and the county's public school system are closer to forging a new partnership, in which the county would take responsibility for the building and maintenance of school facilities -- if the schools receive more funding to focus on student achievement. Under the school board's proposal, the county would commit to a multi-year funding plan of about $2,600 per student per year. The county would be given the duties of locating and acquiring land for new schools, and designing, building, and maintaining the facilities. The school system requests that the boards draft and agree upon maintenance and design standards. The school board wants to have final approval on the locations of school sites. The boards have not yet taken any joint action on the funding partnership.
-- Kerry Hall Hawaii Schools Could Receive $20.5 Million In New ‘Green’ Construction Grants
-- Hawaii Reporter Hawaii: June 05, 2008 [ abstract] U.S. Representative Neil Abercrombie said Hawaii schools would be eligible for $20,546,800 in funds over the next five years for building modernization, renovation and repair under the 21st Century Green High-Performing Public Schools Facilities Act approved by the House this week. The Green Schools Act authorizes the five-year program to help school districts across the country make their buildings more energy efficient and reliant on renewable sources of energy.
“Most importantly, our keiki will benefit from the Green Schools Act because research shows a direct correlation between the quality of school facilities and student achievement,” said Abercrombie. “So, these funds to help Hawaii school districts renovate and modernize school buildings will actually improve the teaching and learning climate, health and safety.”
Since 2001, the federal government has provided very little to help states and school districts pay for school construction and repair. The measure requires school districts to publicly report the educational, energy and environmental benefits of the projects, how they comply with green building standards and the percentage of funds used for projects at low-income and rural schools.
-- Dave Helfert Federal Bills to Aid School Facilities Get Attention -- Education Week National: February 14, 2008 [ abstract] A new federal investment in school facilities would help raise student achievement, save school districts money on energy costs, and spur the troubled U.S. economy, Rep. George Miller, D-Calif., the chairman of the House Education and Labor Committee, said at a hearing. But leading committee Republicans said the government should consider other demands for federal education aid before committing to financing school construction projects. And some GOP members of Congress said that labor laws unnecessarily drive up the cost of federally financed school facilities.
-- Alyson Klein Green School Buildings Making a Surge -- eSchool News National: December 17, 2007 [ abstract] School systems nationwide are beginning to realize the benefits of "going green" when building new schools, according to experts who follow school construction trends. Though the initial building costs can run higher, schools are seeing a return on their up-front investment through a reduction in monthly energy costs. Another important (and often unexpected) side benefit has been a boost in student achievement resulting from more healthy, productive, and comfortable learning environments.
John Weekes, an architect who is a member of the American Institute of Architects (AIA) Committee on Architecture for Education, says "green," or environmentally friendly, school buildings aren't just a West Coast concept anymore. "Of course, places like California have been thinking green for a while, but it's really all over now--the Pacific Northwest, the upper Midwest, and the Northeast," he said. "Recently, it's also been [occurring in] the Southeast. It's certainly [a] mainstream [concept], but not entirely even across the board. Every region has its own rate."
-- Meris Stansbury It Pays to Build Schools Better -- Charlotte Observer North Carolina: November 19, 2007 [ abstract] A recent report on the condition of our nation's school facilities notes, "The needs of school building construction and repair present us with a tremendous challenge and at the same time, an extraordinary opportunity. With the investment of such large expenditures of taxpayer money comes the responsibility to be thoughtful as we approach the issue of school design." Voters' approval of a Mecklenburg County bond package that includes $516 million for school construction provides our community the opportunity to make decisions that will benefit not only today's students, teachers and our community, but future generations as well.
Research shows evidence of a direct link between the quality of a school's physical environment and student achievement. A number of studies link student performance on standardized tests and teachers' ability to deliver education with building quality, newer buildings, thermal comfort, indoor air quality, daylighting and use of nontoxic materials, as well as specific building features such as science laboratories and libraries. A 2007 Wake County study shows that among fast-growing urban districts, Charlotte Mecklenburg schools are built at some of the lowest per square foot costs in the state and the country. But this "initial cost" is only part of the equation. We can be even more cost-conscious by taking into account the total life cycle costs to operate and maintain school buildings and not just the construction costs.
