Provides local government managers with an understanding of the connections between school facility planning and local government management issues, with particular attention to avoiding the creation of large schools remotely sited from the community they serve. It offers multiple strategies for local governments and schools to bring their respective planning efforts together to take a more community-oriented approach to schools and reach multiple community goals--educational, environmental, economic, social, and fiscal. Eight case studies illustrate how communities across the U.S. have already succeeded in collaborating to create more community-oriented schools. Includes 95 references and an extensive list of additional online resources. 40p.

Examines the Manassas Park, Virginia, City Schools' 10-year turnaround from a low- performing district to one in which every school was accredited by 2005. The turnaround is largely credited to superintendent Tom DeBolt, who was hired in 1995. The author considers the district's turnaround from four organizational perspectives and addresses the critical role of professional and political leadership in overcoming the challenges of low morale, scarce resources, changing demographics, and dysfunctional school-community relations. The book offers lessons for any school system facing the challenges of low performance, underfunding, political turmoil, and a culture of low expectations, with special attention to school size and the impact of improved facilities. 182p.

Presents the proceedings of a forum of policymakers and practitioners from across California, along with national experts, examining the wide range of California state policies on school planning, design, and construction, and the ways those policies influence local decisions. Specifically, the forum was convened to understand what California policies and practices influence, promote, and/or hinder: 1) the location and size of new school sites, 2) building shared use and joint use school facilities and/or sites, and 3) innovative school design (especially in relation to location, site size, and use of schools). The report presents the forum's three conclusions and a set of recommendations for each. 33p.

Examines state policies on school siting, school construction financing, and Safe Routes to School programs focusing on how policies can benefit communities, improve children's health, and reduce the need for infrastructure expansion. Strategies that states are using include reducing or eliminating minimum acreage requirements for schools, revising school funding formulas to promote renovation or expansion of existing sites. requiring that schools be located in areas designated for growth that already have sufficient existing infrastructure to support school facilities; and creating, funding, promoting, and implementing Safe Routes to School Programs. 9p.

Estimates economic impact of higher education institutions on regional economy of middle Tennessee, analyzes the value of higher education using econometric models, compares skilled labor supply and demand conditions in middle Tennessee, provides an analysis of university-community interactions, and compares the region with the peer areas utilizing the publicly available higher education indicators. The study found that 20 colleges and universities in the region enroll nearly 100,000 students, provide employment for 75,000 people, and create an overall economic impact of $5.5 billion annually. 125p.

Discusses how various institutions of higher education across the United States have adopted smart growth strategies to help ensure that new growth and development meet the institutions' mission and serve the community in which they live. The publication begins with an overview of smart growth strategies and then makes a four-part argument for adopting such strategies: 1) Creating thriving, vibrant places helps to attract and keep the best students, faculty, and staff. 2) Smart growth development patterns are a more efficient use of scarce resources and are better investments. 3) Colleges and universities and the surrounding communities can work together across the traditional boundary of the campus to solve challenges in mutually beneficial ways. 4) Better development patterns allow colleges and universities to improve their environmental performance. 48p.

Provides an introduction to school-centered community revitalization. Part 1 presents the case for integrating school improvement into community development, drawing on the academic research linking school and neighborhood quality as well as early results from school- centered community revitalization projects across the country. Part 2 presents the core components of school-centered community revitalization, including both school-based activities and neighborhood-based activities.The final part of the paper illustrates the diverse approaches currently being taken to improve schools and neighborhoods, drawing on the experiences of eight school-centered community revitalization initiatives in five cities: Atlanta, Baltimore, Chicago, Philadelphia, and St. Paul. 30p.

Helps school boards and communities assess their options when considering replacing or renovating an established school. Considering the renovation the school within the context of neighborhood revitalization is emphasized, as is the construction quality typical of older schools, the assistance design professionals can provide, the value of small schools, the benefits of walking to school, the environmental wisdom of reusing older buildings, and the potential for adaptive reuse of older commercial buildings as schools. Case studies and opportunities particular to Pennsylvania are included. 32p.

Documents the economic role of America's historically black colleges and universities (HBCUs) by estimating the short-term economic impact that each of these institutions has on their local communities. Short-term economic impact was defined as the change in overall economic activity in the institutions's community that is associated with four important categories of college/university-related expenditures, salaries, other institutional expenditures, and the expenditures of undergraduate and separately, graduate and professional students attending the institution. In 2001, the total economic impact of HBCUs was $10.2 billion. This amount would rank the collective economic impact of HBCUs 232nd on the Forbes Fortune 500 list of the United States' largest companies Additionally, the total employment impact of the 101 HBCUs included 180,142 total (initial and induced) full- and part-time jobs in 2001. The report includes templates that can be used to update impact estimates for subsequent years as new IPEDS data become available. 117p.

