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

This guide provides a framework for collecting, evaluating, and maintaining education facilities data. It is written to help officials design a school facility information system that supports policy and decision making; management and operation; capital budgeting and project management; public participation in school facilities planning; and the integration of facilities data into other education and municipal data sets. Best practices are given for the design, development, implementation, and use of facilities management information systems, along with a list of standard data elements. These elements can be used to develop indicators for measuring and comparing the quality of education facilities; and, in turn, answering policy questions and informing new education policies. The facility data elements presented in this guide are described in greater detail in the NCES Handbooks Online at http://nces.ed.gov/programs/handbook. 80p

According to this report, some 500 state schools need moderate to major repairs. And while $3.7 billion is needed to fix them, money is limited. This project was undertaken as mandated by 2010's Senate Bill 132 to assess the physical condition, educational suitability, and technology readiness of the schools relative to Kentucky's regulations and standards. Independent, onsite evaluations were performed in 146 districts for 485 instructional programs housed in 477 school buildings across the state. The schools evaluated had a previous designation as a Category 3 or Category 4 building as of September 2010. The reports show the list of schools with Kentucky School Scores and the individual School Reports with details of the assessment, such as general school information, deficiencies identified, educational suitability and technology readiness criteria evaluated.

Provides analysis of condition of America’s schools, which have fallen into disrepair, and proposes $25 billion to renovate and modernize more than 35,000 public schools, and $5 billion to update infrastructure at community colleges. Chapters include: school modernization, a national imperative; building the future in our schools; keeping America's educators in the classroom; American Jobs Act education investments, by State. 68p

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

Answers basic school facilities questions such as 1) How much PK-12 infrastructure is there? 2)What condition are our public schools in? 3)What difference does facility condition make? 4)How much does our PK-12 infrastructure cost? 5)Where does funding for PK-12 infrastructure come from? 15 references supporting the information are provided. 2p.

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

These are the annual reports on the condition of Connecticut's public school facilities since 2001. The data reflects the responses of school district officials to various survey questions. Summary data are discussed in fairly broad categories--education reference groups (ERGs) and school types (elementary, middle, and high). Following a discussion of current construction activity and cost estimates, over 40 data elements gathered for each school are subdivided into the following groups: general building conditions, appearance and upkeep, building service systems, dedicated specialty areas, size and capacity, and local facility planning and maintenance.

Provides a listing of every school facility owned by the local Maryland Board of Education. A user is able to search for facilities by county name or by school name. If a user is unsure of the actual name of a facility, the user can enter the part of the name that he/she is sure of and a listing of all facilities with the partial information will be displayed. The data for a specific facility is divided into six tabs. The tabs are: 1. Site Information, Grade Levels, Adjacent Schools, Square Foot History, Enrollment, and Remarks.

In this survey 84% of schools received top scores for building conditions, and only 23 schools (less than 2%) received the lowest rating for building conditions. 92% of schools have adequate space to support current enrollment and educational programs. 97% of schools received top scores for general learning environment. Between 2000 and 2010, nearly 70 million square feet of school facility space, about 40% of the total square footage in the state, was built new or renovated. Of the 62 schools that received the lowest rating in the 2005 Needs Survey, 9 have received funding from the MSBA, 19 are in the Capital Pipeline and 6 have closed. Of the 278 schools that were given the second poorest rating, 53 received funding from the MSBA and 89 are in the Capital Pipeline. More than one out of every five schools received a Below Average space utilization rating, meaning that the building appears to be significantly larger than its current enrollment or educational program requires. There are more than 150 district-owned school buildings that are not currently used for the education of public school children. More than 80 public schools have closed since the initial 2005 needs survey. Nearly 40 closed due to lack of enrollment, including some schools that were recently built or renovated under the former program. At least seven schools have closed since the end of the 2009-2010 academic year. Nearly 1 million square feet of classroom space is no longer being used for education. The combined costs of building those excess classrooms today would be approximately $275 million. 124p.

