Resource Lists
COMMUNITY USE OF SCHOOLS
Information on community use of public school facilities during and after school hours, compiled by the National Clearinghouse for Educational Facilities. References to Books and Other Media
Creating Quality School-Age Child Care Space.
 Winter, Katie (Local Initiatives Support Corporation/Community Investment Collaborative for Kids, Sep 2011)
Provides strategies for planning, designing, and equipping after-school physical environments for school-age children from kindergarten through eighth grade. After-school spaces offer an opportunity to create special crossover environments where children can learn in a low-stress setting, explore new interests, and develop meaningful relationships with friends and mentors. Covers the following topics: getting started, adjacencies; accessibility; greening your space; tips for maximizing shared space; entry/gathering area; program activities; indoor and outdoor active play; dramatic play, quiet games, and construction-based play; science; music and arts; academic support; computer/technology spaces; adult spaces; children's bathrooms; storage; maintenance; ambiance and aesthetics; equipment and furnishings; 40p
Financing Community Schools: Leveraging Resources to Support Student Success.
Blank, Martin; Jacobson, Reuben; Melaville, Atelia; Pearson, Sarah (Coalition for Community Schools, Washington, DC , Nov 2010)
Details five findings from a study of community schools. These are: 1) Community schools use the bulk of their resources to directly assist schools in meeting their core instructional mission, while also strengthening the health and well-being of students, families and neighborhoods. 2) Community schools leverage $3 for every dollar invested by school districts. 3) Collaborative leadership structures support finance and other key functions at the school and system level. 4) A mix of public and private sector partners expands financial, as well as technical and political capacity. 5) Full-time site coordination contributes essential site level capacity at minimal cost. 56p.
School Facilities Joint Use Cost Calculator.
(21st Century School Fund, Washington, DC and The University of California, Center for Cities & Schools, Berkeley, Sep 2010)
One obstacle to sharing public school facilities is recovering the cost of joint use. This joint use cost calculator helps school districts determine what to charge users to recover costs for joint use, particularly in situations where the district is unsure know what it costs to own and operate the school buildings. The calculator helps: 1) identify the elements of school district facility related costs, 2)calculate full cost of ownership on a per square foot and per hour basis, 3) determine policy decisions school districts need to make about which users to subsidize, and 4) create fee structure options for various non-school users, based on the real cost of ownership
Partnerships for Joint Use: Expanding the Use of Public School Infrastructure to Benefit Students and Communities.
Vincent, Jeffrey (University of California, Center for Cities and Schools, Berkeley , Sep 2010)
Cites current perspectives and prior research on community use of school facilities, outlines three types of joint use approaches, and categorizes nine types of common community use arrangements found in California schools. These categories include expanded outdoor and indoor recreational spaces, shared library and arts facilities, community services, meetings and events, land development and local revitilization, and tenant type arrangements. Ten findings from the research are detailed, and lists of 6 resources and 43 references are included. 44p.
Community-Centered Schools Are Critical For Sustainable Neighborhoods? So How Can We Encourage More?
(International City/County Management Association, Washington, DC , Jun 2010)
Advocates for more community schools, examining obstacles to their creation, the importance of proximity between school and neighborhood, recommendations for policy changes that will enable more community schools, particularly where acreage requirements are concerned. Eight references are included. 6p.
Utlization of PS 15.
Filardo, Mary (21st Century School Fund, Washington, DC , Apr 13, 2010)
Summarizes an analysis of space utilization of Brooklyn's PS-15 elementary school, a facility that houses a traditional and a charter school, as well as community services. The report reveals that the traditional classrooms are typically undersized and crowded, while the charter school classrooms are somewhat better. The report also addresses space for special education, impending issues for shared spaces (cafeteria, gymn, auditorium), and the inadequacy of the school library. 6p.
What Next?
Bingler, Stephen (New Schools / Better Neighborhoods / More Livable Communities, Apr 2010)
This monograph serve as a resource for school districts, citizen leaders, community organizations, service providers, and elected officials who share the call for urgent action toward the creative deployment of California's vital human, financial and environmental resources to our inner city and inner suburban schools and neighborhoods.
Includes a discussion of collaborative management; systemic economics; integrative policy; nexus planning; engaging the community; moving from sustainability to transformation. 44p.
San Francisco's Public School Facilities as Public Assets: A Shared Understanding and Policy Recommendations for the Community Use of Schools
Vincent, Jeffrey; Filardo, Mary; Klein, Jordan; McKoy Deborah (Center for Cities and Schools, University of California, Berkeley , Mar 2010)
Presents research findings and policy recommendations from a yearlong investigation to establish a more effective joint use strategy in the San Francisco Unified School District. The report details utilization, management, policy, and budget findings, noting significant deficiencies. Four recommendations to improve the use of San Francisco schools both during school hours and afterwards are offered, and appendices provide scope, vision statements, and lists of participants and identified challenges. 62p.
Joint Use of Public Schools: A Framework for a New Social Contract.
Filardo, Mary; Vincent, Jeffrey; Allen, Marni; Franklin, Jason (21st Century School Fund, Washington, DC , 2010)
Explores joint use as a way to provide services to children and families in convenient locations, improve opportunities for physical activity of youth and adults, leverage capital investments, and reduce the consumption of land. The report attempts to frame the basic challenges and opportunities for joint use to increase the quantity and quality of joint use policy and practice. 17p.
Opening School Grounds to the Community after Hours: A Toolkit for Increasing Physical Activity through Joint Use Agreements.
Ogilvie, Robert; Zimmerman, Jason (Planning for Healthy Places, a project of Public Health Law & Policy (PHLP), California , 2010)
Shares what has been learned from some successful school/community joint use agreements and offers guidelines and templates for communities seeking to increase their own access to school recreational facilities. Chapter 1 provides a snapshot of how communities throughout California are currently sharing facilities, and highlights the essential components of a joint use agreement. Chapter 2 provides a step-by-step checklist for negotiating and developing a joint use agreement, highlighting important issues to consider at each stage of the process. Chapter 3 presents short profiles illustrating how different communities throughout California have negotiated and implemented four types of joint use. 168p.
A Look at Community Schools.
Bireda, Saba (Center for American Progress, Washington, DC , Oct 2009)
Provides an overview of community school strategies in the United States and how community schools can decrease poverty's detrimental effect on students. The report highlights the examples where research shows community schools have had the most success by providing access to child care, social services, health care, and extended education. It also reviews England's extended school model and suggest how the United States can expand community schools based on England's experience. 28p.
School Districts: Leases and Agreements.
(California State Legislature, Sacramento , Aug 27, 2009)
This California legislation authorizes a school district to enter into leases and agreements relating to real property and buildings to be used jointly by the district and a local governmental agency. Existing law already authorized a school district to enter into leases and agreements relating to real property and buildings to be used jointly by the district and any private person, firm, or corporation. 8p.
Rasing Graduation and College Going Rates.
Axelroth, Rita (Coalition for Community Schools, Washington, DC , Aug 2009)
Reviews eight community schools to show their effects on graduation and drop-out rates. Rising graduation and college going rates and a decrease in drop-out rates are found in community schools. The report also finds that community schools strengths lie in their local communities, creating personalized environments, a rigorous curriculum, and sustainable partnerships. 28p.
Partnerships for a Sustainable Future: Schools and Community, The Rosa Parks School. [Video] (American Architectural Foundation, Washington, DC, Mar 2009)
This video profiles the Rosa Parks School, which opened in 2007 to students in one of the most impoverished areas of Portland, Oregon. Facing a burgeoning population and a tightened budget, Portland Public Schools (PPS) and the Housing Authority of Portland (HAP) joined forces with The Boys & Girls Club of Portland and the City of Portland’s University Park Community Center to create a two-acre educational campus. PPS developed a gold-standard Leadership in Energy and Environmental Design (LEED) certified sustainable building. The school is a model for how multiple partners and creative design can result in a sustainable school and a sustainable community.
Arne Duncan on Community Schools. 2009
Presents an interview with U.S. Secretary of Education, Arne Duncan, promoting the concept of schools as centers of community, with emphasis on keeping school buildings open for extended hours and community service organizations conducting their programs via the school site.
Community Schools in North Carolina.
(Public Schools of North Carolina, School Planning Section, Raleigh , Sep 2008)
Discusses opportunities for community schools in North Carolina, addressing purpose and legal foundation, possible synergies, examples and success stories, potential pitfalls, legal and financial aggreements, suggestions for implementation, recent legislation, and non-financial benefits. 25p.
Joint Use School Partnerships in California: Strategies to Enhance Schools and Communities.
Coober, Tamar; Vincent, Jeffrey (University of California, Center for Cities and Schools, Berkeley , Aug 2008)
Examines joint use partnerships in the California policy context, focusing on three cases: opening up existing school yards for public use in San Francisco, building new joint use gymnasiums in Rosemead, and building a joint use child development center in Clovis. Appendices include formal case agreements. The report offers a discussion of lessons learned and recommended steps to crafting effective joint use partnerships. 76p.
Managing Maryland's Growth: Smart Growth, Community Planning and Public School Construction.
(Maryland Dept. of Planning, Baltimore , Jul 2008)
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.
Report NO: 2008-001
Webinar Recording: Recovering Costs for the Community Use of Our Schools. (Schooldude.com, Charlotte, NC , 2008)
Encourages the community use of schools schools and advises on how school systems can recover the extra expense it incurs. Statistics on what community use might cost are illustrated in charts, and advice on risk management, cost recovery, scheduling, building support, and developing fee structures is offered, based on successful practices observed in the field.
Reconnecting Schools and Neighborhoods: An Introduction to School-Centered Community Revitalization.
(Enterprise, Columbia, MD , 2007)
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.
New Orleans Nexus.
Bingler, Stephen (Designshare, Minneapolis, MN , 2007)
Outlines a vision for a site in New Orleans that will co-locate school, housing, social services, retail, recreational, and other services. The author feels that such a project is particularly appropriate in New Orleans, where Hurricane Katrina left many services in disarray. 4p.
New Directions in School Facilities: Section 5: Joint Use of School Facilities.
Dunn, Andy (California Dept. of General Services, Sacramento , 2007)
Reviews the advantages of joint use of facilities and public/private partnerships in environments where taxpayers are particularly opposed to raising of local revenues. California examples are offered and include partnerships from both community college and K-12 districts. Includes 13 references. 4p.
Model Policies in Support of High Performance School Buildings for All Children.
(Building Educational Success Together (BEST), Washington, DC , Oct 2006)
Provides policy guidance to states for building and maintaining high-quality schools. The report identifies key areas needing attention, and covers school facilities and community planning, schools as centers of communities, public school facilities management, and public school facilities funding. Challenges, policy intent and rationale, and model policies are described under each topic, with examples of exemplary state legislation for each topic provided as well. 44p.
All Together Now: Sharing Responsibility for the Whole Child.
Blank, Martin; Bert, Amy (Association for Supervision and Curriculum Development, Alexandria, VA , Jul 2006)
Promotes the community school as a primary vehicle to address the needs of the whole child, emphasizing the convergence of expertise from educational and community institutions. Case studies of co-location of educational and community services from eight cities are included, as are 30 references. 22p.
Growing Community Schools: The Role of Cross-Boundary Leadership.
Blank, Martin; Berg, Amy; Melaville, Arelia (Coalition for Community Schools, Washington, DC , Apr 2006)
Reorts on how innovative cross-boundary leaders from education, local government, public, private and community-based agencies, business and other sectors are organizing themselves and their communities to create and sustain community schools. Numerous examples of successful community school endeavors are detailed, with advice to participants on how to achieve similar results. Includes 11 references. 42p.
Schools for the Future: Design Schools for Extended Services.
(Dept. for Education and Skills, London, United Kingdom , 2006)
Sets the United Kingdom policy context and provides advice on how local authorities and schools can design facilities in partnership with their communities, other agencies, and the private and voluntary sectors to deliver before- and after-school services.. It includes key questions which all schools can ask themselves as they think about the future and how best they can use one of their buildings. 136p.
Schools as Community Facilities: Policy Framework and Guidelines. [Australia]
(Dept. of Education and Training, Melbourne, Australia , Nov 2005)
Outlines community use of schools from an Australian perspective, including opportunities for use of schools by the community, benefits and features of school-community partnerships, types of agreements, and case studies. Guidelines for developing the legal framework and suggested details of joint use agreements are included. 36p.
Recommended Policies for Public School Facilities, Section 2: Schools as Centers of Communities Policies.
(21st Century School Fund, Washington, DC , May 2005)
Provides policy guidance and recommendations to officials and administrators at the state, local, and school district level to improve the creation of schools as centers of community. The recommended policies cover extensive and innovative community use of the public school facility, community partnerships that support high quality education and contribute to life-long learning, co-location with local government agencies and/or community organizations resulting in creative program service delivery and more efficient utilization of public land and buildings, and opportunities for new and/or additional sources of funds for financing building improvements and program delivery. Preservation of historic and other neighborhood schools is particularly encouraged. Best practices examples and a list of resources are also provided. 15p.
Community and School Facilities: Our Vision, Goal, and Initiatives.
(Knowledgeworks Foundation, Cincinnati, OH , Feb 2005)
Outlines the Foundation's position on the value of community-use schools designed with community participation. Guiding principles for creating schools as centers of communities are offered, and the three action areas of community engagement, research on effective learning environments and smart growth, and promotion of schools as centers of community are described in detail. 13p.
Schools As Centers of Community: John A. Johnson Achievement Plus Elementary School.
(American Architectural Foundation, Washington, DC , 2005)
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.
Community Schools In Action: Lessons From A Decade Of Practice
Dryfoos, Joy; Quinn, Jane; Barkin, Carol (Oxford University Press, 2005)
A community school differs from other public schools in important ways: it is generally open most of the time, governed by a partnership between the school system and a community agency, and offers a broad array of health and social services. It often has an extended day before and after school, features parent involvement programs, and works for community enrichment. Based on their own experiences working with community schools, the contributors to the volume supply invaluable information about how such a school should be organized, integrated with the school system, sustained, and evaluated.The book includes several contributions from experts, including a city superintendent, an architect, and the director of the Coalition for Community Schools. 304p.
Kinder Bauen Ihre Schule. (Children Make Their School.)
Huebner, Peter (Edition Axel Menges, Stuttgart, Germany , 2005)
Profiles this German school, produced by a commission focusing on three points: the school should be a meeting-place, allowing young people coming from various nations and different religions to live together peacefully; the school should enable young people to look after the environment; and the school should be open to the district. The architects conceived the school as a little town, with the aims of achieving diversity, sophistication, and responsibility taken on by the users themselves. Students were active participants in the design. Each school "house" has its own entrance, cloakroom, toilets, a large gallery, a terrace, and a garden. The book describes the entire process from developing the educational program, planning and realization of the building, and the everyday running of the school. Abundant plans, photographs, and drawings accompany the text. 179p.
Schools for Successful Communities: An Element of Smart Growth.
(Council of Educational Facility Planners International, Scottsdale, AZ; U.S. Environmental Protection Agency, Washington, D.C. , Sep 2004)
Provides guidance in choosing effective "smart growth" locations for school facilities. Addresses new schools, existing schools, and the subject of adaptive reuse of existing facilities for school learning environments. Addresses the connection between smart growth principles and community-centered schools, factors to consider when planning community-centered schools, local and state policies that support smart growth and community-centered schools, and provides ten case studies that illustrate the various concepts presented. 52p.
