Invites submissions from design professionals for services designing a model high school that might be adapted and re-used by other districts. The program seeks to pre-qualify the designer of each selected model school. The Massachusetts School Building Authority, in collaboration with school districts participating in the pilot program, would select one of the pre-qualified model schools and its designer through a separate, competitive process and the school district would enter into a contract with the selected designer. The designer of the selected model school would adapt the design to a suitable site within the school district and tailor the design to the required design enrollment and programmatic needs of the district. The goal is to minimize redesign of the selected model school and maximize the value of an existing proven design. 42p.

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.

Includes answers to the following questions: What is a Prototype School Design? What are the potential savings of using prototype plans? What are the other advantages of prototype school designs? Are there disadvantages? Why are Prototype Plans better than Stock Plans?

Includes photographs, design criteria, service standards matrix, and student triggers/yields for prototypical elementary, middle, and high schools.

Discusses the pros and cons for adopting a state-wide stock-plan design plan, as proposed by Indiana lawmakers. 1p.

Reports on circumstances where the use of prototype school designs are appropriate, what measurable benefits are realized, and the disadvantages, if any, result from their use. An extensive literature search, as well as communication with architects designing and districts using prototypes reveals that state-run prototype programs are not practical and do not yield savings, that prototype programs in large districts building a large number of schools within short time can yield savings, and that a lack of documentation thwarts thorough analysis on cost-savings associated with prototype programs. The decision of whether to build a prototype versus a site-specific design is usually a trade-off, and should only be made after a careful analysis of the benefits and disadvantages. 6p.

A literature search on the subject of prototype schools, examining works from 1965 2005 revealed that 1) State-run prototype school design programs are not practical and will not result in cost savings. 2) Prototype school design programs in large school districts with ample resources can ultimately result in savings in time and cost when a large number of school buildings are being built within a short time frame. 3) There is a lack of documentation on actual cost savings achieved when a school district reuses a prototype design that requires modification. 4) Web-based clearinghouses of prototype school designs are a valuable resource. However, there is a lack of research that documents cost savings from the reuse of these plans as well. 5) A kit of parts approach to prototype school design has been used successfully when a large number of school buildings are being built within a short time frame. 24 references are cited, and seven significant state department of education studies are summarized. 25p.

A 3D video of the new architectural prototype designs for Miami-Dade County Public Schools shows the design for an elementary school, middle school, K-8 school, and early childhood center. The video is narrated by Rose Diamond, Miami-Dade school district's chief faciliites officer. [The video can be accessed by clicking on "M-DCPS New School Prototypes" from the facilities department's website.]

Presents space requirements and special considerations for a 1750-student prototype middle school, including administrative, resource material, student activity, physical education,grade-specific learning center, fine arts, theatre, technology, and maintenance and operations areas. 145p.

Kentucky Senate Bill 231 seeks to establish a “school building model design program” for Kentucky schools, as a means to reduce the cost of school construction. AIA Kentucky opposed SB 231 for the following reasons: 1) good design can lower construction costs and help lower the life-cycle costs that occur once the facility is in operation; 2) use of stock school plans will not eliminate the need for architectural and engineering services; 3) stock plans do not create standard schools; 4) stock plans have failed in other states; 5)question of liability; and 6) stock plans limit competition among building product manufacturers and suppliers.

This web-based capital plan includes a message from the superintendent, an overview of the 2005-2006 capital program year, examples of school prototypes, reports on projects at existing facilities, a summary of proposed adjustments to capacity projects for fiscal years 2006-2010 by region, and a list of projected school openings.

Presents the position of the American Institute of Architects concerning the use of standardized or stock school plans. According to the AIA, a total of 25 states have used standardized plans for school buildings. All 25 states abandoned the idea of using standardized plans "when the school district realized they were losing money and receiving inferior product." 1p.

Presents space requirements and special considerations for a 720-student prototype elementary school, including administrative, resource material, student activity, kindergarten, learning center, special programs and outside areas. 77p.

Summarizes Arkansas' feasibility study of prototype school designs, including lessons learned from ten other states' programs. The report concluded that prototype designs were not suitable for Arkansas, most notably due to the state's rural nature and the need to build creative facilities that accommodate a wide range of community uses. 10p.