The objective of this program is to provide safe, functional, code-compliant, economical, and energy-efficient education facilities for American Indian students attending Bureau of Indian Affairs owned or funded primary and secondary schools and/or residing in Bureau owned or funded dormitories. This document includes elegibility requirements, financial and administrative information, contacts, assistance considerations, and post assistance requirements. 5p

Video explains that good physical conditions in schools can reduce absenteeism, improve test scores and improve teacher retention rates. Studies that measure school conditions using an index of several variables consistently show improved scores on standardized tests as school conditions improve. On the other hand, schools with major unmet repair needs and fewer custodial workers per square foot have higher absentee rates and higher dropout rates. IAQ problems can cause increased absences due to respiratory infections, allergic diseases from biological contaminants, or adverse reactions to chemicals used in schools.

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

The total deferred maintenance of schools in the United States was estimated at $254.6 billion in 2008. With over 94,000 public elementary, middle and high schools being attended by more than 50 million students, there is need to implement an effective method for estimating the adequate amount of investment for facility maintenance. Earlier methodologies were evaluated and a new plant value model was developed. The model also introduces a commensurate increase in annual budgets to address maintenance backlog, as well as strategies for setting maintenance priorities. Finally, to effectively maintain building conditions, appropriate custodial and maintenance staffing is analyzed for school facilities. Establishing appropriate annual maintenance budgets for school buildings, including the resources necessary to address accumulated maintenance backlog is critical for upgrading school facilities to adequate conditions for ensuring the health and performance of US teachers and students. 50p.

As a result of the Building Excellent Schools Today (BEST) Act, the Public School Capital Construction Assistance Board (CCAB) conducted a Financial Assistance Priority Assessment of public school facilities in Colorado for the period FY2009–2010 to address the considerations set forth in section 22-43.7-107 C.R.S1. The Assessment of approximately 8,419 facilities in 178 School Districts included main buildings, leased buildings, temporary classroom facilities, mini-buildings, school sites, athletic fields, athletic facilities, and other support buildings. Assessment findings are based on the Public School Facility Construction Guidelines as established in 22-43.7-107 C.R.S. that address health and safety issues, education technology requirements, site requirements, energy performance requirements, functionality or suitability issues, capacity requirements, accessibility issues, and historic significance considerations. The Assessment addresses needs for two time periods, the Current Period and the Forecast Period. The Current Period is the present year plus three forward years—in this report 2010–2013. The Forecast Period includes the five years following, 2014–2018. [Authors' abstract] 143p.

School facilities receive a grade of "D" in this latest report card on the state of America's infrastructure. This grade is unchanged from the last (2005) ASCE report card. Spending on the nation's schools grew from $17 billion in 1998 to a peak of $29 billion in 2004. However, by 2007 spending fell to $20.28 billion. No comprehensive, authoritative nationwide data on the condition of America's school buildings has been collected in a decade. Nine solutions to improve school conditions are proposed. Includes 19 references. 4p.

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

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

Reviews the literature on school facilities and academic outcomes, school building systems, and school facility condition and community factors. It includes a bibliography of research since 2002 and discusses the need for future school facility research. 3p.

Identifies improvements to schools' culture, through various projects enhancing the physical aesthetics of the school. The premise of the project is based on findings from a survey, which was directed at the aspects of the schools' physical environment that caused increases in students' learning. This project provides a handbook of realistic resources for improving a school's physical environment. The handbook outlines four project ideas to be completed by the school community for minimal costs. The four project ideas are 1) School Murals, 2) School Garden, 3) Paint with School Colors Benches, Doors, etc., and 4) Plant Trees with Identification Tags. The projects are organized with step-by-step instructions for ease of completion. Additionally, the handbook provides resource ideas for funding. Creating an enriching physical school environment has been shown to improve students' attitudes toward learning, thus positively influencing test scores. This handbook is intended to improve the grounds and facilities of a school with the end result being a more motivated school community. [author's abstract] 144p.

The issue of the condition of the schools children attend has been resistant to inclusion in the culture of educational reform. This study was undertaken to probe this resistance by examining the perceptions of a specific population of principals whose evaluation and continuing employment was tied to improving student achievement in their schools, in order to assess the condition of their buildings and their identification of condition with effect on student achievement. [Author's abstract] 211p.