TO ORDER:
Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840http://www.cefpi.org
Program Coordination and Master Facilities Planning Best Practices Project.
Filardo, Mary (21st Century School Fund and Brookings Greater Washington Research Program, Washington, DC , Aug 26, 2004)
Examines inter-governmental and inter-agency programs, and accompanying facility and capital coordination in seven cities and at the U.S. General Services Administration. In the study cities, public schools were found to be the most important entity around which coordination was developed, and the examples fall into three different categories or models: (1) community schools, which integrate social services for students into the school building; (2) co-location or joint use, which integrate services for the neighborhood into the school building; and (3) shared land use, which entails use of school land for other purposes, such as recreation or housing. The report examines how governmental management practices can affect program coordination and efficient use of facility and land assets as well as how authority for schools, social services, infrastructure and other public functions tend to be dispersed among state, county and city governments and one or more one or more school districts. In spite of each entity's autonomy in decision making, taxing, bonding, and implementing capital projects, it is possible to identify key elements of successful management practices that affect program coordination and facility and land use. 39p.
Creating Communities of Learning: Schools and Smart Growth.
Shoshkes, Ellen (Education Law Center, Trenton, NJ , Apr 2004)
Describes two projects seeded by New Jersey's Communities of Learners campaign: a national design competition for a new high school in Perth Amboy, and an effort to create large scale public engagement in a community school master planning process in Plainfield. The successes, failures, and impediments realized through this experimental collaboration are chronicled, and recommendations on how to create schools as centers of communities are offered. 58p.
Community Schools.
(New Jersey Schools Construction Corporation, Trenton , 2004)
Helps districts that are developing community schools to understand the major elements of the design process, organize the participants, and find alternative financing. Explains New Jersey's School Renaissance Zone and Demonstration Project programs and relates them to the community school concept. Brief case studies and additional resources are supplied, and the roles of various public and private partners are explained. 22p.
Creating a School for the Future: John A. Johnson Achievement Plus Elementary School: A Case Study.
Feister, Leila (Achievement Plus, St. Paul,MN , 2004)
Describes the inception and realization of this revered community school created within a restored 1911 St. Paul, Minnesota, high school building, and combined with an adjoining new YMCA facility. The community collaboration required for the condemnation of four homes and relocation of several businesses is described, along with the results of these moves. Restoration and renovation of the deteriorated high school, the design of the YMCA, and the naming process for the new facility are discussed. 42p.
Public Schools and Economic Development: What the Research Shows.
Weiss, Jonathan D. (Knowledgeworks Foundation, Cincinnati, OH , 2004)
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.
Schools as Centers of Community: A Citizens' Guide For Planning and Design. Second edition.
Bingler, Steven; Quinn, Linda; Sullivan, Kevin (National Clearinghouse for Educational Facilities, KnowledgeWorks Foundation, Council of Educational Facility Planners, Building Educational Success Together, Coalition for Community Schools , Dec 2003)
This publication outlines a process for planning schools that more adequately addresses the needs of the whole learning community. It explores six design principles for creating effective learning environments, provides 13 case studies that illustrate various aspects of the six design principles, and examines the facilities master planning process for getting started and organized, including developing and implementing a master plan. It provides references, sources for additional information, photographs and plans. 76p.
Combined Libraries: A Bibliography.
(American Library Association, Fact Sheet Number 20. , Nov 2003)
This is a selected list of articles, books, and web sites covering the subject of combined and joint-use libraries. It covers the two most common types of combined libraries: public libraries combined with school library media centers and public libraries combined with academic libraries.
State Policies and School Facilities: How States Can Support or Undermine Neighborhood Schools and Community Preservation.
Beaumont, Constance E. (National Trust for Historic Preservation, Washington, DC , May 2003)
This report reaffirms the contribution made by historic neighborhood schools to their communities. It offers guidance to officials and local preservationists for creating state policies that help preserve and maintain historic community schools, and for building new schools that serve as community centers. The report describes state requirements for community involvement in school planning, the overly generous site standards that contradict the creation of community schools and preservation, and funding mechanisms that help preserve historic schools. Information for the report was gathered from telephone interviews, correspondence with state school facility officials,and online reviews of printed school facility standards. Includes 13 references. 32p.
Making the Difference: Research and Practice in Community Schools.
Blank, Martin J.; Melaville, Atelia; Shah, Bela P. (Institute for Educational Leadership, The Coalition for Community Schools, Washington, DC , May 2003)
This report features 20 community school models across the country that help to improve student performance by mobilizing community resources in support of student learning. These resources include after school, youth development, family support, health and mental health, parenting and adult education, employment, and other services and opportunities. This brings together research from multiple disciplines that support the five conditions for learning that the Coalition for Community Schools believes are necessary for all students to learn. The report also offers important lessons learned in creating community schools, and an action agenda for school and community leaders. 133p.
TO ORDER:
Institute for Educational Leadership, 1001 Connecticut Avenue, NW, Suite 310, Washington, DC 20036, (202) 822-8405http://www.iel.org/pubs/order.html
Rebuilding a School, Revitalizing a Community [Video] (George Lucas Educational Foundation, Apr 2003)
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.
Schools as Centers of Neighborhood Vitality [Videotapes]
(New School Better Neighborhoods, Los Angeles, CA. , 2003)
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.
A New Strategy for Building Better Neighborhoods.
Simril, Renata (New School Better Neighborhoods, Los Angeles, CA , Oct 2002)
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.
Catching the Age Wave: Building Schools With Senior Citizens in Mind.
Sullivan, Kevin J. (National Clearinghouse for Educational Facilities, Washington, DC , Oct 2002)
Examining the trend toward an older U.S. population, this publication discusses why educators and school facility planners should consider designing multipurpose schools that specifically contribute to stronger intergenerational links. Reasons include: ending age segregation, enriching the lives of children and seniors, creating support for public education, and keeping seniors healthy and learning. The twelve-page publication also discusses the challenges and opportunities of such efforts, including the diversity of retirees, issues of joint venture, funding, cost savings, accessibility, finding space, using space wisely, giving new life to historic school buildings, security, and staffing. The publication includes numerous case studies and fifteen references. 12p.
Making It Work: Increasing Community Use of Existing School Facilities.
Parsons, Adrienne A. (Master's Thesis, University of Calgary, Alberta, Canada , May 2002)
Examines how to increase community use of existing school facilities. A literature review and two case studies of schools in British Columbia confirmed that in addition to the need to modify education legislation, municipal legislation and the respective governing bodies, there is also a fundamental need to address obstacles, such as institutional inertia and materialist values. The project concludes with a set of recommendations designed to increase community use of existing school facilities in the two case study communities and elsewhere. 150p.
Report NO: MQ66992TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Using Public Schools as Community-Development Tools: Strategies for Community-Based Developers.
Chung, Connie (Harvard University, Joint Center for Housing Studies, Cambridge, MA; Neighborhood Reinvestment Corporation. , 2002)
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.
Inside Full Service Community Schools.
Dryfoos, Joy; Maguire, Sue (Institute for Educational Leadership, Coalition for Community Schools, Washington, DC , 2002)
This book is a step-by-step practitioner's guide to integrating health, family support, youth development, and other community services to support student learning. Topics include: 1) getting started; 2) building a range of services; 3) collaborating with the government and private sector; 4) staffing; 5) involving parents; 6) funding; and 7) working in rural and urban settings.
TO ORDER:
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http://www.corwin.com
Controlling Access to Public Educational Facilities: Legal and Practical Issues. CEFPI Mini-Session.
Uerling, Donald F. (Paper presented at the Council of Educational Facility Planners International Conference, Denver, CO , 2002)
This paper addresses the topic of access to educational facilities by the public. It explains that many organizations and individuals request access to public educational facilities; while boards and administrators generally want to make them available for public use, problems sometimes arise when the nature of the group or proposed activity seems likely to be controversial or inconsistent with the purposes of the institution or character of the property. The paper explores legal and practical issues involved in public access from a Constitutional perspective. It addresses the differences between traditional public fora, designated public fora, and nonpublic fora, then concludes that public educational facilities are not traditional public fora and that officials should not create a designated public forum that is open to all persons for all purposes. It asserts that institutional officials need to decide whether limited public fora should be made available in certain facilities, or whether only nonpublic fora should be maintained throughout the system by exercising significant control over access. 6p.
Cooperative Joint-Use Educational Centers: Toward a Model for California.
Jones, Janis Cox (Doctoral Dissertation, Union Institute Graduate College, Cincinnati, OH , Jul 2001)
Develops a model for a cooperative, joint-use educational center to meet the future needs of California. Based on case studies of two such existing educational centers in Denver, Colorado and Yuma, Arizona, and on a case study of a developing center in Tracy, California, seven key elements critical to the successful design and implementation of such educational centers were identified. These seven elements are: 1) partners; 2) people; 3) planning; 4) politics; 5) property; 6) “pence” (funding); and 7) policies/procedures. 183p.
Report NO: 3019564TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Creating Communities of Learning: Schools and Smart Growth in New Jersey.
Bird, Kathleen, Ed. (New Jersey Office of State Planning, Trenton , Jun 2001)
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.
Smarter Planning for Schools and Communities in New Jersey.
Shoshkes, Ellen (Paper presented at the American Planning Association 2001 National Planning Conference, Mar 2001)
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.
After School Collaboration: When it Works - Why it Works - A Literature Review.
(National Assembly of Health and Human Service Organizations, Washington, DC , 2001)
This is a comprehensive review of literature that specifically addresses what makes an effective, successful after-school collaboration between community-based organizations and schools. 50p.
TO ORDER:
National Assembly of Health and Human Service Organizations, 1319 F Street, NW, Suite 601,Washington, DC 20004. Tel: 202-347-2080.
http://www.nassembly.org
Building a Community School. Third Edition.
(Children's Aid Society, New York, NY. , 2001)
This manual describes what community schools are; the challenges they face; and the new realities for schools, families, and communities that form the context for community schools. Attention is given to the Children's Aid Society (CAS) and how it has created community schools in New York State. School curriculum and structure, integration of health, mental, and other services, and early childhood programs are covered. Results to date of the CAS schools are presented, including improved academic performance, higher attendance rates, greater parental involvement, and safer schools. The team-building and sustaining processes are also described where community agencies are brought in as partners in education. Other important points covered are the planning and financing of the school. Finally, nine concrete initial steps are presented that can form the basis of an action plan. This manual concludes with a list of reading resources and Web sites. 122p.
Great Spaces Fresh Places.
(Illinois Facilities Fund, Chicago , 2001)
Suggests low-cost ways to create effective and pleasing out-of-school child care facilities. Four attributes of the relationship of program to space are considered, accompanied by five steps toward identifying and solving problem areas. Case studies of three facilities are presented in a "before and after" format. 9p.
Designing Space for Sports and Arts: Design Guidelines for Sports and Arts Facilities in Primary Schools for Dual School and Community Use.
Young, Eleanor (Department for Education and Employment, London, England , 2001)
This guide offers general design proposal guidance for sports and arts spaces in England's primary schools, where these types of spaces can be used by both school and community members. It presents case studies and detailed specifications for the multipurpose main hall. It also discusses ways to deal with dual use design challenges in order to promote higher design quality and allow for innovation. Practical everyday design considerations also addressed include security, accessibility for disabled persons, health and safety, and environmental issues. 21p.
Making Current Trends in School Design Feasible.
(North Carolina State Dept. of Public Instruction, Div. of School Support. Raleigh, NC , Nov 2000)
This North Carolina report describes new and innovative approaches to school facilities as they relate to their communities by exploring the trends towards smaller schools, walkable schools, sustainability and green building practices, recycling older small community schools, and joint use arrangements. The pros and cons of small schools are examined. The report finds solutions by applying strategies in smart growth planning. Concluding sections contain links and references where stakeholders can obtain in-depth material on these subjects. (Contains 60 references.) 57p.
Utilization & Sharing of School Facilities.
(Governor's Education Reform Study Commission, Education Facilities Committee, Atlanta, GA , Sep 07, 2000)
Asserting that as Georgia moves into the 21st century, its public education sector must examine alternative means of utilizing and sharing buildings and facilities, this paper explores the alternatives to relying on taxes alone to meet the ever-increasing needs for additional and improved school buildings, as well as ways to reduce the need for more schools and classrooms. The discussion focuses on three major topics: privatization, more effective facility utilization and sharing, and technology. 32p.
21st Century Community Learning Centers:
Providing Quality Afterschool
Learning Opportunities for America's Families
(U.S. Department of Education, Washington, DC, Sep 2000)
Describes the 21st Century Community Learning Center program, authorized under Title X, Part I, of the Elementary and Secondary Education Act, to help families and communities keep their children safe and smart. The 21st Century Community Learning Centers, supported by grants from the U.S. Department of Education, enable school districts to fund public schools as community education centers keeping children safe in the after-school hours. They also provide students with access to homework centers and tutors and to cultural enrichment, recreational, and nutritional opportunities. In addition, life-long learning activities are available for community members in a local school setting.
Financing Facility Improvements for Out-of-School Time and Community School Programs. Strategy Brief. Vol. 1 No. 4.
Flynn, Margaret; Kershaw, Amy (The Finance Project, Washington, DC , Aug 2000)
This strategy brief presents general principles and strategies for financing facility improvements and highlights five examples of innovative strategies, including: (1) accessing school construction dollars; (2) using grants and donations; (3) accessing low-cost debt; (4) engaging partners to jointly develop facility improvement projects; and (5) generating revenue through the tax and building codes. These strategies illustrate the importance of thinking broadly and creatively about the range of resources available in the community, combining financing strategies appropriate to project objectives, engaging a variety of public and private sector partners, leveraging funds from non-traditional sources, and persevering through long and intensive planning and implementation processes. 20p.
Development of Joint-Use Educational Facility Agreements between California Public School Districts and Community Entities: A Cross-Case Analysis of Strategic Practices, Barriers, and Supportive Elements.
Testa, Kenneth Charles (Dissertation, University of La Verne, CA , Aug 2000)
The purpose of this study was to describe strategic practices (defined as priority-based actions) used in the development of joint-use agreements for educational facilities between California public school districts and community entities, as well as both impeding and supportive elements. A cross-case analysis of the efforts and experiences of seven California school facility practitioners was crafted. The study identified major findings as metathemes that were operationally described. Six metathemes of strategic practices were identified relative to aspects of cooperation, perseverance, collaboration, entrepreneurialism, synergy, and resourcefulness. Six metathemes described barriers to joint-use relative to aspects of territorialism, use/access conflicts, bureaucracy, limited finances, collaboration, and top-level support. Four metathemes described supportive elements to joint-use, including institutionalized belief, productive relationships, strong reputations, and support from top-level leadership. An annotated compendium of successful joint-use projects in included, as well as a list of network resources utilized by the researcher. [Online access to excerpt from this dissertation available at http://smhp.psych.ucla.edu/pdfdocs/joint-use.pdf] 418p.
Report NO: UMI AAI9987888TO ORDER: UMI Dissertation Express http://disexpress.umi.com/dxweb
What Should Parents Know about Schools As Community Learning Centers?
(National Clearinghouse for Educational Facilities, Washington, DC , Jul 2000)
This brochure explains the benefits and challenges of community learning centers, lists some examples of specific school-community alliances, offers suggestions for promoting school-community partnerships, and provides sources for more information. School- community alliances highlighted involve public schools teaming with public libraries, social service agencies, recreation departments, universities, and businesses. (Contains 10 references.) 5p.
