Features presentations by nine researchers investigating the connections between school building practices and boundary decisions, including the creation and maintenance of community environments for health where schools for all are clean, safe, and high quality, where children can walk or bike to school, and where decision-making processes involve multiple agencies and a broad spectrum of citizens. The symposium was attended by professionals from the Florida Departments of Transportation, Education, and Health; from the Leon County School District; facilities planners; and Florida State University faculty and students.

Advises on school siting in California to increase walking and biking to school, which will boost academic performance, save money, improve health, and increase safety, equity, educational experience, and environmental quality. Recommendations to address state school acreage requirements and encourage local collaboration are included. 5p.

Provides local government managers with an understanding of the connections between school facility planning and local government management issues, with particular attention to avoiding the creation of large schools remotely sited from the community they serve. It offers multiple strategies for local governments and schools to bring their respective planning efforts together to take a more community-oriented approach to schools and reach multiple community goals--educational, environmental, economic, social, and fiscal. Eight case studies illustrate how communities across the U.S. have already succeeded in collaborating to create more community-oriented schools. Includes 95 references and an extensive list of additional online resources. 40p.

Focuses mainly on financial concerns covering areas such as bids, sources of state funds, selling or buying school property, bonds, capital outlay funds, and general loan information. Other statutes covered include architectural and engineering services, classroom sizes, the duties of local educational authorities, inspections, energy savings contracts, lease properties, long-range facility plans, the North Carolina Historical Commission, facilities guidelines, repair of damage to school property, replacement of buildings, and fire safety. 101p.

Presents the proceedings of a forum of policymakers and practitioners from across California, along with national experts, examining the wide range of California state policies on school planning, design, and construction, and the ways those policies influence local decisions. Specifically, the forum was convened to understand what California policies and practices influence, promote, and/or hinder: 1) the location and size of new school sites, 2) building shared use and joint use school facilities and/or sites, and 3) innovative school design (especially in relation to location, site size, and use of schools). The report presents the forum's three conclusions and a set of recommendations for each. 33p.

Proposes procedures for ensuring that schools are properly sited to avoid environmental hazards. Sections include advice on meaningful public participation in school siting decisions, exclusion of certain sites, and a step-by-step guide for the evaluation of candidate sites and the cleanup of contaminated sites. 20p.

Covers requirements for school construction, with sections detailing the state's authority, purpose, scope, definitions, product categories and priorities, followed by standards for construction, site, space, cost. Procedures and processes for application, approval design, review, regulation enforcement, asset protection, maintenance, housing aid reimbursement, program integrity, closing of schools, and waivers complete the document. 27p.

Examines state policies on school siting, school construction financing, and Safe Routes to School programs focusing on how policies can benefit communities, improve children's health, and reduce the need for infrastructure expansion. Strategies that states are using include reducing or eliminating minimum acreage requirements for schools, revising school funding formulas to promote renovation or expansion of existing sites. requiring that schools be located in areas designated for growth that already have sufficient existing infrastructure to support school facilities; and creating, funding, promoting, and implementing Safe Routes to School Programs. 9p.

Establishes a new child-specific health guidance value (HGV) for lead, for use in health risk assessment at school sites pursuant to California's Health and Safety Code Section 901(g). These models can be used to estimate acceptable lead levels in soil and other media to be compared with measured concentrations in the environment at existing or proposed school sites. 107p.

Based on the Leadership in Energy and Environmental Design (LEED) rating system for new construction, the LEED for Schools Rating System considers the unique nature of the design and construction of K-12 schools, addressing issues such as classroom acoustics, master planning, mold prevention, and environmental site assessment. By addressing the uniqueness of school spaces and children's health issues, LEED for Schools provides a tool for schools that wish to build green, with measurable results. LEED for Schools is a third-party standard for high performance schools that are healthy for students, comfortable for teachers, and cost-effective. It provides parents, teachers and the community a "report card" for their school buildings, by verifying that schools are built healthy, efficient, and comfortable. 77p.

Offers guidance for risk analysis of pipelines near schools. The document assists local educational agencies with evaluating whether aboveground or underground petroleum, petroleum product, or natural gas pipelines pose an unreasonable safety hazard to a school campus. The two-volume work covers a risk analysis overview, consequences and likelihood of pipeline failures, pipeline risk estimate calculations, risk analysis reporting, and technical assistance for modeling and determining pipeline risk. 225p.