This presentation deals with California's Education Code 17316 (a) (b) (c) which states the contractual relationships between the architect and the school districts regarding the reuse of plans. 4p.

Looking at both design and construction issues, the advantages and disadvantages of re-using plans are described and recommendations are made. 4p.

This case study about re-use of plans includes district goals, process, results for Witter Ranch Elementary School, community compatibility, and lessons learned. 5p.

This case study includes Elk Grove’s history of re-used plans and points to consider. 4p.

This paper presents the findings of a survey considering these two questions: 1) can prototype plans be a viable device in alleviating classroom shortages in some school systems? and 2) can the use of prototype plans provide any savings in time and money? The data presented were the perceptions and beliefs of superintendents, educational planners, architects, and engineers. The author provides the following recapitulation of his findings: "Prototype Building Plans are probably useful only in a few school systems. These school systems are the ones that need new school buildings on a continuing basis year after year. The way prototype plans are used in such school systems vary according to the specific site and locality and there will in all probability be a variation on how the prototype plan will be employed." 11p.

This presentation features potential benefits of developer-built schools to the developer and to the school district and community. 13p.

Reviews useful documents from the California Office of Public School Construction and several "feature projects" that illustrate recent school facility planning ideas and design solutions approved by the Division of the State Architect and the California Department of Education. Examples of prototype school plans, developer-built schools, and design-built schools are highlighted. 59p.

Presents a prototype modular early childhood facility, featuring the rotation of one modular of a 3-modular unit to break up the repetitive, boxlike nature typical of modulars. The turning of one unit creates new habitable spaces that can used for outdoor learning and as transitional entrance areas. 12p.

This document includes three papers addressing the issue of using stock plans for building educational facilities. The papers are: (1) "Re-Use of Plans: Why It Works (and When It Doesn't)" from the newsletter of Rainforth Grau Architects; (2) "Stock Plans for North Carolina's Public Schools: A Study" by architect Leslie N. Boney, Jr.; and (3) "Why Stock Plans for Public Schools Don't Work," from the American Institute of Architects California Council. The papers raise several potential problems with the use of stock school plans. 14p.

Presents the results of a 2001 review of Delaware's School Construction Formula that details the environment and condition of Delaware schools, and proposes adjustments to space and funding recommendations in the Formula. While the Committee did not recommend the adoption of standard plans, it did recommend that the Delaware Department of Education should develop stock plans for classroom additions and a plan repository at the DOE to guide districts in new construction and renovation. Includes eight references. 39p.

Virginia Senate Joint Resolution No. 400 requested the Department of Education to study the feasibility of the commonwealth providing model school design plans for elementary, middle, and high schools. The resolution further requested input from school divisions and other interested persons. As a result of this request, a sample of school division superintendents, educational facility planners employed by school divisions, architects, and engineers were surveyed relative to their positions on the feasibility of providing such plans. The survey asked about the feasibility of providing such plans, whether or not the commonwealth should do it, and the possibility such plans might have for providing economies for school divisions. In addition, the respondents were asked about the impact model plans might have on community involvement in the planning process. The use of prototype school building plans also was investigated. The results of the survey indicated that there was not a clear picture on the use of model school plans. The superintendents and educational planners believed such plans might be feasible and useful, but the architects and engineers thought differently. The majority of all group respondents believed model school plans developed by the state would not fit the educational needs of a school division. Further, there was some concern that if such plans were used, community involvement in the planning process might be limited. (Appendices contain school divisions surveyed, survey instruments, and comments.) 68p.

Virginia Senate Joint Resolution No. 400 requested the Department of Education (DOE) to study the feasibility of the commonwealth providing model school design plans for elementary, middle, and high schools. The resolution further requested input from school divisions and other interested persons. As a result of this request, a sample of school division superintendents, educational facility planners employed by school divisions, architects, and engineers were surveyed relative to their positions on the feasibility of providing such plans. The survey asked about the feasibility of providing such plans, whether or not the commonwealth should do it, and the possibility such plans might have for providing economies for school divisions. In addition, the respondents were asked about the impact model plans might have on community involvement in the planning process. The use of prototype school building plans also was investigated. The results of the survey indicated that there was not a clear picture on the use of model school plans. The superintendents and educational planners believed such plans might be feasible and useful, but the architects and engineers thought differently. The majority of all group respondents believed model school plans developed by the state would not fit the educational needs of a school division. Further, there was some concern that if such plans were used, community involvement in the planning process might be limited. (Appendices contain school divisions surveyed, survey instruments, comments, DOE facilities cost data, recommended prototypical space programs, and Resolution No. 400.) 92p.