Summarizes the May 3, 2006 Summit on Intergovernmental Collaboration and School Siting, addressing communication and collaboration between school boards and local governments in selecting sites for schools. The goal of the summit was to create an open dialogue between school boards and local governments while building a model of collaboration that key stakeholders can use to coordinate local land use, school funding, and school planning. The report details the participants' plans for advancing their collaboration, organized along five themes: institutionalizing collaborative processes, creating a common goal and vision, establishing a culture of trust, improving communication and information, and changing policy. 31p.

Describes the conversion of Phoenix's vacant 1950's-era Maryvale Mall into an elementary and middle school. The project yielded a construction cost of $65 per square foot, and the new schools, along with the community services they housed, helped spur an urban renewal of the depressed Maryvale neighborhood 6p.

The City Heights Redevelopment Project Area comprises various community planning areas focusing on education and beautification of the community. The City Heights Urban Village has recreated the core of the City Heights community, establishing a pedestrian-friendly town square with important City facilities and centers of learning. The project has been a partnership of the City of San Diego, City's Redevelopment Agency, San Diego Foundation, CityLink Investment Corp., and Price Charities. Already completed are a library, performance area, recreation center, playing fields, police substation, public swimming pool, municipal gymnasium, elementary school, a retail center, and an adult learning center.

Explores the intersections among public schools, housing, and neighborhood revitalization in the Washington, DC, metropolitan region. The report demonstrates the interdependent relationship between public school systems and local housing markets, and the imperative for coordinated investments that expand the supply of affordable housing while improving the quality of public education. Includes 33 references 72p.

Assists mayors with understanding educational issues that may affect their cities, provides strategies to assist them in getting involved in education, and conveys information about school finance and management. 35p.

Presents an interview that describes this teacher's learning projects that focus on the school and community built environment, and are typically conducted in low-performing disadvantaged schools. Includes three references. 6p.

This looks at how parents, students, local residents, and community organizations are involved in the planning and development of school facilities, and identifies ways their participation can be expanded. Includes sections on the following: limited community engagement; transparency and participation in the capital planning process; typology of community engagement; and creating an open and innovative school facilities planning and development process. Provides eight case studies of community engagement in the New York area. 86p.

Reports on testing of competing models of how K-12 public school quality is capitalized into house prices. The value-added model proposes that only locationally fixed district-specific factors such as inputs to schooling and the characteristics of student peers are capitalized into house prices. This model claims that portable inputs to student outcomes, such as parental inputs, are not capitalized. A competing model argues that value-added is not easily observed; rather, educational outcomes such as proficiency test scores and expenditures per pupil are easily observed and are capitalized into house prices. Based on this study of 123 school districts and 27,000 house transactions, no support was found for the for the value-added model. Instead it was found that the district's average proficiency test scores and real expenditures per pupil influence households' valuations of their local public schools. 34p.

Details this organization's recommendations concerning a facilities master plan for Chicago's schools. These include: development of a master plan by June 2006, community engagement to help shape the educational vision for Chicago's public schools, increased intergovernmental cooperation for a more coordinated approach to planning for schools and community development, adoption of policies to ensure that schools are part of efforts to revitalize Chicago neighborhoods, and issuance of a school facilities report card each year. 37p.

This online video describes St. Paul's award-winning John A. Johnson Achievement Plus Elementary School, a state-of-the-art K-6 community school and neighborhood hub created in an abandoned high school that was restored, with a YMCA incorporated into the complex. The school was created with significant and complex community input, and is pivotal in the effort to revitalize this depressed neighborhood. The available discussion guide helps users replicate the process that created this school, outlining group discussion formats and questions, and steps for assessing the results of these discussions.

Examines the history of California's incomplete efforts to attain funding equity, and several case studies of how planned integration of schools into the fabric of communities has improved equity of educational opportunity. The report documents how, over time, California has created a school construction funding mechanism comprised of statutes, judicial decisions, consent decrees, and voter initiatives which serves to systematically discriminate against poor urban school districts. Recent years have seen a marked improvement in the allocation process. Case studies presented in the latter half of this report illustrate effective current examples of this kind of leverage in action. 36p.