Reports on a Washington summit concerning the state's current process for planning new or expanded schools, obtaining sites and permits for constructing schools, and providing supporting infrastructure to the schools. The report provides: 1) a summary of the purpose and format of the summit, and a list of the key issues and challenges faced by school districts and local government planners, transportation engineers, and public health officials in planning for and siting schools; 2) recommendation "letters" to the state legislature, state agencies, local governments, and school districts with suggestions about how to improve the school siting process; 3) an annotated bibliography and several appendices. The bibliography includes reference materials from other communities about school siting issues. The appendices include summit materials, a list of panelists, a case study and other resource materials. 49p.

This webpage features videos of a series of investigative reports concerning the Los Angeles Unified School District's notorious Belmont High School, sited on a former oil field, halted during construction, partially demolished, and ultimately renamed and completed as "Vista Hermosa High School."

Provides a checklist for estimating potential Leadership in Energy and Environmental Design (LEED)certification, listing the attributes of site selection and design, water efficiency, energy use, effect on atmosphere, building materials, indoor air quality, and innovation in design that are considered under the LEED system. The number of required points in each category are shown, with an opportunity to indicate whether or not features within that category are in place, and then add up the points. 2p.

Summarizes the May 3, 2006 Summit on Intergovernmental Collaboration and School Siting, addressing communication and collaboration between school boards and local governments in selecting sites for schools. The goal of the summit was to create an open dialogue between school boards and local governments while building a model of collaboration that key stakeholders can use to coordinate local land use, school funding, and school planning. The report details the participants' plans for advancing their collaboration, organized along five themes: institutionalizing collaborative processes, creating a common goal and vision, establishing a culture of trust, improving communication and information, and changing policy. 31p.

This issue of the publication "Focus on Critical Issues" provides information to help encourage cycling to school. This includes planning and siting considerations for neighborhood schools, with examples of community and trail-linked campuses, parking lot size reductions, and preservation of historic schools. A list of resources is also included. 12p.

Reviews the progress of the Safe Routes to School (SR2S) program in all 50 states and the District of Columbia. For each state, information is provided indicating whether a state SR2S coordinator has been hired, if there is an advisory committee in place, if there is a funding program for SR2S, partnership and other contacts, and what the DOT and/or other partners have done so far. 51p.

Discusses how schools can increase students' physical activity levels through recess and after-school programs as well as by supporting initiatives that make safe walking/biking to school and the use of the school "after hours" as a community resource. More community- centered schools and site considerations are covered on pp. 20-29 of the report. 52p.

Examines the relationship between multimodal transportation planning, school siting, and Florida's Safe Ways to School Program in order to identify ways to help meet the requirements of Florida's Safe Paths to School legislation and associated legislation. The report explores various aspects of school transportation as they relate to the safe movement of children to school and the establishment of multimodal transportation districts. It offers guidance for legislative and policy development in Florida, based upon best practices within Florida and throughout the country. 186p.

Discusses remediation issues with ground contamination at school sites, including assessment, public interest, benefits of using brownfield sites, and the removal of contaminants from both existing and potential school sites. 2p.

Surveys state laws, regulations, and policy guidance documents regarding the siting of schools on sites contaminated by toxic substances, summarizing their key provisions and listing in an appendix the legal citations for each authority referenced in the survey. The general findings include that 19 states have no laws that regulate the criteria a potential school site must meet, 14 of the remaining 31 states prohibit siting schools in areas that pose health and safety risks due to man-made or natural environmental hazards, and eight states include direction for districts to evaluate site contamination. Vaguely worded criteria rarely provide school districts with the tools necessary to select, evaluate, and either eliminate from consideration, or if absolutely necessary, remediate a contaminated site. 46p.

Provides strategies for locating schools in ways that benefit the whole community, concentrating on taking advantage of existing resources, creating schools that are easily and safely accessible, and creating community anchors. Four school siting principles are supported by case studies, along with suggested steps for creating a coordinated school siting process, and a list of frequently asked questions. Includes 22 references. 36p.

Provides policy guidance and recommendations to officials and administrators at the state, local, and school district level to improve the creation of schools as centers of community. The recommended policies cover extensive and innovative community use of the public school facility, community partnerships that support high quality education and contribute to life-long learning, co-location with local government agencies and/or community organizations resulting in creative program service delivery and more efficient utilization of public land and buildings, and opportunities for new and/or additional sources of funds for financing building improvements and program delivery. Preservation of historic and other neighborhood schools is particularly encouraged. Best practices examples and a list of resources are also provided. 15p.