Prototypical design here means an adequate learning facility with a similar building layout that has been constructed two or more times in Georgia. This guide describes procedures for getting permission to use a prototypical school design. 4p.

Sets forth best practices and strategies for constructing or modernizing school facilities. Developed through a series of workshops, it identifies some of the key issues and processes that inflate construction costs, and suggests how to avoid them. The recommendations are organized under the categories of joint use, site selection, consultant relations, contractor relations, state agencies, construction, prototypes, and project delivery. 107p.

Detailed Florida legislation covering such areas as: prototype designs, use of buildings and grounds, construction of facilities, standards for relocatables, annual capital outlay budget, site planning and selection, cooperative funding and development, school size requirements, toxic substances, SMART schools, and more.

This document presents prototypical educational specifications to guide the building and renovation of Idaho vocational schools so they can help communities meet the advanced, professional-technical programs of the future. The specifications start with points to consider when determining school site suitability. The document then sets forth specification guidelines in two main sections. The first covers general building considerations, including circulation, vehicle access and parking, building security, and community use. The second section addresses specifications for specific educational spaces, such as agricultural science and technology, automotive mechanics, electronics, guidance and counseling, and the health professions. 11p.

Page from a web-based publication on the Chicago Public Schools Capital Improvement Program, begun in 1996, showing how prototype designs are used to create standards for new construction.

Describes prototype programs in Chicago and Atlanta. The Chicago plan has three prototype designs--a "linear" scheme, a "courtyard" plan, and an "E" configuration, offering flexibility, adaptability, expandability, and economy. The Atlanta plan is the result of a design competition that is detailed here.

Provides tips for determining what school design is best for meeting the unique needs of a particular school district. Building toward educational goals and weighing the use of a prototype design versus a site specific design are examined.

A 10-minute videotape digitally describes a North Carolina prototype high school designed to serve as a model for the 21st century schools. Design emphasis is placed on providing an educationally equitable facility that is secure, efficient, and flexible for multiple uses. The two-story building is composed of core academic and learning resource pods that allow for educational clustering and sharing of information and resources of interrelated functions. Pods, cafeteria, performing arts theater, and gymnasium surround a naturally lighted two-story atrium that allows for multiple functions including a commons area.

This describes the pros and cons of using stock plans, including the need for plan changes, site adaptation, supplementary work, modifications, personal liability, obsolescence, number of plans required, and local control for schools. 5p.

California has studied the use of stock plans repeatedly. Each time, the California Department of Education and the Legislature have determined that stock plans do not answer individual school district or curriculum needs, can add to construction costs and do not save design fees. Stock plans prove to be an inefficient, costly, and inflexible method of designing schools.

Outlines plans for completion of two prototype classrooms, one for science and one for general technology. Curricular and instructional trends in mathematics, science, and educational technology are highlighted. The second section offers guidelines for the general design of various environments within the educational plant, with a focus on factors that impact facilities planning and on the characteristics of educational environments. The third section offers a description of Project Scope--which seeks to create two prototype classrooms--provides inventories, guidelines, and architectural designs for technology and biochemical laboratories. 56p.

Summarizes results of a survey of the 50 State Departments of Education and the 184 public school Superintendents in Georgia. The survey instrument was designed to determine If any states or any public school system in Georgia had ever used and/or were currently using standard or stock plans for construction or new schools. Of the 50 surveys mailed to State Departments of Education, 41 responses were received. Only four states responded that standard or stock plans had ever been used. None of the states responding indicated that they currently used standard plans and specifications for construction of new schools. Of the 184 surveys mailed to Georgia School Superintendents, a total of 154 surveys were returned. A total of 10 Georgia School Systems responded that they had used or were using standard or stock plans. However, further investigation revealed that 9 of these school systems were referring to the use of plans developed specifically for their school system that were used more than one time. 6p.