-- Kathryn Lauria Horne As Rhee Weighs Privatization, Doubts Abound
-- Washington Post District of Columbia: November 18, 2007 [ abstract] D.C. Schools Chancellor Michelle A. Rhee, in considering turning over the management of 27 failing public schools to nonprofit charter education firms, is sending a clear signal that she intends to shake up the moribund bureaucracy that has failed generations of students.
But experts and school advocates say they are uneasy about the lack of details surrounding her idea, particularly given evidence across the country that charters and schools under private management sometimes fare no better than traditional public schools.
"There's nothing in the literature [to suggest] that privatization will get you revolutionary results," said Henry M. Levin, director of the National Center for the Study of Privatization in Education at Columbia University's Teachers College.
Rhee, under pressure from the No Child Left Behind law, must take a drastic approach with the 27 schools deemed in need of "restructuring" -- those that have failed to meet academic targets for five consecutive years -- or risk losing federal funds. Enlisting education management firms and turning the schools into charters are two of five options the law offers.
With all but a few of the city's 140 schools designated as in need of improvement, Mayor Adrian M. Fenty (D) hired Rhee in June with a mandate to improve student achievement as quickly as possible. But her approach is garnering criticism from parents, the Washington Teachers' Union and some members of the D.C. Council, who question the wisdom of putting public schools under the authority of private firms.
"We have a new leadership team in the city. You go to outside private entities when you give up on the government," said council member Tommy Wells (D-Ward 6), a former school board member. "This is the wrong time, when we're making an investment and showing that government can run its own schools."
-- Theola Labbé and V. Dion Haynes Guest View: Our Future is Always Under Construction in Winona, Minnesota Schools -- Winona Daily News Minnesota: October 23, 2007 [ abstract] It is a widely held belief that public education is essential to the local economy. Schools are a significant part of the infrastructure of a community and can have a direct impact on real estate values, employment, wages and countless other economic factors in the life of our citizens. Healthy public schools are often as much an indicator of economic progress as the numbers of people employed locally or the profit and loss indicators of area businesses. Often people judge the quality of a community and the educational institutions that serve them by what they see on the outside of the buildings. Is there a link between the overall maintenance of our buildings, the condition of school facilities, and student academic achievement? According to many research studies on this issue, the answer is yes.
Studies conducted over the past 20 years have shown a direct correlation between the overall qualities of learning environments and enhanced academic outcomes. According to a report sponsored by the National Clearinghouse for Educational Facilities, “The overall impact a school building has on students can be either positive or negative, depending upon the condition of the building. In cases where students attend school in substandard buildings they are definitely handicapped in their academic achievement. Correlation studies show a strong positive relationship between overall building conditions and student achievement.” The Winona Area Public Schools also face these same challenges with our facilities. We have worked hard to make real improvements to our school buildings and grounds over the past few years, yet we hope to make even greater progress on them in the years to come.
-- Paul Durand School Board Unveils Plan to Counter Fenty's Proposal
-- Washington Post District of Columbia: February 23, 2007 [ abstract] The D.C. Board of Education made a case last night for city leaders to retain the current school governance structure, saying the board is more qualified than Mayor Adrian M. Fenty (D) to revive failing schools.
School board members outlined their Emergency student achievement Act of 2007, an ambitious proposal that promises in 18 months to transform the perennially bottom-ranking school system into one that outperforms other large districts across the country.
The board introduced the proposal to dissuade the D.C. Council from approving Fenty's measure seeking authority over schools, legislation that would require a change in the city charter. At a community meeting at Shepherd Elementary School in Shepherd Park last night, board members told about 50 people that their proposal would result in 10 percent more students becoming proficient or advanced on standardized tests by 2009.
"In the board's view, you set low standards and you get low results. You set high standards and you get high results," said President Robert C. Bobb, who was among three of seven board members present. Although a detailed plan has yet to be worked out, Bobb said, the system would meet its goal by offering more tutors, mentoring programs and counselors in the schools.
George Parker, president of the Washington Teachers' Union, said in a phone interview that the board's bold objectives are unrealistic. "I think it's a promise that doesn't have an action plan. It sounds good. But you have to address how you will change the conditions [in the schools] to accomplish that."
