A management firm has concluded that the Philadelphia school district should close between 29 and 57 schools in the next five years. 120p

By tracking thousands of students who moved from overcrowded to new facilities over the 2002-2008 period, Berkeley researchers discovered gains equivalent on average to about 35 additional days of instruction each year for elementary-school pupils. Gains are most robust (65 days) for elementary students who escaped severe overcrowding by moving to a new school. Researchers found inconsistent and weaker gains for high school students. p12

Report takes a comprehensive look at the state of K-12 school facilities in California, focusing on state-level policies and funding patterns. The recommendations lay out a detailed framework that re-envisions the state’s role in K-12 infrastructure to appropriately support educational outcomes and contribute to sustainable communities through public infrastructure best practices of sound planning, effective management, adequate and equitable funding, and appropriate oversight. 75p

Compliance audit of New Orlean's Recovery School District’s (RSD) Capital Construction Program to analyze planning, design, construction, and project management and to determine adherence to contractual obligations of all contracted parties during its execution. For the period August 1, 2011, through January 31, 2012, construction projects were analyzed with obligated funds totaling $210,168,688. The audit recommends that RSD should tighten controls over contract changes that drive up costs at some school construction sites, and policies for testing of construction materials also needed improvement. 19p

Tax Increment Financing (TIF) is one of Chicago’s leading financing tools for development. This white paper examines the nature of TIF funded public school construction projects. The paper begins by categorizing the types of schools receiving TIF revenues for construction projects and where they are located in the city. Next, student and community demographics of these schools are examined to get a sense of the socio-economic characteristics of the groups benefiting from the allocation of TIF revenues. The white paper finds that the TIF program is contributing to income and race/ethnicity place-based inequality in the city of Chicago. TIF financial support for school construction projects is uneven and polarized between high and low-income communities, neglecting the middle.School construction projects funded by TIF revenues favor exclusive schools (selective enrollment schools, charter schools and magnet schools, etc.) while underfunding inclusive neighborhood area attendance schools. This is directly playing a role in the move toward an inequitable, two-tiered public education system. 7p

In 1995, New Haven began the Citywide School Construction Program (SCP), a comprehensive effort to rebuild every public school in the district. By 2010, out of 42 school buildings in the district, 30 had been rebuilt or extensively renovated, with an additional seven schools under construction or under design. With total projected costs of approximately $1.4 billion (in 2005 dollars), the SCP is believed to be the largest per-capita school construction program in the U.S. Of the $1.4 billion in total expenditures, New Haven paid for just over 20 percent, or $300 million; the remaining funds came from State or Federal sources.This document summarizes the results of an independent study of the effects of the New Haven SCP on educational and community outcomes in the city. The method of analysis controls for persistent differences in neighborhoods and for citywide trends. 8p

Results of a survey of the nation's major city public school districts show substantial construction, renovation, modernization, and deferred maintenance needs because of the age and size of their buildings, and shifting populations. Results indicate that responding school districts have $15.3 billion in new construction needs; $46.7 billion in repair, renovation, and modernization needs; and $14.4 billion in deferred maintenance needs. Total facilities needs in these 50 major city public school districts amount to $76.5 billion or approximately $8.9 million per school. Includes a city-by-city chart of facility needs. 20p

Key recommendations include: support a future statewide facilities bond measure to fund new construction and modernization projects throughout the state that will invest in students and teachers and create jobs; examine regulations to ensure they are streamlined, promote safe and sustainable schools, and meet the needs of today's students; highlight best practices for school facilities by creating a Web page with links to research on creating learner-centered, safe, sustainable schools that are centers of the community; sponsor legislation to encourage schools to install solar and other renewable energy systems; establish a Green Schools Award. 92p

Advocates for the building of new schools in downtown Nashville, Tennessee for a dramatic positive affect on the growth and new development in the urban core of the city. Details universal reasons to invest in downtown schools as well as the benefits to Nashville. Provides extensive case studies from Memphis and Chattanooga, highlighting lessons learned, as well highlighting projects in San Diego, Chicago, and St. Louis. Outlines specific locations for the new schools, with plans and photographs. 17p

Reports that the California School Facility Program's (SFP) formal appeals process is not followed when awarding bond funds. This may result in inequitable distribution of bond funds. For the period September 2009 through August 2010, only 6 percent of high risk projects were audited, leaving approximately $4 billion in SFP project costs unaudited. The lack of audits increases the risk of noncompliance with SFP regulations or funds being used for unintended purposes. As of August 2010, OPSC's program data reflects over $5.9 billion in project savings; however, this data may not be reliable because the required LEA annual reporting is unenforced and the data unverified. Project savings are required to be used for future facility projects or returned to the state if not used within three years. OPSC has not determined the extent of project savings which could be used to offset new bond disbursements. Project status tracking and reporting is incomplete and OPSC lacks outcome-based performance measures to assess if the SFP goals are met. 22p.