Lists 64 Bureau of Indian Affairs that are in poor condition, their facility condition index, and the estimated project cost to bring them to acceptable condition. 2p.

Reports that K-12 students in New Orleans have made significant gains in school achievement during recent years, but that this progress is in jeopardy unless the federal government fulfills its "lingering responsibility" to help rebuild the public school infrastructure destroyed by Hurricane Katrina in 2005. The report also examines New Orleans schools' looming financial problems that stem from existing debt incurred before Hurricane Katrina and from the financial challenges of rebuilding an entire city's devastated schools. In the past year, school officials have embarked on what could become a $2 billion, decades-long drive to rebuild and renovate dozens of campuses throughout the city. Locally, several groups have voiced alarm that the plan could exacerbate inequities in the city if some of the children move into state-of-the-art new buildings in the next five years, while even more remain in dilapidated structures. Includes 45 references. 38p.

The Department of Education's (Education) Impact Aid Program provides funding to school districts that are adversely impacted by a lack of local revenue because of the presence of federal land, which is exempt from local property taxes. Impact Aid can be used for school expenses, such as facilities and teacher salaries. In response to concern about school facility conditions and concern that these conditions can affect student outcomes, GAO was asked to describe (1) the physical condition of schools in districts receiving Impact Aid because of students residing on Indian lands and (2) what is known about how school facilities affect student outcomes. GAO interviewed federal, state, and local officials; analyzed available independent school facility assessment data for three states; visited eight school districts that receive Impact Aid; and analyzed studies examining the relationship between school facilities and student outcomes. 46p

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

Reports that, according to local school officials, 91% of local public schools are now in good or excellent condition. However, they estimate the cost to put the remaining 9% in good or better condition at $1.5 billion, which is a $312 million increase from the cost reported in the previous report by the Tennessee Advisory Commission on Intergovernmental Relations (TACIR). They also report that 96% of all schools have sufficient space to house the teachers and classrooms required by the smaller class-size standards imposed by the Education Improvement Act (EIA) in the fall of 2001. The rest use portable classrooms, non-classroom spaces such as libraries and cafeterias, and classrooms that are empty when other teachers have planning periods. TACIR estimates the cost of the remaining classrooms needed to house these teachers at almost $74 million statewide, which is a $27 million increase from the cost estimate in TACIR's last report. Appendices E and F address school facilities. 31p.

Presents an annual report published by the New York City Department of Education. The report includes the physical capacity of all Department of Education buildings to serve students, compared to the actual enrollment of the building, which together allow for a standard framework with which to assess the utilization of the buildings. The report provides information on buildings operating with insufficient capacity, allowing planning for major capital projects (including new school buildings, school annexes and additions, and other upgrades that expand a buildings capacity); understanding the conditions under which multiple schools share a single building; and making informed decisions about enrollment growth or placement of new schools or programs in under-utilized buildings.

Research was conducted to provide a perspective on the potential building needs of Pennsylvania school districts over the next 10 years. The researcher developed an inventory of school buildings in rural Pennsylvania through a survey of rural school districts, analyzed enrollment trends for rural school districts over the next 10 years, developed a statistical model to examine future building needs, and determined whether school districts will be at risk of under- or over-capacity. The findings provide a complex portrait of Pennsylvania’s current rural school building conditions and projections of building use over the next 10 years. Based on the findings, the researcher recommends the following policy considerations: 1)The Pennsylvania Department of Education (PDE) and school districts should consider establishing a reporting system to effectively monitor school building conditions; 2) School districts should consider ways to use under-used school buildings and maximize public use of school facilities; and 3) PDE and school districts should consider the changing face of student learning environments to accurately assess building capacity needs. 16p.

Presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2008-09 school year. Findings include: About 49 million students attended 98,706 operating public elementary/secondary schools in the 2008-09 school year; that almost 1.4 million students, approximately 3% of public school students, were enrolled in 4,694 charter schools in 2008-09; and that across all active regular public schools with students, the student/teacher ratio in 2008-09 was 15.8. It ranged from 11.0 in Vermont to 27.0 in Utah. 35p.