Describes a community ownership non-profit lease model for purchasing and renovating an existing building for a 400-student school. This paper by the project manager, parent co-director, and architect illustrates the collaborative approach to community development, and suggests lessons for community facilities in other settings. It describes organizing the school, searching for a site and funding, transforming the building, and lessons learned. 8p.

Examines how school districts and communities can work together to address facility and academic achievement inequalities affecting African-American and Latino students, as part of their school construction programs. This study explores the hypothesis that when school districts engage community stakeholders in a clear, consistent and meaningful way in the long-range planning and site selection of new public schools, they can build schools more effectively and achieve better academic outcomes and overall benefits for impacted communities, as well as increased support. A case study of the Los Angeles Unified School District (LAUSD) sheds light on the numerous challenges school districts face in engaging communities as key partners in the long-range planning and site selection process for new urban schools while trying to address educational and facility inequalities and community development needs. From 1999 2001 quantitative and qualitative data on LAUSD was collected through first-hand observation and from primary and secondary sources. Qualitative research on the community engagement practices and policies of thirteen other school districts from nine different states was collected through the use of surveys and phone interviews. Promising practices were identified from these school districts, chosen for their high rates of growth and active school construction programs and key guiding principles were developed. The research provided invaluable insight on how school districts can more effectively engage communities in the long-range planning, prioritization, and site selection process for new urban schools while working to reduce facility and educational inequalities and support community revitalization and development needs. 235p.

Case studies of organizations that establish strong connections between communities and schools using many different entry points. Includes a profile of New School Better Neighborhoods, a nonprofit intermediary organization in Los Angeles that works to design schools that serve as centers of communities. The organization brings together community stakeholders to plan multi-use development that combines residential, recreational, and educational use of scarce land in densely populated urban areas.

Provides a framework to assist New Jersey's Abbott districts in preparing for and developing their required long range facilities plans. The document is designed to take the district from where it currently is to where it should be during the next five years, involving administrators, boards of education, and facilities advisory boards. Recommended steps for preparation include budgeting, organizing, and hiring consultants. The type and manner of information gathering is detailed, and steps in actual development of the plan are described. 33p.

In a time when states are challenged with shrinking revenue bases and increases in mandatory spending, thoughtfully channeling development expenditures through careful planning, design, and coordination can benefit government, businesses, and local communities. A fix-it-first strategy allows states to plan for growth and development by leveraging their limited resources and maximizing past investments and previously built assets. Policies that define the placement and character of school construction are becoming an important consideration in states' infrastructure investment decisions. 10p

The future of cities depends on better schools. Acknowledging the now vast array of worthwhile school improvement efforts, a growing number among school reformers say that, while committed to public education, they no longer believe that mandating performance change within the same system will prove sufficient. Twenty years of trying this is enough, say the advocates of this new perspective, insisting that our cities cannot get the schools we need for the 21st century by only concentrating on changing the ones we have. The case they make to civic leaders calls for an open sector, for new "organizational space," so that new schools emerge to provide choices and more doors open to innovation. Testimony from those in the vanguard suggests it's possible to do more than create a few new exceptional schools. They say this is the opportunity to reshape the "industry" of schooling, to make teaching a true profession, to change the odds for kids not likely to succeed today. This paper explains the push for an "open sector." [Authors' abstract] 24p.

This guide provides a framework for community involvement in modernizing or building new public school buildings. The process is broken down into the five steps of assessment, envisioning, planning, development and implementation of the project. The chapters for each step are preceded by an overview of how facilities affect the quality of education and community, and how to initiate the process of improving a school building. 60p.

This provides a detailed review of how school construction decisions — whether to renovate existing buildings or build new, greenfield facilities — are made in Michigan and their effect on development patterns. The report aims to help school officials, community leaders, homeowners, and parents evaluate the full cost of new school construction or renovation. It recommends changes in state policy that, if implemented, will capture the economic and cultural benefits of renovating older schools or building new ones in town. 20p.

This describes the results of efforts in four neighborhoods in Baltimore, St. Louis, and Atlanta to connect community-based revitalization initiatives with school reform programs in the same neighborhoods. Chapters include: 1) Building and Learning Go Seperate Ways; 2) The School-Community Alliance in Practice; 3) The Developer as Educator; 4) Housing and Economic Development. 39p.

Reviews thirty years of built results from the Community Design Group, an option within the North Carolina State University's Master of Architecture that sent students into communities to design needed facilities. Included are designs for 19 schools and 22 early childhood centers. 269p.

