FUNDING PARTNERSHIPS FOR SCHOOL CONSTRUCTION
Information on financing school construction and renovation through partnerships between schools and the private sector, community organizations, public agencies, and school districts.
References to Books and Other Media
Solar Schools Assessment and Implementation Project: Financing Options for Solar Installations on K-12 Schools.
Coughlin, J.; Kandt, A.
(U.S. Department of Energy, National Renewable Energy Laboratory, Golden, CO, Oct 2011)
Details best practices for financing and installing photovoltaic (PV) systems on school buildings. The report focuses on financial options developed specifically for renewable energy and energy efficiency projects. Some highlights of the report include: an introduction to financing PV installations on schools; a look at the direct-ownership option, which takes advantage of financing mechanisms such as general funds, bonds, construction funds, and grants; and a review of the third-party finance model, including power purchase agreements and energy services performance contracts. In addition to comparing a range of financing options for PV installations, the report provides real-world examples of financing solar installations on K-12 schools and other public facilities. These examples may be used by school districts around the country to help them navigate the process of financing PV installations. 38p
Facilities Financing: Monetizing Education's Untapped Resource
(American Enterprise Institute for Public Policy Research, Aug 08, 2011)
The enormous costs and burdens of outmoded facilities arrangements represent an immense opportunity for the nation's school systems. In this paper, the author explores the causes of the nation's $300 billion funding shortfall in K-12 facilities and offers concrete recommendations to address this troubling trend. The author posits that public-private partnerships are a promising avenue for tapping the resources needed to address capital needs, but that current financial conditions in K-12 scare off potential investors. By overhauling facilities financing and exploring innovative approaches, policymakers can create the space for private investors to support school facilities. Helping schools better meet their facilities needs, the author argues, entails: (1) Holding educators and schools accountable for academic "and" financial performance; (2) Loosening regulations that limit the reach of charter schools and other nontraditional programs; and (3) Creating more opportunities for schools to take advantage of nontraditional financing options. Enacting such measures, the author asserts, will allow for a more stable and investor-friendly system for financing facilities. [Author's abstract]
Greening the Bottom Line: The Trend Toward Green Revolving Funds on Campus.
(Sustainable Endowments Institute , Feb 2011)
Reports on a survey conducted about green revolving funds (GRFs) in higher education. Research for the report took place between November 2009 and January 2011 and includes data from 52 universities in 25 U.S. states and 2 Canadian provinces. Details how GRFs help cut operating expenses and greenhouse gas emissions at 52 schools. Funds surveyed range in size from $5,000 at the College of Wooster to $12 million at Harvard University, with an average size of $1.4 million. The breakthrough in this approach is how cost savings are used to replenish the fund for investment in the next round of green upgrades. 50p.
A Textbook Example: Why American Schools Must Go Green.
(RenewableEnergyWorld.com , Sep 08, 2010)
Profiles a public/private partnership, assisted by grants, that enabled a Connecticut school to install a photovoltaic array on its roof at no cost to the district, while allowing immediate access to cheaper electricity that will save $25,000 in the first year alone. 2p.
?P3 Value for Money Assessment and Project Report. Alberta Schools Alternative Procurement (ASAP) Project Phase 1
(Government of Alberta, Canada, Jun 2010)
This report explains what a P3 is and why it may be used, provides a value for money assessment of the P3 for 18 new schools, and provides a project report. By using a Public Private Partnership (P3) to design, build, finance and maintain 18 schools in Calgary and Edmonton, the Alberta government saved $97 million over 32 years (in today’s dollars) compared to a traditional approach ($634 million instead of $731 million, a 13% savings)1. It will also deliver the schools two years earlier than with traditional methods. The government chose a P3 to deliver the Alberta Schools Alternative Procurement Phase 1 project, known as ASAP 1. The assessment shows that using a P3 delivered value for money and that it was the right way to procure the 18 schools. 23p
The School Libraries Project. .
(An Initiative of the Capitol Hill Community Foundation, 2010)
This describes a community-based, public/private partnership effort to renovate libraries at eight District of Columbia schools. The goal is to turn school libraries into first-class libraries with beautiful, inviting spaces that welcome children and provide community space after school hours. The Capitol Hill Community Foundation is working with the Washington Architectural Foundation and the architects who have been assigned to each school to develop designs.
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.
Annual Report on the Status of Alternative Procurement, Project Delivery and Financing for Maryland Public School Construction.
(Public School Construction Program, Baltimore, MD , Sep 02, 2009)
Reports on alternative financing of public schools in Maryland, describing examples of the leasing and adaptive reuse of commercial buildings in Hagerstown and Bel Air, energy performance contracts throughout the state, private developer funding of schools, and in-kind donations. Project procurement and delivery strategies are described as well. 23p.
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.
Credit Enhancement for Charter School Facilities Awards
(U.S.Department of Education, Office of Innovation and Improvement, Credit Enhancement for Charter School Facilities Program, 2008)
Describes the U.S. Department of Education awards made to grantees for charter school facilities from 2001 through 2008.
School Infrastructure Funding Alternatives.
(National Association of Home Builders, Washington, DC , 2008)
Examines alternative funding methods for school construction, with each method illustrated by a case study that provides a description and explanation about the financing method, how it has helped solve the school finance problem and the obstacles that the community faced in its implementation. The funding alternative presented are public-private partnerships, tax increment financing, community facilities districts, university partnerships, and new market tax credits. 37p.
District and Builder Beware! Developer Built Schools. [Powerpoint presentation]
Brown, Margaret; Anderson, Paul; Henderson, Philip; and Pohlson, Kevin
(Presentation at the C.A.S.H. 28th Annual Conference on School Facilities, Sacramento, CA, Feb 28, 2007)
School districts and developers working together on new schools in new communities is the norm for many California communities. However, the emerging strategy of developers constructing those schools or fully funding the construction of schools can place both school district and developer in unknown territory when it comes to bidding, district standards, substitutions, cost overruns, change orders, changes based on district wants, and state funding. This presentation features the experiences of school districts and developers that have constructed developer-built elementary, middle, and high schools. 20p.
Closing America's Infrastructure Gap: The Role of Public-Private Partnerships.
(Deloitte Research , 2007)
Reports on the increase in public/private partnerships to fund infrastructure needs, describing the benefits and challenges of these mechanisms. For school construction, the typical models for private financing are cited, as are the experiences of the United Kingdom, which has the world's largest and most advanced public-private partnership program. Recent advances in state legislation alternative financing for school construction are noted. 42p.
Microsoft School of the Future.
(Public Broadcasting Service, Washington, DC, 2007)
Profiles Philadelphia's Microsoft School of the Future and its extensive integration technology.
Public-Private Partnerships for Schools. North Carolina Senate Bill 2009.
(North Carolina General Assembly, Jul 2006)
This bill authorizes North Carolina's local boards of education to enter into capital leases of real or personal property for use as school facilities. A capital lease entered into under this section may provide that the private developer is responsible for providing, or contracting for, construction, repair, or renovation work. The bill was signed into law on July 19, 2006.
The Public-Private Educational Facilities and Infrastructure Act of 2002. Procedures. [Virginia]
(Commonwealth of Virginia, Richmond , May 2006)
Provides guidance for submission and completion of projects under Virginia's Public-Private Educationl Facilities and Infrastructure Act.The intent of this statute is to provide a vehicle for Virginia's state and local agencies to create public-private partnerships to meet a wide range of infrastructure needs, including such as construction and renovation of elementary and secondary schools, as well as higher education facilities. The Virginia Act is structured to reduce the time and money spent by the submission of projects to extended boards of review, encourage entrepreneurial activity on the part of the private sector, tailor a project to the particular needs of the user, and encourage the innovative use of tax-exempt and taxable project financing. 31p.
The Basics: Public Private Partnership Information.
(Triangle Community Coalition, Raleigh, NC , Feb 14, 2006)
Describes seven types of public/private partnerships used for school construction, provides examples of where they have been implemented, and lists pros and cons of these partnerships. Includes nine references. 7p.
Financing Energy-Efficient Projects.
(Schoolfacilities.com, Orange, CA , 2006)
Briefly describes tax-exempt lease/purchase agreements as a means to finance improvements in school facility energy consumption. 1p.
Science Center School [Los Angeles, CA].
Describes this special school featuring an integrated curriculum emphasizing science, mathematics and the use of technology, but remaining a neighborhood school for underserved groups of children and their parents. The school is sited part of the California Science Center complex and includes a new classroom building attached to a renovated armory that houses eight classrooms, administrative offices, a multi-purpose room, and the school library. Also housed in the former armory is the Science Center’s education division, the Amgen Center for Science Learning. This places the Science Center School adjacent to facilities that will house many of the Science Center’s community programs, summer science camp, camp-ins, and a teacher professional development program.
Big-Time Fundraising for Today's Schools.
(Corwin Press, Thousand Oaks, CA, 2006)
A fundraising consultant shows school leaders how to move away from labor-intensive, bake sales and car washes, and into the world of major fundraising. Following the model used by colleges and universities, the author presents practical strategies for supporting school finances by pursuing grants and gifts from corporations, foundations, the government, and individual donors. 208TO ORDER: http://www.corwin.com/
Building for the Future: The School Enrollment Boom in North Carolina.
(John Locke Foundation, Raleigh, NC , Sep 2005)
Discusses the inadequacy of even the largest school bond revenues in addressing rapid growth in North Carolina school districts, advising instead that districts employ cost-effective construction, renovation, and maintenance solutions that are taxpayer-friendly and enhance educational opportunities. Public-private partnerships to finance new construction, adapting and reusing buildings, rethinking design standards, revising financing policies for stadiums and sports facilities, building modular schools, and using virtual schools are discussed, as are innovative project management techniques. 22p.
Recommended Policies for Public School Facilities, Section 4: Public School Facilities Funding 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 facilities funding. Policy recommendations cover long-term funding sources, the scope and form of funding relationship between state and local school districts, funding allocation for school building improvements and/or new construction and alternative financing methods. Best practices examples and a list of resources are also provided. 19p.
Thinking & Building Outside the Box. School Facilities Construction and Renovation Support for Public-Private Partnerships.
(Triangle Community Coalition, Raleigh, NC, May 2005)
Position paper in support of public-private partnerships, outlining recommendations, background, trends, advantages, and case studies. Discusses municipal/capital leases and operating leases. 4p.
The Charter School Facility Finance Landscape.
Page, Barbara; Balboni, Elise; Chae, Clara; King, Katje
(Local Initiatives Support Corporation, Educational Facilities Financing Center, New York , May 2005)
Provides a national directory of private nonprofit and public providers of funding and financing for charter school facilities. Based on research and interviews with over 50 charter school stakeholders, the survey includes descriptions of financing products and geographic markets for the 21 private nonprofit providers currently active in the sector. The report also describes two public-private partnerships that have recently been developed in Indianapolis and Massachusetts. Public initiatives are also detailed, including explanations of and awardee information for two federal grant programs, three federal tax credit/bond financing programs, and an listing of state-level funding, loan, and credit enhancement programs currently authorized in the 41 jurisdictions with a charter law. The report includes available web site and statutory references, with active links in the electronic version. 24p.
Building Partnerships: Community Voices in Planning and Developing New York City School Facilities.
(New York Institute for Education and Social Policy & Pratt Institute for Center for Community and Environmental Development , Apr 2005)
This looks at how parents, students, local residents, and community organizations are involved in the planning and development of school facilities, and identifies ways their participation can be expanded. Includes sections on the following: limited community engagement; transparency and participation in the capital planning process; typology of community engagement; and creating an open and innovative school facilities planning and development process. Provides eight case studies of community engagement in the New York area. 86p.
New Markets Tax Credits: Issues and Opportunities.
Armistead, P. Jefferson
(Pratt Institute Center for Community and Environmental Development, Apr 2005)
This describes the key characteristics of new markets tax credits, key issues in implementation, results so far, and their future potential. Includes a case study of how Excellent Education Development, Inc.(ExEd) used new markets tax credits to create facilities for charter schools in low income Los Angeles County communities. 63p.
Act Concerning the Use of Public-Private Partnerships by School Districts [Arkansas]
(State of Arkansas Senate Bill 858 , Mar 2005)
Defines "public-public partnership" as a contractual agreement between a school district and another governmental agency, political subdivision, or institution of higher education to meet a clearly defined need for facilities, infrastructure, or goods and services. Authorizes any school district to use public-public partnerships as a project delivery method for the building, altering, repairing, improving, maintaining, or demolishing of any structure, or any improvement to real property owned by the school district. 2p.
Federal Initiatives: An Overview.
Sullivan, Kevin; Utt, Ronald; Canavan, Bob; Houser, Jim; Strizzi, Sara
(American Institute of Architects, Committee on Architecture for Education, Washington, DC , Feb 2005)
Describes public-private partnerships and federal efforts for school modernization. 3p.
A How-to Guide for School-Business Partnerships.
(The Council for Corporate and School Partnerships , 2005)
Describes steps for creating, implementing, sustaining and evaluating partnerships between schools and businesses. The recommendations are designed to help school and business leaders respond to opportunities and challenges that arise through longterm relationships. The publication begins with the preliminary steps of assessing need, potential contributors and their offerings, and the school's own internal strengths and core values. This is followed by steps for developing the partnership's core values, common ground, and shared vision. Steps for translating the values into action and maintaining the relationship follow. Also included are checklists and worksheets for accomplishing these steps. 25p.
Case Study. Browning School and Silver Spring Neighborhood Center. [Milwaukee, Wisconsin]
(Milwaukee Public Schools, WI, 2005)
This unique project brought together three partners – a school, a nonprofit community agency, and a city housing authority. Located on land within West Lawn housing complex owned by the U.S. Department of Housing and Urban Development, Browning School and Silver Spring Neighborhood Center share a facility. Sections of the building are owned and operated by Milwaukee Public Schools, while other areas are leased by the City of Milwaukee Housing Authority to Silver Spring Neighborhood Center.
Design Quality and the Private Finance Initiative.
