Reports that older, established public schools are being closed, forced to share their resources with newly created charter schools, or required to accommodate students displaced when their schools were closed and replaced by charter schools. Overcrowding, school capacity, shared resources, charter schools, and the small schools movement are some of the issues associated with co-location. Errors in the New York City Department of Education's Educational Impact Statements on school co-locations are highlighted, and a moratorium on co-locations pending further, independent analysis is called for. 5p.

Provides guidance to Maryland school districts in planning schools that support smart growth. Topics covered include walkability, bicycle access, environmental protection, high performance buildings, schools as community centers, school and site size, co-location and shared use, and energy efficiency in school transportation. Case studies accompany each topic and a model approach for school planning, location, and construction is included. 42 references complete the document. 78p.

Provides a step-by-step guide to be used when school closing is contemplated, and upon which local board policy may be based. The procedure is presented in a sequential manner; however, its sections may be used separately or together as local conditions require. It is primarily intended to identify the various kinds of information to be considered, as well as the particular processes to be undertaken by the local board of education prior to closing a school. 7p.

Advises on gathering the facts on the costs of keeping a particular school open, discerning the community effect of closing it, deciding which schools to close, making the decision to close a school and announcing it, making the transition, and disposing of school property. 6p.

Covers requirements for school construction, with sections detailing the state's authority, purpose, scope, definitions, product categories and priorities, followed by standards for construction, site, space, cost. Procedures and processes for application, approval design, review, regulation enforcement, asset protection, maintenance, housing aid reimbursement, program integrity, closing of schools, and waivers complete the document. 27p.

Summarizes a study which investigated the lengths of school bus rides in West Virginia in districts with consolidated and non-consolidated schools, and the impact of this commute time on students' participation in extra-curricular activities. The study compared two "high consolidation" with two "low consolidation" districts. Tables compare data on how students get to school, how long it takes them to get to school, how many students travel over the recommended limit of one hour, the relationship of consolidation, mode of travel, travel time, and long bus rides to participation in extra-curricular activities, and the relationship of consolidation to students' aspirations to attend college. The results illustrate a negative effect of consolidation and long commutes on participation in extra-curricular activities, and recommendations to relieve the situation are included. 24p.

Examines the co-location of mainstream and special education schools in the same facility. Benefits to each type of school are listed, and a functioning example at Hazel Court School, Eastbourne, United Kingdom, is described in text and photographs. 29p.

Presents the plans for an upgraded Washington, D.C., elementary school campus which will subsequently host a renovated 40-year old school and a new public charter school. A project summary, plans aerial views, perspectives, project schedule, LEED approach, and budget are included. 22p.

Lists the District of Columbia's criteria for school consolidation, given that enrollment declines have created considerable excess school space. Criteria for evaluating schools are according to educational value, as centers of community, neighborhood demographics, facility condition, and operational efficiency are detailed. 15p.

Presents results of studies in Maine indicating that a consolidated school can serve the same student population and offer the same curriculum with less square footage and thus at a reduced cost than two or more smaller schools. Operating and personnel costs are also lower in the consolidated school option, with savings approaching $3,500 per student over 40 years in Maine. As a school's enrollment decreases, the square footage and subsequent cost per student increases. Interpretation of the data by the Maine Department of Education is included. 19p.

Analyzes District of Columbia Public School and Charter Public School capital projects, budgets, and expenditures, presenting the history of facilities planning and budgeting in the District, and the complexities introduced by the advent of Public Charter Schools. The District's educational system features schools in serious disrepair, declining enrollment, underutilized schools, and burgeoning charter schools searching for facilities. Other District public services are in similarly inadequate facilities, and co-location is clearly indicated. Policy challenges for the District, with its complex planning environment and fiscal constraints, are proposed and discussed. 51p.

Discusses opportunities and benefits for sharing administrative and support services between schools and school districts, particularly as a means to mitigate the necessity to consolidate. Types of shared services described include purchasing, transportation, food service, administrative support, technology, and facilities management. Seven benefits of shared services described are savings, standardization, attracting of highly qualified personnel, retention of local control, flattening out peaks and troughs, and lowering political opposition. Includes 70 references. 29p.