Discusses the planning and architecture of Yale University as it relates to the planning and of New Haven. Plans and buildings produced between Yale's founding and the First World War are considered, relating the University's various attempts to either connect or disconnect itself from the city. Also covered is the concept of urbanism as reflected in the planning efforts of the city and the University. 406p.

Reviews the literature addressing the linkage between public schools and economic development. Information from academic research, organizational reports and popular media is included. The review examines potential economic impacts of public schools in the areas of national, state and local economic growth and competitiveness; real estate values; and the impact of the quality, size, and condition of school facilities themselves. The research found a positive influence in the first two areas, with emerging research and anecdotal evidence supporting a positive influence in the third. 43p.

This publication focuses on four school adaptive reuse projects--in Phoenix, Arizona; Wake County, North Carolina; Pomona, California; and Trenton, New Jersey. Together, the projects illustrate the many benefits of adaptive reuse and show that mainstream school districts can meet the regulatory and political challenges necessary to make such projects succeed, providing new schools when and where they are needed and transforming unused buildings into spaces that serve the diverse needs of students, parents, educators, and communities. While geographically and demographically distinct, the four projects share certain similarities: an immediate need to provide more school space existed; long construction lead times and state-mandated minimum site sizes were not available; non-educational buildings existed within the school district that could be transformed affordably; and the school district and the community possessed people who could recognize adaptive reuse opportunities and follow through with a project that called for innovation, good management, and political savvy. 12p.

This report outlines trends in school construction in North Carolina, identifies key factors affecting the location and design of schools, and suggests solutions for overcoming obstacles to building and maintaining walkable, neighborhood-scale schools. Factors influencing location and design include suburbanization, economics, local land use regulations, and the policies of the North Carolina Department of Public Instruction which encourages communities to "super-size" new schools. 20p.

Examines the numerous advantages that can be gained from preserving older neighborhood schools. Debunks the notion that well-renovated historic schools cannot meet modern standards. Recounts the experiences of three successful school renovation projects in Spokane, Washington; San Antonio, Texas; and Boise, Idaho. Concludes with several briefer examples illustrating how communities have found creative solutions to common problems encountered during historic renovation. Fifteen color photographs convey the value of these projects from an architectural and aesthetic perspective. 16p.

This 9 minute video shows parents and teachers, community members, and business partners coming together to design and build a new school and revitalize a community in Phoenix, Arizona. Capital Elementary School was designed not only to support the staff's educational goals, it fosters a sense of community among the diverse group of people who live, work, learn, and play in and around Capitol School.

The construction proposed in the Cincinnati Public Schools' Facilities Master Plan will have a significant impact on the greater Cincinnati, Ohio, economy. Highlights include: (1) the Facilities Master Plan of the Cincinnati Public Schools envisions a 10-year program with $985 million in construction spending. The funding of this program includes $211 million from the State of Ohio, which increases the purchasing power of the $774 million local funding commitment; (2) the Facilities Master Plan will generate a total of $2.35 billion in economic impact, including $718 million in local household wages and salaries, meaning an average annual impact of the Facilities Master Plan for the next 10 years of $232 million, and household earnings totaling $71 million and 2,339 jobs will be generated for area residents each year; (3) the return of $718 million in wages and salaries for $774 million in local dollars is important, meaning that every $100 in local funding ultimately returns $93 in wages and salaries to the pockets of local workers; (4) business activity will especially be stimulated in the construction, business services, real estate, and retail sectors; and (5) economic benefits may result from improvements in educational quality, quality of life, and physical conditions of neighborhoods, but are not measured here. 35p.

This is a detailed report on the economic and social impact in 2000 and 2002 of eight Boston area universities, including Harvard University, Massachusetts Institute of Technology, Tufts University, and University of Massachusetts Boston. Among the findings, this report indicates that the eight universities gave a $7.4 billion boost to the regional economy; spent approximately $1.3 billion on purchases of goods and services from Boston area vendors; construction spending is expected to average as much $850 million annually over the next four years; and the eight universities employed approximately 50,750 people who pay millions of dollars in federal, state and local taxes. The report also found that the eight universities engaged in numerous efforts aimed at improving the quality of elementary and secondary education in communities throughout the Boston area and provided a wide range of educational opportunities for individual elementary and secondary students. 103p.

Compared to rates of population and school enrollment growth, local government expenditures for education and community services increased at significantly higher rates overall over the past decade. This study looks at the impact of multi-family developments built since 1990 and their contribution, if any, to the rise in school enrollments that occurred in many communities across the state of Massachusetts. The study includes case studies from cities and towns throughout the commonwealth. 95p.