The Development of Educational Facilities Through Joint Use Mechanisms.
(New Schools/Better Neighborhoods, Los Angeles, CA , Jan 18, 2000)
This paper was prepared as an outgrowth of a Getty Center symposium sponsored by New Schools Better Neighborhoods (NSBN) and its partner organizations in May 1999. The subject of joint use, generically meaning the development of K-12 education facilities in combination with other facilities such as parks or libraries, was broached at the Getty Symposium as one of several means of accelerating and enhancing new school construction. Accordingly, a working group was formed under the guidance of NSBN with the charge to research, evaluate, and formulate recommendations regarding joint use. This is the first in a series of products prepared by the Joint Use Working Group. The paper is an overview of the subject and a point of departure for further study. It discusses the benefits of joint use, such as additional student housing, cost savings, and community enrichment programs and services, as well as its constraints, such as conflicting or non-aligned goals of the partners, operations and maintenance issues, and regulatory constraints. Also explored are themes of joint use, such as the school district as community developer, leveraging community goals, and adaptive re-use of existing structures. 7p.
Great Spaces, Fresh Places: How-To Improve Environments for School-Age Programs.
(Illinois Facilities Fund, Chicago Most, Chicago, IL. , 2000)
Demonstrates simple but effective solutions to the common problems many out-of-school time programs face regarding facilities and other space-related issues. The guide also highlights the importance of integrating facilities and programs in a coordinated effort, and it teaches school-age care providers how to approach facilities problems and implement realistic solutions within a budget. Chapters address how to think about the relationship between facilities programs; how to makeover classrooms; and how to consider all other aspects of space, including space planning and layout, color, traffic, noise, light, and furniture. The final section includes a resource list and selected bibliography. 26p.
When the School Is the Community: A Case Study of Fourche Valley School, Briggsville, Arkansas
Hadden, Patricia Demler (AEL, Inc., Charleston, WV , 2000)
Fourche Valley School District in central Arkansas has a single K-12 school serving 157 students. The school is thriving in the face of adversity and serves as the center of the community in the absence of any local governing bodies or civic organizations. Interviews and focus groups revealed various signs of school success and progress: a positive school climate characterized by friendliness and caring; a beautifully maintained school facility; access to technology and distance education partnerships with other small districts; recent improvements in curriculum and instruction and an
emphasis on relevance in curriculum; uncommon professional development strategies; extensive engagement of community adults in school activities; strong leadership by the superintendent, principal, and school board president; a long-term partnership with
Arkansas Tech University; and addition of new talented teachers following state-mandated pay raises. 26p.
Alternative Use of K-12 School Buildings: Opportunities for Expanded Uses.
Lyons, John B. (U.S.Department of Education, Washington, DC , Jan 2000)
This report examines the underutilization of K-12 school facilities and the advantages and disadvantages in expanding K- 12 school facilities beyond a 7-hour weekday. It concludes that the benefits from extending facility hours for more teaching, increased extracurricular activities, and community use appear to far outweigh the more traditional limitations on the use of school facilities. A list of ways school facilities can be used by the surrounding community is provided followed by resources for information on schools that have already expanded the traditional use of their facilities. 6p.
A Place of Their Own: Designing Quality Spaces for Out-of- School Time. Marshall, Richard S. (National Institute on Out-of-School Time, Center for Research on Women, Wellesley College, Wellesley, Massachusetts , 2000)
This video, and the accompanying implementation guide, provides information on how to improve existing space or build a new facility, suggestions for designing space to meet the safety, comfort, and creative needs of all children and staff, and ideas for designing indoor and outdoor spaces to improve program quality. 53p.
Schools and Religion. Proceedings Before the United States
Commission on Civil Rights.
(Commission on Civil Rights, Washington, DC. , Dec 1999)
This report by the U.S. Commission on Civil Rights assembles
information about religious discrimination in the Nation's public schools. The
commission concentrated its review on: (1) assessing school districts'
compliance with the Equal Access Act, and the Supreme Court decisions
governing equal access to school facilities by religious groups; (2) determining
whether schools are maintaining the delicate balance between the legally
mandated separation of church and state while complying with equal access
laws; (3) determining whether all religious groups are being accorded protection
under existing law; and (4) identifying specific religious practices and beliefs that
may be subject to discrimination or denial of equal protection. The transcripts
that follow the summary embody an ample supply of facts, concerns, and
recommendations about an important area of civil-rights law presented by
knowledgeable witnesses.
Schools as Centers of Community: Remarks as Prepared for Delivery by U.S.
Secretary of Education Richard W. Riley.
Riley, Richard W. (Department of Education, Office of the Secretary, Washington, DC. , Oct 13, 1999)
In a speech delivered at the American Institute of Architects national office in Washington, D.C., U.S. Secretary of Education Richard W. Riley provides his viewpoints on maintaining strong public support for public education by reaching out to every part of the community. The Secretary urges Congress to act on school modernization. He discusses the emerging focus of architecture that now creates schools as community learning centers and the benefits of bringing the entire community into the process of school design. The Secretary argues for building smaller schools to help foster educational and operational efficiencies and presents a few ideas for accomplishing this goal. He further argues that smaller schools can help parents become more involved in their schools, can effect residential growth patterns and impact suburban sprawl, and can provide the catalyst for bringing a community together in reviving a neighborhood. Further argued is the concept of building new schools that are multi-purpose in nature in order to bring the school closer to a community. Finally, the Secretary stresses the importance of linking schools to other learning centers such as museums, businesses, and environmental centers in order to enhance the learning experience. 9p.
What If.
Bingler, Steven (Metropolitan Forum Project, New Schools Better Neighborhoods, Los Angeles, CA , Sep 1999)
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.
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Schools as Centers of Communities:
Design Principles.
Bingler, Steven (Presented at Better Schools for a New Century, San Franciso, CA , Apr 1999)
This expands upon the following principals: 1)enhance teaching and learning and accommodate the
needs of all learners; 2)serve as Center of the Community;
3)develop a planning and design process that involves all
stakeholders; 4)provide for health, safety, and security; 5)make effect use of all available resources; 6)allow for flexibility and adaptability to changing needs.
Full Service School-Community Collaboration
Riley, Richard W. (U.S. Department of Education, Washington, DC , Mar 1999)
Richard W. Riley, Secretary of Education, provides his remarks concerning today's big-city schools and the new hopeful realism that is
being created through building more community partnerships to turn
low-performing schools around. The Secretary discusses the
governments role in school construction and the need to increase
after-school programs and community-school relationships. Concluding
comments address government efforts in funding school improvement
initiatives; undertaking community-wide approaches to preventing
violence, decreasing drug use, and giving students healthier options
about how to live their lives; and decreasing drop-out rates.
Raising Standards: Opening Doors. Developing Links between Schools and Their
Communities.
(Dept. for Education and Employment, London, England , 1999)
This British publication offers guidance to help schools open up the use of their
premises and facilities and to enhance their links with the local community. It highlights the benefits of partnership and offers real examples of the type
of activity which is already undertaken in many schools and how it is organised and funded. Also covered are the legal aspects of community use of school property arrangements such as ownership of the premises and the agreements, giving control to others, the roles of local education authorities and governor's duties, and operating childcare in schools. Final sections address practical aspects of community use of school property including health and safety, security, fire safety, public entertainment and other licenses, and maintenance. Appendices highlight ownership aspects of school premises, provide an example of a transfer of control agreement, and present a list of useful contacts. 52p.
Report NO: PP3D15/40298/1299/14
Use of School Facilities by Outside Religious Organizations and Clubs.
(New York, NY: Anti-Defamation League , 1999)
Public schools are not required to permit
religious groups to use their facilities during non-school hours.
However, once public school facilities have been opened to
use by community groups during non-school hours, local
religious groups may not be denied access to those same
facilities.
A Citizen's Action Guide, National Symposium on School Design: Schools as Centers of Community.
(U.S. Dept. of Education, National Symposium on School Design, Washington, DC , Oct 05, 1998)
This draft publication outlines a strategy for creating community schools. It addresses how community schools can help meet some challenges of creating learning environments, and outlines a process for creating a community school. The steps include identification of key individuals, planning, funding, organizing the various committees, and defining the roles of students, parents, and educators. 38p.
Learning Together: A Look at 20 School-Community Initiatives.
Melaville, Atelia (Charles Stewart Mott Foundation, Flint, MI , Sep 1998)
Looks at initiatives that are transforming schools into social, educational, and recreational anchors of their communities. In steadily increasing numbers, children and youth across the country--along with their familiies and neighbors--are visiting schools before and after the bell rings,on weekends, and during the summer for such activities as tutoring, recreation, primary health-care services, and job training.
Under One Roof: The Integration of Schools and Community Services in OECD Countries.
(Organisation for Economic Cooperation and Development, Paris, France , Jul 1998)
Organization for Economic Cooperation and Development countries have been attempting to facilitate the provision of a range of community services on school sites, including adult education and other social and welfare services. This report describes development of integrated service provision, i.e., the integrating on one site of multiple services that are usually provided separately, focusing on the implications for local government authorities, planners, and architects who are designing school sites that must meet the new requirements. Several case studies are presented from other countries that demonstrate the necessity of optimizing the use of buildings and facilities and making schools better at promoting service synergies with local communities and with other services.
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Rural Schools Facilities: Additions & Renovations As an Integrated Sequence
Swedberg, Dan (Invitational Conference on Rural School Facilities, Appalachia Educational Laboratory,Kansas City, MO , May 02, 1998)
The community/school relationship is considered vital in helping rural school districts adapt to changing needs through renovation and/or expansion of its school facilities. How these needs are met involves choices that include consolidation with another district, new school construction, or renovation and adding on to an existing school. This paper argues that the addition/renovation choice can often be a successful one in meeting the changing needs of a school or district, and presents the "integrated sequence" method for analyzing an existing building's reusable resources in meeting those needs. It presents an overview on how the rural school is the center of community life and the consequences of consolidating school districts followed by a discussion of the issues surrounding an integrated sequence of development, such as site size, the planning process, building valuation, creation of a flexible design, issues involving construction, and environmental concerns. Two case histories of school districts using this approach are presented. (Contains 13 references). 22p.
Combined School and Public Libraries: Guidelines for Decision Making.
(Wisconsin State Dept. of Public Instruction, Madison. Div. of Library Services , 1998)
This helps communities and school districts determine whether a combined school and public library will provide the most efficient library service for all community residents. Topics covered are: planning issues; mission statements; the legal framework for combined school-public libraries in the state of Wisconsin; and a list of key issues to be considered when examining the feasibility of establishing such a library. A feasibility checklist is also included and covers planning, governance, administration and funding, access to information and materials, the physical facility, technology, and attitudinal factors. Also included are: descriptions of existing combined school and public libraries in Wisconsin; examples of alternative methods for improving library services; a selected bibliography; statutory references; and sample master agreement. 38p.
Building a Full-Service School.
Calfee, Carol; Wittwer, Frank; Meredith, Mimi (Josey-Bass, San Francisco, CA , 1998)
Offers practical and comprehensive guidance for establishing school-based and school-linked academic, health, and human services as part of a holistic way to facilitate children's learning through family advocacy. The first of six chapters explain how full-service schools work; including what they are, why they are needed, how they work, and other aspects. Chapter 2 outlines the planning and decision-making necessary. Chapters 3 and 4 discuss strategies for assessing community needs and identifying funding approaches and sources, while the last two chapters address the writing of funding proposals and evaluation plans and the means of sharing information, publicity, and training. 320p.
Planning Schools for Rural Communities
Harmon, Hobart; Howley, Craig; Smith,Charles; Dickens, Ben (Appalachia Educational Laboratory, Inc., Charleston, WV , 1998)
School improvement in rural places cannot succeed without attention to the rural
context of learning. Most especially, smaller schools need to be preserved and sustained in rural
areas, particularly impoverished communities, for the sake of student achievement and personal
development. This school improvement tool suggests the character of a "good rural community
school" and briefly considers the relationships among learning, community, and facility
construction in rural areas. A 20-point "Rural Community Schools' Facility Checklist" is included
that reflects connections to community, curriculum, and issues related to quality of life in rural
places. 9p.
Community Learning Centers.
Jennings, Wayne (DesignShare, Minneapolis, MN , 1998)
Details nineteen elements key to the creation of successful community learning centers, including site selection, building design, organizational structure, curriculum, staffing, techology integration, and partnerships. Includes 10 references. 19p.
Cultural Impact of Participants in the Design of Community Schools.
Kunz, Wendy S. (Johns Hopkins University, Baltimore, MD , 1998)
This report examines how the traditional roles and relationships between a school system as owner, and the architect, as designer, are substantially altered when educational facilities share their spaces for non-school use. It indicates that shared use often brings school systems into conflict with their new partners over design criteria, building access and control, and scheduling. These additional funding sources and user groups may have their own defined cultures, which through a period of trial and error, must adjust to the two established cultures of the architect and the school system, and vice versa. Both the school system and the architect, their historical roles substantially changed with the introduction of new stakeholders, now must adjust to the additional owners and using groups whose criteria sometimes are at odds with the established school system. The extent of these conflicting cultures is described. 20p.
What Difference Do Local Schools Make? A Literature Review and Bibliography.
Salant, Priscilla; Waller, Anita (Rural Schools and Community Trust. Prepared for the Annenberg Rural Challenge Policy Program. , 1998)
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.
Community Learning Centers: A Reality for the Twenty-first Century.
Warford, Larry J. (Lane Community College, Eugene, OR , 1998)
This document provides information about the creation and implementation of
12 community learning centers at selected high schools within the Lane Community College
(Oregon) district. Community learning centers are founded on the belief that high schools are
the center of education in communities and that community colleges should take
learner-centered curricula directly to the communities they serve. Through distance learning that
employs a combination of synchronous telecourses, modem learning, and computer online
facilities, learners aged 16 to retirement age can have access to higher education and continuing
education opportunities during day, evening, and weekend hours. The facilities act as one-stop
centers where high school students or community residents may register and pay for classes,
attend telecourses, be tested, receive academic or financial aid counseling, or participate in any
other function found at a traditional community college campuses. 21p.
Keeping Schools Open as Community Learning Centers: Extending Learning in a Safe, Drug-Free Environment before and after School
(U.S. Department of Education, Planning and Evaluation Service.; Partnership for Family Involvement in Education, Washington, DC , 1997)
Keeping schools open longer--before and after school, and during the summer--can turn schools into "Community Learning Centers." By keeping school doors open during nontraditional school hours, the school provides students, parents, and the community with access to valuable educational resources. This outlines the steps needed to successfully convert a school into a community learning center and lists resources for further information and assistance. This provides concrete suggestions for estimating typical costs, developing a community-learning-center budget, building consensus and partnerships, conducting a community assessment of needs and resources, designing an effective program, considering logistical issues, obtaining qualified staff, and evaluating a program's accomplishments.
Reconnecting Community and School: Initiatives To Expand Children's Environments.
Johnson, Julie M.; Lang, Dale (University of Washington, CEEDS, Seattle , 1997)
This report addresses the expanding role that schools play in a child's everyday life, and it presents three creative initiatives in Seattle designed to reconnect schools with their surrounding communities and help schools meet their growing role as an extended family. The three elementary school case studies, which each address a different aspect of community life, offer insights and approaches that other communities can use to give children a more vibrant daily connection with their communities. These initiatives illustrate the value of parents, grandparents, and others in reconnecting school environments with their communities and the importance of the childrens' participation in the process. 16p.