Reports that the auditor for the District of Columbia office established a procurement contract record management system that did not facilitate a review of school-and project-specific expenditurcs for school facility capital improvements, maintenance, repairs, and operating costs. OPEFM's contract and procurement files did not consistently contain sufficient information to constitute a complete history of contract and procurement transactions. OPEFM did not create or maintain meeting minutes, written summaries of key decisions, lists of project next steps, or reports on the impact that changes in project scopes had on subsequent modernization projects. Finally, OPEFM issued payments to a vendor without a valid contract and assigned managerial functions to a contractor. Individual findings and recommendations are detailed. 46p.

In many states, investments in school capital must be approved by bond referenda. Consequently, voter preferences can directly impact the quality of school facilities and their infrastructure. Researchers have often analyzed the causal mechanisms of referendum passage, but they have not examined whether the type of capital project affects the outcome of the referendum itself. In this paper, we use data from the state of Michigan to examine whether voters are willing to provide more or less support for specific types of capital investments. We focus on the relationship between voter support for maintenance versus the construction of a new building or additions to existing buildings. Our analysis suggests there is a higher approval rate for maintenance of existing facilities than the construction of new school buildings or additions. [Authors' abstract] p37-55

Outlines criteria the SDA will use going forward on New Jersey's 10-year $12 billion construction program. Includes a scorecard for every proposed project in the 31 districts falling under the program, more than 100 projects in all, and each rated on a host of factors. Section 1 describes the process for project identification and evaluative criteria. Section 2 details the results of the review and reassessment. Section 3 explains the implementation approach. Includes the SDA Rating Criteria. 31p.

Provides a district-by-district summary of school capital improvement plans for Alabama schools. For each project, the type of work to be done (replacement or renovation) is listed, along with a description of the facility, budget, and funding year.

This bill requires education facilities master planning for the Chicago Public Schools (CPS). It requires the first ever  10-year facilities master plan, ground rules to ensure that school facility related decisions are made with broad public input and reflect educationally sound and fiscally responsible criteria; financial transparency; guidelines for closings, co-locations, consolidations, new schools, boundary changes; transition plans for students and schools affected by school actions; space utilization and school building performance standards; and a requirement for plan coordination with other agencies. 23p.

Provides project data on more than $1 billion spent on 144 major school projects, such as classroom additions and new schools. The database can be searched by school name, contractor or year.

Includes a summary of capital projects and work plans.

Presents the recommended fiscal year 2013 capital budge and th FY 2013-2018 capital improvements for this district. The six-year plan addresses overcrowding isssues, reduces the backlog of critical repairs, and keeps the modernization program on track to replace aging facilities.

Details challenges to state's school building aid program, explains recent legislative changes to the way it is funded, and suggests new options for the future. Since the 1950s, New Hampshire's School Building Aid Program has underwritten the construction and renovation of hundreds of school buildings. But according to our report the cost of the program has outpaced other budget items in recent years and may not be achieving its original goals. The program is expected to cost more than $100 million in the coming biennium, up from $50 million seven years ago. Rather than drawing annual district reimbursements out of the General Fund, the Legislature bonded the payments for FY2009-11, for a total of $131 million. While that decision was made in response to fiscal pressures brought about by the recession, bonding future School Building Aid payments will substantially add to the state's debt burden in coming years. 15p.

Presents a state-by-state examination of capital outlay funding for elementary and secondary public education facility construction and modernization. The document reports how much capital outlay has been expended by states from 2005-2008, as reported to the U.S. Census of Governments, and surveys every state on what share of these funds were provided from state sources as compared to local sources. Information was collected from from each state's department of education and/or building authority concerning their school facility capital outlay and related capital data management, planning, funding and oversight practice. 67p.

Focuses mainly on financial concerns covering areas such as bids, sources of state funds, selling or buying school property, bonds, capital outlay funds, and general loan information. Other statutes covered include architectural and engineering services, public contracts, classroom sizes, the duties of local educational and civic authorities, inspections, energy savings contracts, lease properties, long-range facility plans, the North Carolina Historical Commission, facilities guidelines, repair of damage to school property, replacement of buildings, and fire safety. 107p.

Raises questions about the 2008 master plan for New Jersey's multi-billion school construction program, saying that some of the school projects in the plan may not have been most critically needed. The report, which covered the time period of July 1, 2007 to Feb. 28, 2010, faults two rules in particular: one that gave priority to projects already underway, and one that made sure each eligible district had at least one project included. The report also briefly details the costs of the master plan. The audit details sunk costs of more than $26 million for eight suspended or replaced projects 16p.