Council Chairman Vincent C. Gray (D) said in a phone interview last night that council members are considering the board's proposal, although he does not plan to schedule hearings on it. "We'll weigh it along with the other proposal," he said.
-- V. Dion Haynes Public wants goals for schools takeover-- Washington Times District of Columbia: February 21, 2007 [ abstract] Business and community leaders yesterday expressed support for Mayor Adrian M. Fenty's proposal to take over the District's public school system but said the measure should include specific goals for student achievement.
"What does success look like? Currently in the legislation it doesn't say that," Barbara Lang, president and chief executive officer of the D.C. Chamber of Commerce. "We would like to see, 'Year one: What are we going to do?' "
More than 150 witnesses were scheduled to testify during yesterday's hearing, the sixth of seven scheduled public hearings on Mr. Fenty's proposal. Council Chairman Vincent C. Gray said he is considering scheduling an eighth hearing on the proposal at the request of Marion Barry, Ward 8 Democrat.
Yesterday's marathon session -- which began shortly after 1 p.m. and lasted well into the night -- included testimony from city business leaders who said they would be on board with a mayoral takeover, especially if they see more specific goals and metrics for academic achievement.
-- Gary Emerling Takeover alone won't do, Bobb says-- Washington Times District of Columbia: February 16, 2007 [ abstract] Board of Education President Robert C. Bobb said yesterday that a change in governance alone will not fix the District's struggling school system, but he acknowledged that the D.C. Council is unlikely to consider his reform plan.
"At the end of the day, whether the mayor is in control of the District school system or whether the school board is in place, it's incumbent on our entire community to hold either governance structure accountable for one thing and one thing only, and that is to improve student achievement in the District of Columbia," Mr. Bobb said at a community forum held at The Washington Times.
Mr. Bobb was one of four panelists who participated in The Times' 10th Citizens Forum, which focused on how a takeover of public schools by Mayor Adrian M. Fenty would affect education in the District.
The other panelists were Deputy Mayor for Education Victor Reinoso, Robert Brannum, a former advisory neighborhood commissioner and substitute teacher, and Terry Goings, president of the Calvin Coolidge High School PTA.
-- Gary Emerling District Beat: Fenty Schools Plan In Play -- DC North District of Columbia: February 10, 2007 [ abstract] “Nine people have to approve every decision the superintendent makes, that is the core issue,” said Mayor Adrian Fenty, explaining why abolishing the school board and taking over the District of Columbia Public Schools (DCPS) would improve school reforms.
In contrast, Fenty promised that with direct authority over the schools, his “sense of agency and accountability” would speed and embolden decision making at DCPS.
Oh, the details. As far as the school board’s purview and actions, Fenty was “certainly exaggerating greatly,” judged Washington Lawyers Committee schools activist Mary Levy, who has followed the school board since 1980. And At-Large Councilmember Phil Mendelson, who is opposed to the bill, pointed out that the school board is in fact specifically prohibited from interfering in day-to-day operations such as personnel or procurement decisions.
Most education analysts agree that neither school board nor mayor-controlled school systems have a clear edge in student achievement. The new mayor did not propose a takeover until after his victory in the Democratic primary (he opposed a similar takeover in 2004); and voters actually elected a new school board president during the same election. But despite warnings from experts to avoid a governance fight, the majority of the council has initially welcomed the plan.
Why? Because exaggerations aside, the mayor has promised to address the biggest perceived problem in DCPS education reform: speed.
-- Gabriel Pacyniak Board of Ed Presents Alternative to Takeover-- Washington Post District of Columbia: January 30, 2007 [ abstract] The D.C. Board of Education countered Mayor Adrian M. Fenty's school takeover plan yesterday with a proposal outlining specific academic targets to improve the city's low-performing school system within two years.
Led by board President Robert C. Bobb, the school board unanimously passed the "Emergency student achievement Act of 2007." The legislation, which requires council approval, would be in effect for the next 18 months. It would allow the school board to retain power over its budget and the construction and renovation of school buildings and give a new State Department of Education the ability to open charter schools.