Provides a guide for those involved in the International Pilot Study on the Evaluation of Quality in Educational Spaces (EQES): national coordinators and research teams, teaching staff, students, school principals, and others. The purpose of this pilot project is to assist education authorities, schools and others to maximize the use of and investment in educational spaces. The manual describes four research tools: 1) priority-rating exercise for quality performance objectives, 2) educational facility analysis. 3) student and teaching staff questionnaires, and 4) focus groups. For each tool, this manual presents the tool's objectives, research questions, expected response time, step-by-step instructions on how to implement the tool, and presentation of results in the final report. 71p.

Examines data from every school in New York City to provide an overview of the most urgently overcrowded schools and school districts, and proposes a policy framework for the Department of Education (DOE) to tackle the crisis. The report found 515 school buildings with a total enrollment of 501,632 students (approximately 48% of the 1,042,078 students enrolled in the city's public schools that year) were either overcrowded or had associated temporary structures during the 2006/07 school year based on the city's own data available in its Enrollment-Capacity-Utilization Report for the same school year. Recommendations for relief of the situation are included and extensive tables illustrate the text. 270p.

The purpose of this study was to examine the relationship between the condition of rural public high school facilities in Texas and student achievement, student attendance, and teacher turnover. The measures for the condition of facilities variables used in this study were obtained from the 2006 Texas Comptroller’s Facility Survey of the 1,037 public school districts in Texas. The participants for this study were the 72 rural public high schools out of the 309 total responses to the survey from all district types. Multiple regression analyses were utilized to examine which selected condition of facilities variables and demographic variables best predicted certain educational outcomes. This study found that the student wealth level contributed most to the variance in student achievement. However, the condition of school facilities has a measurable effect over and above socioeconomic conditions on student achievement and teacher turnover.[Author's abstract] 141p.

Summarizes the steps taken by an architectural firm to assess the twelve high schools of the Howard County (Maryland) public school system. The assessment was divided into two components: a program assessment to identify how well each building is supporting the delivery of the educational program to the students; and a facilities condition assessment to identify the condition of the physical plant and systems in the buildings and an estimate of the deferred maintenance costs for each building. 4p.

Presents statistics on Louisiana school facilities, including expenditures per student and statewide facilities spending that is significantly below the national average, the importance of quality school facilities, and an extremely low percentage of school construction funds being spent on new construction. 4p.

Focuses on facilities and technology aspects of where Ohio stands in providing higher education services. Five questions form the core of report. These are: 1) Are Ohio's higher education facilities adequate to address the needs of and attract students for the 21st century? 2) What is the condition of facilities, and are adequate investments being made to protect the state's assets and benefit students? 3) Can recent trends in funding higher education capital projects, including institutional debt, continue? 4) Do current rules, regulations and practices inhibit the cost effectiveness of facilities construction? and 5) How is technology being used to serve current and prospective students? The report concludes that Ohio's substantial facility and technological assets must be utilized to a greater extent and in different ways than in the past. Trustee stewardship of facility assets are applauded, but larger investments are needed to address deferred maintenance, technology upgrades, building retrofits, and new facilities needed to accommodate program expansions for science, technology, engineering, math and health professions. State regulations, particularly in construction, can be modified in ways that result in high quality facilities at a lower cost. 32p.

Brings together photographs and stories of students and teachers across America with context from statistics, maps, and background. These illustrate current school conditions, how the system reached this point, and what is possible for all students and teachers. 52p.

Reports on the the educational adequacy of Nebraska's numerous Class III school districts, which offer a wide array of school settings, from urban to extremely rural, and from the third largest school system in Nebraska to a single school district occupying a county in the western sandhills. The answers submitted by the superintendents and building administrators were compared and analyzed against the responses tendered in 1993. Significant differences were found between the opinions of the building administrators who participated in 1993 study and those who participated in the 2009 study. In 1993, 14% of building administrators perceived their facilities as overcrowded. In 2009, approximately 5% shared that perception. In 1993, 46% of building administrators held the perception that their facilities did not accommodate the use of technology. In 2009, 30% of building administrators had the same opinion. In 1993, 32% of the buildings were reported as air conditioned. In 2009, 94% of the buildings were reported as air conditioned. 281p.