Building Schools: The New School and Community Relations.
Michel, George J. (Technomic Publishing Company, Inc., Lancaster, PA,, 1997)
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.
Making Better Use of School Buildings
(Organisation for Economic Cooperation and Development, Paris, France , 1996)
School buildings are expensive to construct and to maintain, yet many are used for only a few hours each day. There is also a growing demand for facilities for lifelong learning, leisure, and other community activities, while financial pressures on national and local authorities continue to grow. In 1995, the OECD Programme on Educational Building (PEB) and the French authorities organized a seminar in Lyon, seeking to identify ways to broaden the use of educational facilities, both outside and during school hours. This report discusses architectural design, responsibility and liability, management of financial and human resources, and compatibility with a school's goals. It summarizes the background of and issues in the underutilization of school buildings, examines a range of actual and possible uses for school buildings, and identifies the keys to successful implementation. 37p.
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Concordia Papers: All for One; Common Ground; E. Pulribus Unum; and The Lincoln Plan.
Bingler, Steven (Concordia, New Orleans, Louisiana , 1996)
Four papers are presented on learning environments, accommodating special needs students, and educational facility design and construction trends towards integration and inclusion. The first paper, "All for One: Inclusion in the Learning Environment", addresses the change from the past tendency of educational facility design and construction to exclude special needs students to more inclusive and community-friendly facilities. The second paper, "Common Ground", explores educational facility design that is now responding to the evolving curriculum of interdisciplinary, hands-on, and integrated learning. The third paper, "E Pluribus Unum: The New American Community School", explores the emerging trend towards integration and inclusion in educational facility design. The fourth paper, "The Lincoln Plan", examines the designing of educational facilities as thematic learning centers, each with an integrated curriculum covering all of the necessary core content and its own interdisciplinary team for implementation. 27p.
Community Use of Schools: Facility Design Perspectives.
(Fanning/Howey and Associates, Inc., Celina, OH , 1995)
Today's education facilities are having to accommodate more than just traditional students and programs--schools often must provide access for night and weekend use, as well as serve as centers for cultural and recreational activities. Ways in which schools are including spaces for technologically advanced media centers, auditoriums that can accommodate professional performances, expansive recreation centers, and elaborate and functional common areas and multipurpose rooms are described here. The text opens with a discussion of some of the challenges and opportunities inherent in the community use of school buildings and includes numerous examples of cooperative programs. The planning process is detailed next, along with zoning requirements and the numerous facets surrounding design details. Some of the specific purposes of schools, such as celebrating the arts and recreational facilities, are discussed at length. Descriptions of general purposes follow this section, especially the idea that the school is the heart of the community and should appeal to a broad range of age groups. 108p.
Integrating Education, Health, and Social Services: A New Role for Delaware's Schools?
VanSciver, James H.; Bhaerman, Robert (Research for Better Schools, Inc., Philadelphia, PA , 1995)
This paper reports on recommendations resulting from a 1994 conference conducted by the Delaware Rural
Assistance Council on "Designing Rural Schools as Community Learning and Service Centers." Specifically, the purpose of
the conference was to develop information, insights, and plans that would help the staffs of educational, health, and social
service agencies make decisions leading to better coordination of rural community services. Participants included
administrators, teachers, counselors, nurses, support staff, and school board members from rural school districts in
Delaware and representatives of community health and social services agencies. A number of key concepts and
recommendations were generated, dealing with identifying stakeholders involved in the process of designing rural schools as
community learning and service centers; identifying the essential needs of children, youth, and families; developing initial
action plans; and exploring ways in which existing county interagency councils can work more closely with schools.
Twenty-five recommendations directed toward the Delaware RAC, school districts, and community service agencies cover
advocacy, networking, and planning strategies for integrating services in rural school districts. 7p.
Perspectives on Designing Rural Schools As Community Learning and Service
Centers.
Bhaerman, Robert; And Others (Research for Better Schools, Inc., Philadelphia, PA , 1995)
In 1994, a 2-day symposium was conducted on a broadened, more inclusive
mission for rural schools--rural schools functioning as community learning and service centers.
The symposium aimed to enhance the knowledge base related to five key dimensions that must
be planned, implemented, and evaluated when designing rural schools in this fashion: community
development; economic development; partnerships among family, school and community;
school-to-work transition; and integrating education, health, and social services. 43p.
Creating Learning Communities: An Introduction to Community Education.
Decker, Larry E.; Boo, Mary Richardson (FAU-Fountain-Community Education, Boca Raton, FL, 1995)
Schools cannot succeed without collaboration with parents and the community. Community education can take place at physical locations such as formal school buildings, which lie dormant much of the year, and recreation centers. The booklet argues that community members must be involved in designing a community education program that meets a large variety of needs, by providing diverse educational services, by promoting interagency cooperation and public-private partnerships, and by providing community improvement and citizen involvement. Possible components of a community education program are suggested and potential funding sources are listed. 33p.
School Community Centers: Guidelines for Interagency Planners.
Ringer, Joseph; Decker, Larry E. (University of Virginia, Mid-Atlantic Center for Community Education, Charlottesville , 1995)
Advises on how to create a school community center that will help create a more vibrant, healthy, and desirable place in which to live. Part I is an overview that discusses the evolution of the school community center, changing profiles and challenges of education, and school community centers today, including basic characteristics, programs, planning and design considerations, site, security, and examples. Part II focuses on the process, addressing interagency linkages, bureaucratic bargaining, political action, and weighing options. Part III considers potential barriers, problem solving, selecting consultants, legal issues, funding, complexity, and confidentiality. Part IV focuses on facility operation. Includes 33 references. 95p.
Community Learning Centers: Design Specifications.
(Designs for Learning, St. Paul, MN , 1994)
The Community Learning Centers program described in this document features systemic
change with a paradigm shift toward learning and away from teaching. This publication presents 24 principles and design elements of the Community
Learning Centers program, some of which include: (1) Each CLC site must negotiate with the
local governance authority to achieve charter- or contract-school status; (2) CLCs have
well-articulated missions, beliefs, and assumption statements to guide their development; (3)
standards for student attainment must be world class and derived from community input; and
(4) curriculum is designed from outcomes. The publication also presents a vision/mission
statement and describes other key elements of the program--standards and assessment,
curriculum and instructional strategy, professional development, technology, school organization
and governance, community services and supports, public engagement, and the implementation
process for new schools. 57p.
Policy Study of Non-School Group Usage of Missouri Public School Facilities.
Kirby, Robert G., Jr. (University of Missouri, Columbia , Oct 1993)
This study presents survey data from school district administrators on the rules and regulations that govern non-school use of public school facilities as adopted by 165 Missouri Public School Districts. It compares whether districts having written policies governing non-school use of facilities differed from districts with no such policies relative to enrollment, state classification status, membership in the Missouri School Boards Association, and classification as being metropolitan or outstate districts. Data show 98 percent of the school districts surveyed allowed non-school use and 93.1 percent had written policies regarding such use. District size and location had no apparent influence on the existence of written policies. Finally, 86.2 percent of the districts charged fees for non- school use of facilities. Large districts generally charged more and had more specific rental policies for non-school use of facilities than did smaller districts. Appendices provide the survey instrument, various correspondence regarding the study, policy statements, sample fee structures, and population of the study. (Contains 72 references.) 168p.
Schools and Parks: Developing Partnerships.
(Virginia State Dept. of Conservation and Recreation, Richmond, VA , 1993)
This report outlines various ways in which schools and parks-and-recreation departments can share facilities, which allows the two parties to split the cost and double the benefits to local citizens. A written agreement should specify the authority for entering the agreement; the intent and purpose of the agreement; description of the
facilities, areas, and equipment to be shared; description of the activities
and services to be offered; use priority; staffing and supervision
requirements; financial arrangements and responsibilities; and operating
policy and procedures. Entering into a school-park agreement eliminates
unnecessary duplication of programs, provides greater access to public
recreation facilities, increases public awareness of funding needs,
reduces vandalism, provides access to needed facilities at no cost, and
reduces personnel turnover. Sample agreements and schedules are included. 18p.
Sharing Facilities: Schools and Communities Working Together
Clarke, Jessica; Nathan, Joe (University of Minnesota, Center for School Change at the Hubert H.Humphrey Institute of Public Affairs, Minneapolis, 1991)
Summarizes survey of 302 Minnesota districts about their use of shared facilities. Vast majority of
superintendents report benefits far outweigh problems. More than half of the districts are not sharing
space with social service agencies. District officials asked for greater flexibility from the legislature in
creating collaborative library facilities. Summarizes information from eight districts around the country
that are using the shared facility concept. Summarizes a conference involving educators, parents and
social service personnel on this subject.
TO ORDER:
http://www.centerforschoolchange.org/
Educational and Communal Centres in Hungary.
Jenney, L. (International Congress on Educational Facilities, Values, and Contents , Jerusalem, Israel , Nov 1986)
In Hungary, the National Settlement Network Development Plan
determines, to a great extent, the long-range organizational framework of
public education and cultural affairs. In the capital, the educational center
might easily become the pedagogical, cultural, communal, and sports
center of the residential district. In the provinces, the basic public
institutions could be concentrated in a single village center that is not
only an educational, pedagogical, cultural, communal, and sports center,
but an administrative and commercial center as well. The pedagogical
center, generally designed for 1,500 to 2,000 children, should be
organized as a single unit with central management. The fundamental
principles of these centers are as follows: (1) teaching continues all day
from the age of 3 to 18; (2) the center is suitable for adult education and
postgraduate education; and (3) teaching takes place with a variety of
personnel using modernized content, methods, and organization. The
design and construction features of the pedagogical centers are modular
coordination and prefabrication with lightweight steel or reinforced
concrete structures. Economic efficiency of the pedagogical centers is
achieved by the contraction of the different public institutions and by
reduced building maintenance and operation costs. 9p.
Surplus Space in Schools: an Opportunity.
(Organisation for Economic Co-operation and Development, Paris, France , 1985)
Surplus school spaces, highlighted by falling enrollments, will significantly affect educational building policies in the eighties. Accordingly, this document consists of a comprehensive analysis of the causes of surplus, the problems and opportunities that follow, and the implications for policy and planning. Part 1 analyzes the six major causes of surplus school accommodation in highly industrialized countries: declining birth rates, planning faults, population movements, the aging cycle of the population, educational reorganization, and municipal reforms. Part 2 concerns assessment of surplus and needs, while part 3 is an indepth consideration of ways to make use of surplus space. Part 4 covers management of surplus, including participants and modes of cooperation along with obstacles and constraints. Part 5 addresses consequences for the future, in both planning and design. Finally, part 6 is a summary of conclusions pertaining to the following areas: school population change; capacity and potential of building stock; actual, potential, and future needs of the community; participation in decision-making and incentives; financial procedures, norms, and regulations; and roles and attitudes. Six case studies are appended that provide examples and ideas for the reuse of surplus space in schools. 133p.
Community Schools: Linking Home, School, and Community.
Decker, Larry E.; Boo, Mary Richardson (ERIC Clearinghouse on Urban Education , 1985)
Schools need new ways to think about and foster parental and community involvement in education. This monograph provides a clear and concise overview of the "community school" as a model. It describes the use of schools as community learning centers. In community schools, the concept of education and schooling is extended beyond the traditional K-12 program. In this model, schools are not limited by traditional school schedules and roles. In collaboration with other community agencies, businesses, and organizations, a wide variety of educational, recreational, human service, and work-force preparation needs are provided for people of all ages. Programs are scheduled 6-7 days a week, often 18-20 hours a day, year round.
Interagency Use of Public Facilities: Maximizing Dollars and Space. Final Report on a Cooperative National Conference.
(U.S. Department of Education: Office of Vocational and Adult Education, Washington, DC , 1982)
A final report is provided outlining a cooperative effort on the part of national groups to resolve the needs of communities through shared facility use and interagency cooperation. The report's first section presents the pre-conference written descriptive of each issue and selected background materials which provided conference participants a framework for initiating the conference discussions. The second section presents the conference findings, recommendations, and suggested strategies. 30p.
The Shared Use of Public Space: Summary of a National Survey.
Council of Educational Facility Planners, International, Columbus, OH (U.S. Department of Education, Washington, DC , 1982)
A national survey sought to assess the current involvement of selected national educational associations with the issue of shared use of public space, and explore the possibility of commitments for future cooperation by the selected national organizations on this issue. This paper presents the background of the survey, examines the questionnaire used listing each of the 24 questions and the responses received, and offers conclusions and recommendations. The questions cover the association's involvement in interassociation/cooperative programs, association involvement with the concept of shared use of public space, leadership activities, and association follow-through. The paper's final section contains an extensive list of reference materials and resource information that have addressed the following four topic areas associated with the survey: shared space and joint occupancy; interagency cooperation; community schools and community centers; and enrollment decline and excess space. An appendix provides the participating associations and their membership, organizational structures, and services; and the association assessment instrument.
The Arts in Surplus Schools.
Bussard, Ellen (Educational Facilities Laboratories, New York, NY , 1981)
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.
A Resource Book on Community School Centers.
(Educational Facilities Laboratories, New York, NY , Feb 1979)
Presents a compendium of resources for planning community school centers which includes 1) recent literature on community school centers and interagency cooperation, reference books, catalogues, federal laws, specific leases and documents on governance; 2) lists of national groups offering newsletters, technical assistance, and other services; and 3) a selected, briefly annotated, list of community school centers throughout the country (and some in Canada). This booklet is the sixth in a series that examines community school centers. 26p.
Using Surplus School Space for Community School Centers.
(Educational Facilities Laboratories, New York, NY , Feb 1979)
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.
Facility Issues in Community School Centers.
(Educational Facilities Laboratories, New York, NY , Jan 1979)
Examines the development and substance of the building program, issues related to site selection and development, and overall building design strategies. This booklet is the fourth in a series that examines community school centers. 32p.
Managing Community School Centers.
(Educational Facilities Laboratories, New York, NY , 1979)
Examines a variety of strategies that have been developed for managing community school centers. Four aspects of management are discussed: 1) setting up an organizational structure that establishes relationships among participants; 2) ways of making the structure work; 3) managing the center's facilities; and 4) funding for administration, programs, and operation and maintenance. This booklet is the third in a series that examines community school centers. 32p.
A Concerned Citizen's Guide to Community School Centers.
(Educational Facilities Laboratories, New York, NY , 1978)
Organized as a series of responses to questions about characteristics of community school centers, how the coordinated services work, shared space, governance, financing, planning, examples of existing centers, declining enrollments, assessing community needs, and how to get started in planning a community school center. This booklet is the first in a series that examines community school centers as a phenomenon of national importance to the coordinated delivery of social services, better use of public resources, and revitalization of community life.
24p.
The Graying of the Campus.
Weinstock, Ruth (Educational Facilities Labs., Inc., Chicago, IL. , 1978)
This report, in response to the new enrollment trend of older persons entering the nation's institutions of higher education, examines the ways colleges and universities can meet the needs of this new student population. Discussed are the facility, attitudinal, programmatic, curricular, financial, and managerial considerations that could constitute barriers or be out of harmony with the needs of these older students or discourage their enrollment into higher education. The demographics and new observations about the older population that are shattering old myths about aging are discussed as are ideas on how to open campuses up to an older student population are presented, including examples from colleges that have successfully accommodated these new students. Administrative and environmental areas that can impact the older student are addressed such as counseling services, curricular content and structure, registration issues and specific environmental considerations, including transportation needs and classroom conditions. The report concludes with comments on faculty, administrative, and support services costs and paying for these services when serving an older student population. 82p.