The New Designs for the Comprehensive High School project used the break-the-mold design-down process to develop a prototype high school. The basic building block of this design is the personal workstation, not the classroom. Combining the personal workstation with the desire for teaming leads to the idea of a small, flexible group space that accommodates several personal workstations. High school students are grouped into approximately 100 pupils and gathered around a resource/production space to facilitate project-focused tasks. Neighborhoods that are virtually stand-alone schools are created. Along with the multiple-use commons, they give students a meaningful environment with a special identity. The flexible studio frees the school organization from the limitations of the physical environment and allows for the complete integration of vocational and academic subject matter. Support staff are located in as friendly and accessible a manner as possible. Learning technology permits information to be everywhere. Instructional material centers, computer rooms, and the problems of scheduling access to them no longer exist. Many places in the design provide for demonstration and display, now an important part of assessment. This design connects students to their surroundings and provides space for the community in the school. 40p.

A summary is presented of the results of two experiments concerned with the advisability of reusing school plant plans both in highly divergent situations and in very similar situations. A review is included of an attempt to reuse an elementary school plan, as well as some pertinent literature on stock plans and modifiable stock plans. 73p.

Profiles Albuquerque's Rudolfo Anaya Elementary School, a prototype school awarded for its adherence to the stated goal of the facility, their ability to enhance learning, functionality, and sustainability. Project information and photographs are included. (The URL for this citation links to the searchable database of American School and University Magazine s school design awards.)

Profiles this Colorado school, designed as an energy-efficient and flexible prototype that could be adapted to other sites in the county. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.

Discusses the virtues of prototype school designs, allowing a number of schools to be built faster and at less cost. Standardizing fixtures also saves in facilities management costs. Adapting the design for different sites and educational programs is discussed, and flexible designs are strongly recommended.

Profiles three Portuguese elementary schools, dating from 1898, 1969, and 1973, respectively, and illustrating the evolution of Portugal's standardized, yet flexible, school designs.

The Wyoming School Facilities Commission decided to rework its policy requiring districts to use one of six prototypes for building new elementary schools. The commission in 2006 approved six prototypes for districts to chose from, with the idea that doing so would cut down the time and money spent during the building process. The policy needed an update to allow for more flexibility in designing, said Ken Daraie, director of the School Facilities Commission. "It's neither saved us time nor money," Daraie said. "I think it meant well, but it didn't ultimately serve its purpose." Five of the prototypes were developed using designs from elementary schools around the state, and the sixth came from a school design in Shelley, Idaho. Concern over the prototypes not working for every building site was also expressed by those at the meeting.

Presents an interview with Robbie Ferris, creator of a high-performance prototype school building design that can nonetheless be altered to accommodate varying sites. The design and construction of the building, along with points on collaboration with materials manufactures and local governments, are discussed.

After the 1 percent local option sales and services tax was passed in 1998, the Sioux City School Board investigated the concept of a prototype design for middle schools and elementary schools. The conclusion was a prototype design concept was unworkable for several reasons and the architectural consultants working with the board agreed with the conclusion.

Profiles this Minnesota elementary school designed as a prototype whose wings can be flipped to adapt to subsequent sites. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.

Describes the two nearly identical middle schools in the Alpine (Utah) School District. The 1,500-student facilities divide the student body into small learning communities and feature a dividable auditorium, collaboration areas, and a cafeteria that doubles as an internet cafe. Plans, photographs, and a list of project participants are included.

Albuquerque Public Schools have received proposals from several architectural firms to design a prototype that will be used for construction of the new elementary school in Albuquerque’s Northwest side and in at least four other elementary schools. The typical prototype design lasts about five years because teaching methods, technology, curriculum as well as advancements in construction change and make the prototype obsolete.

This reports on the decision by the Wyoming School Facilities Commission that all new Wyoming elementary schools must be built using one of five to seven prototypical designs. The article summarizes some pros and cons of prototypes. Critics of such plans say that they don’t allow enough flexibility to meet the needs of individual schools, and that the money saved in planning doesn’t outweigh the cost of adapting a generic school to the specific conditions of the location.

A dozen new schools, scheduled to open in 2007 and 2008, are the first products of an ambitious prototype program that was proposed in 2004. Copies of those schools are expected to follow regularly for at least a few years, cutting millions of dollars and dozens of months from the time and expense of drafting plans for each school from scratch.