Fifteen videos featuring panelists from the Schools as Centers of Neighborhood Vitality Symposium held at the Getty Center in May, 2003. The video clips can be viewed in dialup or broadband.

This monograph presents papers from the 2000 Mayors' Institute on City Design and the public forum that followed it. Essays include: "Schools for Cities: Urban Strategies" (Sharon Haar); "Reenvisioning Schools; The Mayors' Questions" (Leah Ray); "Why Johnny Can't Walk to School" (Constance E. Beaumont); "Lessons from the Chicago Public Schools Design Competition" (Cindy S. Moelis and Beth Valukas); "Something from `Nothing': Information Infrastructure in School Design" (Sheila Kennedy); "An Architect's Primer for Community Interaction" (Julie Eizenberg); "The City of Learning: Schools as Agents for Urban Revitalization" (Roy Strickland); and "Education and the Urban Landscape: Illinois Institute of Technology" (Peter Lindsay Schaudt). Case Studies include: "Prototypes and Paratypes: Future Studies" (Sharon Haar); "Lick-Wilmerding High School, San Francisco" (Pfau Architecture Ltd.); "Architecture of Adjustment, New York City' (kOnyk Architecture); "Booker T. Washington School for the Performing and Visual Arts, Dallas" (Allied Works Architecture Inc.); "Camino Nuevo Middle School, Los Angeles" (Daley, Genik Architects); "Elementary School Prototypes, Chicago Public Schools" (OWP/P Architects). 103p.

Presents a descriptive case study of the politics surrounding Portland Public Schools' facilities policy reform from 2000 through 2003. Portland is a revelatory case because of its history of urban growth management, neighborhood organizing, and its culture of civic innovation and intergovernmental cooperation. The research analyzes the recent and future implementation of several innovations currently being pursued by the school district as a foundation for connecting school and regional development planning. Applying theoretical models to local experience, the study predicts likely outcomes and suggests necessary actions to make ongoing cooperation successful. 398p.

Presents an emerging strategy for revitalizing urban public school systems, a background for the City of Learning (COL), and outlines COL's principles. The paper presents a selection of COL projects developed for Berkeley, CA, Washington, DC, and Union City, Paterson, and Trenton, NJ; and summarizes COL's local and national outcomes. It also reflects on challenges that must be overcome in innovative design and planning for urban public schools. Finally, it concludes with reflections on the potential advantages of school systems in urban environments as they subscribe to COL. 19p.

A study identified community-level characteristics associated with the presence or absence of a school. Data from the 1990 Census and the New York Department of Education identified 64 villages in New York with populations of 500 or less, 36 of which had schools, and 233 villages with populations of 501-2,500, 192 of which had schools. Results indicate that for the smallest rural communities, the presence of a school was associated with many social and economic benefits. Housing values were considerably higher in small villages with schools, and municipal infrastructure was more developed. Occupational structure differed qualitatively, in that places with schools had more people employed in more favorable occupational categories and more employment in civic occupations. While average household income was not markedly different across places with and without schools, income inequality and welfare dependence was lower in villages with schools. This study shows that schools serve as important markers of social and economic viability and vitality, and that the money that might be saved through school consolidation could be forfeited in lost taxes, declining property values, and lost business. 15p.

Presents a community redevelopment model that proposes partnering with an "intermediary" organization to engage in predevelopment project planning that leverages bond financing for a variety of community infrastructure projects, with schools at the heart of the strategy. The advantages of organizing redevelopment around new schools are described. 32p.

This manual is intended to be used by parents, teachers, school administrators, students, community organizations and residents as a guide to identifying, planning, implementing, and maintaining large- and small-scale school improvement projects. Its sections address: (1) key terms and concepts; (2) types of school improvement projects; (3) creating the school improvement partnership; (4) planning a school improvement project--getting started; (5) planning a school improvement project--design; (6) school improvement project implementation; (7) marketing and promoting a school improvement project; (8) findings funds and volunteers; (9) school improvement project tools (preliminary school assessment tool, consensus tool, site selection tool, implementation planning tool, fundraising plan tool); and (10) case studies of a small project (Bladensburg High School sign) and a large project (Shadyside Elementary School master plan). 24p.