Generating Revenue From College Facilities.
(Educational Facilities Laboratories, New York, NY , 1974)
Describes strategies used by institutions of higher education to produce income from their land and buildings. Examples and ideas of generating additional revenue cover the renting of classrooms, auditoriums, theaters, dormitories, and student unions. Programs aimed at a new constituency are reviewed in addition to extensive summer camp programs for high school groups, conferences, vacation package plans, refurbishing for refinancing, property for profit, and redevelopment of university property to generate extra revenue. 18p.
Community/School: Sharing the Space and the Action.
Molloy, Larry (Educational Facilities Laboratories, New York, NY , Nov 1973)
Details the procedures that will enable school districts to initiate and develop their own community schools. It discusses financing, planning, building, staffing, and operating facilities that are shared by schools, health services, parks and recreation, day care centers, senior citizens' services, and legal aid. 100p.
Joint Occupancy: Profiles of Significant Schools.
Clinchy, Evans (Educational Facilities Laboratories, New York, NY , Jun 1970)
Discusses the concept of schools that pay for themselves by sharing facilities with other occupants known variously as joint occupancy or mixed or multiple use of land and buildings. A financial saving is the obvious advantage of combining schools with housing, commercial space (retail or office), or community services and offices. In addition, joint occupancy creates new kinds of urban environments that blend schools with communities composed of people of varied ethnic groups and income levels. This document illustrates graphically 10 schools utilizing joint occupancy; some schools are already in use, others are still in the planning stage. 37p.
A College in the City: An Alternative.
(Educational Facilities Laboratories, New York, NY , Mar 1969)
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.
Wider Use of the School Plant.
(Charities Publication Committee, New York (University of Michigan Library reprint) , 1911)
Advocates for community use of the school building, with an emphasis on crossing racial, financial, and social strata. The book offers examples of how schools are already being used successfully for community purposes, illustrating evening classes, Summer school, public lecture, entertainment, social center, organized athletics, and other uses. 212p.
References to Journal Articles
North Charleston School District Creates Its First Shared Campus Wasserman, Sue School Construction News; Dec 2011
Describes how the Charleston County School District participated in the transformation of an older neighborhood into a successful, sustainable community. CCSD engaged both the community and local government leaders, creating its own school master plan to construct facilities designed to attract young families and foster local neighborhood development. Details the design of the new 330,000-square-foot Center of Arts and Academics, located on a 55-acre abandoned school site in North Charleston, that is now a state-of-the-art arts facility and a community asset.
An Educational Magnet. Public Involvement Creates a Community Gem Cecil, Daniel and Roy, Anthony School Planning and Management; , p18-20 ; Oct 2011
The design of a major new school is a rare event in the life of a community. In many places, it is a once-in-a-lifetime opportunity. Describes how the community and educators in Westbrook, Maine took to heart the task of creating a junior high school that would serve as an educational magnet for students and a community/performing arts center for residents for years to come.
Learn from the Past.
Abramson, Paul School Planning and Management; v50 n2 , p54 ; Feb 2011
Urges school districts to retain closed school buildings rather than sell them, as many districts have found that when enrollment rebounded, they later needed buildings that they had sold. Ideally, a new school building should be designed to be easily converted to other community uses if it enters a period of underutilization, and ideas for adaptive re-use of existing schools are described.
Making Visionary Design Work at Policy Level and in Practice. Burgdorff, Frauke CELE Exchange; n2011/2 ; Jan 2011
Responds to need for school architecture to address both educational and societal use of school facilities.
Community Centers/Joint-Use Facilities and Modular Facilties.
American School and University; v83 n3 , p181-184 ; Nov 2010
Profiles two joint-use facilities and one modular high school honored for functionality, frugality, design features and balance, ability to inspire learning, and flexibility. The joint-use facilities are the Lunda Center at Wisconsin's Western Technical College and the Centennial Hills Library of the Las Vegas-Clark County Library District. The modular facility is High Tech High School in Chula Vista, California. Photographs, building statistics, and a list of project participants accompany the text.
Rebuilding for the Community in New Orleans.
Bingler, Steven CELE Exchange; 2010/14 ; Nov 2010
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.
Liability Risks for After-Hours Use of Public School Property to Reduce Obesity: A 50-State Survey.
Journal of School Health; v80 n10 , p508-513 ; Oct 2010
One way to address childhood obesity is to create outlets for children to engage in physical activity. Schools are well equipped to provide an active environment. However, some school boards and administrators are concerned about liability risks. This study describes the legal rules applicable to potential claims against public schools during recreational use of school grounds and facilities. The study concluded that public schools in most states can be subject to liability in certain cases arising out of recreational use of their facilities. However, schools have important defenses. In combination with empirical research about liability in other contexts, this survey suggests that liability risks are unlikely to justify the denial of recreational access to children who are at risk of obesity. (Authors' abstract)
Main Winners.
American School and University; v82 n13 , p14,16-19 ; Aug 2010
Profiles the two main winners in the 2010 American School and University Magazine Education Interiors competition. The Omaha Public Schools Saddlebrook Joint-Use Library and the New York University Stern School of Business Concourse were chosen for high performance, value, safety and security, innovation, atmosphere, functionality, quality, and contextual relationship. Photographs and project statistics accompany a brief description of each project.
Policies to Promote the Community Use of Schools: A Review of State Recreational User Statutes.
Spengler, John; Carroll, Michael; Connaughton, Daniel; Evenson, Kelly American Journal of Preventive Medicine; v39 n1 , 81-88 ; Jul 2010
Examines the applicability of recreational user statutes to public schools when the use of school facilities for recreational purposes would occur outside of regular school hours. A review of recreational user statutes from all 50 states was conducted in 2007 and 2009. Forty-two states had recreational user statutes that would potentially offer protection from liability for public schools. The study suggests the need for further statutory liability protections for public schools, and immunity provisions that target activities conducive to physical activity, common on school grounds, and popular among community residents. It further suggests that empirical studies be conducted to examine school administrator's perceptions relevant to liability as a potential barrier to opening school sport and recreational facilities to members of the community outside of regular school hours.[author's abstract]
TO ORDER:
http://www.ajpm-online.net/article/S0749-3797(10)00260-6/abstract
Schools as Community Spaces.
James, Darren School Planning and Management; v49 n6 , p42-47 ; Jun 2010
Discusses the increasing development of schools as centers of community. Configuring spaces to accommodate curricular and non-curricular uses, increased common areas, and multi-media spaces are addressed.
Build a School, Inspire a Community.
Bowen-Eggebraaten, Mary; Hoffman, Paul School Business Affairs; v76 n4 , p24-26 ; May 2010
Profiles River Crest Elementary School in Hudson, Wisconsin. This "green" school was built at 29% below the average cost for schools in that region, and has formed partnerships with the YMCA camp across the street. The facility serves as a catalyst for sustainable change and has been an educational tool for ecofriendly behavior in the community.
School and More.
Lemire, Nicolas ASHRAE Journal; v52 n5 , p34-36,38 ; May 2010
Describes construction of Kahnaware Survival School near Montreal. In addition to its function as a school, the building itself serves as a teaching tool, a community gathering place, and a shelter in case of disaster. Since the building is used primarily during cold-weather months, particular attention is given to efficient HVAC.
School Siting: Contested Visions of the Community School.
Journal of the American Planning Association; v76 n2 , p1-15 ; Apr 2010
Traces the evolution of school siting standards, explains factors currently influencing school facility location decisions, and identifies what local and regional planners could contribute to school siting decisions. The author's research discovered that different groups use very different definitions of community school. Smart growth proponents advocate community schools that are small and intimately linked to neighborhoods, while school facility planners expect community schools to meet the needs of entire localities. She recommends that individual communities consider the tradeoffs associated with different school sizes and make choices that meet local preferences for locations within walking distance of students, potential for sports fields, school design, and connections to neighborhoods. State school construction and siting policies should support flexibility for localities.
Building Blueprints: Joint Use.
Goodale, David School Planning and Management; v49 n4 , p96,97 ; Apr 2010
Re-defines the concept of joint use of schools beyond traditional "benignly invasive" school facilities that open to the community at discrete hours. Author describes reversible hosting, where school design or adaptation also opens the school into the community, and where school constituences experience the surrounding environment as well.
Creating a Program for Transforming School Facilities to become Centers for their Communities.
Schaefer, Shawn Netter Journal; v8 n1-2 , p63-67 ; Spring 2010
Details necessary or otherwise desirable design features for schools that are made available for community use. The recommendations are based on studies of three Tulsa area community schools that were not suitable for community use, as well as suffering from deficiencies in their roles as schools. Community wings were developed for the schools. A prototype floor plan and four references accompany the text.
Leveraged Learning.
Wurst, Jim Learning By Design; n19 , p21,22 ; Spring 2010
Discusses creating high schools on college campuses, addressing the educational advantages of the arrangement and complexities of designing for two clients. Successful examples from California are cited.
Double Duty: Schools as Community Centers.
District Administration; v13 n3 , p16-20 ; Mar 2010
Discusses the evolution toward schools as community centers, detailing federal government encouragement, and several successful examples have united a school with community development endeavors.
Jeremiah E. Burke High School
Architectural Record; v198 n1 , p90-93 ; Jan 2010
Describes an addition to a Boston high school that includes a public library and community center. Project information, plans, and photographs are included.
Community-Based Athletic Facilities.
Neff, Thomas School Planning and Management; v49 n1 , p70-73 ; Jan 2010
Advises on the creation of school athletic facilities that can be used by the community. Zoning and placement, programming and scheduling, and operational costs for expanded-use facilities are addressed, as are their advantages to building community support for the school construction.
Shaping up Community Fitness Centers.
Sturgeon, Julie College Planning and Management; v13 n1 , p75-77 ; Jan 2010
Discusses opening higher education fitness centers to the public, addressing potential legal problems of selling memberships, design considerations, security, equipment, personnel, and potential conflicts among user groups.
Avoiding Past Mistakes.
Abramson, Paul School Planning and Management; v48 n12 , p42 ; Dec 2009
Advises on how to utilize school buildings in an environment of declining enrollment, without repeating the past mistake of abandoning, selling, or converting school property to other uses.
Mutual Benefit.
Crawford, Matthew School Construction News; v15 n7 , p14-16 ; Nov-Dec 2009
Profiles this West Sacramento school whose recreation center is the largest joint-use facility in the city, offering extensive amenities and operated by the city.
Do Your Schools Serve Their Communities?
Abramson, Paul School Planning and Management; v48 n10 , p58 ; Oct 2009
Advises on the design of community schools, emphasizing co-location of facilities that serve the students, as well as seniors, health and recreation departments, law enforcement, early childhood, and extended education.
Integrated Sustainable Architecture.
Pender, Donald School Planning and Management; v48 n10 , p44,45 ; Oct 2009
Outlines four key characteristics of a sustainable school master plan: 1) supporting learning through integration of varying spaces, furnishings, and technologies; 2) putting schools at the centers of communities; 3) creating high-performance facilities; and 4) taking a long-term view.
Community Centers/Joint-Use Facilities.
American School and University; v81 n13 , p80,82,83 ; Aug 2009
Profiles two community center/joint use facilities selected for the 2009 American School and University Magazine Education Interiors Showcase. The projects were chosen for their ability to integrate current and future technology, innovative use of materials, life-cycle cost versus first cost, timelessness, safety and security, clarity of design concept, and accommodation of an enhanced educational mission. Photographs and project statistics accompany a brief description of each project.
River City High School: Joint Use Creates Community Ties.
CASH Register; v30 n7 , p12,16 ; Jul 2009
Profiles this West Sacramento school whose recreation center is the largest joint-use facility in the city, offering extensive amenities and operated by the city.
A Team Effort.
DeJong, William School Construction News; v12 n5 , p18 ; Jul-Aug 2009
Reviews recent successes in the construciton of community schools and notes administrative and funding obstacles to a more widespread community schools movement.
Community Schools: Bringing Together Community Partners to Increase Opportunities for Youth.
The Education Innovator; v7 n6 , p1-4 ; Jun 2009
Discusses opportunities for creating community schools, with particular attention to support available at the national association and federal government level. The benefits of community schools are cited, and links to additional resources are provided.
Intergenerational Campuses.
Fickes, Michael School Planning and Management; v48 n6 , p20,22,24,26 ; Jun 2009
Advocates design of schools to accommodate users of all ages, all day long, through housing community service organizations within the school. Ohio’s Medina High School is described as an example.
Trends in Urban School Design.
Dezina, Ima Schooldesigner; Apr 2009
Discusses sustainability, finding space, special education needs, and the school as community anchor, all of which figure prominently in the creating of inner-city schools.
Overcoming Challenges to Community-Centered Schools.
Kuhlman, Renee Forum Journal; v23 n2 , p12-19 ; Jan 2009
Reviews state- and local-level challenges to creating smaller, community-centered schools and preserving historic neighborhood schools. These historically come from acreage requirements in school facility guidelines that are gradually being abandoned. Nonetheless, the desire to build large, remote schools persists. Deferred maintenance that has led to decrepit inner city schools that are deemed unsalvageable is also blamed. A variety of remedies suggested include relaxing cost percentage rules for renovation versus new construction, joint use of neighborhood facilities, and more accurate feasibility studies for renovation versus new construction.
TO ORDER:
http://www.preservationbooks.org/Bookstore.asp?category_id=29&Item=1366
Finding Relief: Recovering Costs for Community Use.
Tucker, Erin School Business Affairs; v74 n10 , p8-10 ; Nov 2008
Advises school districts on recovering expenses related to community use of their facilities. Empowering individual school administrators to control use of their buildings, but centralizing and automating the scheduling and billing are recommended. A tiered fee structure for different types of users and the often delicate public relations issues that arise are also addressed.
Too Cool (Just) for School.
Jost, Daniel Landscape Architecture; v98 n8 , p40,42,44-52,54-56 ; Aug 2008
Details Denver's extensive program to renovate its school playgrounds and make them available for community use. The partnerships, financing, prioritizing, community involvement, landscaping elements, and professional volunteering surrounding the projects are narrated in detail.
The Art of Partnership.
Westlake, Paul; Bach, Christopher School Planning and Management; v47 n7 , pA2-A4 ; Jul 2008
Describes the new performing arts center in New Albany, Ohio. The professional level facility was created by a partnership between the school district, the community, and private industry.
OurSpace.
Brown, Nicholas Athletic Business; v32 n6 , p239-241 ; Jun 2008
Discusses school/community partnerships for building, maintaining, and sharing athletic facilities. Examples of successful partnerships are included, and conditions of shared-use agreements are briefly discussed.
Community Use of Schools.
Mahoney, Daniel School Business Affairs; v74 n6 , p22-24 ; Jun 2008
Elaborates on the legal complexity of the relationship when schools are made available for community use, acknowledging that it is in the best interest of the school system to open facilities to outside use. Agreements for community use of school facilities are outlined, with particular attention to how school districts should insulate themselves against litigation arising from community use of their facilities.
Joint-Use Facilities Where Everybody Benefits.
