Extensive report on the condition of Department of Defense military base schools. Key findings: tens of thousands of children attend schools on military installations that are falling apart from age and neglect, and fail to meet Defense Department standards; over 10 years, school conditions on bases have worsened while parents endured an average three deployments, each lasting 15 to 18 months; Three in four schools run by the Pentagon are either beyond repair or would require extensive renovation to meet minimum standards; the military’s own assessment puts 39 percent of the schools it operates in the worst category, “failing,” and 37 percent in “poor” physical shape; an iWatch News analysis, echoing other studies, shows a slight adverse effect on test scores from long, frequent deployments; only one-eighth of nearly $4 billion needed to repair or replace the military's schools is approved — enough for 10. Local districts need another $1 billion.

On April 4-7, 2011, thought leaders in 21st century K-12 education gathered to collaborate with DoDEA to provide a vision for education based on best-practices and promising new trends that promote student success. This vision will impact the development of more than 100 DoDEA schools that are slated for replacement or renovation in the next five to seven years. Curriculum, instructional technology, and innovative and sustainable design are discussed. 62p.

Video of observations by thought leaders in 21st century K-12 education who were brought together to collaborate with DoDEA to provide a vision for education based on best-practices and promising new trends that promote student success.

Reports on how the Department of Defense Education Activity (DoDEA) will establish a formal process whereby the best practices and design innovations in public and private school construction can be incorporated into the design of DoDEA schools, including the use of sustainable designs, green building systems, acoustics management, student safety/security, and interactive technology to create a positive learning environment for children and an efficient teaching environment for faculty. 41p.

Provides educational specifications with concepts in which the layout of a room is still open for design alterations. Architect/Engineer firms and school administrators still have the flexibility and creativity to arrange a functional area to best fit a situation. These educational specifications address site planning, general building design, functional areas, infrastructure, and system requirements. The functional area descriptions are broken down into conceptual plan, planning requirements, functional area descriptions, and concept views. Accompanying graphics shown in the conceptual plan and concept views are one interpretation of the requirements and are not meant to limit design possibilities. The planning requirements give maximum (not to exceed) square footage requirements. The functional area descriptions give general information about the function of each room. Following the functional areas section, the infrastructure section contains descriptions of support spaces that are distributed throughout the building. 212p.

Provides educational specifications with concepts in which the layout of a room is still open for design alterations. Architect/Engineer firms and school administrators still have the flexibility and creativity to arrange a functional area to best fit a situation. These educational specifications address site planning, general building design, functional areas, infrastructure, and system requirements. The functional area descriptions are broken down into conceptual plan, planning requirements, functional area descriptions, and concept views. Accompanying graphics shown in the conceptual plan and concept views are one interpretation of the requirements and are not meant to limit design possibilities. The planning requirements give maximum (not to exceed) square footage requirements. The functional area descriptions give general information about the function of each room. Following the functional areas section, the infrastructure section contains descriptions of support spaces that are distributed throughout the building. 226p.

These educational specifications address site planning, general building design, functional areas, infrastructure, and system requirements. The functional area descriptions are broken down into conceptual plan, planning requirements, functional area descriptions, and concept views. Accompanying graphics shown in the conceptual plan and concept views are one interpretation of the requirements and are not meant to limit design possibilities. The planning requirements give maximum (not to exceed) square footage requirements. The functional area descriptions give general information about the function of each room. Following the functional areas section, the infrastructure section contains descriptions of support spaces that are distributed throughout the building. 204p.

Details by state/installation/project including project requirements, current situation, impact if not provided, and additional information. 40p.

Provides a comprehensive list of all current DoDEA schools with corresponding quality assessments. Includes a comprehensive list of all MILCON construction projects with associated costs required to correct facilities deemed “otherwise inadequate;” to eliminate temporary facilities; to bring facilities up to current standards as indicated by the DoDEA Education Facilities Specifications; and to address undersized facilities. Discusses the impact of base realignment and closure and global restationing actions on the student populations, as well as the subsequent effects on school construction. Provides an estimate of total annual sustainment, restoration, and modernization funds required to maintain the facilities of each DoDEA district at current standards, as mandated by the DoDEA Education Facilities Specifications, and the Department-prescribed recapitalization rate. 24p.

Details of appropriation of $39.6 million to 179 grantees for impact aid construction. The exact award amounts to specific states and school districts is listed. 11p.

Presents the results of a survey of Impact Aid public school districts to find out about school infrastructure projects that can commence within 30-60 days. Information for each school district was written and directly submitted by the school superintendent or other administration staff. Highlights of the compilation are that the total cost of the school infrastructure projects contained in the compilation is about $630 million. About 68 Impact Aid public school districts across the country submitted entries for the compilation. About 30 of the over 5100 projects involve new construction to alleviate overcrowding and other issues. The rest of the school infrastructure projects deal with modernization, renovation, repair, or energy improvement projects. Related photographs are found at http://nafisdc.org/Copy%201%20of%20compilation%20photos.pdf 20p.

This report provides a detailed summary of all 199 schools under DoDEA’s jurisdiction. It addresses the concern that the level of investment for the maintenance, repair, and recapitalization of DoDEA school facilities is not adequate to sustain acceptable conditions for the education of the dependents of military personnel. It provides an assessment of existing inventory of buildings; a master plan for repair, upgrade, and construction; and an investment strategy to maintain and modernize the facilities. 726p.