(Commission for Architecture and the Built Environment, London, UK , Jan 2005)
Presents the Commission's perspective on the British private finance initiative (PFI) to deliver well-designed public buildings (including schools), and considers what policy interventions are needed to remove the barriers to the delivery of design quality. 6p.
Preparing for a Construction Project.
(American Institute of Architects, Washington, DC , 2005)
Briefly discusses creative use of school bond funds, public/private partnerships for school construction, prototype schools, and the value of design services in school construction. 3p.
Recommendation II: Efficient Methods for Developing Abbott Schools.
(Education Law Center, Newark, NJ , 2005)
Describes five options that the State of New Jersey and Abbott school districts can utilize to build schools, should the State enable it. These options represent various developmental criteria available to the State and school districts, depending upon the district's willingness and ability to undergo the building/construction process. Each of the five options describes the district's partnership with an outside county, municipal, or redevelopment agency, and some include project delivery suggestions as well. A one-page matrix for comparing the five options is included. 21p.TO ORDER: http://www.edlawcenter.org/
The Disney Celebration School-Ten Years of Celebrating the Future.
(www.schoolfacilities.com, Orange, CA , 2005)
Reviews strategies that set the Celebration School outside of Orlando, Florida apart and are now being emulated by other systems: small schools within schools, integrated curriculum, personalized learning, offsite learning, and mainstreamed special education. Design examples that correspond to these concepts are provided. Celebration was funded by the Disney Development Corporation. 5p.
Public/Private Partnerships Offer Innovative Opportunities for School Facilities.
(The Maryland Public Policy Institute, Germantown , 2005)
Describes increased spending on public school construction over the last decade, attributing it mostly to higher construction costs, a high-intensity replacement cycle for obsolete buildings, and the general will of citizens to spend more on school buildings. The nature and initial experiences of some British, American, and Canadian public/private partnerships for school construction are then described, followed by a review of federal and state legislation that assists with public/private development. Major financial and other benefits of public/private partnerships are illustrated, with detailed descriptions of types of agreements including developer-proffered schools, creating not-for-profit corporations, entrepreneurial partnerships, and community development districts. 25p.
HJR 105: Joint Subcommittee to Study the Level of Assistance to Localities Necessary for Developing Adequate K-12 School Infrastructure. [Virginia]
(Virginia Division of Legislative Services, Richmond , Sep 21, 2004)
Report of a subcommitee on the following issues: the physical and technical infrastructure needs of K-12 schools throughout Virgina; availability of local funding sources to meet those needs; public-private partnerships that may be available to meet a portion of those needs; the priority of each of those needs; the level of commitment by the Commonwealth to supplement local efforts in meeting those needs; the level of the Commonwealth’s debt capacity available over the next 10 years to assist with capital projects for K-12 schools; the appropriate bond structure, including issuer, type of debt obligation, period of time over which the debt should be issued, and potential revenue sources for repayment; and the method for prioritizing and distributing the proceeds. 5p.
Development Plan for Relocation to the Nichols Avenue School. Submitted by Thurgood Marshall Academy Public Charter School
(21st Century School Fund, Washington, D.C. , 2004)
A plan for the renovation of and improvements to the Nichols Avenue School building and site in the District of Columbia, for the future home of Thurgood Marshall Academy Public Charter School. This "how-to" manual is designed for individuals interested in modernizing or building new public school facilities in their neighborhoods. Modeled after an innovative public-private development partnership, this tool details the importance of school facilities and community involvement, then explains the five basic steps to planning a new school or renovating an existing building: assessment, envisioning, planning, development and implementation. [Author's abstract] 46p.
Task Force to Study Public School Facilities: Final Report.
(Maryland Dept. of Legislative Services, Annapolis , Feb 2004)
Presents the results of two years work by this task force to examine the adequacy and equity of Maryland's public school construction program. The Task Force began with a facility assessment of all schools in the state, found deficiencies in every jurisdiction, and concluded that it will cost 3.85 billion dollars to bring all schools up to the minimum standard for educational programming, health, and safety requirements. It recommends that the state establish a School Emergency Repair Fund, with an initial investment of $2 million, to address deficiencies that present an immediate hazard. It also proposes funding levels, formulas, creative financing options, and changes to Maryland's school construction statutes. 58p.
Facilities Financing. New Models for Districts That Are Creating Schools Now.
Hassel, Bryan; Esser, Katie Walter
(Education Evolving: A Joint Venture of the Center for Policy Studies and Hamline University, St. Paul, Minnesota , Feb 2004)
This report outlines innovative ways school districts are meeting their facilities needs outside the traditional sources of facilities financing. Non-traditional funding strategies include private development of public school buildings, partnerships with employer-based schools, direct borrowing on the private market, and sale or lease of existing school facilities. Cost-saving solutions include space-sharing with community agencies or with higher education, and educating outside the school building using community resources or distance learning. New institutional solutions include establishing real estate trusts and intermediaries. Included are specific examples of how districts are implementing these strategies, and a list of additional readings on these topics. 16p.
Case Study: Renton IKEA Performing Arts Center at Renton High School, Washington.
(Renton School District, 2004)
In 1999, the Renton community, Renton School District, City of Renton, and Renton Community Foundation formed a unique partnership. The result is an example of private and public entities working together to make both tax and private dollars stretch in new and creative ways. A $500,000.00 pledge from IKEA secured naming rights. Other major funding came from voter-approved Renton School District revenue, the City of Renton, the Washington Building for the Arts Program, the Boeing Company, Renton Rotary, Alex and Norma Cugini, First Savings Bank of Renton, King County Journal Newspapers, King County Arts Commission, Kreielsheimer Foundation and the PACCAR Foundation. The new center includes a wrap-around lobby, spacious dressing rooms, a 35 foot fly space, restrooms, on-site parking, and parking in the new municipal parking garage. 2p.
Maryland Public Education Facilities Act. Senate Bill 736
(Department of Legislative Services, Maryland General Assembly, 2004)
"This bill establishes the Maryland Public Education Facilities Act to: 1) encourage the use of alternative financing mechanisms, private capital, and other funding sources for the construction and improvement of public school facilities; 2) accelerate and improve the financing for qualified education facilities; and 3) provide public and private entities with the greatest possible flexibility in contracting with others." Includes descriptions of the provisions concerning issuance of tax-exempt municipal bonds, procurement methods, use of surplus land, and model procedures and recommendations. 6p.
Need Space? School-Facility Public-Private Partnerships: An Assessment of Alternative Financing Arrangements.
(National Clearinghouse for Educational Facilities; Appleseed Foundation, Washington, DC , 2004)
Examines a variety of options for public-private partnerships in school facilities financing. Methods of structuring the debt and partnering for construction are illustrated with case studies. Issues with state and local governments are cited, along with ideas for creative occupancy partnerships and the prudent management of facilities created by these partnerships. 23p.
Creating a School for the Future: John A. Johnson Achievement Plus Elementary School: A Case Study.
(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.
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.
Overview of Alternative Funding.
(Maryland General Assembly, Annapolis , Oct 02, 2003)
Presents an outline of alternative school funding, including a description, pros, and cons for each. The methods described are impact fees, excise taxes, sales taxes, proffers, grants and donations, lease/purchase arrangements, performance-based contracting, public-private partnership, commercial development schools. Also included are descriptions, pros, and cons of the five project delivery methods: Construction Management, Construction Management At-risk, Design-Build, Job-Order Contracting, and Finance-Design-Build. 10p.
Case Study: North Santiam School District.
(Oregon Office of Energy, Salem, Feb 2003)
Oregon's North Santiam School District stretched $350,000 into $1.2 million to upgrade antiquated school buildings by implementing energy-saving lighting, heating, and control projects, thereby qualifying for Oregon's SB1149 public purpose funds, and by using a tax credit pass-through option, made possible with a partnership with Nike, an Oregon-based shoe, apparel, and sports equipment manafacturer. 5p.
City Heights Initiative: Educational Programs.
(Price Charities, San Diego, CA, 2003)
Price Charities is funding an educational initiative that partners the San Diego State University School of Education, three City Heights Public Schools and the local teachers union to create a learning laboratory to improve education. The three local schools, Rosa Parks Elementary School, Monroe Clark Middle School and Hoover High School, operate as "community schools" wherein the school provide comprehensive health and social services.
PFI in Schools: The Quality and Cost of Buildings and Services Provided by Early Private Finance Initiative Schemes.
(Audit Commission, London, England , 2003)
Reviews the United Kingdom's Private Finance Initiative by comparing 17 PFI schools with 12 traditionally-funded schools. The report found that the quality of school buildings built via traditional funding was, on average, better than the early PFI schools and that there was little evidence of design innovation in PFI schools. There was no clear-cut difference between PFI or traditionally funded schools in construction or operating costs. Cleaning costs appeared to be higher in PFI-funded schools, possibly reflecting higher standards. While PFI-funded school projects did not at the outset appear to outperform traditionally funded ones, the report maintains that the results for PFI-funded schools are not necessarily negative, considering that the projects studied were the very first to be constructed under the program. 55p.
School Construction: Building a Better Schoolhouse.
(Evergreen Freedom Foundation, Olympia, WA., 2003)
This discusses several innovative ways to fund school construction using public-private partnerships, including municipal/capital lease plans, operating lease plans, a service contract structure, and a satellite concept. This is section of the "School Director's Handbook" which addresses a range of issues of interest to school directors, teachers, and parents and are intended to promote discussion about educational alternatives. 6p.
Schools Sharing Buildings: A Toolkit. Principles and Practices from the Chicago Public Schools.
(Chicago Public Schools, IL , 2003)
Much like office buildings that house several companies, a school building can house several autonomous schools, each with their own administration, faculty and budgets. This toolkit describes examples of schools sharing buildings in Chicago, and gives practical advice for how to do this successfully. Recommendations include: establish a commitment to shared equitable space; build and maintain stong working relationships; support school identity and autonomy with visual cues; plan for the future with a memorandum of understanding; develop a conflict resolution process; capitalize on the benefits of building sharing. 23p.
ABC's of School Funding. [Qualified Public Education Facility Bonds]
(U.S.Internal Revenue Service, Washington, DC , 2003)
Qualified Public Education Facility Bonds (QPEFs) are a potential funding mechanism for both charters and public schools. QPEFs are a type of exempt facility bond created under section 422 of the Economic Growth and Tax Relief Reconciliation Act of 2001. QPEFs allows state or federal agencies to enter into a public-private partnership with a for-profit organization, under which the for-profit agrees to construct, rehabilitate, refurbish or equip a public school facility. The bond proceeds are loaned to a private, for-profit corporation (developer) who owns the school facility and leases it to a public school. At the end of the lease term, ownership of the school facility is transferred to the public school for no additional consideration. This information packet includes; 1) IRS technical information on QPEFs; 2) a reprint of the Heritage Foundation report "How Public-Private Partnerships Can Facilitate Public School Construction" by Ronald Utt, and 3) IRS Form 8038, Information Return for Tax-Exempt Private Activity Bond Issues. 30p.
Doing Business with Entrepreneurial America: Protecting School District Interests.
McCord, Robert S.; Mattocks, T. C.; Kops, Gerald
(In: Balancing Rights: Education Law in a Brave New World. Papers [of the] Education Law Association (ELA) 48th Annual Conference, New Orleans, LA, Nov 2002)
This paper attempts to identify benchmark considerations when entertaining the question of private management of public school facilities. Management possibilities include contracting for services and charter conversion. The paper also highlights elements of contract law pertinent to formal agreements made between school districts and private providers. In the early stages of doing business with private providers, care must be taken to control the spin of public opinion. Building support for reform efforts is an incremental process requiring a constant flow of factual information, anecdotal evidence, and independent research findings. Emphasis must be placed on beginning contract negotiations early in the process to ensure that all provisions are artfully crafted and meet with broad acceptance--particularly important when negotiating how those provisions affect existing labor agreements. The paper includes a suggested list of contract contents, starting with recitals/preamble; definitions; establishment or determination of school sites; term of agreement and starting date; mission statement; goals, objectives, and pupil performance standards; and financial arrangements, among other provisions. This list provides a starting point for drafting the contract between school authorities and a school management vendor.
Innovative Methods to Fund Public School Construction.
(University of Maryland, School of Public Affairs, College Park , Oct 2002)
Describes three non-traditional methods of funding school construction: 1) construction/leaseback, where developers build schools and lease them to the school system, but retain ownership; 2) local incremental sales tax option for schools (LISTOS), where local jurisdictions levy a sales tax, with a portion of the revenue being contributed into a fund for needier jurisdictions which lack the sales base for such a program; 3) innovative partnerships, where systems join with other community or commercial interests to create learning spaces. 8p.
A New Strategy for Building Better Neighborhoods.
(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.
Guiding Principles for Business and School Partnerships.
(Council for Corporate and School Partnerships, Reston, VA , Sep 2002)
Presents principles designed to help educators and business leaders develop relationships that support mutual goals, and offer long-term, sustainable benefits for students and schools. The principles were derived from interviews conducted with nearly 300 school board members, superintendents and other school administrators, and more than 50 executives representing large, medium and small businesses. The resulting eight principles are enumerated and illustrated with case studies. Includes 12 references. 30p.
Revitalization by Design: A Guide for Planning and Implementing School Improvement Projects through School-Community Partnerships.
Davis, Stephanie, Ed.
(State of Maryland, Public School Construction Program, Baltimore , Jun 2002)
This manual is intended to be used by parents, teachers, school administrators, students, community organizations and residents as a guide to identifying, planning, implementing, and maintaining large- and small-scale school improvement projects. Its sections address: (1) key terms and concepts; (2) types of school improvement projects; (3) creating the school improvement partnership; (4) planning a school improvement project--getting started; (5) planning a school improvement project--design; (6) school improvement project implementation; (7) marketing and promoting a school improvement project; (8) findings funds and volunteers; (9) school improvement project tools (preliminary school assessment tool, consensus tool, site selection tool, implementation planning tool, fundraising plan tool); and (10) case studies of a small project (Bladensburg High School sign) and a large project (Shadyside Elementary School master plan). 24p.TO ORDER: State of Maryland, Public School Construction Program at 410-767-0617.
The Future of School Facilities: Getting Ahead of the Curve.