Schneider, Jay Building Design and Construction; v49 n8 , p32-36,38,40,41 ; Jun 2008
Profiles three joint-use schools in three different states: Hector Godinez High School, Santa Ana, California; GlenOak High School, Canton, Ohio; and Hubble Middle School, Wheaton, Illinois.Details of public/private sharing of land; recreational, library, and performing arts facilities that are open to the public; and access to neighboring community parks and recreation are described.
Facility Focus: Conference Centers.
College Planning and Management; v11 n3 , p62,63 ; Mar 2008
Profiles two new higher education conference centers featuring flexible spaces that allow multiple meetings to be held simultaneously, equipped with sophisticated audio-visual technology.
A Successful Partnership.
Novitski, B. Architectural Record; , p76-79 ; Jan 2008
Profiles Portland, Oregon's Rosa Parks School, including an overview of the school's design, educational and community program, and numerous "green" features.
Mixing Generations: New High School Enriches Senior/Student Life.
Poinelli, Philip Educational Facility Planner; v43 n1 , p21-23 ; 2008
Profiles the Massachusetts' new Swampscott High School, which incorporated a new senior center on its ground floor. The planning considerations, consensus-building, funding, outcomes and benefits, and lessons learned are discussed.
Pump up the Volume...in the Library?
Powers, Jodi School Business Affairs; v73 n11 , p18-20 ; Dec 2007
Profiles the North Valley Regional Library, located at Boulder Creek High School in Anthem, Arizona. This joint-use facility was created through a three-way partnership of the school district, regional library system, and the developer of the surrounding housing. Financial, architectural, programs, and amenities of the facility are described. The successful venture has served as a model for subsequent endeavors within the library district.
Bringing Back the Neighborhoods.
Bingler, Steve; Blank, Martin; Berg, Amy American School Board Journal; v194 n10 , p25-27 ; Oct 2007
Reviews progress being made in the creation of community schools in New Orleans, Cincinnati, Pass Christian, and Saint Paul.
TO ORDER:
http://www.asbj.com/MainMenuCategory/Archive/2007/October/BringingBacktheNeighborhoods.aspx?DID=37992
Schools as a Community Resource for Physical Activity: Legal Considerations for Decision Makers.
Spengler, John; Young, Sarah; Linton, Leslie
Addresses liability issues in school facilities that are also used for community recreation. Discussion and illustration of the community use of schools for recreation and physical activity is followed by coverage of relevant liability issues and protections as they relate to public access of school property. Legal issues of common law, contract law, and statutory protections are discussed, as well as joint-use agreements for the use of schools by the community and policy initiatives mandated by federal legislation. Includes 53 references.
Rosa Parks School, Portland, Oregon.
Architectural Record; Jul 2007
Profiles this elementary school that shares a campus with a Boys & Girls Club and a Community Center. The sustainably designed walk-in school anticipates a LEED Gold certification. Building statistics, a list of project participants, and photographs are included.
Extending the Possibilities.
SchoolsforLife; n5 , p18,19 ; Jun 2007
Discusses the inadequacy of community schools that perpetuate the model of school as fortress/temple, even thought these facilities might be centrally located and accessible to the entire community. The community learning center that engages the community in the day-to-day life of the students, and a community as school where learning takes place throughout the community are described as preferable venues.
Schools Should Be Part of Their Community.
Abramson, Paul School Planning and Management; v46 n6 , p90 ; Jun 2007
Discusses ways that schools can be designed for community use, above and beyond after-hours access to performance and recreational facilities. Spaces that accommodated inter- generational use and accommodation of a variety of community services are recommended.
A New Urbanist Model of Learning.
VanderVoort, Mark School Planning and Management; v46 n6 , p74-77 ; Jun 2007
Profiles the Walker Creek Elementary School in North Richland Hills, Texas. The new school in a new residential development is conceived as a community center, and features outdoor learning areas, team teaching studios, informal gathering spaces, and commons areas instead of corridors.
Weekend Schoolyard Accessibility, Physical Activity, and Obesity: The Trial of Activity in Adolescent Girls (TAAG) Study.
Scott, Molly; Cohen, Deborah; Evenson, Kelly; Elder, John; Catellier, Diane; Ashwood J. Scott; Overton, Adrian Preventive Medicine; v44 n5 , 398-403 ; May 2007
Assesses the accessibility and suitability of schools as recreational sites to determine whether they are associated with young adolescent girls' weekend metabolic equivalent-weighted moderate-to-vigorous physical activity and body mass index (BMI). A half-mile (0.805 km) radius was drawn around the residences of participants in the Trial of Activity for Adolescent Girls in Maryland, South Carolina, Minnesota, Louisiana, California, and Arizona. Schools and parks within the defined distance were visited and their amenities and accessibility on Saturdays in Spring 2003 documented. Staff gathered data on each girls' height and weight and used accelerometers to record weekend metabolic equivalent-weighted moderate-to-vigorous physical activity. Schools represented 44% of potential neighborhood sites for physical activity. However, a third of schools were inaccessible on the Saturday we visited. Neighborhoods with locked schools were primarily non-white, older, more densely populated, and of lower socioeconomic status. Though there was no relationship between school accessibility on Saturdays and weekend metabolic equivalent-weighted moderate-to-vigorous physical activity, the number of locked schools was associated with significantly higher body mass index.
TO ORDER:
http://www.rand.org/pubs/external_publications/EP20070517.html
Education Makeover.
Parsons, Jim New York Construction; Apr 2007
Profiles the new facility for the Daylight Twilight School in Trenton, New Jersey. The innovative school teaches school age children by day, and adult high school dropouts by night. The new facility also includes space for the local community college, public library, and a YMCA. A list of project participants is included.
Building for Campus and Community
Ezarik, Melissa University Business; Feb 2007
A growing number of higher education institutions and their surrounding communities are approaching facilities from a shared-use perspective. Some are partnering with local public entities to fund, design, and operate buildings jointly. Includes case studies of
the RiverPark Art and Theatre Complex, Columbus State University (Ga.) and the
Athenaeum, Goucher College (Md.) as well as a list of other projects around the country in on the trend.
Community Campus Plan, Pass Christian School District, Pass Christian, Mississippi.
Architectural Record; Supplement , p80,81 ; Jan 2007
Relates how a hurricane-destroyed school was replaced by a community campus that includes the also-destroyed Boys & Girls Club and public library. Gathering all these participants on one site enabled the funding, combined services into shared facilities, and created a site that serves the entire community.
Developing Community Nexus Centers in New Orleans.
Bingler, Steven Educational Facility Planner; v41 n2/3 , p11,12 ; 2007
Advocates planning for integrated delivery of educational and social services, using the opportunity in the post-Katrina Gulf Coast rebuilding to bring these services together into centralized facilities that relieve the duplication and disaggregation that currently characterizes these efforts.
Maximizing Resources.
Crawford, Matthew School Construction News; v10 n1 , p19 ; Jan-Feb 2007
Presents an interview with an architect that discusses the numbers and types of joint-use school spaces, the role of the architect and construction manager in the process, and the particular challenges of creating joint-use facilities.
Shared Resources.
Malone, Michael Texas Architect; v57 n1 , p26-29 ; Jan 2007
Profiles Dallas's new Arcadia Park Elementary, which hosts a branch of the city library. In order to build a separate cafeteria and auditorium, the budget for interior finishes was reduced. Photographs, plans, and a list of project participants are included.
Getting Beyond the School as Temple.
Nair, Prakash Edutopia; v2 n5 , p28-31 ; Jul-Aug 2006
Challenges the trend to create community schools that, even though they accommodate community use, still perpetuate the "fortress/temple" concept of education. Schools that focus on student-centered, real-world experiences are recommended instead. Two alternative models are described. These are the community learning center (CLC), which engages various sectors of the community in the day-to-day life of the students, and the Community as School (CAS), in which the campus gateway to the community and learning occurs largely off-site.
Imminent Challenges.
Abramson, Paul School Planning and Management; v45 n6 , p66 ; Jun 2006
Suggests ways to create smaller learning units without losing some of the opportunities that large schools provide, emphasizing ways to use schools as community centers that accommodate a variety of non-school spaces and uses.
Balancing Innovation and Cost in Facility Planning.
Healy, Tracy School Business Affairs; v72 n5 , p6,7 ; May 2006
Profiles two joint use endeavors. The first is in Mason, Ohio, where a high school and community center share a site, yielding shared athletic facilities. The second is in Juneau, Alaska, where a public library was located on high school property and became both a community and school resource.
Joining Forces.
Kennedy, Mike American School and University; v78 n9 , p16-18,20,22,23 ; Apr 2006
Describes a variety of joint use arrangements between municipalities and public schools and/or community colleges. Resources that the various partners typically bring to the project are discussed, as are some successful and unsuccessful joint-use endeavors.
Open Door Policy.
Popke, Michael Athletic Business; v30 n4 , p60-62,64,66,68,70 ; Apr 2006
Offers several examples of how high school athletic facilities are being shared with the community, also describing tactics for meeting the increased operating costs that accompany extended use.
The Mawson Centre-Access to All Education Services.
Timper, Kelvin PEB Exchange; v2005/suppl. n57 , p20,21 ; Feb 2006
Describes this community and continuing education center that provides classrooms, computer facilities, meeting rooms, and an auditorium, all located conveniently in the heart of the community.
Nicasio School.
CASH Register; , p8,10 ; Nov-Dec 2005
Profiles this small California K-8 school that features classrooms that host two grades each, community-use facilities, and preservation of the 1871 schoolhouse on the site.
Coalition for Community Schools Advocates Neighborhood-Centered Schools Across the Country.
Blank, Marty The Planning Report; Nov 2005
Describes the benefits of community schools and progress being made to implement them around the country. Particular mention is made of programs in Los Angeles, Chicago, and Portland,Oregon.
Harmonic Partnerships.
Barista, Dave Building Design and Construction; v46 n8 , p42-45 ; Aug 2005
Discusses the advantages of partnering with the community to obtain professional-quality performing arts spaces at schools, with lists of features that might be found in basic, upgraded, and high-end school auditoria. Siting of community performances spaces at middle schools is recommended, as students of this age rarely use the facility at night, thus leaving it open for community use.
Commitment to Community.
Moore, Deb School Planning and Management; v44 n8 , p8 ; Aug 2005
Highlights major points of community/school cooperation, such as sharing space, off-hours use, donation of land, and private funding.
Sharing Private Spaces.
Fickes, Michael School Planning and Management; v44 n7 , p30,32,33 ; Jul 2005
Discusses the design of entrances, locker rooms, and restrooms in school athletic facilities that are shared with the community.
Community Relations.
Popke, Michael Athletic Business; v29 n5 , p30,32,33 ; May 2005
Describes the Huron Valley Schools' successful funding and completion of extensive new athletic facilities, designed for shared use with the community. Community use generates revenue and the response has far exceeded expectations.
Chicago School Chief Shares Strategies for Educational Success
Metro Investment Report; Apr 2005
As funding for education has decreased across the country, many jurisdictions have sought innovative ways to improve public schools. Chief Executive Officer for Chicago Public Schools Arne Duncan is at the forefront of a movement to create smaller, community schools that make the most of scarce public resources for both students and their neighborhoods. In this interview he describes the successes of Chicago’s 67 community schools facilities, leveraging school facilities investments, and the value of joint use.
Funding and Rebuilding Schools as Community Learning Centers: Akron, Ohio.
Duncan, Laraine; Loomis, Donna Voices in Urban Education; n7 ; Spring 2005
After Akron's mayor and the community successfully navigated the political shoals of raising taxes and gained access to state matching funds, the city and the school district became partners in the challenging task of rebuilding schools, creating community centers in school buildings, and redeveloping neighborhoods.
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Building Blueprints: Community Spaces.
Brown, Robert; Viccica, Paul School Planning and Management; v44 n3 , p54-55 ; Mar 2005
Describes design criteria that enable maximum use of community spaces within schools: flexibility, spaciousness and light, and accessibility.
Shared Vision.
Kennedy, Mike American School and University; v77 n6 , p16-18,21,22 ; Feb 2005
Cites cases and benefits of community-use schools, including shared construction and maintenance costs; improved library, recreational, and health facilities; anchored neighborhoods; and stronger school-community relationships.
Sharing with the Community.
Dolan, Thomas School Planning and Management; v44 n1 , p64-66 ; Jan 2005
Discusses the conception, design, funding, and scheduling of high school fitness facilities that can be shared with the community.
Alternative Funding and Community Schools.
Abramson, Paul School Planning and Management; v43 n11 , p46 ; Nov 2004
Suggests ways that a school district can create a community school with shared use and costs by partnering with community organizations at the outset, when the need for a school is presented, rather than just opening certain areas of the school to community use after it is completed, and expecting widespread community support in return.
P.S. 24 / 7.
Selingo, Jeffrey NRTA Live & Learn; Aug 20, 2004
This discusses how taxpayers and other community members are seeking to turn school facilities into round-the-clock educational institutions for people of all ages, including seniors. Several examples of intergenerational schools are given, including the Antonia Crater Elementary School/Senior Citizen Center in Newberg, Oregon, and the Intergenerational School in Cleveland, Ohio.
School-Community Collaboration.
Yurko, Amy School Planning and Management; v43 n8 , p36,37 ; Aug 2004
Describes ways that schools connect to their communities, how some school/community partnerships have been forged, and tips on how to transform existing facilities into community schools.
Shared Spaces.
Kennedy, Mike American School and University; v76 n12 , p24,26,29 ; Jul 2004
Describes design, space planning, and security considerations for k-12 recreational facilities that are shared with the community.
The ABC's of Mixed Use Schools.
Romeo, Jim Planning; v70 n7 , p4-9 ; Jul 2004
Cites several examples of school facilities in non-traditional settings, integrated into and shared with the community. Benefits to land use, transportation, and community recreational opportunities are detailed.
Joint-Venture Facilities.
Athletic Business; v28 n6 , p150,152-154 ; Jun 2004
Describes three athletic facilities built as a joint venture between the community and a local school system or community college. Includes photographs.
Schools As Centers Of Communities: KnowledgeWorks Foundation Concept Paper.
New Schools Better Neighborhoods Newsletter; Spring 2004
An increasing number of community leaders and educators recognize that schools can be a much greater resource to the community in order to strengthen community life. This paper seeks to define where we are today and how the different strands of reform can be brought together to improve public education and encourage community renewal. A five point agenda is articulated.
Sounds Right.
Bennett, Michael School Planning and Management; v43 n4 , p24-25 ; Apr 2004
Describes sophisticated acoustical technology installed at New Jersey's Bordentown High School to accommodate community and professional use of the auditorium, gymnasium, and cafeteria.
Community-Centered Schools Are Vital To Healthier Neighborhoods.
Fielding, Jonathan; Abel, David New Schools Better Neighborhoods Newsletter; Spring 2004
This opinion piece on school facilities construction and student and neighborhood health discusses how the Los Angeles Unified School District and its government and philanthropic partners can create an overdue and entirely new approach to both schools and neighborhoods by combining school bonds with government and philanthropic funds for parks, libraries, health, housing and other related services.
All Together Now.
Black, Susan American School Board Journal; v191 n3 , p40-42 ; Mar 2004
Children learn best when their basic needs -- including food, shelter, and clothing -- are met and when their families are free from worry about employment, housing, health, and child care. Full-service schools aim to meet all those needs under one roof and begins with collaborative partnerships in which each partner has its own appropriate role. Community agencies can complement the school's academic mission with support services for students and their families, including health screenings, dental programs, nutrition education, crisis intervention, community policing, job training, mentoring, and basic welfare assistance.