Reports on the program to provide grants to districts that lose revenue due to the presence of children who live on or whose parents work on federally owned land in the district, which is exempt from local taxes. The program is not achieving its long-term goal, but data are showing improvement. The program has increased the percentage of schools receiving grant funds that report the overall condition of their school buildings as adequate from 44 percent in 2001 to 52 percent in 2005, and aims to have 61 percent of districts receiving funds reporting adequate conditions in 2007. The program is managed well and program managers have consistently sought ways to make the program more effective and efficient. 12p.

Advises in the planning and design of unsupervised outdoor play areas at military installations to meet child safety and child development requirements. It recommends site layouts, design, and equipment for play lots for age groups 6 weeks to 5 years or 5 to 9 years, neighborhood parks serving ages 9 to 15 years, and community parks serving all age groups. 95p.

Provide criteria and guidance for the evaluating, planning, programming, design and construction of new and renovated Child Development Centers on military installations. 152p.

The federal government has direct responsibility for the Bureau of Indian Affairs (BIA) and the Department of Defense (DOD) school systems. This report provides information on student academic performance, teacher staffing, access to educational technology, condition of facilities, and expenditure levels in BIA and DOD schools. In addition to examining low student achievement, this GAO study gives considerable attention to deficiencies in the quality and safety of some BIA school buildings. This report estimates that the backlog of deferred maintenance and repair work on BIA school facilities would cost nearly $1 billion to address. 79p

Describes a study of two federally funded programs that provide for the elementary and secondary education of military dependents who live in the United States. One program, the Department of Defense (DoD) Domestic Dependent Elementary and Secondary Schools (DDESS), provides education for children living on military installations that are adjacent to communities where the local schools had at one time been deemed unable to provide a “suitable” education. The other program complements the DDESS program; it supports the education of military dependents in communities where these children are educated in the local public schools. The report discusses distribution and use of Impact Aid funds to local educational agencies (LEAs) that educate the children of military personnel, and possible transfer of these schools to their respective LEA's. 276

The Hawkins-Stafford Elementary and Secondary School Improvement Amendments of 1988 (Public Law 81-815) provides federal funds for constructing and renovating schools in districts that educate "federally connected" children, such as those whose parents live and/or work on military installations and Indian reservations. A study was done to review the program for school districts affected by federal activities. It is recommended that: (1) Congress amend Public Law 81-815 to require that school construction payments to eligible districts be based on average state per pupil construction costs; and (2) that the Secretary of Education require school districts to apply annually for school construction aid to ensure that project requests reflect current data. It is further suggested that Congress might want to consider authorizing the Secretary of Education to distribute appropriations among a greater number of projects. 47p.

A Department of Defense report found 62 troubled schools; Congressional appropriation will fix only a dozen.

Details a $6 million expansion of Belle Chasse Academy, a K-8 charter school on Naval Air Station/Joint Reserve Base New Orleans. The new building, adjacent to the original 92,000-square-foot school that opened in 2002, will include a roughly 410-seat auditorium with a balcony, five standard classrooms, two art classrooms, two music classrooms, four practice breakout rooms, a nurse’s station/exam room and a wellness/fitness room for teachers and staff, according to school officials.

Prompted by an investigation revealing that military-base schools across the country are falling apart, U.S. Sen. Mark R. Warner, D-Va., and a bipartisan group of colleagues are asking new Secretary of Defense Leon Panetta to make the issue a top priority.

Officials with the Department of Defense Education Activity said improvements and renovations were in the near future for Camp Lejeune and New River schools not meeting modern standards.

Describes the process that officials in charge of the Defense Department’s school system for military children is using to get input from parents, students and teachers in creating a 21st century learning environment by 2016.

Describes the Department of Defense Education Activity (DoDEA) 2010-2011 major facilities renovation and construction initiative that will eventually result in the modernization of 134 schools worldwide.

From SMART Boards and upgraded science labs to ongoing construction projects, the Department of Defense Dependents Schools Europe facilities in Baumholder and Wiesbaden are keeping pace with the needs of students and teachers.

After decades of neglected and deferred maintenance, more than three-quarters of all Defense Department schools are considered to be in poor or failing condition. The majority of the department’s 191 schools worldwide have aged beyond repair and many others require significant upgrades. Describes plans for an unprecedented $3.7 billion funding windfall from Congress over the next five years to modernize 134 schools in the United States and overseas that suffer from deteriorating roofs, plumbing, electrical wiring, and heating and cooling systems.

Discusses school construction campaigns in several school districts anticipating rapid enrollment increases due to expansion of nearby military bases. Problems with the federal impact aid system that funds them are discussed, as are reverse situations where school systems are shrinking due to closure of nearby bases.

Reviews the creation and make-up of the federal government's Impact Aid program, the revenues from which can be pledged as security for the issuance of bonds. An example of how these funds have been put to work in school construction in Arizona's Whiteriver Unified School District is included, as is advice on considering this process in one's own district.

This describes how, in the wake of military base closures, school systems have stepped in as major players in many base-reuse plans, frequently acquiring property, buildings, and former military equipment in the process--often for free. The article provides numerous case studies. [Free subscriber registration is required.]