With the promise of broader curriculum and huge tax savings, West Virginia has closed more than 300 schools, one in every five, since 1990. In 2002, the Charleston Gazette investigated the outcomes of the state’s consolidation efforts in the series, “Closing Costs.” Some of the findings include: 1)The state has spent more than $1 billion on school consolidation; 2)the school closings didn’t save taxpayers money; 3) West Virginia counties statewide spend a higher percentage of their budgets on maintenance and utilities now than they did five years ago, despite consolidation; 4) the number of local administrators has increased by 16% in the last 10 years despite a 13% decrease in student enrollment and closing of over 300 schools; 5) the number of state-level administrators increased and their salaries nearly doubled between 1990 and 2002; and 6) West Virginia spends more of its education dollar on transportation than any other state; rising transportation costs have forced counties to slash funding from classrooms, offices, and cafeterias. 3p.

Big school districts promised to hold down costs by centralizing functions under one roof and delivering a greater selection of academic offerings and activities, thus improving education. But they have not delivered. Up to a certain size, consolidation can save costs, but above that size, districts experience "diseconomies of scale," including misallocation of funds toward bureaucracy rather than instruction. On average, large districts' standardized test scores fall in the lower end of their expected ranges, while smaller districts' scores fall in the upper end of their ranges. Large schools are concentrated in large districts, and big schools experience the same problems as big districts. Parents are not happy with big districts--their complaints over test scores, curriculum, taxes, or anything else always come back to the issue of control. In a big district, the bureaucracy makes the important decisions, and parents feel alienated. Some districts have tried to create sub-schools that share a common school building or to create sub-districts or local councils, but they fail to address the issue of control. Limiting the size of districts and schools and creating smaller districts will improve academics and efficiency and encourage public participation by bringing issues back to the local level. This will spur innovation, flexibility, and commitment by parents and teachers. 14p.

This publication describes the creation of a new school building for James F. Oyster Bilingual Elementary School in Washington, DC. Despite the success of its academic program, the school's 70-year-old building had become unsafe and unsuitable for teaching and learning and was threatened with closure in 1993 because of the district's fiscal crisis. This publication discusses how the 21st Century School Fund, working with the Oyster Community Council (the school's PTA), the local school restructuring team, the principal, and neighborhood residents, formed a public-private partnership that saved the school and increased city revenue. The District of Columbia agreed to divide the school property in half to make room for a new school and a new residential development. They also agreed to dedicate property taxes and revenue from the sale of the land to repay a revenue bond. In exchange, LCOR, the private developer of the new 211-unit apartment building, agreed to design and build a new school and repay the Oyster revenue bond. 8p.

Lists the states rules for educational facilities. Seventeen subchapters detail requirements for long-range facilities plans, capital project review, management of capital projects, educational adequacy assessment, planning and construction standards, land acquisition, school closing, land disposal, temporary facilities, capital reserve accounts, lease and lease- purchase agreements, county vocational district rehabilitation, maintenance and operation, retroactive funding, witholding of support for non-compliance, documents, qualifications of a certified educational facilities manager, and the appeals process. 121p.

Because school systems throughout America depend on local property taxes for much of their revenue, districts with poor property valuations, especially rural districts, are facing fiscal crises. In response to a lawsuit filed in 1991, the Ohio Supreme Court twice decided that the state's heavy reliance on local property taxes for school funding violated provisions in the Ohio Constitution, mandating a thorough and efficient system of common schools throughout the state. The state responded with a "cookie cutter" program of school construction and renovation based on minimum numbers of enrollments and class sizes. This program is forcing school closings and consolidation. Meanwhile, the state has not yet developed equitable per-pupil funding formulas, overhauled its school financing system, provided enough money for the construction and renovation program, or paid for unfunded and partially funded mandates. The issue is still before the state's Supreme Court. Rural Action, a regional organization dedicated to social, economic, and environmental justice, has launched an initiative to help citizens learn about funding and facilities issues, develop priorities for their schools, develop leadership talent, and translate their ideas into action. It has published a series of "Little Red School Books" clarifying tax terms, mechanisms, and policies; compiling readings and resources; and helping communities learn how to set goals in advance of design and construction. It has also organized events where students and teachers meet with state legislators, architects, and agency representatives to explain what their communities need and want. 10p

Decries the long school bus rides endured by children in several West Virginia school districts where many schools have been consolidated. Examples of some children's extreme ride times are described, as are the expense of busing, loss of extra-curricular activities, threats to children's health and safety, and the myth of greater class offerings at the consolidated schools. 10p.