Mayors and School Districts.
Edelstein, Fritz School Planning and Management; v43 n3 , p16,18-20,22 ; Mar 2004
Discusses the increased involvement of mayors in education and school facilities issues. Examples of programs from seven metropolitan areas illustrate creative partnerships and programs that build, reuse, or reorganize school facilities.
Health-Care Hub.
Bowman, Darcia Harris Education Week [free subscription required]; , p26-29 ; Feb 04, 2004
Case study of the health-care center at Broad Acres Elementary in Silver Spring, Maryland, one of 1,500 school-based health centers nationwide that bring a wide range of medical, nutritional, and mental-health care to millions of students and their families. [Free subscriber registration is required.]
Schools of Tomorrow.
Agron, Joe American School and University; v76 n5 , p16-18,20-22,24-27 ; Jan 2004
Presents the opinions expressed at a roundtable of five education architects on school facilities and the issues of technology integration, community use, flexibility, sustainability, indoor environments, security, size, functionality, and adaptive reuse.
Schools as Center of Communities.
Bogle, Ronald E.; Diamond, Barbara M. Learning By Design; n13 , p8-11 ; 2004
Describes the growing movement to design schools that can serve the community at large as well as their student populations. Examples of how some of these schools were planned, how community support was won, and how the community uses the facility are described. Statistics showing overwhelming nationwide support for the idea are enumerated.
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Community Schools Soften Tough Neighborhoods.
Franceschi, Carl Educational Facility Planner; v39 n2 , p3-7 ; 2004
Discusses elements of a successful school and community partnership aimed at addressing social issues in the neighborhood. Planning, design, and implementation issues are described, illustrated by two Boston case studies. Includes four references and resources.
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Learning to Share.
Fickes, Michael School Planning and Management; v42 n11 , p29-30 ; Nov 2003
Describes two programs where schools and their communities successfully share athletic fields and a swimming facility. Cooperation of the parties has been continuous from construction through maintenance and operation. The Veterans Park complex in Wilmington, N.C., includes a new high school, middle school, and elementary school on 210 acres and includes a park for the community in that area. When Allegan High School in the small community of Allegan, Mich., decided to add a competition swimming pool to its facilities, the community voiced interest in using it. Instead of building one pool, the school built two.
When Gown Builds Town: Schools that Do Good Business.
Tseckares, Charles; Hill, Christopher College Planning and Management; v6 n11 , p16,18.20 ; Nov 2003
Describes several higher education projects that have created academic, residential, and joint-use facilities sensitive to their community surroundings.
Build Smart
McCann, Barbara; Beaumont, Constance American School Board Journal; , 4p. ; Oct 2003
Smaller, community-centered schools can help a district grow in many ways. This describes the characteristics of smart growth schools and how to overcome obstacles. It also summarizes policy reforms that make it easier to build smart growth schools.
Build “Smart.”
McCann, Barbara; Beaumont, Constance American School Board Journal; v190 n10 , p24-27 ; Oct 2003
Smart growth schools are small in size, encourage broad community involvement, and make good use of existing resources. Promoting small, community-based schools requires innovation, new partnerships, and a commitment to working to overcome the barriers presented by traditional rules and regulations.
New Schools = New Opportunities for Youth Groups
Quinn, Jane Youth Today; Oct 2003
This discusses how joint-use agreements can make the best use of school facilities in many neighborhoods. Two case studies discuss the Metcalfe Park Project in Milwaukee, a three-way partnership linking the public schools, Boys & Girls Clubs, and the city; and the John A. Johnson Achievement Plus Elementary School in St. Paul, Minnesota, a collaboration involving the public schools, the Amherst H. Wilder Foundation, the city and Ramsey County.
Welcoming and Secure.
Kromkowski, Stephen American School and University; v76 n1 , pSS4-SS6 ; Sep 2003
Discusses aspects of school building and site design that can reduce vandalism, control access, document activity, and facilitate emergency assistance. These aspects are more critical when there is heavy community use of the building.
Natomas Superintendent Seizes Opportunity Thinks outside the Box.
Geiger, Philip E. School Planning and Management; v42 n6 , p56-59 ; Jun 2003
Describes how the superintendent of Natomas Unified School District in Sacramento, California, along with three other educators and local government officials, teamed to create a joint-use campus that includes a community college, public library, and regional park. Taxpayer dollars are further stretched with the use of a "privately financed leased facilities" arrangement.
Shared Destinies.
Bynum, Marvin Athletic Business; v27 n5 , p70-76 ; May 2003
Describes examples of high schools sharing their physical fitness and recreation facilities with other community groups, discussing the benefits and inevitable scheduling and programming challenges.
Rebuilding a School, Revitalizing a Community.
Furgar, Roberta Edutopia; , 2p. ; Apr 14, 2003
Discusses the process for rebuilding Capitol Elementary School, located in one of the poorest neighborhoods in Phoenix, Arizona. Responsibility for planning the new school fell to a committee of parents, staff, community members, and businesspeople. As much as the new school was designed to support the staff's educational goals, it also serves another, vitally important purpose: It fosters a sense of community among the diverse group of people who live, work, learn, and play in and around Capitol School.
Schools and Economic Development.
Rittner-Heir, Robbin School Planning and Management; v42 n4 , p16-20 ; Apr 2003
Discusses schools' evolving relationships with private industry and local government entities, which are providing mutually beneficial results. Examples include the community services located in West Virginia schools and the workforce development efforts of Intel in New Mexico schools.
Building Better Schools.
Kennedy, Mike American School and University; v75 n5 , p30-35 ; Jan 2003
Offers ten ideas for schools and universities before embarking on a new construction project: defining a school, shared space, sustainability, outdoor landscape, geoexchange, a variety of spaces, student-oriented space, technology, community use, and security.
Planning and Designing Schools With Senior Citizens in Mind.
Sullivan, Kevin J. School Business Affairs; v68 n11 , p48-56 ; Dec 2002
Describes demographic trends, rationale, and challenges related to the planning and design of schools and facilities that accommodate the needs of older adults. Includes descriptions of several schools and school-related facilities built with older adults in mind such as the Fairhill Center, an intergenerational school in Cleveland, Ohio.
Noncurricular Use of School Facilities: Legal Issues to Consider.
Jenkins, J. Kevin School Business Affairs; v68 n11 , p44-47 ; Dec 2002
Describes legal issues involving use of school facilities by noncurricular groups such as the Girl Scouts, a student chess club, or a community gardening club. Discusses three Supreme Court cases on the subject: "Westside v. Mergens" (1990), "Lamb's Chapel v. Center Moriches Union-Free School District" (1993); and "Good News Club v. Milford Central School" (2001).
School Design Confronts Three F's.
Sommerhoff, Emilie Worthen Facilities Design & Management; v21 n6 , p30-34 ; Jun 2002
Discusses three predominant themes encountered by facilities managers and architects when planning and designing educational facilities: flexibility requirements, fiscal pressure, and community focus.
Small Schools: The Benefits of Sharing.
Nathan, Joe Educational Leadership; v59 n5 , p71-75 ; Feb 2002
Describes how several small schools have collaborated with the community and shared facilities, such as a former church, a former carriage factory, a medical complex, and a community college. Some of these small schools use social-service agency staff, others create schools-within-schools, and still others become charter schools.
Using Small-Schools and Shared-Facilities Research.
Nathan, Joe Principal Leadership; v2 n6 , p37-41 ; Feb 2002
Communities and administrators look at examples of small schools to demonstrate that small learning communities and shared spaces can contribute to student learning. Case studies include small schools of choice, shared facilities, and small, freestanding innovative high schools.
Full-Service Community Schools: Creating New Institutions.
Phi Delta Kappan; v83 n5 , p393-99 ; Jan 2002
Defines the full-service community school concept and then describes its evolution, characteristics, and value based on an analysis of 49 evaluation reports, 46 of which reported positive outcomes. Discusses the realities of implementation. Concludes that full-service community schools are a viable alternative to traditional schools, especially in disadvantaged communities
School, Center Pairing May Start Trend in Area.
Doyle, Mhari Columbian [Vancouver, Washington]; Nov 09, 2001
This report on the construction of a new school featuring classrooms, a Head Start preschool classroom, a fitness center, computer room and 24-hour childcare that is accessible to the community. The Fruit Valley Elementary School and Community Learning Center in Vancouver, Washington reflects a strong national trend in school construction that integrates school and community resources in a central location.
Brave New School.
Christopher, Gaylaird School Planning and Management; v40 n8 , p31-32 ; Aug 2001
Describes a California community concept, now in the planning stage, where education is part of the community lifestyle. Examines a fictional story of an 11-year-old's educational experience inside such a community.
Public/Private Libraries.
Sapp, Michael J. School Planning and Management; v40 n7 , p40-41 ; Jul 2001
Explores how a new school facility can be important, not only as a community center, but also as a resource center for library services such as computer labs, Internet service, and current periodicals. The article also examines how one Missouri school district planned its new school library to serve the community.
Supreme Court: Religious Group Can Meet on Campus After Final Bell
Walsh, Mark EdWeek Online; v20 n40 ; Jun 11, 2001
The justices on June 11 ruled 6-3 that the Milford Central district in upstate New York could not exclude the Good News Club, an after-school evangelical group for 6- to 12-year-olds, because it opens its lone school building to other community groups. The district had argued that it could exclude all religious groups from using the school, and that allowing the Good News Club to meet there would amount to an unconstitutional establishment of religion by the district. The high court majority rejected those arguments.
Building on Community.
Kennedy, Mike American School and University; v73 n10 , p14-17,18 ; Jun 2001
Explains how schools that share their facilities with the public can strengthen bonds with the neighborhoods they serve. Illustrates how a high school in Medina, Ohio, successfully expanded its facilities to cultivate a relationship with the surrounding community, and how an elementary school in the Blue Valley district is also a community center run by the city of Overland Park.
Three School Districts Recognized.
School Planning and Management; v40 n5 , p21-22,24 ; May 2001
Presents three award-winning school districts that have successfully used proactive community relations programs in keeping positive impressions in front of the public. Organizational profiles are provided along with summarized program descriptions.
School as the Heart of the Community.
Dolan, Thomas G. School Planning and Management; v40 n5 , p26-29 ; May 2001
Discusses how Niagra Falls (NY) High School was able to help in the rebirth of its declining neighborhood by rebuilding its high school to give the community something to relate to. Financing efforts, facility design, and community amenities are highlighted. Niagara High is one of the first privately financed public projects in New York. Private companies were able to bypass the bidding process, get around various issues with unions, and were able to build the school without raising taxes.
Head of the Class.
Hawkins, Beth Leibson Facilities Design & Management; v20 n5 , p38-41 ; May 2001
Discusses public education trends and ways in which schools can support these initiatives through smaller school design. Planning community schools that make a positive contribution to students and the community is explored.
Endangered. The Johnson & Hearding Schools, Aurora, Minnesota.
Roscoe, Robert Architecture Magazine; v27 n3 , p23,59-60 ; May-Jun 2001
Discusses how obsolete schools in one community were reused as economic-development resources for the community while also preserving the architectural heritage of the area.
Educator as Entrepreneur: Bringing Community Services to Schools. Borasi, Raffaella; Spezio, Ralph School Business Affairs; v77 n4 , p12-14 ; Apr 2001
Documents steps taken to partner with a healthcare system to create a health clinic at an inner-city school, a vital service to enhance student learning, and a value-added service to the community.
Viewing School Facilities as Community Development Projects: The Case of Hinesburg, Vermont.
MacKinnon, Colleen T. Small Town; v30 n2 , p28-31 ; Mar-Apr 2001
Instead of accentuating differences among agendas through competition for scarce resources, community members, educational planners, and community development planners cooperated in renovating a high school building in Hinesburg, Vermont, to include community spaces for recreation, social services, and nontraditional education. Design elements that promote the greatest possible use of facilities by community members are discussed.
Religious Club Seeks 'good news' from Court.
Wlash, Mark Education Week; v. 20 no23 , 1.20-1 ; Feb 21, 2001
The case of The Good News Club v. Milford Central School will bring the issue of religious
organizations using public school facilities before the Supreme Court. The evangelical
Christian Good News Club was prevented from holding meetings in Milford Central School
in New York on the grounds that this would violate the constitutional prohibition against a
government establishment of religion. [Free subscriber registration is required.]
Religious Groups and the Use of Public School Facilities: An Ongoing Controversy
Mawdsley, Ralph; Russo, Charles School Business Affairs; v67 n2 , p45-50 ; Feb 2001
The Supreme Court is reviewing a case over whether a school system may deny access to its facilities to a religious club during nonschool time. This article reviews the Circuit Court's opinions, the options likely to be addressed by the Supreme Court, and the meaning of this case to school business officials and other educational leaders. If the Court holds true to form and concludes that school districts must make their facilities available to additional groups, access policies will need to be reviewed for compliance with the law.
Community Service.
Popke, Michael Athletic Business; v25 n1 , p26,28-29 ; Jan 2001
Discusses how Boston-area school fitness centers open doors for both students and local residents. Two high schools that offered town residents memberships in their new fitness facility are highlighted. Facility operations are discussed.
Welcome to the Neighborhood.
Schneider, Jay W. School Construction News; v4 n1 , p15-16 ; Jan-Feb 2001
Case study of the Jordan Park School of Extended Learning, a K-8 school in Minneapolis, Minnesota. Discusses how community interest and involvement helped this new school reinvigorate an urban area. The neighborhood rendered final decisions regarding site selection, school design, modifications to a park that borders the school, and stipulated after-hours access to various parts of the building-including the gym, multipurpose space, and computer lab. Construction management is also addressed.
Joint-Use School Facility Agreements Strengthen School Communities.
Testa, Ken Educational Facility Planner; v36 n3 , p11-13 ; 2001
Examines joint-use facility agreements that encourage the shared use of school facilities by school districts and community entities. Explores the positive impact that these arrangements have on student achievement. Identifies six key strategic practices for creating effective joint-use facility agreements and six key barriers to this development.
Open House...With Restrictions.
Kennedy, Mike American School and University; v73 n4 , p26-28 ; Dec 2000
Explains how planning and design can allow schools to welcome the community into parts of their facilities without risking the security of the entire building.
Shades of Gray. 2000 & Beyond: The Changing Face of American Schools.
Keller, Bess Education Week; v20 n13 , p28-35 ; Nov 29, 2000
This discusses how the aging of the population affects education. The first section, "Shades of Gray," discusses how as the population ages, schools may face tougher competition for public resources, noting how tensions have surfaced in one Florida county. It examines reasons for older Americans' reluctance to pay taxes and impact fees related to education. Some school leaders hope to persuade more retirees to volunteer in the classroom, both to help students and to bolster community support for public schools. Conflict over how to finance public education fairly could become even fiercer in the coming decades as the proportion of elderly residents on fixed incomes climbs in many communities. On any issue, particularly the school funding issue, older voters are hard to ignore because of their propensity to cast ballots in proportionally higher numbers than any other age group. The question for the future may be how the baby boomers will see things once they enter old age. [Free subscriber registration is required.]
When Town Meets Gown.
Leonard, Jim College Planning and Management; v3 n10 , p34-36 ; Oct 2000
Provides examples of academic institutions becoming catalysts in revitalizing downtown areas while also providing themselves with new facilities. How these projects have been mutually beneficial to both school and community is highlighted.