As school officials look for ways to cut costs, Delaware's Colonial School District Superintendent George Meney believes he has found one answer, and state officials seem to agree: building prototype schools.

Describes this K-6 community school that consists of a cluster of buildings each serving a separate grade. Students can reach the school by walking or biking, and the plan has been adapted for another site in the district.

Reviews two award-winning schools. Utah's Alpine School District Prototype Middle School was cited for exploiting design opportunities to enhance the learning program. Colorado's Fossil Ridge High School was cited for its smaller learning community "houses," abundant daylighting, and culinary arts training facility.

Describes Hassan Elementary school in Rogers, Minnesota. The school achieved LEED certification through site orientation for optimal daylight, shallow rooms, two-story design, dimming T5 lights, dessicant energy recovery, high-efficiency boilers, and variable-air-volume systems. The high-performance prototype design for this elementary school is the latest addition to the Elk River School District’s growing portfolio of sustainable facilities.

With 118 public school sites in San Francisco, Mayor Gavin Newsom is hoping a sustainable classroom prototype, known as "Project FROG," will provide an improved way to accommodate schoolchildren who are currently housed on campuses in trailers, some of which are poorly insulated and leak.

Profiles this Ladera Ranch, California, elementary school that is the eighth construction of a prototype. The plan was modified to reflect the style of the surrounding community and to accommodate the unusual site.

Presents an interview with North Carolina's chief of school planning, in which he discusses North Carolina school funding mechanisms and priorities, prototype schools, trends in K-12 school design, and CPTED.

Description, images, plans, and reviews of a prototype design for middle schools in Alpine/Lehi, Utah. The design by VCBO Architects was a winning project of the 2006 DesignShare Awards program.

Discusses challenges of perceived equity when newer school facilities are compared to older ones within a district. Thorough demographic planning, use of prototype schools, programmatic standards, and communicating what the district is doing to maintain parity are suggested as ways to address public opinion.

Outlines recovery goals and strategies for areas affected by Hurricane Katrina, emphasizing a multiregional plan that includes coordinated multicounty oversight of construction, creation of joint-use facilities and cross-curricular K-12 schools with flexible design for future conversion, modular buildings, continual communication with the public, re-usable design prototypes and systems construction, design improvements for stronger storm resistance, and use of available commercial facilities for educational purposes.

Describes Chicago's Tarkington Elementary School, which achieved LEED certification and will serve as a prototype of sustainable design and construction for subsequent Chicago schools. The facility features daylighting, a roof garden, considerable recycled building content, and locally obtained building materials from sustainable sources.

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.

Describes this alternative California high school, built in only 104 days because an architectural design already approved by the state was used.

Describes an economically built prototype school that uses geothermal heat, no fossil fuels, and is made of concrete colored to match the desert setting. Photographs and a list of project participants are included.

Describes the design of a prototype school that was used to create four free-standing full-day facilities. The designs were deemed successful in terms of security, stimulating learning environment, and flexibility. Areas for improvement included larger classrooms, built-in cabinets, and improved administrative, janitorial, and multipurpose spaces.

Examines Canadian use of the standard project delivery methods, and the trend toward the Design-Build method and public/private partnerships due to a significant backlog of deferred maintenance and inadequate funding at the provincial level.

Describes successful methods of planning and communication to help keep construction projects on schedule. Examples of how specific school systems encountered and then surmounted problems are provided.

Describes this Utah elementary school, which was designed to take advantage of abundant daylighting and spectacular views. The design was used for three of the district's new schools. Building statistics, a listing of the design and construction participants, cost details, a floor plan, and photographs are included.

This discusses some of the problems and benefits of using school design prototypes. Many school planners agree prototypes work best when a school district is planning to build multiple schools quickly and has abundant land. The use of prototypes by the Wake County, North Carolina Public School System is described.

Describes the title school building by Rios Associates, 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. These two prototype schools are located in a dense urban area of Los Angeles. The classroom prototype is based on the prescribed "relocatable" classroom unit of 24 by 48 feet. The site and building palette incorporate and celebrate common industrial materials. [Free subscriber registration is required.]

Describes the prototype design for four prekindergarten schools in Spring Branch Independent School District in Texas, including educational context and design goals. Includes photographs.