Provides guidance for federal environmental requirements in construction and development process, with advice on how to recognize the federal environmental requirements and factor in the associated expenses for the project, designate the responsible party to fulfill these requirements, file the necessary paperwork, perform the required activities, obtain the essential permits and identify additional sources of information to help implement these requirements throughout your project. Part one of the guide presents background information on environmental requirements for the construction and development industries, with a checklist to help assign environmental responsibilities. Part two contains seven self-audit checklists that help construction companies evaluate their compliance status in these seven areas once the project has commenced. 255p.

Offers guidance to school districts in selecting, hiring, and working with an environmental consultant. Environmental consultants are recommended to help guide projects through regulatory complexities, with types and suggested numbers of consultants recommended according to the size and nature of the project. Advice on preparing RFP's, evaluating the responses, contracting, and working with the consultant is detailed, with particular attention to procedures specific to California. A CD-ROM of additional resources is included, containing links to federal and state authorities, as well as professional and educational institutions. 31p.

Examines the issues confronting school districts across the United States when they must decide where to locate new school buildings. Considering the realities of a high-priced urban real estate market, the lack of green space on which to locate new schools, and local budgetary concerns, the article advises on how school districts should proceed during the school siting process and address property contamination issues to ensure schools are safe, public health is protected, and communities are involved. 14p.

This penetrating new edited collection examines risk, power and identity in contests over the siting of infrastructure and industrial facilities. Examines the social, political and environmental issues at stake and the acute conflicts over conflicting data, politics, perception and controversy for industry, planners and authorities and citizens. Authors from a a variety of fields bring a multi-perspective analysis to case studies from the UK, US and Europe and expose the political and cultural dimensions of siting conflicts. In the process they show how place attachment and notions of landscape and local identity play a prominent role in resistance to 'development'. 256p.

This PowerPoint presentation looks at how K-12 districts can use GIS mapping to help make informed decisions when master planning. Discusses such GIS mapping applications as student enrollment mapping, demographic analysis, spatial analysis of student population, redistricting/boundary adjustments, build-out scenarios/development potential analysis, and overlay of multiple data to determine trends and relationships. Includes case studies. 57 slides

Addresses low-density and single-use zoning, unconnected streets designed exclusively for vehicles, and lack of sidewalks as contributors to the inability to walk to school. Studies citing city planning and school siting remedies are reviewed, as are examples of experiences from Florida, Maine, New Jersey, North Carolina, and Washington. Includes 20 references. 20p.

Presents a methodology for estimating exposure of school users to toxic chemicals found as contaminants at existing and proposed school sites, and the health risks from those exposures. Exposure factors unique to the school environment, the activity patterns of children from birth through age 18 and of adult school employees, and uncertainties that may arise in the process are covered. Includes 17 references. 71p.

Guides new and experienced school planners from the conception of educational needs through occupancy and use of the completed facilities. Chapters follow the planning, design, and occupancy processes in sequence as follows: forming the educational plan, creating community partnerships, establishing a master plan, writing educational specifications, addressing design guidelines, evaluating and selecting the site, infusing technology, integrating sustainable design, working with a design team, evaluating project delivery options, identifying cost and funding options, monitoring construction, integrating maintenance and operations, and assessing the completed project. Numerous references, photographs, drawings, figures, and a glossary are included. 386p.

Provides information about the SR2S (Safe Routes to School) Program to help explain the need for, meaning of, and measurement of SR2S programs. The history, risks, and benefits of SR2S are described, illustrated with examples, and accompanied by supportive agency and organization information. 122p.

This guide is designed to assist school districts in selecting school sites that provide both a safe and supportive environment for the instructional program and the learning process, and gain state approval for the selected sites. The guide includes a set of selection criteria that have proven helpful to site selection teams, information about safety factors that should be considered when evaluating potential school sites, and the procedures school districts must follow to gain approval from the California Department of Education for new sites and for additions of land areas to existing sites. 31p.

This study examines the relationship between mode of travel to school and the full range of factors that might affect mode choice. The finding show that students with shorter walk or bike times to school proved significantly more likely to walk or bike. Students traveling through areas with sidewalks on main roads were also more likely to walk. This argues for neighborhood schools serving nearby residential areas. 9p.