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

Reports that school construction completed in 2011 was $12.2 billion, continuing a downward trend since 2009. $6.9 billion was spent on new schools, while $2.6 billion went to additions and $2.6 billion went to retrofit and modernize existing structures. Accompanying information for 12 geographic regions include 2011 data and projected 2012 school completions. Additional tables present data on spending according to grade level, building type, school size, amenities that are being included in today's schools, regional breakouts, and trends in costs since 1995.

Describes the condition of bathrooms in America's schools today. An estimated one-third of more than 900,000 public school bathrooms in this country are dirty, unhealthy or unsafe.

Describes challenges of declining enrollment in public schools on the maintenance and upkeep of unused and underused facilities.

Discusses a slight overall decline in student enrollment beginning in the 2007, even while some regions still experience growth. Districts with funding available are focusing on maintenance and renovation projects, since new classrooms are not needed. In some cases, instructional space was recently constructed that is already not needed.

Reports that school construction completed in 2010 was just over $14.5 billion, representing a 12 percent decline over 2009. $8.7 billion was spent on new schools, while $3 billion went to additions and $2.8 billion went to retrofit and modernize existing structures. Accompanying information for 12 geographic regions include 2010 data and projected 2011 school completions. Additional tables present data on spending according to grade level, building type, school size, amenities that are being included in today's schools, regional breakouts, and trends in costs since 1995.

Reports that higher education construction completed in 2010 totaled $11 billion, representing an increase from 2009. New construction accounted for $7.91 billion, while expansion and renovation accounted for $3.14 billion. Tables illustrate historical data for 1995-2009, breakouts of data for 12 geographical regions, projected 2011 completions and starts, expenditures by building type, where renovation dollars are being spent, and square foot costs

Reviews 1968-1995 school desegregation court cases that have impacted school facilities, noting how the perceived impact of school facility condition on education has carried weight in the courts. 12 references are included.

Presents photographs and comments on spaces offered by students in schools deemed both excellent and inadequate facilities. Desirable features and undesirable features in schools slated for renovation are documented.

Presents several K-12 and higher education "top 10" lists, ranking state and local school systems by enrollment, expenditures, growth, shrinkage, numbers of graduates, numbers of teachers, charter schools numbers and attendance, salaries, "greening" efforts, costs, enrollment breakdown by race and nationality, etc.

Descriptions of the decrepit, dirty, dangerous, overcrowded condition of several schools across the country, with photographs. Includes facts and statistics.

Explains how the facilities condition index (FCI) is implemented in assessing facilities, supporting master planning, and long-term capital budgeting.

Presents 2008-2009 data on the 100 largest U.S. school districts, including rank, name, enrollment, and per-pupil expenditures. Historical enrollment figures and ranks, along with percent change since 1988 are included. Also included is a list of college campuses with the 20 largest enrollments.

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

Reflects on the 16 percent decline in school construction from 2008 to 2009.

Investigates the effects of school facility conditions on the delivery of instruction from the perspective of school principals in the USA. The paper empirically investigated whether the quality of ten facility conditions affects the delivery of instruction after controlling three school and three student characteristics that also may affect the delivery of instruction. The conceptual framework of this paper envisions the physical capital, along with the human and social capitals, as one of the three main core elements for effective teaching and learning. The findings of the study indicated that six of the ten facility conditions are statiscally and positively associated with the delivery of instruction. These six facility conditions significantly predicted the delivery of instruction after controlling other extraneous or plausible variables.

Predicts 2010 conditions for schools, addressing budget cuts, class size, stimulus funds, consolidation, enrollment, technology, energy, community colleges, construction, security, sustainability, and maintenance.

Presents several K-12 and higher education "top 10" lists, ranking state and local school systems by enrollment, expenditures, growth, shrinkage, numbers of graduates, numbers of teachers, charter schools numbers and attendance, salaries, "greening" efforts, costs, enrollment breakdown by race and nationality, etc.