Describes the process by which Colorado's Poudre School District created a prototype sustainable elementary school. PSD developed sustainable design guidelines to ensure all new construction would be environmentally friendly based on a LEED model.The resulting design was built below budget and has an energy performance 60 percent above ASHRAE standards.

Describes Clark County, Nevada's use of prototype school designs to respond to its rapidly growing school population. The purpose of the prototypes is to simplify designs so that schools can be built quickly and minimize the time and expense that comes with variations.

In the author's opinion, educators and designers must stay flexible. Standardizing some systems and components may make sense, but compromising design or forcing standardized design in an attempt to save an insignificant amount of time and cost may significantly impair long-term use.

Describes the design of Stoney Creek High School in Rochester, Michigan, including the educational context, design goals, and probable use of the designs for two other high schools. Includes information on size, construction costs, architects, contractors, and suppliers. Also includes photographs.

Prototype design by Mitchell/Giurgola Architects serves a dual role as school by day, community center by night. Public spaces including a gymnasium, cafeteria, and a 450-seat auditorium, all used for after-hours activities, are clustered together near the entrance to allow community access. Doors to the classroom wing can be secured to prevent the public from accessing nonpublic space after hours. 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. [Free subscriber registration is required.]

Case study of a prototype high school that is technologically advanced, flexible, adaptable, and that can built efficiently and cost-effectively numerous times over five to seven years. Includes photographs, project data, and a site plan.

Discusses the impact current educational reforms and new teaching styles are having on school design and the themes and trends that are emerging in designs for 2001. Design themes discussed are prototype schools, multistory elementary schools, learning environments and extended learning areas, and vocational education integration.

Discusses creating prototype learning centers: designs that combine education theory with design. Also provided are ideas for new schools that offer a departure from traditional classrooms.

Describes the planning process and changes needed for converting an elementary school prototype design into a prototype design for a middle school. Three key influences that affected design are examined: the educational program; the instructional methodology; and the social concerns of an adolescent population.

Details various methods of paying for school construction in California, and discusses problems with "quick fixes" such as stock school plans, relocatable buildings, and shifting of professional services to developers rather than architects.

Provides tips for determining what school design is best for meeting the unique needs of a particular school district. Building toward educational goals and weighing the use of a prototype design versus a site specific design are examined.

The New York City Prototype Schools Program was initiated in 1987 as one of the strategies to design and build new facilities more quickly and at a reasonable cost. The prototype school building features five different blocks that can be configured in a variety of ways to meet individual site requirements.

Article about prototype elementary, intermediate and high schools commissioned in 1988 by the New York City Board of Education, conceived primarily to alleviate overcrowding. The schools are built from the same basic three blocks, or modules, one each for classrooms, offices and "common" rooms -- auditorium, lunchroom and gym. A "link" module contains lobbies, elevators and stairs. Besides speeding up design and construction, this system makes it easier to operate the building. In all over 20 prototype schools were built. The modular "kit of parts" system is a concept of the 1960's.

Showcases school building designs that meet cost efficiency and design standards established by the Pennsylvania Department of Education. The site is designed to provide the public, school districts and design professionals access to design and cost information on recently completed public school construction projects. All project buildings on the website have been completed and occupied for at least one year. For each project cited, project cost,construction information, and photographs of the site and school are also included.

Sponsored by the North Carolina State Board of Education, this features prototype school designs for elementary, middle, and high schools in North Carolina. Includes floor plans, site plans, and photo views.

Established by the California State Allocation Board and the Office of Public School Construction as a source of school planning and design information. Includes plan abstracts, construction data, architect contacts, site plans, floor plans, school contacts, photographs, program data, and a database search.

Searchable database of photos, project descriptions and floor plans for schools across the country that have been featured in American School & University's Architectural Portfolio and Educational Interiors Showcase issues. The database is also searchable by firm name, project city and state, and special subcategory such as renovation or landscape.

Information on designing school buildings, including school design guidelines, trends, principles, and examples, compiled by the National Clearinghouse for Educational Facilities. See also NCEF Resource Lists on Campus Architecture, Case Studies, Selecting Design Professionals, and many more related topics.

Information on school building costs including costs per square foot and per student, new construction and renovation cost comparisons, and cost estimating, compiled by the National Clearinghouse for Educational Facilities.