This paper explores the use of public schools as tools for community and economic development. As major place-based infrastructure and an integral part of the community fabric, public schools can have a profound impact on the social, economic, and physical character of a neighborhood. Addressing public schools, therefore, is a good point of entry for community-based developers to place their work in a comprehensive community-development context. The paper examines ways in which community-based developers can learn from, as well as contribute to, current community-based efforts, particularly in disinvested urban areas, to reinforce the link between public schools and neighborhoods. Furthermore, the paper considers the policy implications of including public schools in comprehensive development strategies, and asserts that reinforcing the link between public schools and neighborhoods is not only good education policy, but also good community-development policy and practice. An appendix presents contact information for organizations participating in school and community linkages. 55p.

The case studies in this booklet highlight how five communities, in big cities and small towns, overcame the obstacles inherent in creating good new schools in existing neighborhoods. There is mounting evidence that small schools provide a better quality education than large ones. Among the obstacles faced in establishing new schools in old areas are: (1) school building standards, codes, and regulations; (2) difficulty in acquiring land; (3) districts have lost the skill to build schools; and (4) building “greenfield” schools is more familiar. The Oyster School in Washington, D.C., is an example of a school modernized through parent efforts when the school system was not able to find the funds for improvement of the facility. Sharing the existing space with an apartment building, at the cost of some space, resulted in a renovated school. In Pomona, California, a school was built at the site of a mall and vacant supermarket. A magnet-type school was built in Dallas, Texas, on the last piece of undeveloped land near a multifamily apartment complex. Two public academies were established in downtown Chattanooga, Tennessee, to attract children whose parents work in town and ensure that both the academies were filled to capacity. Rebuilding on the site of an old school was the solution for Manitowoc, Wisconsin, as it worked to meet the needs of a neighborhood. Some other examples of noteworthy approaches to new schools for old communities are briefly outlined. 20p.

This paper discusses New Jersey's unprecedented $12.3 billion school construction and reconstruction project, launched in 2000, as an opportunity to reconstruct the state's communities, enhancing quality of life and reducing sprawl. It aims to stimulate a statewide conversation about the opportunity to integrate the design of the next generation of public school facilities with the state's blueprint for smart growth--the "State Development and Redevelopment Plan," or the State Plan. The paper discusses the historical background, schools as centers of community for cities and towns, state agencies' roles, and the relevance of national design policy. It then provides design guidelines for creating schools that serve as centers of New Jersey communities: (1) enhance teaching and learning and accommodate the needs of all learners; (2) serve as centers of community; (3) result from a planning/design process involving all stakeholders; (4) provide for health, safety, and security; (5) make effective use of all available resources; and (6) allow for flexibility and adaptability to changing needs. The paper also includes sections discussing the example of Paterson, New Jersey, and key components of sustainable school design. (Contains a list of resources.) 27p.

This compendium report presents papers on what mayors have done to revitalize their cities. These efforts have been concentrated on improving schools and educational outcomes, renewing strong neighborhoods, investing in infrastructure, improving public health facilities, and reducing crime.

This paper is in two parts. The first provides background on New Jersey’s $12 billion school construction program, and the Office of State Planning’s (OSP) campaign to encourage creative thinking about the new schools and how they might fit into the State’s communities. The second part considers six broadly endorsed design guidelines for community-centered schools, in terms of projects already underway in new Jersey as well as a framework for investigating new issues and problems that might arise. 5p.

Breaks new ground by helping educators and community leaders understand and respect the assets and talents that each brings to the goal of building stronger schools and building communities. It presents several "sticking points" and identifies "rules of engagement" to facilitate better communication between school and community.

This paper presents summary conclusions reached by discussion panels that participated in the Committee on Architecture for Education's conference entitled, "Sustainable Schools, Sustainable Communities" (San Diego, March 22-24, 2001). The conference explored the symbiotic relationship between schools and communities and the ways that schools and communities sustain one another. Panel titles were: "City Heights Urban Village;" "High Tech High;" "Educational Center;" "Symbols, Forms, Materials, and Regional Aesthetics: The Sustainability of Culture and the Search for Authenticity;" "Ecology, Landscape Design, and Conservation: Working with Building Systems to Generate Meaningful Spaces for Learning;" "Campus Planning and Community Design: The Impact on Our Quality of Life;" and "The Next Generation: Satellite Learning Centers, Global Teleconferencing Labs, and Public-Private Partnerships." 10p.