Reviews the literature addressing the linkage between public schools and economic development. Information from academic research, organizational reports and popular media is included. The review examines potential economic impacts of public schools in the areas of national, state and local economic growth and competitiveness; real estate values; and the impact of the quality, size, and condition of school facilities themselves. The research found a positive influence in the first two areas, with emerging research and anecdotal evidence supporting a positive influence in the third. 43p.

Examines size requirements and provides minimum acreage requirements for elementary schools, middle schools, and high schools. Describes the importance of utilities in a modern school plant and urges committees to make every effort to ensure access to public water and sewage services. Highlights safety hazards as a real concern and maintains that school sites should not be traversed by high-tension lines, high-pressure oil or gas lines, railroads, or other potential hazards. Also addresses the influence of environmental factors on student education and recommends school locations be insulated from business and industrial development. 12p.

In many states, receiving state aid to build a new school--or renovate an existing one--is contingent on compliance with state policies that state the minimum acreage necessary for a particular type of school. This report finds that these minimum acreage requirements--imposed in 23 states--often create special problems for rural school districts. This explains the kinds of policies in effect in various states, and outlines their impacts on small and rural school districts. 15p.

In response to studies that show significantly increased levels of pollutants in schools near highways, this bill was passed prohibiting school districts from locating schools within 500 feet of the edge of closest traffic lane of a freeway or other busy traffic corridor. The bill also restricts locating schools on or near hazardous and solid waste disposals and pipelines. 7p.

This study examines the relationship between school locations, the built environment around schools, how students get to school, and the impact on air emissions of those travel choices. It provides information about the effect of school location on student transportation and shows that school siting and design can affect choices of walking, biking or driving. In turn, these travel choices can affect traffic congestion, air pollution, and school transportation budgets. The trend toward construction of big schools on large, remote sites is sometimes dictated by state and local regulations. These regulations often overlook the value of renovating existing schools or creating smaller, neighborhood-based schools. 33p.

Suggests adapting the model of the ancient Greek "agora" to create successful small schools and describes several that have done so while reducing costs. These innovative urban small schools are the modern equivalent of the agora, where students and adults interact with the community, share resources, and learn from each other. Strategies used by communities to keep schools small and local include sharing facilities with other schools, reconfiguring large high schools, sharing with an education partner, sharing with a noneducation partner, sharing with the community, leasing space in the community, using the small facility in new ways, leasing the whole facility, and capitalizing on the facility. (Contains 18 references.) 2p.

Summarizes CEFPI's acreage guidelines for elementary, middle and high schools; lists the acreage requirement formulas for all fifty states; and provides contact information, comments and documentation resources for each state. Information was collected from state facility reports and manuals and verified through direct contact with personnel from state educational agencies and practitioners. 2p.

This publication focuses on four school adaptive reuse projects--in Phoenix, Arizona; Wake County, North Carolina; Pomona, California; and Trenton, New Jersey. Together, the projects illustrate the many benefits of adaptive reuse and show that mainstream school districts can meet the regulatory and political challenges necessary to make such projects succeed, providing new schools when and where they are needed and transforming unused buildings into spaces that serve the diverse needs of students, parents, educators, and communities. While geographically and demographically distinct, the four projects share certain similarities: an immediate need to provide more school space existed; long construction lead times and state-mandated minimum site sizes were not available; non-educational buildings existed within the school district that could be transformed affordably; and the school district and the community possessed people who could recognize adaptive reuse opportunities and follow through with a project that called for innovation, good management, and political savvy. 12p.

Presents the recommendations of a March, 2003, summit. These were: 1)Coordination between Delaware Department of Transportation and Department of Education concerning siting of new schools, 2) Standardization of school interior designs (but not the exteriors), 3) Development of a certificate of necessity program to assess the need and impact of a proposed school, 4) Increasing the state's awareness of planned growth areas, 5) Compliation of best practices from summit attendees and school personnel, 6) Exploration of shared use of facilities and retrofitting of available buildings for school use, 7) Examination of charter school siting, 8) Exploration of financial issues including energy efficiency and busing. 50p.