In contrast to the mayor's plan, which does not deal directly with academics, Bobb promised to increase services for special education students in D.C. classrooms and to increase the number of students who test at the proficient or advanced level by 10 percent. Additionally, Bobb said the board's proposal would not require a change to city's Home Rule Charter, which Fenty is seeking by going to Congress.
"This is not a bill on restructuring," Bobb said. "This is a bill that is focused on improving student outcomes."
School Superintendent Clifford B. Janey was at the board meeting but declined to say which proposal he supports.
-- Theola Labbé City lawmakers slam Fenty plan to seize schools
-- Washington Times District of Columbia: January 19, 2007 [ abstract] D.C. Council members yesterday criticized Mayor Adrian M. Fenty's proposal to take over the public school system, saying it might not effect enough change and could make schools the political bargaining chips of the council.
"By putting the schools under the mayor and council ... we would be removing the independence of the schools and subjecting the schools more directly to the political give-and-take that occurs with so many issues," said council member Phil Mendelson, at-large Democrat.
Mr. Fenty, a Democrat, testified before the council's Committee of the Whole during the first of six scheduled hearings on the takeover plan. He said his plan was a way to improve student achievement, raise failing test scores and quickly repair crumbling facilities.
-- Gary Emerling Radical Changes Pay Off For D.C. Catholic Schools
-- Washington Post District of Columbia: January 08, 2007 [ abstract] Many Catholic schools in the District seemed moribund in 1995. Paint was peeling, and enrollment and test scores were dropping. Advisers urged the archbishop of Washington to shut or consolidate several schools serving low-income neighborhoods.
Cardinal James A. Hickey refused. "I won't abandon this city," he said. Instead, Washington's Catholic schools began a series of drastic changes in 1997. New administrators armed with research on what worked in urban education put many schools under the same office. They told teachers that they would be judged on how much their students improved, required them to use common math and reading curricula and adopted learning standards that had worked well in Indiana, 500 miles away.
It was one of the most radical realignments of Catholic education ever attempted in a U.S. city. Ten years later, principals and teachers at the 14 schools in the archdiocese's Center City Consortium are celebrating a sharp turnaround in student achievement and faculty support. The consortium serves about 2,400 students through eighth grade, nearly a third of whom receive federally funded tuition vouchers.
-- Jay Mathews Do Facilities Play Key Role in Learning?
-- News-Sentinel Indiana: January 04, 2007 [ abstract] "When we talk about improving public education, the learning environment is something that needs to be part of the dialogue," said George Jackson, spokesman for the American Federation of Teachers. Fort Wayne Community Schools has proposed a districtwide renovation plan that district officials have said is geared toward improving student achievement. The project could cost taxpayers from $234 million to $995 million, but Superintendent Wendy Robinson has said more than once that nothing qualifies as a "wish-list item." In its report, "Building Mind, Minding Buildings," the teachers federation wrote: “Making schools conducive to learning means providing a healthy environment. (Poor building conditions) make it difficult for students to concentrate, for teachers to teach and for staff to do their jobs." "There’s definitely a correlation," Jackson added. "A sub-par learning environment is going to have an effect on how well students can pay attention." He cited lighting, air quality and space constraints as hampering the learning process " issues that FWCS plans to address with the renovation project.
-- Ese Isiorho Fancy Schools Must Justify Financial Impact-- The News-Sentinel Indiana: January 02, 2007 [ abstract] Before the Fort Wayne Community Schools board decides to spend up to $1 billion on school building improvements, members should ask " and answer " one central question: Will the educational benefit to students justify the billion-dollar proposal’s potential harm to taxpayers and the local economy? If fancy schools alone guaranteed academic excellence, after all, South Side High School students would be leading the district in test scores. Instead, South Side " recipient of a $40 million facelift little more than a decade ago " was one of 11 FWCS schools placed on academic probation by the state earlier this year.
In fact, family income " not the age or condition of the school building " seems to be the greatest predictor of FWCS student achievement, or lack of it. Sixty-five percent of South Side’s 1,500 students qualify for free or reduced-price lunches, and spending another $31 million on their building " as the most-expensive plan proposes " is not going to change that. North Side High School, recent recipient of $49 million in improvements, is on probation, too " and targeted for more than $5 million more.