DeArmond, Michael; Taggart, Sara; Hill, Paul
(Center on Reinventing Public Education, University of Washington, Seattle , May 2002)
This paper asserts that instead of assuming that the future of learning has to take place in buildings we happen to have now, districts can let innovations in instruction and learning drive how they provide, design, and use school buildings. With this goal in mind, this paper looks at five trends in education and what they imply about the kinds of buildings and spaces districts will need for tomorrow’s schools. The five trends are: (1) pressure on schools to perform for all students, not just those who learn best in traditional settings; (2) demands for the personalization of learning, so that every child has a chance to learn and families have choices; (3) new technologies that will change how teachers teach and students learn; (4) periodic shortages of teachers (and school leaders) linked to swings in the economy; and (5) shifts in student population and residency patterns that will affect not only the demand for schools, but also the demands on schools. Suggested strategies include developing smaller schools, sharing buildings between multiple schools, adapting facilities for both commercial and educational uses, and partnerships with companies and organizations outside the education sector. The paper also includes an extensive case study on the high school built by the public-private partnership of the Niagara Falls City School District and Honeywell, Inc. The case study includes specifics on the financing deal, the flow of funds, tax strategies, and risk management. 29p.
The Role of Partnering Organizations in New York City Charter Schools.
(Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, Apr 2002)
In December 1998, New York State passed charter legislation allowing 100 new charter schools and an unlimited number of public schools to convert to charter status. The charter law has provided "discount funding," prohibited charter schools from using public-sources funds for facility purchase or improvement, and added managerial responsibilities on the principals. Consequently, charter schools in New York City had to seek out sources of support in the form of institutional partners and/or friend organizations. This study was conducted to examine and track such relationships between 14 New York City charter schools having various types of relationships with partnering organizations. Open-ended interviews were conducted with school administrators, teachers, and representatives of participating organizations. Results show that partnering organizations are smaller systems, are more responsive, and provide greater efficiency in a more personal manner compared with support structures for traditional public schools. However, intervention of institutional partners challenged charter schools' administrators' authority and affected school governance. Implications are that if funding for charter schools does not increase, then reliance on partnering organizations will also increase. It would be prudent for educators and policymakers to consider how the implementation of charter law can affect school-level decision-making and charter schools' autonomy. 15p.TO ORDER: Institute for Education and Social Policy, New York University, 726 Broadway, 5th Floor, New York, NY 10003. Tel: 212-998-5880.
The Paradox of Support: Charter Schools and Their Institutional Partners.
(Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Research sponsored by the Annie E. Casey Foundation, Baltimore, MD.; Rockefeller Foundation, New York, NY. , Apr 2002)
Nonprofit organizations, private foundations, and for-profit corporations interested in shaping public education regularly partner with charter schools in New York. State law allows charter schools to pursue external partners to help meet their fiscal, facilities, operational, and instructional needs. This qualitative study of 10 schools in New York City examines how the relationship between charter school and external partner affects school autonomy and the school's relationships with teachers, parents, and community members. Data were collected through interviews with school staff and representatives of partner organizations, and through observations of meetings, daily school operations, and school-related events. The samples studied suggest that the fiscal and operational burdens of running a charter school necessitate affiliation with an institutional partner. However, partnering brings its own set of problems, particularly unclear authority and accountability. The study reveals that a school's decision-making authority is limited, and its relationships with teachers, parents, and community members can become complicated when issues of authority and accountability are not absolutely clear. The study concludes that when institutional partners do not involve teachers, parents, and community members in creating a vision for the school, the potential for tension among the various stakeholders remains high.
New Schools for Older Neighborhoods: Strategies for Building Our Communities' Most Important Assets.
(National Association of Realtors, Washington, DC , Jan 2002)
The case studies in this booklet highlight how five communities, in big cities and small towns, overcame the obstacles inherent in creating good new schools in existing neighborhoods. There is mounting evidence that small schools provide a better quality education than large ones. Among the obstacles faced in establishing new schools in old areas are: (1) school building standards, codes, and regulations; (2) difficulty in acquiring land; (3) districts have lost the skill to build schools; and (4) building “greenfield” schools is more familiar. The Oyster School in Washington, D.C., is an example of a school modernized through parent efforts when the school system was not able to find the funds for improvement of the facility. Sharing the existing space with an apartment building, at the cost of some space, resulted in a renovated school. In Pomona, California, a school was built at the site of a mall and vacant supermarket. A magnet-type school was built in Dallas, Texas, on the last piece of undeveloped land near a multifamily apartment complex. Two public academies were established in downtown Chattanooga, Tennessee, to attract children whose parents work in town and ensure that both the academies were filled to capacity. Rebuilding on the site of an old school was the solution for Manitowoc, Wisconsin, as it worked to meet the needs of a neighborhood. Some other examples of noteworthy approaches to new schools for old communities are briefly outlined. 20p.
Innovative and Workable Ideas for Building Schools. Public/Private Partnerships: A New Way To Fund and Build Schools.
(Thomas Jefferson Institute for Public Policy, Springfield, VA. , Oct 2001)
This report presents case studies illustrating successful public-private financing of school construction. The efforts occurred in Canada, Florida, South Carolina, New York, the District of Columbia, and Texas. The case studies are offered to encourage policy makers in Virginia to consider such an approach to meet the state's school construction needs. The report concludes that public-private development has shown dramatic results in terms of time saved, money saved, final product, and completion of projects that traditional financing could not support. 17p.
New Tax Law Boosts School Construction with Public-Private Partnerships. The Heritage Foundation Backgrounder No. 1463.
Utt, Ronald D.
(The Heritage Foundation, Washington, DC , Aug 2001)
This report describes a provision in a tax bill implemented in June 2001 that allows towns and cities to build public school facilities faster, better, and less expensively by forming public-private partnerships with qualified real estate investors and developers. Private sector investors can fund construction, then lease the facilities to public school systems at annual costs below the costs communities would incur if they built the schools themselves. Benefits of public-private partnerships include more timely school construction, lower costs through competition, and savings through maximum use of school facilities. Communities benefit from off-hour use of school facilities (e.g., for day care services, supplemental education programs run by private organizations, adult education programs, civic events, and religious events). Because the concept of public-private partnerships for school construction and ownership is flexible, various other innovative subcontracting arrangements could be devised to help address a community's educational and service needs (e.g., using the partnership approach to acquire state-of-the-art music facilities, to upgrade cafeteria kitchens, or to improve sports facilities). The report presents experiences with such partnerships in Canada, the United Kingdom, and the United States. It describes partnership schools as alternatives to smart growth restrictions. 10p.
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: 3019564
TO 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: email@example.com
Building Outside the Box: Public-Private Partnership: A Strategy for Improved Public School Buildings.
(21st Century School Fund, Washington, DC , 2001)
This publication describes the creation of a new school building for James F. Oyster Bilingual Elementary School in Washington, DC. Despite the success of its academic program, the school's 70-year-old building had become unsafe and unsuitable for teaching and learning and was threatened with closure in 1993 because of the district's fiscal crisis. This publication discusses how the 21st Century School Fund, working with the Oyster Community Council (the school's PTA), the local school restructuring team, the principal, and neighborhood residents, formed a public-private partnership that saved the school and increased city revenue. The District of Columbia agreed to divide the school property in half to make room for a new school and a new residential development. They also agreed to dedicate property taxes and revenue from the sale of the land to repay a revenue bond. In exchange, LCOR, the private developer of the new 211-unit apartment building, agreed to design and build a new school and repay the Oyster revenue bond. 8p.TO ORDER: 21st Century School Fund, 2814 Adams Mill Rd., N.W.,Washington, DC 20009; Tel: 202-745-3745
Client Guide: Achieving Well-Designed Schools through PFI.
(Commision for Architecture and the Built Environment, London, England , 2001)
Provides guidance to those involved in delivering new schools through the Private Finance Initiative (PFI). It concentrates on how to place design at the heart of the process and draws on evolving good practice that the Commission for Architecture and the Built Environment is developing through work with local education authorities. It is intended for use by all those involved in PFI schools projects: local education authorities, teachers, contractors, local authority design champions and design teams. 32p.
Public/Private School Partnerships: What Can Be Learned from Corporate School Partnerships.
Shinners, Kathleen D.
(Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, 2001)
This paper reports on a larger study that described public/private school partnerships throughout the U.S. The study described collaborations in terms of their goals, organizational structure, support, commonalities and differences, and evaluations. The present essay discusses how these partnerships provide a model for understanding what contributes to partnership success and successful characteristics of public/private school partnerships. The paper examines characteristics of corporate/school partnerships, university/school partnerships, and public/private school partnerships. It discusses how types of partnerships (cooperation, coordination, and collaboration) influenced the success of public/private partnerships. It found that highly structured collaborations contributed to a higher degree of mutuality among members. Collaborations lead to successful environments, fewer restrictions to success, and the most positive responses to restrictions. The predominant restriction to creating a successful partnership environment was the tension caused by the differences in cultural norms. The most common characteristic effective in offsetting tension created by these differences was the desire to break down pre-existing stereotypes among those coming from diverse backgrounds. Collaborations were more likely to express the desire to fell barriers and destroy myths about the other partner's environment than the other two partnership types. 29p.
The Public-Private Partnership that Built a "Traditional" School. A Case Study from British Columbia. SAEE Research Series No. 7.
(Society for the Advancement of Excellence in Education, British Columbia, Canada , Jan 2001)
This study examines the management and outcome of the public- private partnerships (P3s) school construction project used in the Auguston housing development in Abbotsford, British Columbia to build a traditionally designed elementary school. The study explored the relationship between the project's major players, the fiscal incentives that drove the project and the risks and responsibilities assumed by key stakeholders, project chronology, and outcome analysis. It is revealed that the P3 methodology allowed the school to be constructed in only 12 months, at 10 percent below that achieved by conventional procurement, and accomplished within standard building specifications. Outcome analysis demonstrates the P3 methodology can be used to build public schools at lower cost, freeing public dollars for other uses, and the viability of the Design/Build option. Interviews with the participants reveal a need for extra time to work with the various partners and the need to comprise. 50p.
P3 Schools in Nova Scotia.
Gourley, Jane; Huestis, Cathy
(Literacy, Curriculum & Technology, Halifax, Nova Scotia, Canada, 2001)
This website considers various issues related to Public Private Partnerships in general and P3 School construction in Nova Scotia specifically. It includes links to a collection of interviews, news releases and studies on "Public Private Partnerships"; identifies the steps in P3 School Construction; and lists the private sector partners involved in the P3 construction projects.
Business Partnerships with Schools: Policy Guidelines for Schools Seeking to Establish and Maintain Productive and Ethical Relationships with Corporations.
(ERIC Clearinghouse on Educational Management, Eugene, OR. , Jan 2001)
This report focuses on business partnerships with schools. Supporters of school-business partnerships point out many potential benefits to schools, students, businesses, employees, and the community at large, while critics warn against the harmful effects of what they term "schoolhouse commercialism." Topics addressed include corporate sponsorships, school-to-career activities, corporate involvement with technology use in the classroom, protection of students' privacy, commercialism on the Internet used in the classroom, ethics of commercial activities in schools, and partnership building. Sidebars augment the text with salient examples regarding market research and federal policy on the protection of human subjects, Milwaukee's education policies on school-business relationships, federal laws protecting student privacy, and policy guidelines for technology use in the classroom. To augment public funding for public education, educators are "selling" commercial access to their students. As businesses develop new strategies of gaining access to schools, schools need very clear district policies that address the legal and ethical complexities of school-business relationships. (Contains 28 references.)
Philanthropic Support for Public Education in the Southwest Region
Born, Laurie; Wilson, Dave
(Southwest Educational Development Laboratory, Austin, TX, Dec 2000)
This report examines the relationship between philanthropy (gifts and grants provided by private foundations and business concerns)and public schools in five states -- Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. The study describes how much support goes to public schools; how it is distributed; who gets the money; for what types of activities; which are the most active grant makers and what are their characteristics; and the role SEDL can play in providing research-based information or other services for philanthropic organizations. The study found that philanthropy for K-12 public education is growing, but also that the realities of grant makers' priorities, varying philosophies, and charter restrictions establish a context in which the distribution of funds is erratic, dollars don't necessarily flow to districts that have high concentrations of impoverished students with poor academic performance, and anomalies can have unintended consequences. Further, it appears that schools are most successful in gaining philanthropic support from local donors for coherent, strategic initiatives and/or when the schools have staff with assigned responsibility for fund-raising.
Innovative School Facility Partnerships: Downtown, Airport, and Retail Space. Policy Study No. 276.
Taylor, Matthew D.; Snell, Lisa
(Reason Public Policy Institute, Los Angeles, CA , Dec 2000)
This document examines three locations that schools have utilized in partnership with private enterprises to help ease school overcrowding: downtown areas, airports, and malls. The downtown model serves students whose parents work in a downtown area. The mall model targets high school students who want an alternative education with job training. The airport model provides a school with space on airport grounds so that students of airport employees can attend school. These initiatives help local school districts save funds that would otherwise be used to construct facilities, freeing up resources for other district needs. Students benefit from smaller class sizes and unique educational opportunities afforded to them by the school location and interaction with local businesses. Students and parents also benefit from the creative scheduling that the schools offer by working around the parents' schedules. 19p.
Collaborative Planning for School Facilities and Comprehensive Land Use.
Earthman, Glen I.
(Presented to the Stein and Schools Lecture Series: Policy, Planning, and Design for a 21st Century Public Education System, Cornell University, Ithaca, NY , Oct 10, 2000)
Examines the areas of local jurisdictional cooperation required for successful new school planning that also benefits community development. Reviews responsibilities shared by local municipal governments and school districts. Explains the areas of mandated responsibility for each jurisdiction and the relationship between the two major players on the local level of government. Addresses the difficulties of collaborative planning, including technical difficulties such as budget cycle differences, fiscal dependency, lack of coordination and planning impetus, and social and political difficulties. Also discusses planning issues involving a new school's impact on land use within the community. Several examples of successful new school planning collaborations are described, followed by descriptions of three collaboration models, which cover an area of rapid growth and a higly-populated but settled area. 50p.