Advocates for improving Baltimore's school facilities, to further promote recent advances in the school system's student achievement. After describing those recent advances, the document continues by describing the current school facilities situation; the negative impact of deficient school facilities; evidence of the positive impact of schools that have been improved; and a discussion of planning; state, local, and federal funding. Case studies of successful schools highlight the report. 44p.

Los Angeles Unified School District's renovation and modernization program is budgeted for $7.6 billion and includes over 23,000 projects. The new construction program is budgeted for $12 billion and consists of 435 projects, including the construction of 131 new K-12 schools and 64 additions. Together this spending is generating economic activity (measured by business revenues) that will exceed $45 billion in the five-county Southern California region and creating 331,700 jobs with total earnings of over $15 billion over the program period. The projects will generate almost $1.5 billion in state, county, and local tax revenues. 32p.

Presents the state's facility guidelines, covering the topics of site design, foundations, structural systems, exterior walls, roof assemblies, interior partitions, doors/windows, wall and ceiling finishes, interior floor finishes, plumbing systems, HVAC systems, electrical systems, technology/special systems, fixed equipment, safety and security, specialty spaces. Includes appendices on energy and building systems life cycle analysis, FF&E list, and design construction standards for outdoor athletic facilities. 134p.

Advises on how to better understand and more effectively pursue opportunities in the $50 billion educational facilities construction market. The study delivers analysis and extensive data, in development for more than a year. It offers full analysis of construction spending and outlook for primary/junior High Schools, senior high schools, and higher education construction. Also addressed is the impact of the recession on school construction and long term drives for the sector, green building trends and incentives to sustainable construction, and notable projects and key players. This report is available for $3,900, or for $2,500 for current subscribers to MHC Analytics services.

Details Nevada's Clark County School District's accomplishment from 1998 through 2010 in completing the construction of 101 new schools, delivering 11 replacement schools not included in the initial program, and completing more than $1.6 billion worth of school improvements. 8p

Summarizes facilities improvements made in the District of Columbia public schools since 2007, followed by a discussion of priorities, objectives, and defining modernization for the future. The document covers anticipated renovations, demolitions, new construction, swing spaces, maintenance, and programs for early childhood education, special education, charter schools, and adult education. 16p.

These building assessments explain the relative building conditions for each Kentucky educational facility using the following descriptors: Excellent (new, generally less than 10 years; Better (generally 10-20 years old; Good/Average (20-30 years old); Fair/Poor (30-40 years old, needs renovation); and Poor (older than 40 years old). The accompanying "District Assessment Map" explains the relative district assessment for each district by using the following descriptors: Green-Districts with limited facility needs, Yellow-Districts with moderate facility needs, and Red-Districts with significant facilty needs.

Outlines the Los Angeles Unified School District's continuing effort in delivering new schools for the students of the Los Angeles Unified School District. By 2010, 81 new schools, 60 classroom additions and more than 88,500 K-12 classroom seats have been delivered. In addition, more than 30 new K-12 schools are under construction. In 2010, the plan is to open 20 new K-12 schools, two of which are opening a year earlier than previously anticipated. The mission, vision and organizational structure of the program are outlined, and the scheduling and costs of every project are provided, along with maps and renderings. 274p.

Provides the School Facilities Master Plan for New Orleans schools, a joint effort of the Recovery School District and the Orleans Parish School Board. The Master Plan provides a blueprint for the school construction program that began as a result of the impact of Hurricane Katrina. Sections of the website provide building names, current school programs, building status in the Master Plan, technical information, and a photo gallery of projects. The Current Capital Construction Report provides information about every capital project currently underway, including minor projects (such as roof replacements) and demolitions. The Phase 1 Project Update provides construction status of all projects in Phase 1, a summary of the number of projects in each stage of construction, and the total cost of all projects in each stage of construction. An interactive map of the school districs is also included.

Investigates the impact of the Texas' 2006 College Readiness Program on Texas public school construction trends, trends in type of facilities constructed, and financial discretion. Superintendents from 228 Texas public school districts voluntarily participated in an e-mail survey to determine the impact curriculum mandates had on school construction. The findings indicated as school district size increased, the need to construct facilities increased as well. Construction trends indicated 66% of Texas public school districts reported constructing/remodeling science laboratories to fully implement the 4x4 curriculum mandate. While science laboratories dominated the construction, the study confirmed other types of educational facilities were needed as well. Implementing the 4x4 curriculum mandate cost districts on average approximately $500,000. In addition, funding methods differed according to school district size. Larger school districts preferred to employ construction bond elections, while small school districts preferred to use fund balance/reserves to construct facilities. Furthermore, a relationship between school district size and the percentage of the total budget used revealed as school district size increased, the percentage of the budget used to construct facilities decreased. The data from this study indicated, as a result of the 4x4 curriculum mandate, (a) construction trends changed in Texas public schools, (b) trends were apparent in type of facilities constructed, and (c) schools districts experienced a financial impact. [author?s abstract] 22p.