-- Kevin Leininger D.C. Schools Considering Unusual Deal With Nonprofit
-- Washington Post District of Columbia: December 26, 2006 [ abstract] The D.C. Board of Education is considering a no-bid contract with a little-experienced but politically connected organization to upgrade academics and facilities in some low-performing schools.
EdBuild, which was started by an associate of both Mayor Anthony A. Williams (D) and Mayor-elect Adrian M. Fenty (D), is seeking a contract to provide services to three schools for an as-yet unspecified amount.
The nonprofit organization would train teachers and introduce learning strategies at Rudolph Elementary School and MacFarland Middle School, both in Northwest Washington, and at Backus Middle School in Northeast. In addition, EdBuild would manage renovation projects at Rudolph and MacFarland.
Last week, the Board of Education gave the contract preliminary approval and endorsed extending the services to other schools. The school board is expected to take up the issue again early next year after the board and EdBuild reach a more detailed agreement that includes costs.
Supporters of the contract proposal said EdBuild would provide a unique service by coordinating efforts to boost student achievement with the management of building modernization projects. The deal could save the school system time and money, they said.
But school board member William Lockridge (District 4), who supports EdBuild's efforts to improve academic performance, opposes the proposal to manage construction projects. Lockridge, the only board member to speak against the proposal, said about 65 companies with extensive construction experience have contracts to oversee modernization of about 100 city schools.
-- V. Dion Haynes Gates Grant to Target Low Performers-- Washington Post District of Columbia: December 19, 2006 [ abstract] D.C. School Superintendent Clifford B. Janey said yesterday a $4.8 million grant from the Bill & Melinda Gates Foundation will help fund school system improvements in low-performing schools, including an expansion of reading and math remedial programs and conversion of several senior highs into career academies.
The grant comes as school system leaders struggle to find the money to finance a series of initiatives that Janey introduced this year to boost lackluster student achievement -- including year-round schools, vocational education courses and the career academies. However, the money, to be used for planning and implementing the programs, will make only a modest dent in the $34 million school officials are requesting from the city to pay for the reforms.
Turning around the troubled school system has been a top priority for Janey and new city leaders, including Mayor-elect Adrian M. Fenty.
During spring testing, 28 of 146 schools in the D.C. system made adequate yearly progress under the federal No Child Left Behind law. Moreover, a recent study, partially funded by the Gates Foundation, showed that only 9 percent of freshmen in the system will complete college within five years of graduating from high school.
"The partnership will allow us to really punctuate the importance of literacy for our secondary students," Janey said at a news conference at Ballou Senior High School in Southeast Washington, one of 28 schools that will receive grant money. "This is a very ambitious project."
-- V. Dion Haynes Janey to Ask for Extra $83.5 Million-- Washington Post District of Columbia: November 30, 2006 [ abstract] One day after giving a long speech about his ambitious plans for improving the schools, D.C. Superintendent Clifford B. Janey said last night that he will seek $83.5 million from the city to pay for those initiatives and several other expenditures.
As part of his plan to boost lackluster student achievement, Janey has proposed a range of changes, including year-round schools, teacher training, expanded programs for gifted and talented students, vocational education courses and 10 semiautonomous "innovative" schools.
Those programs would cost $34 million a year -- money the school system doesn't have. Other expenditures -- which would be in addition to the schools' operating budget -- would include teacher raises, restored art and music programs, and utility cost increases.
"We're prepared to make a strong case for some additional funding to meet all our expectations in terms of educational improvements," Janey said. "There are costs beyond what our means are."
Janey made those remarks after a meeting at which his fiscal expert presented the proposed 2008 operating budget to the Board of Education.
The $808.5 million proposal, which is about $210,000 more than the current budget, represents the amount that would be covered by the city, said Nicole K. Conley-Abram, the system's director of resource allocation and management. With federal funding, the system's budget would reach about $1 billion, she said.
Conley-Abram projected a $51.9 million shortfall in the proposed budget, largely because of the loss of allocations made last year by the city and Congress.
In addition to the money to cover that shortfall, the system will ask city officials to increase per-pupil funding by 10 percent, to $8,846, Conley-Abram said.