School Concurrency: Lessons Learned from Broward County, Florida. Revised.
Stroud, Nancy E.
(Presented to the Stein and Schools Lecture Series: Policy, Planning & Design for a 21st Century Public Education System. Cornell University, Ithaca, NY , Sep 25, 2000)
This paper presents an overview of the intergovernmental planning and cooperation in a failed effort to defend a regulatory program for school concurrence in Florida's Broward County public school system. A detailed description of the proposed concurrency system is provided along with the critiques of the system that resulted from the administrative challenge, the County's response to the critiques, and the lessons learned from the program. 27p.
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.
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 AAI9987888
TO ORDER: UMI Dissertation Express
Building America's Schools: State Efforts To Address School Facility Needs
(National Governor's Association (NGA), Education Policy Studies Division, NGA Center for Best Practices; Washington, DC , Jun 14, 2000)
This document provides summaries of each state's activities to address their shortage of school buildings by supporting school construction. It reveals that 11 state subsidize, reimburse, or match local funding for construction projects; 10 states have an established formula for determining the amount of state funding each school district receives; 6 states have established a new agency to oversee school construction with the state; 5 states provide low-interest loans for low-income school districts to help support their school construction efforts; and 4 states require the Governor and the state legislature to approve all school construction projects prior to state funding being made available. Contact information for each state is included. 15p.
Designing Schools Based on Brain Research.[Audiotape]
Chermayeff, Peter; Townsend, Ted
(Presentation at the Learning and the Brain Conference, Washington, DC , May 03, 2000)
An audiotape explains an Iowa rainforest project that promotes experiential learning for children, and explores the effects of the physical environment on the brain. The project is a one-of-a-kind private/public partnership that has created a fully integrated, seamless educational facility that combines a public school (prekindergarten through fifth grade), teacher development/training center, rain forest (five acres), aquarium and mixed-media, and a large screen theater. It is suggested that the school's great drawing power and the profit it generates will allow the combination rain forest/public school facility to be self-supporting without an ongoing tax subsidy.TO ORDER: http://www.fltwood.com
Successful Steps: Identifying Elements in Joint-use Agreements. A Study of the Joint-use Agreements Involving Public School Districts Who Were Approved for Funding from Proposition 203, the Public Education Facilities Bond Act of 1996.
Reeve, Timothy Richard
(Doctoral Dissertation, University of La Verne, CA , Mar 2000)
Examines the specific elements and component language of sixty-seven joint-use agreements that were submitted to the Office of Public School Construction (OPSC) as part of the application process for California's Proposition 203 Joint-Use Program. Based upon the research findings, a written agreement should include ten basic elements: 1) description of ownership; 2) entity that has prime responsibility in cases of disputes; 3) indemnification clause; 4) maintenance and repair of the facility; 5) description of the operation of the shared project; 6) authority for signatures; 7) modifications to the agreement; 8) set terms for the use of the shared project; 9) insurance of the shared project; and 10) venue for actions. 160p.Report NO: 9963260
TO 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: firstname.lastname@example.org
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.
Building for the Future: A Guide to Facilities Loan Funds for Community-Based Child and Family Services.
(The Finance Project, Washington, DC , Jan 05, 2000)
This guidebook assesses the feasibility and potential impact a specialized lending program might have on the capital needs of community-based child and family services. It explains the need for quality facilities and how physical space can affect child care quality and the program's impact. Also described are the problems associated with capital loans for these services and examines how facilities loan funds directly improve access to credit and how they can have broader indirect impact on the level of capital investment in community programs. Types of loan funds are examined, as are the characteristics of a lender's capital structure, lending policies, several start-up strategies, and capitalization loan strategies used by other institutions. 34p.
Joint Use Facilities
(Better Schools Better Neighborhoods, Los Angeles, CA, 2000)
Provides examples of joint-use projects, joint-use analysis and recommendations, and joint-use policies from throughout California and the nation.
Revitalizing Rural Education. Community Facilities Programs and Organizations Concerned about Rural Education.
(U.S. Department of Agriculture, Rural Development Service, Washington, DC. , 2000)
This handbook informs school personnel and the business community about the opportunities available to assist rural community's efforts in revitalizing their education systems.The handbook's first two sections examine the different funding sources available for school improvement programs and loan eligibility, and discusses the benefits lenders can realize when providing these loans. The third, and final, section details the components of the Qualified Zone Academy Bonds (QZAB) financing tool covering eligibility criteria, the required business pledges, how to quality for a QZAB, tax treatments, and benefits to lenders. An example of a QZAB success story is also provided. An addendum lists examples of different community facilities programs. 25p.
Public/Private Finance and Development Methodology, Deal Structuring, Developer Solicitation
(John Wiley & Sons, 2000)
Many government, university and school district officials are structuring creative public/private partnerships with private developers to finance, design, develop, construct and sometime operate needed public facilities and commercial developments throughout the United States. This book provides detailed coverage of the complex process involved in taking a real estate project from conceptualization through construction. This book also provides a detail description of alternative developer solicitation techniques, prototypical developer RFQs and RFPs, and eight public/private development case studies. 287p.
Intergovernmental Cooperation in Parks and Recreation.
(Municipal Research & Services Center of Washington, Seattle, Dec 1999)
Cooperative efforts can eliminate unnecessary duplication of services, reduce overall park and recreation costs, and can more effectively allow taxes to meet the educational, recreational, and leisure time needs of a region. This page provides sample interlocal agreements for services and facilities related to parks and recreation in the state of Washington.
Collaborative High Schools. [Ohio]
(Ohio State Legislative Office of Education Oversight, Columbus , Jun 1999)
This paper discusses the formation of collaborative high schools in Ohio and presents several incentives that the state's General Assembly might offer to encourage their formation. A collaborative high school is shared and operated by two or more city, local, or exempted village-school districts. The report explores why some districts have been attracted to the collaborative high-school option and why none have moved beyond preliminary discussions. 18p.
Partnerships in School Construction
Brouillette, Matthew J.;Utt,Ronald D.
(Mackinac Center for Public Policy, 1999)
One of the biggest headaches facing communities across Michigan and America is how to pay for the construction of new school buildings, and for improvements in existing facilities. School districts from Florida to Nova Scotia to Scotland are opening their fundraising process to the private sector in ways that save billions of dollars. Describes problem, and presents case studies.
Public Private Partnership: A Guide for Local Government.
(British Columbia Ministry of Municipal Affairs, May 1999)
The guide describes the characteristics of public private partnership and the various forms it can take, and addresses the following topics: 1)the potential benefits and risks of public private partnership as well as common fallacies related to this form of service delivery; 2) broad guidelines as to when public private partnership should be considered; 3) the legislative changes as well as the legislative authority that local governments now have in British Columbia for involvement in public private partnerships; 4)the unique policy, procedural and organizational issues of public private partnerships compared to traditional approaches to service delivery and infrastructure projects; 5) ways local government can prepare for public private partnerships, and 6) guidelines to help local governments select the appropriate approach for the delivery of services and infrastructure, including an evaluation of the types of projects and aspects of service delivery that lend themselves to public private partnerships.
Satellite Charter Schools: Addressing the School-Facilities Crunch Through Public-Private Partnerships.
Seder, Richard C.
(Reason Public Policy Institute, Policy Study No. 256 , Apr 1999)
The charter school movement is perhaps the fastest-growing reform movement in education. But with this speed comes increasing pressure for facilities. Traditional public schools, facing enrollment growth, deteriorating facilities, and efforts to reduce class sizes, are utilizing an innovative option to address their own demands for facilities. Over thirty satellite, or work-site, schools operate in partnership with local school districts. This partnership between the private sector and school organizers presents a viable option for charter school leaders, business partners, and children.
Public School Construction Partnership Act. S 526 IS.
(106th Congress. 1st Session. S. 526. , Mar 03, 1999)
This is the text of a bill to amend the Internal Revenue Code of 1986 to allow issuance of tax-exempt private activity bonds to finance public-private partnership activities relating to school facilities in public elementary and secondary schools, and for other purposes.
How Public-Private Partnerships Can Facilitate Public School Construction.
Utt, Ronald D.
(Heritage Foundation, Washington, DC , Feb 23, 1999)
There is a growing number of proposals to develop a federal school construction program that shares the financial burden with local governments for renovating their obsolete school facilities or building new ones. This report examines public school construction today; the efforts to make school construction a federal responsibility; alternatives to federal and state borrowing, and the advantages and benefits of private-public partnerships in school construction in the United States. Concluding comments examine the federal role in school construction and the legislative direction, as well as the risks inherent in establishing such a role. 19p.
Case Study. Downtown Partnership Elementary School. Tampa, Florida
(National Council for Public-Private Partnerships, 1999)
Hillsborough County Public School System entered into a lease with First Presbyterian Church to house a K-5th grade elementary school. Hillsborough County Public School System contracted with Easter Seals to provide pre-k instruction and before and after school care at the school. The Downtown Partnership Elementary School is an excellent example of an innovative and creative public-private partnership which addresses some critical issues facing the school district. Reusing an existing facility within walking distance of the downtown employment center has made quality education and increased parental involvement possible.
Partnerships between Public Schools and Private Developers. An Investigative Report
(Joint Legislative Audit Committee of the California State Legislature, Sacramento, CA , Dec 1998)
This report presents findings from investigations of seven public/private partnerships between school districts and the private sector. The report reveals that in all seven cases, school districts encountered significant problems and complications that appear to far outweigh the benefits that these projects' proponents promised to the school districts. Evidence suggests that the Los Angeles Unified School District joint venture operation in particular, being largely unsupervised and virtually unaccountable, engaged in irresponsible, and possibly illegal, behavior by consistently misrepresenting basic facts in order to gamble public funds on highly speculative projects. The report indicates that these abuses have misdirected and squandered millions of taxpayers dollars intended for instructional programs and the rebuilding of the public education infrastructure. 145p.
Rebuilding America's Schools.
(Organizations Concerned About Rural Education, Washington, DC , Apr 1998)
A videotape examines how two rural communities (Charlotte City, Virginia; E. Yuma County, Colorado) either built additional facilities or better prepared their students with today's necessary job skills by using innovative partnership approaches with local industry and the community. It briefly highlights the appalling physical condition of many of the nation's schools, emphasizing how poor rural communities and small towns have some of the biggest problems in maintaining and/or improving their local school buildings and level of educational quality. It then examines two such school district's responses to these problems, one through a partnership with business, being able to improve the education of its students and prepare them with the job skills needed in today's market; and the other, adopting a community- based solution, found the answer to developing a $3 million recreation and rehabilitation center. Accompanying the videotape is a facilitator's guide for conducting a workshop on ways to gain community/business support in upgrading and replacing their schools on an innovative grass-roots level. 25p.TO ORDER: Organizations Concerned About Rural Education, 901 Monroe Street, Suite 1507, Arlington, VA 22201; Tel: 703-469-1443
(Florida State Legislature, 1998)
Text of Florida's Charter School Legislation relating to schools in the workplace. (Section 228.056, Florida Statutes, as amended through the 1998 Session). In order to increase business partnerships in education, to reduce school and classroom overcrowding throughout the state, and to offset the high costs for educational facilities construction, the Florida Legislature encourages the formation of business partnership schools or satellite learning centers through charter school status.
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.
Child-Centered School Funding.
Block, Michael K.; Flake, Jeffry L.; Gifford, Mary; Solmon, Lewis
(Goldwater Institute, Phoenix, AZ , Jan 1998)
This report argues, using Arizona as an illustration, for a market-based school funding paradigm characterized by per-pupil allocations that follow each student to the school of their choice. The report explains what is wrong with the current system, compares the market-based approach to others that have been proposed, and demonstrates how per-pupil funding works in the real world. It argues that the absence of a link between school facilities and educational quality has led to undisciplined costs that will ultimately lead to unsustainable debt. The debate over standards should focus on dollars, not facilities, with the role of the state being as fund provider and letting public school officials to make decisions about facilities. It suggests that the best way to establish the per-pupil dollar standard is to determine how much funding it takes to entice private providers of public education to enter the market. It argues that this dollar amount would allow the vast majority of existing school districts to build new facilities and renovate old ones on a pay-as-you-go basis. Finally, it suggests that public schools should be allowed to seek funding beyond the state provided amount on a voluntary basis. 28p.
The Schoolhouse of Quality: How One Voice Built a Better School.
Hammond, Gerald S.; Stephen H. Schwandner, II
(McGraw-Hill, New York, NY , 1998)
The forces of democratization of centralized governments and institutions and the pursuit of companies to deliver customer-defined quality in their goods and services require better schools to achieve its goals. This book provides a plan for using a democratic and quality-driven process to build high- quality schools, i.e., applying private-sector quality initiatives to education. It tells the story of how one person helped to build consensus among many competing voices and in the end, with them, deliver a true quality schoolhouse. 127p.
A Planner's Guide to Financing Public Improvements. [California]
(California Governor's Office of Planning and Research, Sacramento, CA, Jun 1997)
A Planner's Guide describes statutory financing options available to California communities. Its primary purpose is to provide city and county planners with a general discussion of methods of public works financing that do not rely on state funds. Chapter 5 discusses new school facilities; chapter 6 covers leasing; chapter 7 describes other methods such as general obligation bonds, joint powers agreements, and pooled financing.
Joint Use Agreements: A How-To Guide.
Rizzuti, Tom; Silva, Tom; Roop, Mel
(California Association of School Business Officials, Sacramento , Apr 22, 1997)
Joint use agreements provide a school district and another entity, whether it be a city, county, non-profit, or private organization, with the opportunity to construct a facility and share both the capital and operating costs and responsibilities. The purpose of this manual is to introduce joint use agreements and their potential. The manual begins with a definition of what a joint use agreement is and what it is not. Next it suggests a number of considerations which should go into a joint use agreement and provides a guideline by which a joint use agreement can be drafted. Finally, the manual discusses some potential problems a district may encounter in the implementation of a joint use and some possible solutions to these problems. Each section includes a table to help summarize its main points. (Appendices contain the Civic Center Act, and two sample agreements.) 40p.TO ORDER: California Association of School Business Officials Bookstore, 700 N. 10th Street, Suite 100, Sacramento, CA 95811; Tel: 916-447-3783, Fax: 916-447-3794
Education and Culture: Public-private Partnerships (P3s) for School Construction.