Advises on maintaining a master plan for school facilities, accurate assessments of their condition, cost estimates for addressing deficiencies, and how to avoid the "build-neglect-build" cycle the often overwhelms school districts.

Presents 2007-2008 data on the 100 largest U.S. school districts, including rank, name, enrollment, and per-pupil expenditures. Historical enrollment figures and ranks, along with percent change since 1987 are included. Also included is a list of college campuses with the 20 largest enrollments.

Cites research indicating a correlation between school facility quality and student test scores. New and modernized facilities improve test scores, student and teacher attitude, teacher retention, and community engagement.

Presents findings from an annual report on education construction, showing that the total amount of education construction put in place in 2008 was $43.3 billion, up from $32.9 billion in 2007. New construction spending by K-12 institutions grew 18 percent and addition/modernization spending jumped 46 percent. Higher education institutions spent $17.8 billion on construction in 2008, up from $12.7 billion in 2007. Numerous tables and charts illustrate historical, current, and future construction spending by building type, institution type, and region.

Reports that higher education construction completed in 2008 totaled $13.3 billion, representing a decline from 2007. New construction accounted for $9.35 billion, while expansion and renovation accounted for $3.95 billion. Tables illustrate historical data for 1995-2008, breakouts of data for 12 geographical regions, projected 2009 completions and starts, expenditures by building type, where renovation dollars are being spent, and square foot costs.

Reports that school construction completed in 2008 was just over $19.5 billion. Almost $13 billion was spent on new schools, while $6.5 billion went to expansion and renovation of existing schools. Accompanying information for 12 geographic regions include 2008 data and projected 2009 school completions. Additional tables present data on spending according to grade level, building type, school size, amenities that are being included in today s schools, regional breakouts, and trends in costs since 1995.

Reviews reports from the late 1990's that estimated the billions needed to repair America's schools and to relieve overcrowding. The prevalence of decrepit schools in urban areas is cited. Case studies from Richmond, Virginia, and Kansas City, Missouri illustrate contrasting situations where one system in good condition took steps to maintain that position, while another in poor condition took steps under court order to improve its facilities. Includes ten references.

Investigates the possible relationship between the attitudes, teachers have about the condition of their classrooms when the classrooms were independently assessed. Previous research reported teachers in unsatisfactory classrooms felt frustrated and neglected to such an extent that they sometimes reported they were willing to leave the teaching profession. Eleven high schools in which the principals state the buildings are in unsatisfactory condition are identified and matched with 11 schools assessed as being in satisfactory condition. The differences between the responses of teachers in satisfactory buildings were significantly different than those of teachers in unsatisfactory buildings. The findings indicate that the physical environment influences attitudes of teachers, which in turn affects their productivity. Such effects could cause morale problems in the teaching staff.

Six school facilities experts reflect on possibilites for school facilities improvement from the Obama administration, and on the proposed federal stimulus package. Anticipated improvements include funding for school construction, early childhood education, and technology. Hopes that the funding will be spent on modernization of existing schools, not just repair or new construction are expressed, as is the desire that the funds not be accompanied by excessive restrictions, that energy saving be stressed, that proven school safety programs be promoted, and that the impact of the current global economic crisis be considered.

Reflects on the rise in homeschooling, and suggests that poor school facilities and concerns about safety at school might be two of the reasons.

Argues that taking the educational purposes of schools into account is central to understanding the place and importance of facilities to learning outcomes. The paper begins by observing that the research literature connecting facility conditions to student outcomes is mixed. A closer examination of this literature suggests that when school facilities are measured from an engineering perspective, little connection to learning outcomes is evident. By contrast, when school facilities are rated in terms of educational functions, a connection to learning outcomes is apparent. Using the schools in a Canadian division, the condition of school facilities was measured in two ways, including both conventional, engineering tools and a survey capturing principals assessments. School facility ratings using these alternate measurement methods were correlated with schools' quality of teaching and learning environments (QTLE). Two central findings emerge. First, engineering assessments of facilities are unrelated to the QTLE in schools. Second, educators' assessments of school facilities are systematically related to the QTLE in schools.