This report outlines trends in school construction in North Carolina, identifies key factors affecting the location and design of schools, and suggests solutions for overcoming obstacles to building and maintaining walkable, neighborhood-scale schools. Factors influencing location and design include suburbanization, economics, local land use regulations, and the policies of the North Carolina Department of Public Instruction which encourages communities to "super-size" new schools. 20p.

This report reaffirms the contribution made by historic neighborhood schools to their communities. It offers guidance to officials and local preservationists for creating state policies that help preserve and maintain historic community schools, and for building new schools that serve as community centers. The report describes state requirements for community involvement in school planning, the overly generous site standards that contradict the creation of community schools and preservation, and funding mechanisms that help preserve historic schools. Information for the report was gathered from telephone interviews, correspondence with state school facility officials,and online reviews of printed school facility standards. Includes 13 references. 32p.

Describes problems that arise when local governments and school boards do not cooperate on the planning of developments and school sites, and the benefits to quality growth that are realized when they do. Guidelines for interagency cooperation and implementation are enumerated, with lessons learned, best practices, case studies, and model agreements also provided. Includes 34 references and other resources. 51p.

The purpose of this study was to identify and examine the various types of environmental obstacles to site selection and construction of educational facilities in the state of California and suggest how those obstacles could be avoided to reduce lead-time for site selection and construction of new facilities. During the past five years numerous sites planned for educational facilities have been rejected after districts had purchased the sites for construction. In some cases schools have been built and are unable to be occupied. The study looked at data related to four siting cases of educational institutions developing school facility sites, UC Merced and CSU Monterey Bay, and problems at inner-city schools in Los Angeles Unified School District and the Elk Grove Unified School District, the actions taken and the decisions made relative to site selection and the due diligence necessary to secure development of educational facilities. The specific cases selected are important for the system-wide issues they revealed. The significance of this study is the documentation of the environmental obstacles and other related issues that have the potential to disqualify or delay the site selection and construction process with which schools throughout the state must comply. The researcher used a qualitative multi-case study methodology that allowed comparison, contrast and determination of the generalizability of the findings. [Author's abstract]

This report examines public policy effects on historic neighborhood school expansion, renovation, and replacement needs. It addresses four basic questions: (1) Are public policies inadvertently sabotaging the very type of community-centered school that many parents and educators are calling for today? (2) Do some policies and practices promote mega-school sprawl at the expense of older neighborhoods? (3) Why can't kids walk to school anymore? and (4) How have some school districts overcome policy and other barriers to the retention and modernization of old historic schools? Included are examples of how some communities are addressing these policies, including several school renovation successes. Concluding sections provide recommendations for policy reforms to buttress neighborhood conservation and smart growth efforts that can help to retain and improve good schools that have served established neighborhoods for generations. 52p.

With the promise of broader curriculum and huge tax savings, West Virginia has closed more than 300 schools, one in every five, since 1990. In 2002, the Charleston Gazette investigated the outcomes of the state’s consolidation efforts in the series, “Closing Costs.” Some of the findings include: 1)The state has spent more than $1 billion on school consolidation; 2)the school closings didn’t save taxpayers money; 3) West Virginia counties statewide spend a higher percentage of their budgets on maintenance and utilities now than they did five years ago, despite consolidation; 4) the number of local administrators has increased by 16% in the last 10 years despite a 13% decrease in student enrollment and closing of over 300 schools; 5) the number of state-level administrators increased and their salaries nearly doubled between 1990 and 2002; and 6) West Virginia spends more of its education dollar on transportation than any other state; rising transportation costs have forced counties to slash funding from classrooms, offices, and cafeterias. 3p.

This publication is intended to assist school lawyers, business officials, board members, and administrators in making sound decisions, understanding the legal implications, and securing the maximum contractual protections for the school district before a school construction project begins. The first chapter examines the necessity of investigating and evaluating potential sites for school construction to avoid unforeseen environmental liability. This is followed by chapter 2 exploring the legal ramifications of an emerging project delivery method, design-build--its advantages and disadvantages, and the legal considerations before opting for this non-traditional approach to school construction. Chapters 3, and 4 describe the agreements school districts will sign with various entities in the design and construction process. Chapter 5 deals with issues relating to architect-owner agreements and construction manager contracts review standard forms of agreement commonly proffered by these professionals and recommend changes to protect the school district's interests and concerns. Chapter 6 discusses school construction bidding issues; and finally, chapter 7 explains the provisions crucial to an effective contract between schools and general contractors. (An appendix lists other resources.) 202p.