(Government of Nova Scotia, Halifax , 1997)
Presents Nova Scotia's plan to construct all its new schools through public-private partnerships. The history, current status, and future plans of the program are presented with detailed audit findings, benchmarking/cost comparisons, and positive experiences of the program to date. 21p.
The Downtown School Community Report. Connecting Learning With Life.
Lacey, Kelly; Drees, Jan
(Des Moines Business Education Alliance, IA , 1996)
In August 1993 the Des Moines (Iowa) community created a new type of neighborhood school by placing an elementary school close to where the parents work, rather than where they live. This school, the Downtown School, serves a diverse community of students, emphasizes parental involvement, and implements current research in education. This report reviews its first 2 years of operation. Founding principles for the Downtown School were that it would require parent involvement and communication and that it would have small classes, with an integrated curriculum in multiage classes featuring experience-based active learning. A look at the program after 2 years shows that the school has been welcomed by the community and has created effective partnerships with the business community. Its self-evaluation efforts have targeted areas for improvement. Although the Downtown School has been open for only a brief time, student achievement measured by standardized tests has been above national and district averages. 109p.
Education in the Marketplace: School at Mall of America.
Nolan, Mary E.
(Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development, Chicago, IL , Mar 1994)
Educators have long acknowledged that not all learning occurs in a classroom. This paper describes an innovative education program in Minnesota in which the educational facility was built in a dedicated space at the Mall of America. The school is an arrangement between Mall of America management, which wanted to create a sense of community, and the Bloomington School District, which wanted to develop an innovative educational program. This paper describes the program's governance and alliances, finances, facilities, technology, public relations, curriculum, and evaluation process. 11p.
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.
Satellite Schools: The Private Provision of School Infrastructure
Beales, Janet R.
(Reason Foundation, Santa Monica, CA, , Jan 1993)
The private-sector provision of school infrastructure in the form of satellite schools is discussed in this paper. Following the introduction, section 2 presents a case study of Satellite Learning Centers in Dade County, Florida, in which the schools operate as public schools on business worksites. The host-business, American Bankers Insurance Group (ABIG) contributes land, building space, and some operating expenses; the school district supplies the rest--teachers, supplies, curriculum, and administration. Benefits include the savings of millions of dollars in public school infrastructure and transportation costs, increased student performance and attendance, improved student/parent/teacher interaction, decreased absenteeism among working parents, and greater teacher career advancement opportunities. Section 3 describes the Hidden Valley Satellite School, a partnership between Hewlett-Packard Co. and the Santa Rosa City School District. The fourth section outlines potential benefits of satellite schools, which offer a solution to school overcrowding at a minimal cost relative to other options. An obstacle is the Field Act, California's seismic-safety standards code that prevents satellite schools from occupying existing office buildings. 73p.Report NO: Policy Insight n153
No Room for Johnny: a New Approach to the School Facilities Crisis.
Shapell, Nathan, et al
(Little Hoover Commission, Sacramento, CA , Jun 30, 1992)
A study was conducted to discover ways to improve California school district facilities improvement processes so that the state can accommodate the increasing numbers of students projected by the year 2000. This report presents findings and recommendations that address the following three primary problem areas the state confronts: funding; process; and policy requirements. The first issue addressed is that California cannot afford to be an endless source for school facilities spending and that its primary interest in school facilities is to ensure equity for students. The second issue is that California is micro-managing school construction projects, thus delaying the completion of and driving up the cost of school facilities. The third issue is that California state policies and requirements are either blocking or not promoting long-range planning and creative asset management practices for school districts. It stresses that each area hampers districts at a time when they need to move quickly and decisively to meet the needs of students. A new funding dynamic is recommended that places California in partnership with districts not able to meet their needs, but still allows them autonomy over their own schools. 138p.
Schools: More Space/Less Money. A Report.
Clinchy, Evans; Capernaros, Peter S.; Cynamon, Nancy; Rogers, Kathryn
(Educational Facilities Laboratories, New York, NY , Nov 1971)
Explores a range of alternative solutions to provide school space in the most economical fashion. These alternatives include: 1) using "found space" in existing school buildings or non school buildings; 2) extending the school day and/or school year; 3) allowing students to be away from the classroom a significant part of the school day; 4) using new building materials, construction techniques, and project delivery methods; 5) sharing the cost of new schools through joint occupancy (public-private use) and partners (public-public use). 85p.
Joint Occupancy: Profiles of Significant Schools.
(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.
References to Journal Articles
Funding Our Future: Creative Financing Boosts School Construction
School Construction News; May 09, 2012
Public-private partnerships (P3s) are emerging as a promising way to tap the resources needed to address schools’ capital needs. Discusses public-private partnerships that are focused on renewable energy. In a different P3 scenario, school districts issue bonds and then loan the proceeds of their efforts to private developers, who in turn build the school. Once completed, the facility is leased to the district on a long-term basis at a lesser cost than the construction itself.
Funding Building Projects in a Tough Economy
District Administration; Apr 2012
Outlines sources for hidden funding to help construct and maintain school buildings, including local and state tax revenues, with some limited support from state and small federal initiatives; Local School Construction Bonds and Qualified Zone Academy Bonds; Impact Aid Discretionary Construction Grant Program and the Impact Aid Facilities Maintenance Program; Credit Enhancement for Charter School Facilities Program and the State Charter School Incentive Grants Program; Department of Defense Military Construction Program; State Energy Program Grants; Department of Agriculture Rural Community Facilities Program. Also describes competitive grant funds from federal or state agencies or from private grants awarded by community and corporate foundations.
Public-Private Partnerships Offer Key Option for Academic Lab Buildings.
Laboratory Design; v15 n2 , p1,6,8-10 ; Mar-Apr 2011
Recommends public-private partnerships for construction of new lab buildings, contracting with a developer rather than with a design/build team. In many instances, the developer also operates the building once it is completed. Topics include establishing a collaborative team, financing options, final fixed price, preproposal work, establishing the scope, basis of design, maintenance and operations, and management of changes.
Government and Private Enterprise--A Model Partnership Delivering Outstanding Schools.
Educational Facility Planner; v45 n1/2 , p28-32 ; 2011
Discusses the Victoria (Australia) Department of Education and Early Childhood Development's Program Management of Schools Capital Works. Current state funding, capital improvement programs, design management, and sustainability efforts are addressed.
Let a Developer Build Your School.
Seattle Daily Journal of Commerce; Jul 22, 2010
Advocates for use of public-private partnerships in school buildings, which enables districts to access the skills and efficiencies of private developers, while minimizing the financial risk by barring cost overruns.
Industry Takes a Leading Role in New Skills Center.
Seattle Daily Journal of Commerce; Jul 22, 2010
Profiles the Northwest Career and Technical Academy in Skagit County, Washington. The new technical and career training facility is the result of a coalition of the local school system, Skagit Valley College, and private service industries.
Why Invest in Innovation for Education?
School Planning and Management; v49 n5 , p6 ; May 2010
Briefly describes foundation and other non-profit efforts to improve education, including school design.
School Construction News; v16 n2 , p14-16 ; Mar-Apr 2010
Discusses the design and delivery of the Cronkite School at Arizona State University. The article focuses on this joint city/university project, the time and site constraints, and the project management method.
Flexible and Alternative Approaches to Providing School Infrastructure in Alberta, Canada.
CELE Exchange; n2010/02 , p1-6 ; Mar 2010
Discusses Alberta's creative ways of providing school infrastructure that meets the needs of 21st century learning. Solutions are being found through the use of alternative financing and procurement arrangements and through innovative approaches to creating flexible school facilities.
When Times Get Tough, The Tough Get Creative!
School Planning and Management; v49 n3 , p6 ; Mar 2010
Lists creative cost-saving and revenue-generating plans that some school districts are implementing to close budget shortfalls.
Facilities Funding Thaws.
Roger Bruszewski; Jung, Sam; Turner, Jeffrey
Business OFficer; Jan 2010
Discusses the trend toward public-private partnerships in higher education construction. Privatized housing is highlighted, as are benefits of federal stimulus funds and the tight bond market. Examples of seven creatively funded capital projects are described.
Cause and Effect.
School Planning and Management; v48 n11 , p6 ; Nov 2009
Profiles public/private partnerships that are helping to build and furnish schools during the present economic downturn.
School Building in Today's Crisis.
CELE Exchange; 2009/5 ; Jun 2009
Presents findings from a survey on the effect of the 2008-2009 economic crisis on educational building programs. The survey covered the impact of the crisis on publicly funded projects, the impact on projects funded by private finance initiatives or through a public-private partnership, and the extent to which the crisis has affected the constructionindustrys ability to build schools. A key point One key point emerging from the survey is that although countries are using public sector building and civil engineering construction, including education buildings, as one of the means to stimulate their economies, the primary focus of these initiatives is economic, rather than educational.
Coral Park Education Center.
Design Cost Data; v53 n3 , p30-34 ; May 2009
Profiles this multi-building campus funded by a lease-back arrangement between the developer and the local school district. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.
American School and University; v81 n7 , p40,42-44 ; Mar 2009
Identifies sources of funding to help build "green" schools, including federal and state programs, foundation grants, and partnerships with business.
American School and University; v81 n5 , p42-44 ; Jan 2009
Discusses affinity marketing as a fund-raising technique, in which supporters of an institution patronize a particular business, and a portion of the funds are returned to the institution. Criteria for selecting affinity partners are described, including shared values, strong commitment to customer service, and fiscal reliability.
Cut the Cost of Borrowing with Zero-Interest Federal QZAB Funds.
School Business Affairs; v74 n11 , p23,24 ; Dec 2008
Explains how the U.S. Government's Qualified Zone Academy Bond (QZAB) loans work, who qualifies, how they are obtained, and what the money may be used for.
Dougherty Valley High School.
CASH Register; v29 n11 , p14,15 ; Nov-Dec 2008
Profiles this new California school that was largely financed by the developers of the surrounding community. Sophisticated performing arts and athletic facilities are featured.
Private Finance for the Delivery of School Projects in England.
Aritua, B.; Smith, N.J.; Athiyo, R.
Management, Procurement, and Law; , p141-146 ; Nov 2008
The findings in this paper are based on case-study research in the Building Schools for the Future scheme (BSF), the largest single capital investment in 50 years to rebuild and renew all of England's secondary schools. Up to half of the school infrastructure is to be procured by PFI contracts. A major concern has been the high cost associated with PFI procurement and any subsequent changes to scope. The main conclusion is that the difficulties in BSF arise from not sorting out strategic issues and instituting appropriate organisational frameworks before engaging the private sector. The result of this is a lack of clarity about the long-term needs and end user aspirations.
Privatization a Plus for First-Time Housing Development.
College Planning and Management; v11 n10 , p29,31,32 ; Oct 2008
Profiles new privately funded, built, or managed dormitory housing projects at four higher education institutions, all of whom were offering student housing for the first time. Lack of housing experience on the institutions part and a desire to focus on the education program were the major motivations.
Robin Hood in Queens.
Weiss, Marion; Manfredi, Michael A.
Architecture Week ; Jul 23, 2008
Case study of the funding and design of a new library space in Public School 42 in Queens, New York. The Robin Hood Foundation's Library Initiative, launched in partnership with the New York City Department of Education in 2001, reverses "patterns of low literacy skills and underachievement by working with community school districts and public elementary schools to design, build, equip, and staff new elementary school libraries."
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.
Adaptive Reuse Creates Viable Research Incubator.
Laboratory Design; v13 n6 , p1,2,4,5 ; Jun 2008
Profiles the University Enterprise Laboratories, a partnership between the University of Minnesota and several corporate partners that is housed in a converted warehouse.
New Approaches to School Funding.
School Planning and Management; v47 n6 , p51,52,54 ; Jun 2008
Details a turnkey approach to school construction, simplified by the creation of a nonprofit corporation joining civic, school district, and private entities that then raises funds as a charitable enterprise.
Joint-Use Facilities Where Everybody Benefits.
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.
America's Choice High School.
CASH Register; v29 n1 , p15,16 ; Jan 2008
Profiles this 500-student Sacramento high school financed by a collaborative lease-leaseback arrangement.
Teacher Perceptions of the Use of a Public-Private Partnership for School Facility Provision. [United Kingdom]
Journal of School Public Relations; v29 n1 , p74-90 ; Winter 2008
This article considers how the private finance initiative, a contract for infrastructure, affected teachers' perceptions of efficacy, job satisfaction, and morale at an urban secondary school in the United Kingdom. Qualitative data collection techniques, including unstructured observation and semistructured personal interviews, were utilized to determine teachers' perceptions. The findings indicate that two facets of the initiative were problematic for educational programming: the private corporation's control over construction design and its subsequent control over facility management. Implications of this research for lease-purchase agreements in the United States are discussed.
Pump up the Volume...in the Library?
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.
What's the Secret? Confidentiality in Planning Infrastructure Using Public/Private Partnerships.
Journal of the American Planning Association; v73 n4 , p388-403 ; Fall 2007
Examines suppression of information when public infrastructure, including schools, is planned by design-build-finance-operated public/private partnerships. The author studies the case of a public/private partnership to plan a rapid rail line in Vancouver, comparing confidential documents released after project approval to information available while the project was underway. Unfavorable information was kept from public view during the process, and the author recommends four strategies to increase transparency and accountability in large infrastructure projects: 1) a clear and narrow standard for what information should be kept confidential, 2) full access to all project information for the responsible public officials and their staffs, 3) a “watchdog” to ensure that standards are upheld, and 4) allowing public input and placing the burden of proof that information should remain confidential on the entity making the request
A Private Showing.
University Business; v10 n10 , p42,43 ; Oct 2007
Discusses the benefits of public/private partnerships to build and operate campus housing, illustrated with details from four successful examples.