Provides a general diagnosis of the Portuguese school building stock; discusses the school building modernization program, encompassing planning strategies, programmatic concepts and design principles applied in the refurbishment of existing buildings; and describes the school modernization program's operational process. The three main goals of the modernization program are to upgrade existing buildings, to open the school to the surrounding community, and to ensure the maintenance and management of the buildings after modernization. The management model implies a joint contract for construction, conservation, and maintenance operations for a longer period. 10p.

Proposes a model of higher education campus development intended to urge institutions and systems to 1) identify more systematically all capital needs of all types; 2)integrate quantitative space needs with qualitative facility assessment to define whole-building solutions; 3) prioritize projects, based on planning principles, while minimizing the influence of politics; 4) associate the needs/projects with financing sources in a comprehensive long-range capital investment plan; and 5) via all the above, ensure that perpetually scarce capital resources are applied as productively as possible. 172

Advises public facilities authorities on how to manage construction projects in a time when many bids might be received from contractors not qualified to do the work. Lessons from the past, price versus value, and project delivery options are detailed. 8p.

Reports that Wyoming school facilities meet state adequacy standards and proposes a budget that aims to help raise that standard. Areas not adequately able to be assessed include capacity and maintenance standards, with latter due to a lack of correlation with need. Enrollment and enrollment trends are reported, and a needs index and prioritization of capital projects is included. 211p.

Presents a case study of two Florida counties that have attempted to implement school concurrency, as well as a Nevada county that has taken a different approach to managing the same issue. Through an analysis of documents, interviews and district data, a hypothesized model is tested and modified to present one method of providing adequate classroom space in Florida schools. [author's abstract] 187p.

Provides a detailed discussion of the processes involved in planning a school building, from a discussion on how to organize the local staff to the final evaluation of the building. Individual chapters address planning, educational program development, evaluation of existing facilities, enrollment projection, financial planning, development of the capital improvement program, development of educational specifications, site selection and acquisition, federal regulations, architect selection and employment, project management, commissioning, post-occupancy evaluation, technology integration, and green schools. 332p.

Examines how California's massive and ongoing investment in school construction could better advance the shared goals of school improvement, sustainable urban growth, and equal opportunity. The brief is organized in five parts: 1) a framework for how smart growth principles could help guide school facilities investments, 2) how the $82 billion in bond revenues are being distributed to California's various regions, 3) how a lack of coordinated planning is placed in sharp relief to where people live to how far they travel to jobs, 4) the benefits of high-quality school facilities that accrue to students and teachers, and 5) state policy makers, local educators, and city planners could exercise influential policy levers more wisely. Four communities that are grappling with these challenges in innovative ways and constructing smart schools that build from smart growth principles are highlighted throughout this report.Explores California's current $82 billion school construction investment as an opportunity to advance educational quality and lift local communities. The report urges incorporation of smart growth principles into school facilities construction, more accountability from the State Allocation Board, and investigation into how facility improvement have improved achievement. 37p.

The U.S. economy hasn’t bounced back, but many schools and universities have managed to pursue major construction programs. Describes building progress in Clark County, Nevada; Katy, Texas; San Francisco; Fairfax County, Virginia; Gwinnett County, Georgia; and Texas State University in San Marcos.

A capital-financing plan helps district leaders find a balance between funding operating and capital needs. Plan helps prioritize capital needs, obtain design work, and begin construction on a clearly defined timetable. Discusses Roanoke County Virginia Public Schools plan.

Recognizing that public funds are severely limited, in 2009, the Hawaii Institute for Public Affairs (HIPA) initiated a research- and community-based effort to develop an innovative, systemic and practicable approach to school facilities upgrades, management and development. The essence of this approach is to leverage underutilized or vacant public school lands that are consistent with the educational and community needs of the school, teachers and its students. Joint-use, lease-backs, land swaps and other use of public school lands provide unique opportunities to maximize the value of public school lands.

New Mexico's assessment and ranking model, widely regarded as a national best practice, is its primary tool for allocating state capital to school facilities' needs. Describes New Mexico's adequacy standards, dynamic facilities ranking, modeling facility deficiencies dynamically, and systems performance and value.