-- V. Dion Haynes District 3 Offers Candidates Myriad Challenges-- Washington Post District of Columbia: October 27, 2006 [ abstract] Terri Anomnachi is the mother of four and president of the PTA at Lucy Diggs Slowe Elementary School in Northeast Washington, where her two youngest children are enrolled. Her two oldest children also went there, but when they approached middle school age, Anomnachi decided to send them to a charter school, rather than Bertie Backus Middle School.
Although she hasn't given up on the traditional schools -- "I want them to go to McKinley," said Anomnachi, referring to the state-of-the-art career and technology high school in Eckington -- she's frustrated with a school system that has few high-performing middle schools in Ward 5. She's also upset that Slowe, once a highly rated school, has suffered from budget cuts and declining enrollment and is slated to close in 2008.
"I really feel like the school board, they just cut the school off and weren't involved," Anomnachi said.
The candidate who emerges from a pack of five looking to become the next school board member from District 3, which represents Wards 5 and 6, will face these parental frustrations and more. The victor must look for ways to address those concerns and other pressing issues of student achievement, the condition of school buildings and the future of charter schools in the District.
There are almost 50 schools in economically and racially diverse District 3, in neighborhoods that include Capitol Hill, Rosedale, Riggs Park and Old City. Buildings such as Paul L. Dunbar High School and Eastern Senior High School have fallen into disrepair, and such schools as Brookland Elementary have been targeted for closure because of declining enrollment and the condition of the facilities.
-- Theola Labbé Upgraded Facilities, Academics Part of 15-Year Plan-- Washington Post District of Columbia: September 15, 2006 [ abstract] D.C. School Superintendent Clifford B. Janey outlined an ambitious 15-year plan yesterday to transform the city's dilapidated schools into gleaming, new facilities with model academic programs, a move designed to raise student achievement and attract parents back to a school system with declining enrollment.
The $2.3 billion modernization plan would build 23 schools, renovate 101 and close 19 by 2019. Officials said the school system would be smaller -- with 121 buildings compared with 146 -- but more educationally rigorous and better organized into campuses and clusters.
-- Theola Labbé and V. Dion Haynes Janey Proposes 6 Schools To Close-- Washington Post District of Columbia: May 16, 2006 [ abstract] D.C. School Superintendent Clifford B. Janey yesterday recommended closing six of the city's public schools by August, the first phase of an effort to shrink a vast inventory of underused buildings and redirect millions of dollars into academic programs to reverse dismal student achievement.
Proposing the first school closings in the District in almost a decade, Janey said he selected the facilities based on their severe underenrollment, low academic achievement and poor physical condition, as well as the location of better schools within walking distance. The school board will hold public hearings on the plan and take final action June 28.
-- Dion Haynes Another Kind of Intelligent Design: Schools Tie Architecture to Academics -- Associated Press Virginia: November 05, 2005 [ abstract] In schools, style is taking on substance. From the width of the corridors to the depth of classroom sinks, the smallest detail is viewed as a way to foster an academic advantage. Advocates of fresh school design, however, have work to do. They must show elected leaders and taxpayers that such attention to detail does not drive costs out of reach.
At Manassas Park High School in Virginia, scores in algebra, geometry and writing have jumped since 1999, when students moved into a building featuring light, versatility and open spaces. Principal Bruce McDade says he has no doubt the school's physical features have contributed to those scores. "That's exactly the message," McDade said. "The design of this building does in fact have a measurable effect on student achievement and student behavior." Studies support what educators consider to be common sense: Students do better in school when they hear well, see well and are not packed into tight spaces. Noise, light, air quality, cold and heat have all been found to influence behavior.
"Let's not build warehouses for students," said Ronald Bogle, president of the American Architectural Foundation and former president of the Oklahoma City Board of Education. "Let's create environments that are uplifting, that are exciting, that are interesting." That sounds great to policymakers, until the question turns to money. Leaders are under pressure to ease crowding and ensure safety, which means design is often seen as a luxury. Bogle, whose foundation leads a national drive to improve school design, said success stories need not be more expensive. The nation spends roughly $30 billion a year on school construction, he said, and "good design can be accomplished at the same price as bad design."