New York Construction; Apr 2007
Discusses an arrangement in Rensselaer, New York, in which a developer is building the school district a new K-12 school in return for prime waterfront property that the district owns.
Designed to Share: Oregon Academic Facility Pioneers New Approach.
College Planning and Management; v10 n3 , p44-47 ; Mar 2007
Profiles a joint venture between Southern Oregon University and Rogue Community College to build an academic facility in downtown Medford. Components of their shared vision and the challenges of their shared vision, funding, planning, and design are considered.
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.
The Value of Partnerships.
American School Board Journal; v193 n1 , p42,43 ; Jan 2007
Profiles a years-long partnership between Aurora University and the Aurora (Illinois) School District that operates a middle school as a learning laboratory for the University's education majors. The design of the school and future plans for the partnership are also considered.TO ORDER: American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722
Public-Private Partnerships and the School Building Industry.
Educational Facility Planner; v41 n4 , p27-29 ; 2007
Discusses capital lease financing of schools, highlighting systemic problems with traditional school project delivery methods, best practices of public-private partnerships, and citing North Carolina's recent legislative movements that enable and regulate capital lease financing for schools.
101 Smart Revenue Generators.
University Business; v9 n12 , p47-56 ; Dec 2006
Describes a variety of revenue opportunities for higher education, including creative acquisition and management of real estate, commercial uses for campus facilities, partnerships with professional athletic teams, and energy saving concepts.
Greenville Schools Ahead.
Powers, E. Michael
ENR: Engineering News-Record; v257 n19 , p34,37 ; Nov 13, 2006
Describes how Greenville, South Carolina, financed a $1 billion capital program by utilizing a non-profit holding company that will hold title to the school buildings while the district buys them back over 25 years. Savings realized by bundling the capital program purchases are also described.
Public Private Partnerships in Flanders.
PEB Exchange; , p1-2 ; Nov 2006
Describes the Flemish government's plan to eliminate a backlog in school construction through a partnership with a single consortium for design, construction, financing, and maintenance of the proposed buildings.
A Double Play.
School Construction News; v9 n5 , p16,17 ; Jul-Aug 2006
Describes a partnership between Worcester's College of the Holy Cross and the minor league baseball team Worcester Tornadoes that enabled the renovation of an historic baseball stadium owned by the school, but now shared by the College and the Tornadoes. Also addressed are issues of maintenance, scheduling, and an exit strategy should one of the partners no longer need the facility.
School Planning and Management; v45 n6 , p20,22,24,26 ; Jun 2006
Presents an interview with Daniel Barbour, and academy head at Rio Rancho High School in Santa Clara, California. The interview describes the funding of this school by Intel and how public-private partnerships can keep a high school vibrant, contemporary, and affordable.
Science Center School, Los Angeles.
Architectural Record; v194 n4 , p132-141 ; May 2006
Profiles this unusual science and math magnet school in Los Angeles, designed by Thom Mayne of Morphosis. The charter elementary school has joined up with the California Science Center’s professional educational training and community outreach program (the Amgen Center for Science Learning) in operating the facility. The history of its planning and funding, as well as its innovative design are detailed. Photographs, plans, and a listing of project participants are included.
Lease-Leaseback Construction. The Sudden School.
Wolter, Jennifer Teel
Prosper Magazine; May 2006
Recognizing that drafty classrooms and crumbling ceilings don’t exactly inspire students to learn, school districts are constantly looking to upgrade or construct new facilities. But inadequate funding options and a complex construction process often leave district officials’ hands tied and therefore unable to do much better. A groundbreaking way of building schools could change all that. Known as the lease-leaseback method, the private-public partnerships bring school districts and developers together in a cooperative agreement that turns typical school construction on its head.
Some New Ideas Are Overcoming School Building Ills
Kiplinger Letter; , 2p. ; Mar 2006
Examples of several school districts using innovative financing to build new schools, including a public private partnership arrangement in Greenville, South Carolina. Other methods discussed include naming rights, joint use, impact fees, and increasing sales taxes.
Alternative Finance Stretches Dollars.
Triangle Business Journal; Feb 17, 2006
Describes some forms of taxation and partnerships successfully employed by school systems to finance new schools, and the struggles and failures of others in implementing these same arrangements.
Enlarging the Academic Community: Creating Retirement Communities Linked to Academic Institutions.
Harrison, Andrew; Tsao, Tien-Chien
Planning for Higher Education; v34 n2 , p20-30 ; Jan 2006
Examines the creation of retirement communities on higher education campuses to capitalize on existing property and enhance the quality of the student and staff experience. This opportunity is presented in the context of educational trends and factors that act as catalysts for the creation of these communities. Institutions considering these developments can use the included criteria for assessing the level of university involvement and level of care to be provided to the residents. Case studies and 37 references are included.
Capital Need: Innovative Financing for New Green School Projects.
Educational Facility Planner; v 40 n 3/4 , p9-13 ; 2006
Describes how projected energy savings associated with new "green" schools can be guaranteed by an energy service company. The guarantee can be used to trigger commercial financing to cover the incremental capital costs associated with the design and construction of the school project. Also presented are various grant mecahnisms that can be used to buy down the incremental capital cost of new "green" school projects. Includes two references.
Building School Facilities with Public-Private Partnerships.
Utt, Ronald; LaFaive, Michael
Michigan Privitazation Report; n2005-02 , p8,9 ; Winter 2006
Describes the recent increase in Michigan school construction, reviews Canadian and British models of public-private partnerships for school construction, and illustrates how the same mechanism might work in Michigan.
Getting Physical about Education.
School Planning and Management; v44 n11 , p20-24 ; Nov 2005
Describes Denvers Learning Landscape Alliance (LLA) , where a public/private partnership was formed to upgrade the citys elementary school playgrounds. 22 learning landscapes were created in underprivileged neighborhoods first, and this became the catalyst for a successful bond that funded 36 additional sites. Components of some of the learning landscapes, the volunteer labor contributed, subsequent benefits of the childrens increased physical activity are decribed.
The Future is Now. Philly School District and Microsoft Team to Reinvent High Schools
Mid-Atlantic Construction; Oct 2005
The Philadelphia school district partnered with software giant Microsoft on a project dubbed "The School of the Future." The project seeks to design and build a prototype school that is aesthetically pleasing, technologically advanced, environmentally friendly and can be replicated throughout the world on a traditional budget. Microsoft's main contribution is in human capital and sound organizational practices.
Fostering Success Within the Cyclic Workforce: Seminole Community College's Innovative Approach to Helping Apprenticeship Students Live, Work, and Learn
Garlich, Michael; Tesinsky, Suzanne
Community College Journal of Research & Practice; v29 n8 , p591-597 ; Sep 2005
A first of its kind in the state of Florida, the Seminole Community College's Center for Building Construction was constructed as a partnership project between Seminole Community College, industry persons and the state of Florida. A training facility for students in the Construction Trades Apprenticeship Program, the building stands on the SCC Sanford/Lake Mary Campus. Funding originated with donated trade services, labor, and cash from over 90 professionals, contractors and vendors in the surrounding community. Those donations were then matched by the state of Florida in order to provide the facility to Seminole Community College at no cost.
Schooling's Crumbling Infrastructure: Addressing a Serious and Underappreciated Problem.
Education Week; v24 n40 , p30,31 ; Jun 15, 2005
Reviews the poor condition of America's schools, how the situation has not improved since significant coverage of the situation in the late 1990's, and how the condition of school facilities has fallen off the agenda in Washington, to the point that in some cases mandates of the No Child Left Behind Act cannot be accommodated due to dilapidated facilities. Opportunities for federal and nonprofit investment are described, and nontraditional and flexible approaches to school housing are urged.
Primer on School Funding.
School Planning and Management; v44 n6 , p20,22,24,26,28 ; Jun 2005
Summarizes state and local school funding sources and the history of direct and indirect federal funding of school construction. Types of federal, state, and private grants are described.
American School and University; v77 n9 , p34-36,38,40,42 ; Apr 2005
Suggests ways to preserve historic schools, including examples of partnerships with the private sector to reuse schools for other purposes. Where some people see decaying eyesores, many educators, preservationists, architects and neighborhood activists see once-impressive buildings that can be resuscitated to recapture their past glory and upgraded to serve the needs of modern students and surrounding communities.
Doing More with Less: Using Real Estate Assets to Fulfill the Institution's Mission.
Wampler, Allan; Smith, Mark
College Planning and Management; v8 n4 , p16,18,20 ; Apr 2005
Describes a business approach to management of a higher education institution's real estate holdings, with quantified goals for return that accommodate sale, leasing, and joint ventures.
Green Building Report.
Building Operating Management; Feb 2005
Describes one superintendent's success in receiving $725,000 in grants to cover costs related to environmental upgrades in a new school building. The grants covered photovoltaics, extra insulation, extra architectural fees, a greenhouse, "smart" athletic lighting, carpet and furnishings from recycled sources, and athletic field enhancements.
Smart Partnerships Construct Smart Schools.
On Common Ground; , p22-27 ; Winter 2005
Describes, with examples, public-private partnerships to build new schools in rapidly developing areas, particularly where the developer spends impact fees to build the school themselves. This also describes the lease/purchase approach taken by the The Houston Independent School District.
District Administration; v41 n1 ; Jan 2005
Describes a new Philadelphia high school being built in partnership with Microsoft. The 750-student neighborhood anchor will feature one-to-one computing, a completely wireless environment, and broadband school-to-home connectivity. LEED principals are being observed in the design and construction of the school as well.
Public and Private Partnerships for Public Facilities.
Educational Facility Planner; v40 n1 , p18-20 ; 2005
Discusses the advantages and disadvantages of using public-private partnerships to fund school construction. These partnerships can expedite the design/build process and are a particularly viable project delivery project delivery method for public agencies with limited money. The possibly unacceptable implications of surrendering some control to the private entity are enumerated.
Alternative Funding and Community Schools.
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.
Robin Hood L!brary Initiative : A Conversation with Architects Tod Williams and Billie Tsien
Archinect; Oct 11, 2004
With support from the New York City Mayor, corporate donors, and a team of volunteer architects, the Robin Hood Foundation and New York City Department of Education are developing a blueprint to turn elementary school libraries into vibrant centers of teaching and learning that will serve as both a resource and catalyst to improve instruction. Each library is equipped with the latest technology, a carefully selected and extensive collection of books, and flexible space to accommodate multi-purposes. To date the Robin Hood organization has built 31 libraries. This is a conversation with architects Tod Williams and Billie Tsien, and Joe Daniels and Ankur Shah of Robin Hood about the initiative.
School Facility Projects in Latin America.
PEB Exchange; v2004/3 n53 , p14-24 ; Oct 2004
Describes school building initiatives in five Latin American countries, citing programs that accommodate community use, students with disabilities, and public/private partnerships for school construction.
The Mighty Multiuse Facility
University Business; Oct 2004
Colleges and universities are building impressive mixed-use facilities to attract new students, benefit the community, and generate extra revenue. This discusses California State University, Dominguez Hills' $150 million, 125-acre multiuse facility, the result of a public/private partnership between the university and the Anschutz Entertainment Group, and plans by Nova Southeastern University, Florida, to construct an Academical Village. This $350 million investment will add up to two million square feet of research, office, retail, and residential space. While the project is being mostly funded by private developers, the university has bought 50 percent of a 30-acre shopping mall, which will be torn down and transformed into part of the development.
King's College in London Uses Private Financing Tool to Acquire New Teaching and Research Facilities.
Urban Land; v63 n10 , p60 ; Oct 2004
As U.S. government funds become less available and research institutions seek greater autonomy, the British Private Finance Initiative (PFI) model may be worth exploring in the United States. With PFI, government agencies contract with private consortiums to design, build, own, and manage projects. The consortium leases the buildings back to a public authority, typically for 25 to 30 years, after which ownership transfers to the authority. This is a case study of two projects at King's College in London financed with PFI.
Money (That's What I Want).
Edutopia; v1 n1 , p24 ; Sep-Oct 2004
Presents ten tips on how to write grant proposals that get funded.
A New Approach in Chicago.
School Planning and Management; v43 n7 , p8 ; Jul 2004
Describes Chicago's "Renaissance 2010 Neighborhood Schools Program," which aims to turn around the city's most troubled elementary and high schools by creating 100 new small neighborhood schools by 2010. One-third of the schools will be run by Chicago Public Schools, the other two-thirds as charter or contract schools. Civic and corporate entities are contributing financial and technical support.
Australia's First Public Private Partnership School Project.
PEB Exchange; v2004/2 n52 , p23,24 ; Jun 2004
Describes this school construction partnership that designed, built, and now manages nine schools. Cost savings of up to seven percent have been achieved by handling the nine schools as a package.
The United Kingdom's Part-Privately Funded Business Academy Bexley.
PEB Exchange; v2004/2 n52 , p25,26 ; Jun 2004
Describes the funding mechanism and design of this public-private partnership school for ages 11-18. The open plan complements the unconventional, business-oriented curriculum.
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.
Schools, Developer Partner Up On Denver Project.
Education Week; v24 n28 , p1,14-16 ; Mar 24, 2004
What used to be Denver's Stapleton Airport is now the largest current redevelopment project in the country. Stapleton is also a laboratory for creative school financing and planning that offers lessons for other communities. Stapleton developers Forest City Enterprises, Inc. have a partnership with the Denver school system to build better facilities and improve educational offerings for new residents, as well as for those already living in the older surrounding neighborhoods. [Free subscriber registration is required.]
School Construction Defies Fiscal Doldrums.
Sack, Joetta L.
Education Week; v23 n27 , p1,28,30 ; Mar 17, 2004
This first of a three-part series reports on record school construction beginning in 2002, despite a sagging economy. Reasons for the increase include bond issues passed during the strong economy of the late 1990's, equity lawsuits, and demographic shifts. Creative financing methods are highlighted, as well as potential problems in planning due to rapid growth. [Free subscriber registration is required.]
Museum, School District Collaborate To Build An Unusual Hybrid.