"Historic Schools" are listed on the National Trust for Historic Preservation's yearly "America's 11 Most Endangered Places". Neighborhood schools are often demolished or deserted, victims of deferred maintenance, consolidation, development pressure, inadequate funding, and policies promoting the construction of large consolidated schools in outlying locations. Describes actions the National Trust is calling for to address the problem.

This booklet takes a critical look at some of the assumptions that "newer is better" when it comes to school buildings and considers what is actually lost each time an older neighborhood school is razed or retired. The following six assumptions are examined relative to their accuracy in the real world: 1) that "old" means out of dated or obsolete; 2) that in the long run it is a better investment of funds to construct a new building than to renovate an older one; 3) that older school buildings fail to meet national guidelines for school facilities; 4) that older school buildings have numerous practical drawbacks that cannot be realistically overcome; 5) that a new school will be a source of pride and affirmation for students and teachers; and 6) that a new school building will be an asset to its community and region. Decision making to close a school and getting the community involved prior to that decision are discussed. Several success stories involving school preservation are provided as is a list of national, state, and local organizations for more information. 33p.

Many options exist for improving rural school facilities, among which are questions of school closure versus modernization or replacement. This report addresses the question of the future of the community rural school and how communities, school board, and school executives can approach school improvement problems. It defines and examines various available options in the areas of facility improvements, school maintenance, building operations, modernization. In addressing the issue of school closure, it lists several questions that should be answered so that the closure decision is in the best interests of the students and also supports the school district mission. The report also explores the option of reorganizing rural schools as either magnet, charter, or theme schools as well as using facilities for other educational or non-education uses. Finally, the option of marketing the rural school to students in neighboring school districts is examined. (Contains 2 references). 24p.

Presents anecdotes from Montana, the Navajo Reservation, West Virginia, and Colorado that describe long school bus rides and the hardships that accompany them. Research on busing is reviewed and found to be scarce and insubstantial. Two of the most recent researchers have found that busing could be considered exploitation of children's time, and that students with large average times on buses report lower grades, poorer levels of fitness, fewer social activities, and poor study habits. Knowing more about the effects of busing might lead to better choices about closing, maintaining, or opening new schools in rural areas. 7p.

A position paper addresses school closings in the District of Columbia arguing that these closings are not within the context of a 10-year educational facilities plan that included community input, and valid criteria for closing decisions being consistently and objectively applied. Current closings decisions are viewed as being made in a vacuum with little regard for the educational mission of the school system, the larger role of schools in communities, the management issues involved, or the families effected. It discusses why restraint must be exercised before closing a large number of facilities without a master plan, why in some cases the closing criteria is not supported by the demographic data, and why the building assessment process is a weak link in the system. It also addresses how school closings can affect the District community involved beyond the sentimental attachment, why schools targeted for closure be measured against educational as well as physical benchmarks, and the importance of linking modernization and closing that help assure relocated children and their parents that the new facility they are going to is safe and appropriate. 7p.

This report documents the archaeological investigations conducted at the former site of the Altaville Schoolhouse in Calaveras County, California. These investigations were carried out through the cooperative efforts of the California Department of Forestry and Fire Protection, the Calaveras County Historical Society, and the local community. The schoolhouse is the only one-room brick school building remaining in the Mother Lode area of California. It is California Historical Landmark Number 499, and in 1979 the schoolhouse was listed on the National Register of Historic Places. In 1996, the 330 artifacts excavated were examined, identified, and cataloged. The first part of this report narrates the history of the schoolhouse: its construction in 1858 through its closure in 1950; its protected state from 1950-81; its relocation and renovation; and its current condition. The second part of the report gives an overview of the structural, educational, and cultural specimens obtained by archaeological investigations at the original site. The major part of the document consists of: 29 historical photographs of the school; 16 figures of school artifacts; a 330-item catalog of artifacts; newspaper and magazine reprints; copies of relevant documents, correspondence, legislation, maps, and blueprints; and chapter 7 from "Calaveras, the Land of Skulls" (R. C. Wood) describing state and county schools and teachers in California, 1855-59. (Contains 33 references.) 140p.