School Construction and Renovation: An Opportunity for Community School Advocates.
Community Schools Online; v1 n9 , 5p. ; Aug 2000
Urges school superintendents, principals,
local elected officials, public and private human services agencies, youth development
organizations, community organizations, business, and civic and religious organizations
to take advantage of the current groundswell of support for school construction to
ensure that communities are welcomed into the school buildings of the future. Includes critical steps in designing community schools and examples of successful community school designs.
It Takes Two.
Ballard, Ken Athletic Business; v24 n8 , p69-70,72,76,78,80 ; Aug 2000
Discusses planning points when negotiating joint ventures for designing public recreational facilities. The obstacle and impact of money in the negotiations is examined as are handling the definition of operational responsibilities, personnel and maintenance, program and service delivery, and progress of the partnership and facility itself.
High School Food Courts: A New Evolution in Student Dining.
Beach, George School Planning and Management; v39 n8 , p22-23 ; Aug 2000
Discusses how traditional high school cafeterias have changed in recent years into food courts and dining areas usually found in shopping malls. Areas examined include food court design, traffic patterns, safety and after-hours usage, and kitchens and serving areas. How one school district turned its food court system into a successful district-wide catering operation is explored.
The Intersection of School and Community.
Schorr, Lisbeth Education Week Online; Jul 12, 2000
Increasing public and
philanthropic resources are becoming available
to fund a wide array of activities that make use
of school facilities, school legitimacy, and
school resources. However, there is little clarity or consensus about the pathways to improved
outcomes, how roles, resources, and responsibilities should be allocated,
or even the extent to which new demands for accountability are
consistent with achieving social purposes. This offers five lessons learned from recent experience with community efforts to strengthen and expand
support for youngsters and their families, neighborhoods, and schools. [Free subscriber registration is required.]
Indoor Athletic Facilities: Sharing Resources To Maximize Investments.
Fleming, E. Scott School Planning and Management; v39 n5 , p44-45 ; May 2000
Examines the concept of shared-use facilities to help financially support and meet the demand for athletic facilities. Shared-use considerations are explored including cost sharing of ongoing operations, aesthetics, locker rooms, support facilities, parking and site access, and building access and security.
Auditoriums and Performance Spaces: Planning Flexible Spaces for Students and Communities.
Wernick, Laura A. School Planning and Management; v39 n4 , p44-45 ; Apr 2000
Discusses the steps in preparing performance space in schools that can serve both students and the community, including its shape, the stage, and storage. Reducing background noise and considerations when making use of other school spaces for performance events are also explored.
The Mind-Body-Building Equation.
Dryfoos, Joy Educational Leadership; v57 n6 ; Mar 2000
Full-service community schools bring together three concepts—mind, body, and building—into an integrated
approach that places quality education and comprehensive support services at one site. These schools focus on the
well-being of the child and the family—from early in the morning to late at night. Four model programs are highlighted.
Stadium Complex Serves Athletics, Arts.
Galvis, Dan; Milder, Scott School Planning and Management; v39 n3 , p48-51 ; Mar 2000
Discusses how a Birdville, Texas, school put the wasted space in its football stadium to use as meeting places for various district and community activities, a black box theater, and space for displaying student art. Playing field quality and high-tech amenities that enhance team coaching and play and the public's enjoyment of the sporting events are highlighted.
The Future Connection.
DeStefano, James R.; Van Hook, Mary Ann; Draht, Sally American School and University; v72 n5 , p24-25 ; Jan 2000
Explores how educational environments are changing for the new millennium and its impact on school design. The influences of educational technology, specialized programs, and resource sharing with the surrounding community are discussed.
The Jewel of the Community.
Fanning, Ronald H.; Howey, Clair E. American School and University; v72 n5 , p20-21 ; Jan 2000
Discusses why and how K-12 schools of the future will return to the community and become more of a focal point in urban planning. How information flow and technology will decentralize the way education is delivered is explored.
Joint Use: What's Not to Like?
Craig, Will Natomas Journal; Nov 03, 1999
This examines ongoing negotiations between the Natomas Unified School District and the City of Sacramento over the joint use of neighborhood parks and schools.
Make Room(s)for the Arts.
Fulbright, Harriet Mayor ; Deasy, Richard J. Principal; v79 n2 , p39-42 ; Nov 1999
As the arts make a comeback in the nation's elementary schools, a new national study shows how they can
command more time—and more space. One of the key measures that the study's research team used to assess a school district's commitment to arts education
was the appropriateness of its arts facilities. Many districts (like District 28 in Tempe,
Arizona) that made major cuts in their arts programs in the
1980s have rebuilt them only to be challenged by burgeoning
student populations. Some, like one Colorado district, have
begun sharing arts facilities with community organizations.
Community support is essential.
Changing Perspectives: Joint Use of Facilities by Schools and Public Libraries
Sager, Don; Myers, Carolyn M.; Register, Judy; Johns, Mary; Kleiman, Allan M. Public Libraries; v38 n6 , p355-59 ; Nov-Dec 1999
Presents the perspectives of four public library administrators on sharing facilities with local schools, including
benefits and problems. Topics include physical accommodations; intellectual freedom issues; security issues; management issues;
costs and budgetary considerations; staffing; collection development policies; and the need for a marketing plan to encourage
public use.
Pre-K Possibilities.
Allison, Nancy American School and University; v71 n12 , p106,109-10 ; Aug 1999
Describes the differences in design and materials involved when designing today's early-education center compared to its older counterparts. Also discussed are the importance of proper interior circulation, scale design, and incorporating areas for community participation in the center.
Environmental Learning Centers: A Template
Vozick, Eric Taproot; v11 n4 p14-17 Sum 1999 , p14-17 ; Summer 1999
Provides a working model, or template, for community-based environmental learning centers (ELCs). The template presents a philosophy as well as a plan for staff and administration operations, educational programming, and financial support. The template also addresses "green" construction and maintenance of buildings and grounds and includes a natural resources inventory. Financing of ELCs should emphasize local community support.
Notes on Community-Based School Design.
OBanion, Kerry Architecture California; v20 n1 , p33-35 ; Summer-Fall 1999
Based on experiences in Berkeley, California, offers observations about community-based design of schools: welcome the community into the school, fit the school into its community, be resolutely honest about cost, and empower and inspire rather than direct.
After-Hours Use of Schools.
PEB Exchange; n37 , p11-16 ; Jun 1999
Describes current practices for after-hours use of schools in selected
European countries, Canada, Turkey, the United Kingdom, and the
United States. Among the practices include public use of school
playgrounds, use of boarding schools for student retreats, sharing school
premises with government agencies and social services, providing areas
for adult education, and offering school sports facilities to the general
community.
Better Schools For a New Century.
Design Share; Apr 19, 1999
Highlights portions of the "Better Schools for a New Century" conference, sponsored by the American Institute of Architects. Includes a speech on learning environments for the 21st century by Anne Taylor; a discussion of designing schools as centers of community by Steven Bingler; a speech on inventing better schools by Nancy Myers; and classroom planning and design by James Dyck.
We Must Stop Recreating Century-Old Stand-Alone Schools
Divorced from Our Communities: An Interview with New Orleans Architect, Steven Bingler.
The Planning Report; , p7 ; Apr 1999
Discusses how communities can more productively engage in the planning and programming of new school facilities.
Share and Share Alike?
American Libraries; v30 n2 , p40,42,44 ; Feb 1999
Presents an interview with two librarians who are participating in joint-use
projects, one between a public library and a school library, and one between a public library and
an academic library. Personnel, commingling collections, changing library roles, and governance
boards are considered.
And There's Pandemonium on the Field!
Fickes, Michael School Planning and Management; v38 n1 , p76-77 ; Jan 1999
Describes how a Plainfield (Indiana) middle school got parents and students more involved in their school through widespread participation in sports. Handling the costs associated with widespread participation, scheduling sporting facility times, and potentially diluting team quality are addressed.
Use of School Facilities by Religious Groups--How Far Can School Districts Go To Accommodate Them?
Essex, Nathan L. Community Education Journal; v26 n1-2 , p11-14 ; Oct 1998
Discusses the use of school buildings by religious groups and looks at infringement of freedom of expression
rights, accommodation of religious organizations and response to the needs of religious groups without violating first amendment prohibitions involving church-state relations
Providing Before- and After-School Care.
Fickes, Michael School Planning and Management; v37 n8 , p36-39 ; Aug 1998
With two-income families the norm, before- and after-school care has
become an important consideration — and a tremendous opportunity for
school districts. Here are some hints on starting a "Before and After"
program.
Under One Roof: How Public Spaces at Schools Help Entire Communities Grow
Schoolhouse of Quality; v2 n2 , p6-9 ; Summer 1998
Many communities are finding that agreeing to pool their monetary resources together can be a way of giving the
local school and the local community room to have academic and nonacademic events. Four facilities in Ohio are designed to
increase community participation with such features as a community meeting room, professional theaters, and "town squares" in
the center spine of two high schools.
Full-Service Schools
Raham, Helen School Business Affairs; v64 n6 , p24-28 ; Jun 1998
Full-service schools are pushing traditional institutional boundaries by pioneering unique models of school,
home, and community connections and serving as the hub for various cross- agency services. Diverse programs share
several essential conditions: autonomy, leadership, effective governance structures, and a community emphasis. Three exemplary programs in West Virginia, Los Angeles, and Saskatchewan are profiled. (12 references)
Less Is More: Collaborative Learning Environments for the Next Century.
Bingler, Steven Learning By Design; n7 , p16-17 ; Mar 1998
Examines approaches to enhancing school learning environments. Provides several examples of collaborative initiatives that expand the boundaries of the classroom into the community. Includes case studies of a school located in the Henry Ford Museum in Dearborn, Michigan, and the Zoo School situated within the boundaries of the 500-acre Minnesota Zoo outside of Minneapolis.
The School of the 21st Century as a Year-Round Service Center for an Entire Community.
Deemer, Erin; DeSimone, Laura; Finn-Stevenson, Matia Principal; , 43-46 ; Jan 1998
Describes Yale University's School of the 21st Century model that transforms the
school into a year-round, multi-service center that is open from 6 in the morning until 7 at night. The core
components are affordable, high-quality child care for preschool children
ages 3-5, before- and after-school programs for school-age children; and
health services, referral services, support, and guidance for parents of young
children, from the third trimester of pregnancy to age 3.
The Community-Use Trend.
Fickes, Michael School Planning and Management; v37 n1 , p62-66 ; Jan 1998
Examines how school district/community organization alliances help fund new school construction as well as provide students and the general public with extended services. Examples of how school/community-use programs evolved and their accomplishments are provided.
Community as Classroom
Zook, Jim Metropolis; v.17, n.3 , p.86-89,11,119,122 ; Oct 1997
Architect Steven Bingler discusses redesigning schools in ways that complement efforts to reform how schools serve communities.
It's in the Details.
Tucker, Robert B.; Zahn, Elyce R. American School and University; v69 n12 , p90-92 ; Aug 1997
Discusses planning and funding a high school whose design simultaneously
addresses the changing nature of education, aesthetics, and security while
enhancing the learning process. The concept of pooling funding sources or
passing a bond issue for developing affordable joint-use facilities is
highlighted.
The Practical Considerations of Opening School Facilities to Lifelong Learning
Odell, John H. PEB Exchange; n31 , p10-14 ; Jun 1997
There are many reasons why a school should plan for extending its
facilities' hours of use and making them available to the community.
Benefits include improving cost effectiveness in using limited resources,
improving security, promoting the school, enhancing staff's potential to
offer industry-related training and expertise, and enriching community life.
Lifelong Learning Facilities in Japan
Hirai, Akishige PEB Exchange; n30 , p7-9 ; Feb 1997
Examines Japan's educational system and the role of national policy and local government in fostering lifelong learning. Reasons why Japan is building a lifelong learning society are examined, as are the opportunities available in Japan for learning beyond traditional education, the national and local government's role, access to facilities, conversion of surplus classrooms, and facility development.
Beating the High Cost of Libraries.
Fox, Bette-Lee; Cassin, Erin Library Journal; v121 n20 , p43-55 ; Dec 1996
A number of library projects show the cost-effectiveness of sharing space
in buildings. Six tables provide statistics for new academic and public
library buildings; additions and renovations; renovations only; and a
six-year cost summary. Photographs of library interiors and exteriors
illustrate the article.
Reading, Writing...and Wedding Receptions
Taylor, C.L. (National Association of Elementary School Principals, Alexandria, VA, Nov 1996) Principal; v76 n2 , p18-21 ; Nov 1996
School districts are finding that demand for community use of school
buildings and grounds is increasing. A 1995 series of focus groups
explored implications for community access, including effects on
facilities, scheduling, and educational programs. The most prevalent
activities involved sports and recreation, day care, meetings, adult
education, college classes, performing arts events, and youth programs.
Beyond the Field House.
Myers, Jeffrey A.; Myers, Nancy R. School Planning and Management; v35 n9 , p23-26 ; Sep 1996
Changes in
laws, curricula, and community needs mean rethinking the traditional in
physical education facilities. Title IX of the Educational Act of 1972
requires schools that receive federal funds to bring gender equality to
their programs and facilities. A focus on personal fitness is accompanied
by an increasing demand for community access.
Community Use of School Facilities: Florida s Experience With the Community Education Facilities Act.
Mackenzie, Donald G. Educational Facility Planner; v33 n3 , p9-11 ; 1996
Answers the question of whether educational facilities funded under the
Community Education Facility Act are being used by the community.
The 19 funded projects surveyed addressed issues pertaining to kinds of
projects, daily operation responsibilities, evaluation provisions, degree of
community use, cooperation promotion, and compliance of state law.
Community Center Schools for Today
Ringers, Jr., Joseph Educational Facility Planner; v33 n3 , p6-8 ; 1996
The "turf" concerns of educators have hampered school facility design
that provides housing for both school and community programs.
Community center schools are defined. Staffing problems of human
services and schools in a co-location, factors in the project's success,
the facility, security, and current directions of community center schools
are discussed. (7 references.)
Building Bridges of Communication: The Columbus Public Schools and the City of Columbus.
Vezdos, Tracy Educational Facility Planner; v33 n3 , p12-13 ; 1996
Details the efforts of the city of Columbus and Columbus Public Schools
to effectively communicate through an established standing committee
and to encourage the joint use of property and facilities. The agenda
included telecommunications infrastructure promotion, neighborhood
revitalization, school safety, and the Urban Infrastructure Recovery Fund.
(Lists 3 resources.)
Schools and the Local Community: Joint Location and Coordinated Use.
Buvik, Karin; Cold, Birgit Children's Environments; v12 n4 , p87-110 ; Dec 1995
Presents conclusions of three Norwegian guidance booklets on joint location and coordinated use of schools in the community. The article discusses what building uses can be coordinated, suggests ways to organize and codify the arrangements, and proposes several schematics and working examples illustrating the co-housing of schools, residences, and businesses.
Joint-Use Libraries: More Bang for Your Bucks.
Kinsey, Sally; Honig-Bear, Sharon Wilson Library Bulletin; v69 n3 , p37-39,132 ; Nov 1994
Discussion of joint-use, or cooperative, libraries focuses on a partnership
between public and school libraries in Nevada. Highlights include benefits
in enhanced services, user needs, location of facilities, administration
and planning, financial issues, facility maintenance, remodelling, and
signage.
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