-- Ben Feller Arkansas Eyes Standards for School Buildings
-- Texarkana Bulletin Arkansas: July 26, 2005 [ abstract] Arkansas public school administrators and concerned citizens got a briefing about public school building standards that will become state law later this year. "The biggest thing in establishing the standards is the type of instructional methods which are being used (and then) making recommendations for increasing student achievement," said Dave Floyd, Division of Public School Academic Facilities and Transportation director. "Educational programs drive the standard. (We want to) provide adequate classrooms, update science labs, art and music standards and computer labs." The main theme of the hearing was concerns about the individual districts and their responsibilities. Floyd ensured concerned school administrators that there would be plenty of time to comply with the standards and that the requests of the committee will not be unreasonable. "Each district in the state will develop a 10-year master plan (for complying to the new standards), which is due on February 1, 2006," Floyd said.
The original committee was formed after the 2002 Arkansas Supreme Court's decision stated educational facilities were inadequate and unequal and violated the states constitutional guarantees of free, adequate, efficient and equal public education for the children of Arkansas. After the decision, a task force was formed to report to the Joint Committee. The task force and Joint Committee are responsible for defining what an adequate school facility looks like for elementary, middle, and high schools and for making recommendations for providing equal schools and facilities for all districts in Arkansas.
-- Erin Buller Nagin's Vision Faces Hurdles
-- The Times Picayune Louisiana: May 12, 2005 [ abstract] A proposal by New Orleans Mayor Ray Nagin to create a new school district composed of 20 of the city's worst-performing public schools was as bold as it was impassioned. In his State of the City address, Nagin called for construction of high-tech school buildings with no more than 15 students per class and easy access to city health clinics, playgrounds and after-school learning opportunities.
But crucial decisions lie ahead, such as who would govern the new district and how the city would pay for new buildings or school renovations. The first hurdles would seem to be legal and political. Barring a change in state law, the mayor lacks the authority to run schools, and asking the School Board voluntarily to cede control to City Hall seems an uncertain strategy, given the board's past resistance to any erosion of its authority.
The mayor decided to take on as many as 20 schools because he felt that if the new district resulted in a good geographical cross-section of schools that had been successfully turned around, it would help attract businesses to the city and result in the graduation of a larger number of skilled workers to fill existing jobs. The mayor has been talking with educators, university presidents, business people and private firms about what makes a successful school and how other cities have formed partnerships with schools to improve student achievement. Steven Bingler, a principal of Concordia Architects in New Orleans, said he first met with Nagin and Superintendent Tony Amato in February to educate them on how school design can affect student achievement. Since then, he has had several meetings with Nagin and the leadership of the New Orleans Education Foundation. Bingler said his company has done extensive research that shows parental and community involvement is the key factor to improving student success. His company designs schools and creates master plans that incorporate both school and community functions. For instance, at one school the gym may serve as a community center at night and on weekends. At another, the auditorium may become a weekend performing arts center. Students may also use city health clinics or nearby city playgrounds. The result is shared facilities and services at a lower cost.
-- Martha Carr and Brian Thevenot Illinois Districts Feel Demand To Consolidate -- St. Louis Post-Dispatch Illinois: March 07, 2005 [ abstract] With most Illinois school districts in deficit spending, state education leaders are taking a renewed look at consolidation as a way to funnel the most money into classrooms. In smaller school districts, state and local tax dollars are at least three times as likely to end up in administrative paychecks than in larger districts. And with schools hungry for money to boost student achievement, consolidating tiny districts could make sense.
In some ways, consolidation may go against one of the rages in education reform these days: small schools. Much research extols the virtues of more intimate settings where students are not lost in a sea of faces and have a sense of connection to their teachers and school.
-- Alexa Aguilar Expert Says Bad Building Conditions Hurt Student Performance-- Houston Chronicle Texas: September 03, 2004 [ abstract] Poor school building conditions, such as inefficient air conditioning and noise, can be harmful to student achievement in the classroom, said Glen Earthman, a Virginia Tech professor who prepared an expert report for the plaintiff school districts in a trial challenging the way Texas funds public education.