The number of public high school districts in North Dakota declined from 256 to 186 during 1970-94; 22 school districts were eliminated in the last 5 years of that period. A survey was conducted in eight communities (four pairs) that had gone through school district consolidation and school closing during 1991-94. Community populations in 1994 ranged from 45 to 696, and 6 communities had experienced recent population declines. Schools that closed had 47-97 students in their last year, while consolidated schools had 75-677 students in 1994. Responses were received from 601 of 2,190 residents surveyed and covered perceived reasons for school consolidation; impacts on community social infrastructure, retail trade, and quality of life; consequences for students; and ease of transition. In the past 10 years, participation in community organizations increased in host (receiving) communities and declined in vacated (school-closing) communities, while retail trade and number of businesses declined in both types of communities. Quality of life scores did not differ by type of community before consolidation, declined in both types after consolidation, and were considerably lower in vacated communities than in host communities after consolidation. Both groups felt that students were better off academically and socially after consolidation, and that having public meetings was the most important factor in easing the process of consolidation. 60p.

The independent Citizens' Commission on Planning for Enrollment Growth for New York City has concluded that the school system is experiencing explosive enrollment growth, and that current strategies are incapable of dealing with this growth. Recommendations for coping with this increase include: (1) implementation of a pilot plan to convert schools to a year-round calendar; (2) increasing relative use of leasing, rather than new construction, as a strategy to increase space; (3) expansion of efforts to form collaboratives with higher education and nonprofit organizations; (4) expanding the relocation of administrative offices from school space; (5) rezoning overutilized schools; (6) promoting interdistrict cooperation; (7) establishing magnet and special program schools in underutilized facilities; (8) reforming placement for special education; (9) using connections with the business community to find space; (10) seeking increased federal funding; and (11) establishing a bonding authority dedicated to school space. 75p.

At the same time that schools are closing in many communities because of declining enrollments, the arts are expanding at the community level. The problem of surplus school space can be the solution to the needs of many artists and arts groups. Mutual to the arts groups and the communities are the benefits of flexible arrangements and the presence of desirable tenants who enrich the neighborhood as a community resource. Arguments sometimes raised against locating the arts in surplus school space center around obtaining top dollar for schools, occupancy restrictions, costs of changing occupancy, and fears that the arts are financially risky. These possible disadvantages have been overcome in 23 cases in a variety of communities that demonstrate a range of spatial, financial, programmatic, and governance arrangements, and a broad spectrum of arts uses. Guidelines are offered for carrying out similar projects in other communities. 35p.

Explores the opportunities for reusing surplus school space as community service centers, and the issues and constraints in planning. This booklet is the fifth in a series that examines community school centers. 32p.

Examines the counter-phenomenon of shrinkage in school population after a quarter of a century of rapid growth to find its extent, possible duration, and some of the strategies being developed to cope with surplus space. The report deals directly with how future population numbers are calculated and discusses the strategies and procedures that follow when a population is too thin for existing school facilities. 58p.

Describes the co-location of three alternative high school programs in a facility housing a K-2 elementary school. The manner in which the building is organized, the scheduling, staff resistance, opportunities for interaction between the staff and student populations, and ongoing challenges are described.

Describes various approaches to closing underutilized schools, stressing community involvement, repurposing of surplus facilities, and costs.

Presents the argument that school consolidation should be the choice of last resort. Loss of a rural school represents a disinvestment in the community and loss of community fabric, while typically creating extra transportation expense.

Examines the impact that the closing of some Chicago schools had on the students who attended these schools. The research focused on regular elementary schools that were closed between 2001 and 2006 for underutilization or low performance and asked whether students who were forced to leave these schools and enroll elsewhere experienced any positive or negative effects from this type of school move. Student outcomes, including reading and math achievement, special education referrals, retentions, summer school attendance, mobility, and high school performance were examined. Also examined were characteristics of the receiving schools and if the differences in these schools had any impact on the learning experiences of the students who transferred into them. Students ages eight and older who were displaced by school closings were compared to a group of students in similar schools that did not close. 48p.

Advises on the process of downsizing school facilities, discussing the inclusion of community members, data collection and analysis, establishing school closure criteria, developing options, making the recommendations, and presenting the final project.

Addresses declining school enrollment in some regions, suggesting an organized and thoughtful procedure for closing a school, preparing and securing a school for vacancy, and maintaining a vacant school.