ENR: Engineering News-Record; Feb 02, 2004
In South Central Los Angeles, a partnership between the district and a state-owned science museum will result in a neighborhood elementary school with a math- and science-focused curriculum and as a resource center for educators and the local community. The Science Center School project combines an early 20th-century armory with a two-story addition. The $48-million project draws on FEMA funds, several state financing sources, and QZABs (qualified zone academy bonds), a U.S. Dept. of Education program that allows disadvantaged school districts to issue interest-free bonds. The project has no land acquisition costs, since the district will lease the school from the state.
Secondary + Post-Secondary Funding = High-Tech Center.
Nasis, George C.
School Planning and Management; v42 n12 , p23-24 ; Dec 2003
Describes a joint effort between Virginia Beach City Public Schools and Tidewater Community College that resulted in the building of a technology training center. The center enjoys heavy usage and is designed to encourage resource sharing between secondary and post-secondary users.
Learning to Share.
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.
Partnerships May Answer School-Building Woes
Boston Business Journal; Oct 03, 2003
In Europe and in select states in the United States, traditional notions of public procurement are no longer the only alternative in the area of school construction. Massachusetts may be interested in considering public-private partnership (PPP) as a solution to the opposing forces of budget constriction and imperative construction.
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
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.
Private Capital for Public Schools.
McLaughlin, John M.; Bavin, G. William
The School Administrator; v7 n60 , p28-32 ; Aug 2003
While still in the early stages, public-private partnerships increasingly are providing a viable alternative to address the need for extensive renovation and development of public school facilities. This discusses the Natomas Unified School District in California use of a build-lease agreement, and the partnership with Honeywell to build a new school in Niagara Falls, N.Y.TO ORDER: American Association of School Administrators, 801 N. Quincy St., Ste. 700, Arlington, VA 22203-1730; Tel: 703-875-0745; Email: email@example.com
Builder Turns Landlord in School Construction Plan.
Sacramento Business Journal; Jul 28, 2003
Discusses the public-private financing partnership for funding the new Inderkum High School in Natomas, California, in which the school district and a private developer entered into a “lease-leaseback agreement”. The school is part of the town center that includes a community college, joint-use public library, public park and swimming pool.
The Urban Complex in Cattolica, Italy.
PEB Exchange; v2 n49 , p7-8 ; Jun 2003
The Italian city of Cattolica has developed an urban complex, the Piazza della Repubblica, that offers a wide range of public services. In renovated facilities it provides a modern architectural setting based on the idea of a traditional town square. It houses a primary school, cultural center (including a library), and theater, and it is an exclusively pedestrian area.
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.
Putting Health First.
Katz, Janet A.
School Planning and Management; v42 n6 , p46-48 ; Jun 2003
Describes the successful public-private partnership between the Austin Independent School District and the Children's Hospital of Austin to provide student health services.
Taking the Road Less Traveled.
Lindsey, Thomas J.
School Planning and Management; v42 n6 , p64-67 ; Jun 2003
Describes a unique partnership between the Sycamore Community School District in Ohio and the University of Cincinnati that resulted in a new K-4 elementary school located on the campus of Raymond Walters College. The facility's location offers opportunities for interaction and cooperative programs between the school district, the university, and the community.
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.
Privatization Solves Housing Woes.
Johnson, Gregory V.
College Planning and Management; v6 n4 , p20-21 ; Apr 2003
Discusses why, with budget crunches and enrollment increases, privatization is a viable option for higher education administrators needing affordable student housing.
Privatized Housing Dos and Don'ts.
College Planning and Management; v6 n4 , p16-19 ; Apr 2003
Offers tips for higher education institutions on navigating the relationship with a privatized student housing developer: don't assume the project costs nothing, do understand the difference between your goals and the developer's, do create a feasibility study, don't treat every relationship the same, do put the student first, and don't forget the developer.
Schools and Economic Development.
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.
Public/Private Partnerships in Quebec.
PEB Exchange; v2003/1 n48 , p23-24 ; Feb 2003
Explores issues surrounding the promotion by Quebecs government of public-private partnerships to rehabilitate public buildings such as schools, including various types of costs and contracts.
Grounds for Learning.
Learning By Design; n12 , p12-14 ; 2003
Describes initiatives, including public private partnerships, in which existing schools are transforming their grounds into outdoor learning spaces. Discusses the recreational, social, academic, political, and environmental rationales for such efforts and how to get started. Also offers a list of additional resources.TO ORDER: Learning by Design; Email: firstname.lastname@example.org
Guidelines for Establishing and Maintaining Community Partnerships for Better Schools, Better Communitites, Better Opportunities, Better Students.
Toth, Mary E.; Kunz, Wendy
Educational Facility Planner; v38 n4 , p13-18 ; 2003
Proposes a set of guidelines to be considered when establishing a public/private partnerships. The planning, budgeting, design and scheduling steps to be undertaken by the partnership are detailed in sequence, along with a variety of possible concerns and pitfalls that may be encountered.
Unleashing the Potential of an Emerging "Creative Class:" the Restoration of Maggie L. Walker High School.
Westmoreland, Douglas D; Huebner, Joanne M.
Educational Facility Planner; v38 n2 , p9-13 ; 2003
Describes the restoration of Richmond's 1937 Maggie L. Walker High School through a public-private partnership. A double-loaded corridor design was opened up and equipped with the latest technology to accommodate a program of advanced, independent, and self-directed study for gifted students.
Finding a Home.
Merritt, Edwin T.; Beaudin, James A.
American School and University; v75 n3 , p330-33 ; Nov 2002
Discusses how charter schools often struggle in their search for suitable educational facilities, and offers some possible solutions such as cooperative ownership.
School Officials Study Facility Costs.
Education Week; v22 n9 , p12 ; Oct 30, 2002
A rural school district in Arizona, facing a huge population boom, is using public and private partnerships coupled with simple school design to pay for much needed new schools. Rather than ask residents for more bond money, the Higley district has managed the growth by partnering with local government agencies and private groups to build new schools that serve as multi-use facilities. The article also discusses a new computer program in place in Fulton County, Georgia that helps school officials predict growth patterns and locate new schools in areas where they will be most effectively utilized.
Building on the Installment Plan.
American School Board Journal; v189 n10 , p44-46 ; Oct 2002
Describes how Greenville (South Carolina) Board of Education used installment purchase arrangement, coupled with a nonprofit corporation, to finance school construction.
Schools Adapt Old Lesson: Share and Share Alike.
New York Times; Sep 18, 2002
This article discusses several schools in New York City that are sharing spaces either with other schools or with noneducational entities. Examples include shared spaces with community centers, the New York City Police Department's School Safety Division, housing projects, charter schools, drug treatment centers, and college campuses.
Financing Solutions for Fiscal Stress: Public-Private Partnerships.
Facilities Manager; v18 n5 , p69-71 ; Sep-Oct 2002
Discusses public-private partnerships in university construction, including Virginia's Public-Private Education Facilities and Infrastructure Act of 2002, and tax-exempt leasing.
More Public Schools Seek Private Funds
Seattle Daily Journal ; Aug 20, 2002
This describes the Renton Ikea Performing Arts Center project, a cooperative development of Renton School District, the city of Renton, and the Renton Community Foundation. The local Ikea store contributed $500,000 to the $5.82 million project, enabling the Renton School District to upgrade its design for Renton High School’s new auditorium.
Architecture; v91 n7 , p66-67 ; Jul 2002
Describes how the Robin Hood foundation has teamed with architects to ensure that New York City's 650 schools have comprehensive and modern libraries. Offers brief descriptions of the first six library designs resulting from this public-private partnership.
Separate but Equal.
College Planning and Management; v5 n7 , p14-18 ; Jul 2002
Describes how the University of Washington-Bothell and Cascadia Community College came to share a single site successfully.
Looking beyond Traditional Resources.
School Planning and Management; v41 n7 , p16-19 ; Jul 2002
Describes how public-private partnerships between the St. Louis School District and a handful of corporate and not-for-profit institutions with interests in neighborhoods surrounding certain schools enabled the rebuilding of two aging schools: the Jefferson School in Murphy Park neighborhood and the Adams School in the Forest Park Southeast neighborhood.
Leveraging One of an Institution's Most Valuable Assets. . . The Land.
Facilities Manager; v18 n3 , p25-29 ; May-Jun 2002
Asserts that the land on which an urban campus is built can be a key asset, and describes how San Jose State University made plans to leverage its land to fund needed capital improvements through development of a shared classroom/office complex.
A Sharing Proposition.
College Planning and Management; v5 n5 , p38-39 ; May 2002
Describes how the University of Vermont and St. Michael's College in Burlington, Vermont cooperated to share a single card access system. Discusses the planning, financial, and marketplace advantages of the cooperation.
Law Gives Charter Schools Access to Tax-Exempt Bonds.
School Reform News [Heartland Institute]; Apr 2002
A change to federal law permits local school districts and charter schools to enter into public-private partnerships to take advantage of tax-exempt bonds for developing new school facilities as well as renovating, refurbishing, and equipping existing ones. This article includes definitions of a qualified public educational facility, public-private partnership agreement, and a school facility.
Inform; v13 n2 , p20-21 ; 2002
Describes the design of the Virginia Beach Higher Education Center, a partnership institution aimed at nontraditional students, including the educational context and design goals. Includes information on the architects, as well as a floor plan and photographs.
The Learning Curve.
Buildings; v96 n1 , p28-30,32 ; Jan 2002
Examines how a group of private corporations can bring new skills to the difficult task of designing, constructing, starting up, and maintaining educational facilities.
Rebuilding JeffVanderLou. The Vashon Education Compact.
STLCommerce Magazine; Dec 2001
Led by developer Richard Baron of McCormack Baron & Associates and Robert Koff of the Danforth Foundation, the Vashon Education Compact is a public/private partnership joining area businesses with 10 St. Louis Public Schools. Compact resources will be used for (1) physical renovation of school buildings, including air conditioning and computers, (2) professional development programs to improve teaching effectiveness, (3) incentives to retain and recruit certified teachers, and (4) after-school, summer and early care programs for neighborhood children. In addition, the Compact seeks to better engage parents and community members in the schools.
The Promise of a Public-Private Partnership for School Construction.
Brown, Daniel J.
School Business Affairs; v67 n12 , p36-40 ; Dec 2001
Describes partnership between public and private sectors to build an elementary school in Abbotsford, British Columbia, including the context, the participants, the school, special features of the partnership, the financing, the nature of the relationship, an evaluation by the major partners, and lessons learned and questions raised. Includes five websites. (10 references)
American School and University; v74 n3 , p341-42 ; Nov 2001
In St. Louis, public school officials, administrators, civic groups and developers are testing the premise that a public-private partnership can revitalize a neighborhood, strengthen education, and rebuild a community. The laboratory for the test: Adams Elementary School and Community Center — a facility dedicated to education and community programming. The ambitious plan includes two renovated school buildings connected by a new community center, new parks, housing and more.
Athletic Business; v25 n10 , p47-49,51-52 ; Oct 2001
Discusses how partnerships between municipalities and school recreation departments are providing better facilities and programs for the entire community. Some successful collaborations are examined.
American School and University; v74 n2 , p22-26,28,30,32 ; Oct 2001
Presents examples of how state and local governments, spurred by legal mandates, have cooperated in funding new school construction projects to replace their crumbling school facilities with inspirational learning environments.
Parting Company In a Company Town.
Education Week; v21 n3 , p36-41 ; Sep 12, 2001
After Corning Incorporated played a leading role in developing a plan to rebuild the local district's aging schools, the company pledged up to $60 million to pay for it. Among other elements, the plan calls for shifting middle school students from the 1920s-era buildings they are in now to the district's two current high school buildings, then putting up an expansive new high school about five miles outside of town at an initial cost of $76 million. This article discusses the community's negative response to the plan. [Free subscriber registration is required.]
Developer, D.C.District Team Up to Build New Elementary Schools.
Education Week; v21 n1 , p6-7 ; Sep 05, 2001
Describes a public-private partnership between the District of Columbia and a developer that built both a new eleven million dollar elementary school, the Oyster School, and a nine-story upscale apartment building on a portion of the school property. The decision by local officials to give up part of the campus, in exchange for fees in lieu of tax payments for the next 30 years, made it a smart deal for the developer, the school district, and the city. [Free subscriber registration is required.]
New Law Boosts School Construction with Public-Private Partnerships
The Business Journal; Aug 31, 2001
A little-known provision in the major tax bill signed into law will give towns and cities throughout the country the opportunity to build public school facilities faster, better, and at lower cost by forming public-private partnerships with qualified real estate investors and developers. This important reform is encouraged by the provisions of Section 422 of the Economic Growth & Tax Relief Reconciliation Act of 2001 that extend the privilege of using tax-exempt private activity bonds to qualified public education facilities.
A School for the 21st Century.
American School and University; v73 n12 , p171-73 ; Aug 2001
Explains how New York's Niagara Falls High School, with the help of a public-private partnership, was able to create a forward-thinking school without raising taxes. Explores ways to design for school security, create a positive community relationship, and provide a healthy and effective learning environment.
Where the Action Is.
Rittner-Heir, Robbin M.
School Planning and Management; v40 n8 , p29-30 ; Aug 2001
Discusses how the city of Clayton, Missouri, forged a relationship with its school district to simultaneously maximize public dollars while solving its need for two types of facilities: a new high school and a community facility.
New Tax-Exempt Bond Program for Public School Construction. Feds Expand School Bonds Rebate Exception.
Orrick School Finance Bulletin; Jul 01, 2001
Effective January 1,2002, federal tax law will provide two new incentives for school construction. The first creates a new type of tax-exempt private activity bond to encourage faster, more economical construction of public schools by the private sector. The second expands the "smaller issuer exception" to the rebate rules for school construction bonds.
Preservation; v53 n4 , p42-49 ; Jul-Aug 2001
Discusses Corning, Inc.'s relationship with the surrounding community and the problem that arose when a large Corning-backed campus-style high school was proposed that brought objections from many local residents.
Corning, N.Y., Debates Company's School Plan.
Zehr, Mary Ann
Education Week on the Web; Jun 20, 2001
Corning, New York's largest employer, Corning Inc., has promised to pay what would be the local taxpayers' share of a proposed school construction project, about $60 million over 30 years. [Free subscriber registration is required.]