-- Associated Press More New Schools Opt to Go Modular-- San Diego Union-Tribune California: August 28, 2004 [ abstract] Instead of building schools from the ground up as is traditionally done, the San Diego Unified School District is saving time and money by using modular factory-built components. The district has built new classroom additions or libraries on five campuses using modulars, and has seven new campuses planned that will integrate modulars with site construction. Using modulars is expected to save the district up to $15.8 million.
one of the great advantages of modular construction is that it significantly cuts down on construction time, noise, and pollution on campus. The property is graded and prepared for utility hook-ups while the modulars are made in a factory. When the modulars arrive, they are stuccoed, cabinets are installed, and other finishing touches are added. A project that would typically take a year to finish is completed in six months.
"The only thing negative is that the schools are not architecturally significant, but that's not what a school is about. It's about teaching and learning," said one school principle. However, Professor T.C. Chan of Kennesaw State University in Georgia, who is a leading scholar on the link between school aesthetics and student achievement, said architectural beauty should not be sacrificed to save money. If modulars impose unacceptable aesthetical limitations, he said their use should be debated with voters when school bonds are on the ballot.
-- Helen Gao Back to school: Campus congestion-- The Arizona Republic Arizona: August 09, 2004 [ abstract] Because of Arizona's insatiable growth, school districts are scrambling to accommodate a record number of students for the 2004-05 school year. Planning for the relentless stream of students is always a challenge, especially at a time when education reformists advocate downsizing schools to bolster student achievement.
While opinions differ on ideal school size, some researchers suggest that 300 to 400 students is best for elementary schools and 400 to 800 students is suitable for secondary schools. Arizona's schools are often four times as large, according to 2003-04 enrollment statistics.
School officials say large campuses address the public's push for reducing costs while increasing schools' academic offerings. Critics counter that big isn't always better, and that research shows that smaller schools encourage better attendance, fewer discipline problems, and less violence.
-- Mel Meléndez Billions For New Schools: How Well Spent?-- Washington Post Writers Group National: March 08, 2004 [ abstract] With a tidal wave of school construction rolling across the nation, troublesome questions are surfacing. Are new schools being built where they should be? Are too many serviceable older schools -- and the downtowns and neighborhoods they stand in -- being abandoned? Are we building the right sized schools for best student achievement? Is creative architecture going into the new schools? Or are too many new schools being designed and built with "a homogenized blandness" that recalls the country's blizzard of chain restaurants, drugstores, and strip shopping centers?
-- Neal Peirce Elfreda W. Massie named acting superintendent for DC-- The Washington Post Company District of Columbia: November 21, 2003 [ abstract] The school DC board has named Elfreda W. Massie acting superintendent following Paul L. Vance's sudden resignation.
Massie will have the difficult task of trying to improve a deeply troubled school district as a temporary appointee -- at a time when city officials are debating whether the mayor should have more direct control over the superintendent and the school system as a whole.
But people who have worked with Massie in the two suburban school systems where she spent most of her career -- Montgomery and Baltimore counties -- describe her as a strong manager who knows what needs to be done to improve student achievement.
-- Justin Blum Dallas, Houston have most crowded classrooms in Texas -- The Dallas Morning News Texas: October 23, 2003 [ abstract] District behind only Houston in number of elementary waivers
AUSTIN – Elementary school students in Dallas and Houston were most likely to sit in overcrowded classes this past school year as Texas' two largest districts had the lion's share of campuses over the state's class-size limits.
Spring 2003 figures showed that Dallas and Houston had 43 percent of the nearly 500 elementary schools that were allowed to exceed the 22-pupil limit for kindergarten through fourth grade.
A number of experts say that student achievement can suffer as classes get larger. The Legislature capped the size of classes in the primary grades several years ago though districts can secure waivers from the requirement under certain conditions.
-- TERRENCE STUTZ Warner Assures Schools of State Aid -- Washington Post Virginia: December 03, 2002 [ abstract] Virginia Governor Mark Warner (D) announced today that his new budget will protect $4.6 billion in annual state aid to public schools, but warned that he may cut education programs that "cannot show clear results and success in raising student achievement." Cuts will most likely be made in other programs, however, including youth-oriented programs designed to help those on the verge of dropping out or in need of special assistance.
-- R.H. Melton |
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