Presents concepts for using public school capital projects as tools for revitalizing a post-idustrial American City. It applies the school design and planning strategy called City of Learning [COL] to historic Paterson, New Jersey. COL embraces educators' argument that healthy neighborhoods support successful learning and makes school design and programming holistic by looking beyond the school building to the school setting at the neighborhood, town, and city scales. By doing so, it identifies schools as a potent new force in urban revitalization as it explands preK-12 educational options. The first section describes the framework of the "City of Learning" concept, which involves building schools as neighborhood foci and converting industrial and commercial facilities into schools. Subsequent sections present the plans for four nontraditional learning environments, using the city's rich architectural heritage, parks, existing schools, and libraries. 220p.

Throughout the last decade, many states around the country have begun making public student test scores or other evaluative measures of school quality available to the general public. Because school quality is one of a group of local public goods purchased along with a house, one would anticipate that additional information about school quality would capitalize into real estate values. This paper takes the first look at the role that this type of added information plays in the capitalization of school quality measures. We use rich student test score and housing value data from a medium-sized Florida school district, one of the nation's 200 largest, to directly investigate this link. Using data on repeat sales of properties before and after the assignment of school letter grades, we find significant evidence that arbitrary distinctions embedded in school report cards lead to major housing price effects. [Authors' abstract]

Examines the areas of local jurisdictional cooperation required for successful new school planning that also benefits community development. Reviews responsibilities shared by local municipal governments and school districts. Explains the areas of mandated responsibility for each jurisdiction and the relationship between the two major players on the local level of government. Addresses the difficulties of collaborative planning, including technical difficulties such as budget cycle differences, fiscal dependency, lack of coordination and planning impetus, and social and political difficulties. Also discusses planning issues involving a new school's impact on land use within the community. Several examples of successful new school planning collaborations are described, followed by descriptions of three collaboration models, which cover an area of rapid growth and a higly-populated but settled area. 50p.

This describes financial barriers to feasible early childhood facilities such as low fees and subsidy reimbursement rates and the high costs of child care facilities. The article discusses the California model of housing-leveraged facilities financing as a means of filling the child care equity financing gap. 3p.

This paper addresses the growing population trends in California; the need to counteract the current model of community sprawl by designing smarter schools and community growth strategies; and the changes in planning, policies, and practices needed to achieve these goals. Recommended strategies described support the following actions: more participatory and community-based planning; innovative educational facilities that promote the concept of learning communities and schools as centers of community; the joint use of all public facilities; the planning of urban and suburban projects based on the principles of smart growth; the assessment of all public expenditures based on the concept of integrated resource development; and the development of an ongoing vehicle for communications and decision-making between all agencies, institutions and organizations involved in education reform and smart growth issues. Six case studies are highlighted that illustrate some of the goals outlined for smarter schools and smarter growth strategies. 37p.

This paper is a preliminary examination of homologous shifts in U.S. discourses on the design and building of schools and "planning" as they relate to curricular reforms and inventions of new pedagogical techniques. The purpose is to question underlying assumptions about "space" and historical reasonings about a place called school. Particular historical junctures in discourses of school architecture provide the contingent conditions and reasonings on which the current debates about reform of school design seem reasonable and make sense. Schematically, they are: (1) the common school discourses of the "school house" during the 19th century; (2) the emergence of the "school-plant," which introduced city "planning" discourses into the discourses of school design during the 1920s and 1930s; (3) the "open-plan" in the 1950s that followed as a critique of the "school-plant"; and (4) the enfolding and redeployment of elements of the "school-house," "classroom school-plant," and the "open plan" in the "school-as-community." 25p.

Discusses how schools are natural forces for community development efforts. The authors claim that schools, by becoming more active and open to the communities they serve, allow a rising generation to achieve the capacity to overcome social disadvantage and poverty. p339-380

The Charter School movement combined with New Urbanist designers have uncovered the importance of scale in creating school environments that are more responsive to the needs of children. This paper examines the possibilities for mutual benefit for school and community by integrating school-building into the new urbanist tool kit. The discussion covers actual implementation: a prototype building, a means for integration into the community structure, and a financial analysis geared toward developers. Also explored are the benefits of small schools, charter school laws, and the synergism realized from the cooperation of charter school operators and new urbanist developers. Concluding sections contain footnotes, an annotated bibliography, and Web site listings for additional information. 25p.

This paper reviews the literature on the noneducational impacts of rural schools on their communities and provides an annotated bibliography of sources. Taken as a whole, the literature suggests that the school-community relationship is multifaceted. Community schools have positive economic impacts related to local employment, retail sales, and infrastructure; have positive social impacts related to social integration and collective community identity; function as an arena for local politics; provide a resource for community development through student projects and school-to-work programs; and offer a delivery point for health and social services, improving access to health care and other services. The annotated bibliography has two sections containing 43 research papers and 68 advocacy and position papers. Entries were published 1938-98 (primarily in the 1980s and 1990s) and include journal articles, federal documents, conference papers, monographs, books, book chapters, research bulletins, and master's theses. 48p.