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.
More Developers Enrolling in Campus Housing.
School Construction News; v4 n4 ; May-Jun 2001
Private firms are helping schools keep pace with changing campus housing needs. Includes case studies from the University of Maryland, University of Pennsylvania, College of Santa Fe, and Linfield College.
Finding Funding: Community Partnerships and Public Education.
School Business Affairs; v77 n4 , p20,21 ; Apr 2001
Describes three plans to generate private contributions to complement traditional funding: establishing a charitable foundation; finding separate funding for school breakfasts; and expanding opportunities to accept advertising.
High School Becomes an Educational Park.
York, Lou Ann
School Planning and Management; v40 n4 , p31-34 ; Apr 2001
Shows how the Allen,Texas school district shared its high school space with the surrounding community and saved taxpayers money while providing a sense of ownership and community support for the schools.
The Ohio School Facilities Commission. Revamping the State's School Construction Projects.
De Patta, Joe
School Construction News; v4 n3 , p20-22 ; Mar-Apr 2001
Presents an interview with the Ohio School Facilities Commission's (OSFC) Executive Director Randy Fischer who discusses the OSFC's history and its work in managing K-12 school facilities throughout the state. Topics include its efforts to help school districts get bond measures on ballets, funding projects, and its "Partnering Program" for construction projects.
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.
Niagara Falls High School, Niagara Falls, N.Y.
Architectural Record; v189 n2 ; Feb 2001
Niagara Falls High School, the first privately financed and privately managed school construction project in New York State, is a example of a true architecture, business, technology, and community partnership developed as a result of needing to replace two aging high school facilities. Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs.
Pretty Cool for a School.
Cheek, Lawrence W.
Architecture; v90 n2 , p39-42 ; Feb 2001
Describes the redesigned features of the Edison Schools of New York, a for-profit company which runs 113 public charter schools in "partnership" with local school districts. Designs are modular assemblies focused on technology with no blackboards, bookcases, or windows. Photos are included.
Joint-Use School Facility Agreements Strengthen School Communities.
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.
District Mulls 'Naming' Rights for Businesses
Bowman, Darcia Harris
EdWeek; v20 n11 , p10 ; Nov 15, 2000
A proposed policy scheduled for a vote by the Charlotte-Mecklenburg school board in December 2000 could result in district officials naming rooms and other school facilities after corporate donors or commercial entities. Opponents of the plan argue that public schools should not be endorsing products and corporations or exposing their students to corporate influence and advertising without their permission.
Private Funds for Public Schools
Addonizio, Michael F.
Clearing House; v74 n2 , p70-74 ; Nov-Dec 2000
Discusses sources of nontraditional revenue for public school systems: the result of donor activities (the solicitation of goods, services, and money via direct and indirect donations); enterprise activities (the selling or leasing of services or facilities); and shared or cooperative activities (pooling functions with other agencies or organizations to lower costs). Discusses implications for equity in public school finance.
New Concepts Create Niagara Falls High School
Architecture Week ; Sep 30, 2000
The 400,300-square-foot, $64 million Niagara Falls High School is the first privately financed, privately managed school construction project completed in New York. The new school replaces two aging high schools and incorporates the latest in technological advancements. Created through an innovative public-private partnership among the City of Niagara Falls, The Hillier Group and Honeywell, the school is designed to be a technological statement for the 21st Century and a civic centerpiece for local citizens.
It Takes Two.
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.
The Intersection of School and Community.
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.]
The Partnership Principle: Get Help Getting Funded.
School Planning and Management; v39 n6 , suppl 3 p6, 8-12 ; Jun 2000
Provides tips on how a school can improve their odds in getting needed grants to fund their technology needs. Strategies are discussed for creating partnerships that can increase the likelihood of getting grant approval.
Developer Builds New Community School.
School Construction News; v3 n3 , 14-15 ; May-Jun 2000
The North Lake Park Community School/YMCA in Orlando, Florida is a developer-owned, school-district maintained, mixed-use enterprise. Five partners joined to build the campus: Orange County Public Schools, YMCA, City of Orlando, Lake Nona Property Holdings Inc. and Orlando Regional Health Care Systems.
Public Schools, Private Profits.
American School and University; v72 n6 , p14-16,18,21-22 ; Feb 2000
Explains why private companies and schools doing business with one another may be harmful to students. Problems uncovered from a decade of commercialization in the classroom are discussed as are issues of for-profit companies seeking to take over the operation of public schools, and one attempt to impose legislation to curtail commercialism.
First and Goal.
Athletic Business; v23 n11 , p30,32 ; Nov 1999
Discusses the importance of community and school official collaboration and compromise behind building secondary school multipurpose stadiums. Examples of how some schools resolved funding issues are highlighted.
Detroit School Repair Program: A Model for Others
Education World; Oct 11, 1999
A marathon ten-week effort in the summer of 1999 resulted in some major improvements to Detroit's public schools. But the effort could not have succeeded without the cooperation and involvement of the city's business community. Organizations from Northwest Airlines to the Detroit Pistons provided personnel to see the program through in this renovation blitz that could serve as a model for other cities and towns large and small.
Calling All Classrooms.
School Planning and Management; v38 n10 , p44, 46-47 ; Oct 1999
Presents examples of innovative public/private partnerships that have successfully provided affordable telephone access to school classrooms. Contact information for each of the programs is provided.
Collaborating for Community-Based Planning
Fielding, Randy; Butterfield, Eric
Discusses collaboration methods and the possibilities of community participation in planning learning environments. Areas discussed include helping school districts save money through business partnerships, creating good communication between diverse community groups, using public facilities as extensions of the classroom, and creating diminishing returns by overspending on planning.
Schools For Sale.
Athletic Business; v23 n7 , p32-33 ; Jul 1999
Discusses corporate sponsorship/advertising in the public school system as a means of funding educational programs and student sporting events. Opposition to this approach is highlighted raising the issue of ethics and adult judgements about the proper way to relate to children.
Building Grant, Bond-Issue Work Together.
Schanuel, Scott M.
School Planning and Management; v38 n6 , p45-47 ; Jun 1999
Examines how an Illinois school district used teamwork and planning to acquire state funding for construction and renovation of two high schools. Planning efforts included conducting community-based strategic planning, researching the funding program, working closely with state organizations for acquiring grant funds, educating the community, campaigning for passage of a school bond referendum, and fund raising through business associations.
Public/Private Partnerships for New Construction
Adams, Matthew C.
Facilities Manager; v15 n3 , p9-10 ; May-Jun 1999
Discusses how colleges can finance new construction projects during lean financial times by employing public/private partnerships in an off-balance sheet financing format. Construction planning of a new school parking deck is used to illustrate the process. Benefits of savings in operating costs, management fees, and other line-item expenses are examined.
Private Sector Public Schools : Fiscal Responsibility Dictates It, Says Nova Scotia.
Utt, Ronald; Munro, Douglas
The Calvert News Series; v4, n1 ; Spring 1999
Recommends that instead of publicly financing school construction, Maryland should follow the example of other jurisdictions such as Nova Scotia, the United Kingdom and Florida. Maryland should follow their lead and encourage the private development of public schools. Experience elsewhere has demonstrated savings to taxpayers of up to a third, coupled with sufficient incentives to allow the private sector to turn a reasonable profit.
Fulfilling a Ten-Year Dream: Building a School Library Media Center
Millen, Jean; Millen, George
Knowledge Quest; v27 n3 , p18-20 ; 1999
Describes the process of building a new media center at Crestige South Elementary School in Centerview, Missouri. Discusses fund-raising efforts of the parent-teacher organization, the floor plan drawn up by the library media specialist, and the construction. Provides suggestions for rural school-library media specialists and school patrons for building a library media center without the benefit of tax dollars.
Creating Schools at Work Sites.
The School Administrator; v55 n10 , p60 ; Nov 1998
Reports the trend that finds major businesses across the U.S. providing work-site school facilities for their employees' children, wherein the corporation provides the facility space, utilities, and maintenance services to operate the school on or near its property, and the state provides the teachers and aides, books, curriculum materials, and school equipment. Discusses the operating rules of work-site schools and the multiple benefits associated with them.TO ORDER: American Association of School Administrators, 801 N. Quincy St., Ste. 700, Arlington, VA 22203-1730; Tel: 703-875-0745; Email: email@example.com
Financing Alternatives Call for Flexibility, Creativity
SEDLetter [Southwest Educational Development Laboratory]; v10 n4 ; Sep 1998
One page discussion of methods that can be used alone or in combination to fund school facilities: lease or lease-purchase plans; establishing business/community partnerships; imposing school impact fees; making bond issues more attractive to voters.
School Planning: Lessons Learned at the Celebration School.
School Planning and Management; v37 n8 , p14,16-18 ; Aug 1998
Discusses the lessons learned from Disney's K-12 Celebration School when trying to apply the latest research on teaching and learning to the school's design. The future of business/school partnering in school planning is explored, as is expert advice on the school planning process.
The Name Game.
School Planning and Management; v37 i8 , p29-30, 32-33 ; Aug 1998
Discusses the selling of naming rights for school sports complexes as a way of funding the construction of school athletic facilities. It explains how schools can effectively manage such arrangements and provides an example of one such project involving the building of a $3 million ice center for the Arrowhead School District in Menomonee Falls, Wisconsin.
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.
Off-Balance Sheet Financing.
Adams, Matthew C.
Facilities Manager; v14 n4 , p56-57 ; Jul-Aug 1998
Examines off-balance sheet financing, the facilities use of outsourcing for selected needs, as a means of saving operational costs and using facility assets efficiently. Examples of using outside sources for energy supply and food services, as well as partnering with business for facility expansion are provided. Concluding comments address tax regulatory issues.
Builder Teams with Municipality to Provide all School Services
ENR: Engineering News-Record; v240 n14 , p14 ; Apr 06, 1998
Pembroke Pines, Florida, is to have the first municipally run open-enrollment charter school, with turnkey educational services being provided by a division of the Haskell Company, a design-build company delivering the school. According to Alex Fekete, mayor of Pembroke Pines, project costs for the Haskell Charter School are $6,800 per student station, whereas the state's average is $13,000 per student station.
Worksite Charter Schools Take the Edge Off Commuting.
Education Week; Mar 25, 1998
Medical Center Charter School was designed to educate the children of some of the 50,000 employees who work nearby in the 675-acre Texas Medical Center. The idea itself is not new. At least 30 public schools serving the children of employees at the workplace dot the nation. But overall, some charter proponents and employers say, public schools are not adapting quickly enough to the real needs of working parents. [Free subscriber registration is required.]
Less Is More: Collaborative Learning Environments for the Next Century.
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.
Guajome Park Academy, Vista Village Learning Plaza, Vista, California.
Case study of an 8,000-square-foot technology and learning environment for the Guajome Park Academy, a charter school in Vista, California. The project was the result of a public-private partnership including Guajome Park Academy, the city of Vista, the Eastridge Companies, Norstan Communications, and Creative Learning Systems. Includes project description and photographs.
The Community-Use Trend.
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.
No Cure-Alls for K-12
Architectural Record; v 185 n10 , p105-107 ; Oct 1997
Discusses three ideologies relating to school design that attempt to positively address functional and technical trends in school construction. Discussed are privatization and the ideologies of schools as marketplaces and communities as well as cautionary comments on technology's influence on replacing the traditional school facility.
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.
Bursting at the Seams: Financing and Planning for Rising Enrollments
School Business Affairs; v63 n6 , 20-23 ; Jun 1997
Using existing and new facilities more efficiently could accommodate increased student enrollment while producing significant savings in capital and operating costs. Ontario's Ministry of Education has identified 10 ways to increase facilities utilization, including innovative scheduling, year- round schooling, varied attendance plans, offsite learning, portables, and enlarged classes. A New York study recommends leased facilities and public-private partnerships.
Niagara Falls Project May be a Watershed in Privatization
Angelo, William.; Powers, Mary Buckner
ENR: Engineering News-Record; v238 , p9 ; May 12, 1997
Privatization is being used to help fund the building of a single, $60 million structure to replace 2 high schools in Niagara Falls, New York. The plan involves selling the 2 schools and $15 million in property to developers that will then build the new school and lease it to the city for 30 years at no cost to local taxpayers. The school and other facilities will be developed as a design-build, turnkey project with a guaranteed maximum price.
City Pages [Minneapolis, MN]; v18 n854 ; Apr 16, 1997
News article on corporate sponsored public schools located at, or near, corporate work sites in Minnesota. This discusses the pros and cons of satellite schools.
Partnerships Help Build High School.
Wright, Kenneth J.
School Planning and Management; v36 n3 , p.25-27 ; Mar 1997
After a bond issue failure, community and business partnerships helped a Kentucky school district overcome serious facility deficiencies and dramatically improve its curriculum.
Innovative Approaches to Financing Facilities.
Stokley, Jan; Heumann, Emily
Child Care Bulletin; n10 ; Jun 1996
Innovative joint ventures between government, business, and philanthropy are helping finance child care facilities through various combinations of loans, grants, and technical assistance. A few of these approaches are listed.
Building Bridges of Communication: The Columbus Public Schools and the City of Columbus.
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.)
Education Goes Mickey Mouse
Natale, Jo Anna
The Education Digest; v61 , p29-32 ; Oct 1995
Walt Disney is shaping a public school and a teacher-training center as part of an engineered-from-scratch residential community called Celebration near its EPCOT theme park in Florida. Disney's partners in the project are Stetson University in nearby DeLand and the Osceola County school system. Disney is providing $16 million for the school and $4 million for the teaching academy, which will be operated by Stetson but which Disney will own outright. The possible profits Disney may make from the project are also discussed.
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.
New Schools for Chelsea
Sperber, Robert I.
Journal of Education; v176 n1 , p109-13 ; 1994
Describes Boston University's (Massachusetts) attempt to build new schools to replace out-of-date facilities in the Chelsea (Massachusetts) public school system. The school replacement process, detailed by a member of the Boston University management team, reveals a successful attempt to obtain approval and funding to rebuild the elementary and secondary education school facilities.