Addresses the urge to consolidate small school districts, advising that increased transportation costs and time, and creation of schools that are too large. Alternatives such as sharing teachers and distance learning are proposed.

Discusses use of demographic information in school planning, including predicting areas of growth that will need schools and areas of decline that may necessitate closing or consolidating schools. Costs of maintaining underutilized or vacant schools, the practice retaining them in case of an unforseen upswing, the negative effects of school closures on neighborhoods, and some particular issues surrounding shifts between neighborhoods within metropolitan areas are considered.

Presents the United Teachers of Los Angeles concerns on co-location of charter schools within public school facilities.

Discusses school construction campaigns in several school districts anticipating rapid enrollment increases due to expansion of nearby military bases. Problems with the federal impact aid system that funds them are discussed, as are reverse situations where school systems are shrinking due to closure of nearby bases.

Reviews one district's experience with public engagement during a school closure process. The criteria used to rank the schools are detailed, as is the presence or absence of community support for various schools under consideration. Recommendations for running a fair and equitable school closure process are included.

reviews recent literature regarding the benefits of revitalizing abandoned school buildings and presents a summary of findings from a survey of administrators involved in building closures. Examples of school buildings successfully converted to a variety of purposes are provided. School buildings have been converted to use as Head Start and after-school programs, community centers, local organizational headquarters, specialty malls (gifts, furniture, antiques), athletic clubs and commercial enterprises such as photography studios, tanning salons, and restaurants. The author hopes to illustrate options that can be explored in communities before a closed school building is abandoned and reaches sufficient deterioration to no longer have a productive use.

Outlines a process for engaging the community and logically closing schools. The process and framework for decision-making are illustrated by criteria, filtering characteristics, and special considerations. Quantitative and qualitative data types used by the Milwaukee Public Schools are provided, as are five references.

Reviews school closure crises in Seattle, San Francisco, and Chicago, cities where enrollment has declined as families have migrated to more affordable suburbs. Community backlash was considerable in all cases. Successful and unsuccessful attempts to contend with it are described.

Discusses various reasons for decline in urban school enrollment, including migration out of the city and competition from private and charter schools. Examples from Detroit, Portland (Oregon), and Buffalo illustrate the problem, which typically calls for closing schools, reducing staff, and raising community support.

Describes the plight of the lone two-room schoolhouse of Baldwin, North Dakota. Local residents face state legislative action that would force school district consolidation, the school's closure, and predicate the demise of the town, even though they have repeatedly voted to raise taxes in order to keep the school open.

Advises facilities managers in situation where school facilities and transportation functions are being consolidated. The duties of managing such an arrangement are detailed, divided into those for facilities and those for transportation. An integrated information management systems for facilities maintenance, bus routing, fleet maintenance, and materials management is recommended.

Describes a new small school in rural Granum, Alberta, which avoided closure by creating this compact facility that accommodates multi-age learning, the latest audiovisual and laptop technology, and flexible classroom spaces.

Reports on efforts by several communities across the country to save and renovate historic neighborhood schools rather than closing and replacing them with edge-of-town schools that have litte character. [Free subscriber registration is required.]

All over the country smaller, older schools are being closed in favor of bigger, new schools in far flung locations. Neighborhood schools are worth saving, and this article describes why. [The full article can be ordered and downloaded from PlannersWeb.]

Explores how various school districts assessed and decided on whether to reinvest in expanding old schools or to construct new ones. Discusses the balancing between school enrollments, construction versus renovation costs, and varying community support.

Describes the design of a combined middle and high school that preserved the industrial mills and farming history of two rural towns in Massachusetts. Delineates each school's separate entries and identity spaces and the design innovations that enabled grades 6-8 to be grouped with grades 9-12.

Information on the role public school facilities play in urban and rural economic development and community revitalization, compiled by the National Clearinghouse for Educational Facilities.

Information on how changing grade configurations impacts educational facilities planning, compiled by the National Clearinghouse for Educational Facilities.

Information on preservation and modernization of historic neighborhood schools, compiled by the National Clearinghouse for Educational Facilities.

Information on schools in relation to issues of planning and community development, economic impact, smart growth vs. sprawl, and conservation of open spaces.

Information on the space requirements of school and university buildings and grounds, including square footage requirements, and selected state standards and guidelines.