This guide to what the authors call "asset-based community development" summarizes lessons learned by studying successful community-building initiatives in hundreds of neighborhoods across the United States. It outlines in simple, "neighborhood-friendly" terms what local communities can do to start their own journey down the path of asset-based development.

Educational reform is revitalizing the ways in which the schools relate to the community. This book develops a framework for new school and community relations in response to the current reforms' emphasis on cooperation and collaboration. The book presents a systems approach to defining global, school, and community relations. Changing school spaces and facilities are discussed in chapter 10. 317p.

Presents an essay concluding that the world needs a vision of a "learning city" for the future, and then focuses on six themes that illustrate the connections between education and aspects of economic development: 1) investing to enhance the built environment; 2) modernizing and improving school buildings; 3) making more of educational facilities; 4) adult learners in colleges and schools; 5) the place of vocational education; and 6) uncoupling schools and buildings. Subsequent chapters examine families, poverty, race, ethnicity, and crime; planning issues in creating the learning city, with emphasis on the role of government; and nine case studies about the renovation of urban schooling in Australia, Sweden, Germany, the United Kingdom, Greece, the Netherlands, France, the United States, and Scotland. (Includes 128 references.) 156p.

This paper describes an approach to urban renewal, called the Multi-Function Polis (MFP), which emphasizes education as a key factor in a renewal process that includes development of 21st century industries such as information technology, telecommunications, and environmental management. Focusing on Adelaide, Australia, as an example, the paper discusses the MFP educational component, where resources can be found to achieve both urban renewal and the new urban development, and the importance of community involvement. Final comments summarize the important points of each educational renewal component. 16p.

The Informatie & Advies Centrum Schoolaccommodaties was commissioned to study ways in which the existing stock of educational buildings can be deployed together with new capital investment and, where appropriate, in cooperation with other national or local initiatives, to contribute to social, economic, and environmental renewal in urban areas. Issues of management and access in the design and planning process was also assessed. The study analyzed a small number of completed or planned projects in Organization for Economic Cooperative Development countries where this type of facility planning and construction was conducted within depressed urban areas. This report represents a description of the study, its results and various reactions, and the case studies used. 120p.

Examines the college's role in enhancing the physical environment and facilities of its surrounding community, based on the experiences of more than 30 institutions, ranging from small private colleges to large state-run universities. Eight case studies of renewal are examined. Additionally, strategies being used by more than 20 institutions are addressed, including: 1) campus-related commercial development; 2) renovation of community buildings; 3) shared cultural facilities; 4) community housing improvements; and 5) expanded range of campus security. 56p.

Presents a detailed study of the area encompassing downtown Youngstown, Ohio, and the adjacent campus of Youngstown State University. It includes a history of the city's development beginning in the 1850s, describes the current built environment, identifies opportunities and restraints, and presents development and preservation options. Contains a 2006 update and Foreword by the author. 56p.

Presents a new way of looking at the urban university. It describes the planning effort for a nonconventional college in the poor urban community of Brooklyn’s Bedford-Stuyvesant section. This new kind of college would educate people, provide park and recreation space, cultural facilities, and low-rise, low-cost housing. It would be community-operated, open 12 months a year, 6 days a week, days and nights, for all community dwellers who either have high school diplomas or can pass a set of special tests built around the college's curriculum. A blueprint illustrating the design of the proposed facility is included. 52p.

Illustrates how placing schools in distressed neighborhoods and including them in developments have fostered subsequent economic development within that community. Examples from St. Louis, Denver, and Milwaukee are highlighted.

Cites the economic benefits of higher education campus development to the surrounding community, as revealed in economic impact studies conducted at six existing or planned campuses.

Discusses the role that school quality plays in business location, workforce development, and community well-being, as well as certain socio-economic problems typically associated with poor schools.

Examines the contributions of some universities to the creation or redevelopment of commercial areas near their campuses. These projects are seen as a means of attracting and retaining students and faculty, as well as relieving the institution of providing retail services to their students and employees. Typical projects include housing, retail, and entertainment venues.

Decisions on where schools are built and how much land they occupy are gradually beginning to reflect New Urbanism’s belief in the importance of physically fitting the schools into their communities. This discusses school siting, minimum acreage requirements for schools, and using non-traditional structures and sites.