Prioritizes capital projects that should be addressed in the summer when they have the least impact on education process.

Reviews the statistics on numbers of recently constructed schools, noting a recent decline. Concluding that school renovations will be more the norm in the short term, the author advises using renovations and upgrades to align facilities with current educational programming.

Advises on how to select sustainability initiatives for inclusion into the capital planning process. Considerations include the institutions mission, opportunities for improved efficiency in conservation, maintenance, and operations, and long-range planning. Facility condition assessments are vital to evaluating opportunities.

Describes impact of economic downturn on school construction projects. The article includes the topics "Staying Afloat" (cutbacks needed simply to keep schools open); "On Hold" (school systems that anticipate an upturn); "onstruction Moratorium" (selective elimination of capital projects rather than an increase in tuition); and "Pogress Halted." (Reduction in spending on programs that have demonstrated success).

Describes New Orleans' plans for rebuilding its schools. Many of the school sites will become a "nexus" for their neighborhoods, surrounded by retail, social service, health, and cultural facilities. Over 10,000 citizens were involved in the planning.

One of the main problems facing big-city school districts in the United States is deteriorating and underutilised school infrastructure. The Detroit public school district is attempting to tackle this issue with an injection of federal funding and a comprehensive school facilities renovation plan. Money from a bond issue passed in November 2009 will be used to construct new replacement school buildings and renovate existing ones.

Describes how school leaders in Charlotte, North Carolina, and Bibb County, Georgia, confronted community resistance and dissatisfaction with the capital program. Reforms to project management, procurement, improved design quality, and thoughtful prioritization of projects are addressed.

Discuses the Centre for Effective Learning Environments' (CELE) first review of a national school building programme, which aims to tackle the physical deterioration of the building stock, poor environmental standards in terms of energy performance. The review found considerable improvement in school facilities, strong political support, but over-adherence to traditional classroom design.

Profiles Young Harris College's plans for virtually doubling the student population, highlighting the president's insistence on quality design, amenities, and aesthetics, as well as student involvement and sustainability in new construction.

Reports that school construction completed in 2009 was just over $16 billion, representing a 16 percent decline over 2009. $11.9 billion was spent on new schools, while $2.1 billion went to expansion and renovation of existing schools. Accompanying information for 12 geographic regions include 2009 data and projected 2010 school completions. Additional tables present data on spending according to grade level, building type, school size, amenities that are being included in today s schools, regional breakouts, and trends in costs since 1995.

Discusses the difficulties for facilities managers that deferred capital renewal presents. Methods of quantifying its effect, the risks it presents, its role as a "spoiler" in facilities management plans, and its sustainability are addresssed.

Discusses ways for higher education institutions to bridge the gap between capital funding limits and academic needs. Funding delays, reallocated funds, campus visioning, and building beyond need to attract students and faculty are discussed, and illustrated with examples from various institutions.

Discusses the strategies adopted to reorganise school spaces under Portugal's Secondray School Modernization Program. It describes the conceptual model and highlights the solutions proposed for libraries, science teaching spaces and museum units.

Discusses the San Diego Unified School District's approach to assessing functional adequacy of its school facilities. How this process goes beyond facility condition assessment to examine facility fitness by identifying and quantifying discrepancies between design standards and the status of the facility, the condition of the structure and mechanical system, and the conditions that actively impede teaching, learning, and working. A brief review of how the District executed its capital planning process from 2002-2007 is included.

Previews the Italian region of Calabria's efforts to build new and renovate its school facilities. Their 20 indicators of quality, management of transition to new facilities, and flexible prototypes are outlined.

Explores how the designers of newly built schools in Los Angeles--midway into a $27 billion construction initiative--may help to rethink and discernibly lift educational quality. This may be accomplished via three causal pathways that may unfold in new schools: attracting a new mix of students, recruiting stronger teachers, or raising the motivation and performance of existing teachers and students. The research tracks basic indicators of student movement and school quality over a five-year period (2002-2007) to understand whether gains do stem from new school construction. Initial evidence shows that many students, previously bussed out of the inner city due to overcrowding, have returned to smaller schools which are staffed by younger and more ethnically diverse teachers, and benefit from slightly smaller classes. Student achievement appears to be higher in new secondary schools that are much smaller in terms of enrollment size, compared with still overcrowded schools.

Describes the Los Angeles Unified School District's expansive capital improvement program, funded by five bond measures totaling $20 billion. The project has so far created 76 new schools, 59 additions, and 18,000 modernization projects. The involvement of facilities department in reviewing designs for maintainability is discussed, as are major renovations to two large high schools.