The paper describes how the trend toward building new schools on large sites far from existing development centers, called “school sprawl” or “school giantism,” can have far-reaching impacts on school children,school districts and the larger community. Educators and parents express concern that large schools reduce educational outcomes, particularly for at-risk youth. Schools that are more distant can diminish student participation in extra-curricular activities, parental involvement and taxpayer support. Students are walking and cycling to school less, which contributes to alarming rates of childhood obesity. Rather than build shopping mall schools at the edge of town, smart growth advocates encourage the continued use of existing schools and the construction of new schools on infill sites within existing neighborhoods. Smart growth advocates' interest in neighborhood schools dovetails with education reformers' interest in small schools, presenting an important opportunity for collaboration. 12p.

This is a white paper resulting from a discussion of exterior school space at Lessons Learned: A Symposium on School Design, held in Los Angeles in February, 2002. The conversation focused on how exterior spaces need to be more creatively integrated into architecture schemes. Future exterior space planning must be thought about in terms of verticality and topographic separation, and on artificial surfaces. Curriculum needs to be integrated with the outdoors including more exterior teaching stations. Exterior classrooms need to be defined as such and not conceived of as just another aspect of a playground. The white paper includes key issues; constraints, problems, and design opportunities; solutions; project examples; and recommendations.

Advises on collaboration between school boards and local governments when planning schools in Florida, in an effort to relieve overcrowding in certain schools and to coordinate school siting with community growth patterns. 8p.

This report is a follow-up to the first publication of the Child Proofing Our Communities Campaign, titled "Poisoned Schools: Invisible Threats, Visible Actions." The previous report looked at the problems of public schools built on contaminated land years ago, the trend of proposing new schools on contaminated land, the the threat of toxic pesticide use in schools. The current report addresses the need for protective laws concerning building new schools. It presents data from five states (California, Massachusetts, Michigan, New Jersey, and New York) on the number of schools located on or near hazardous chemical waste sites or other contaminated sites. It describes children's special vulnerabilities, the school siting process, and examples of schools built on or near contaminated land. Based on its findings, the report calls for state laws to ensure that the locations for new schools are safe and that contaminated property is properly cleaned up. It provides model school siting legislation for use in drafting legislation on the state level and for local school policies. The report also outlines action steps that parents can take to ensure that their children are not placed in harm's way. 50p.

This describes the kind of investigation that is required to secure approval of a proposed school site. Investigations include environmental analysis, geology and soils, title restrictions, local agency review, proximity to airports, and existence of utilities and infrastructure. 7p

This review, requested by the Florida Legislature, answers six questions about Miami-Dade County School District's land acquisition practices: (1) Does the district effectively identify its facility needs and plan for those needs? (2) Does the district acquire the land it needs? (3) Has the district adopted land acquisition processes needed to ensure that it acquires land at reasonable prices? (4) Does the district construct cost-effective facilities? (5) Can the need for construction be limited by more efficient use of existing facilities? (6) Can the district raise extra local revenue to support its construction program? The review's findings indicate that, while the district is generally effective in identifying its facility needs, it has not acquired the land it needed because it often did not use the five-year construction plan to guide its acquisitions, nor has it established procedures to help ensure it pays reasonable land prices. The findings conclude that the district is capable of raising adequate funds for new facilities and land without raising taxes or obtaining additional state funding. 60p.

Explains the significant results of the survey "The Electric and Magnetic Field Exposure Assessment of Powerline and Non-Powerline Sources for California Public School Environments." The document provides a method for comparing levels in other schools to those in the test schools and in homes. As it is unknown whether or not magnetic fields are a health hazard, it does not propose what a "safe" level of exposure might be. Options for reducing magnetic fields are offered. 41p.

This paper discusses key issues in fast-tracking the acquisition of school sites in California. Discussion addresses: (1) assembling an experienced team; (2) whether the property owner is a willing or unwilling seller; (3) level of community support or opposition to the site; (4) timing and commencement of California Environmental Quality Act (CEQA) analysis; (5) timing and sequencing of statutory notices and approvals, including approvals by the Department of Education and Department of Toxic Substances Control (DTSC); (6) relocation assistance issues; and (7) vesting of title, prejudgment possession, and eminent domain actions. 12p.

This report embodies the findings of several studies, which conclude that America's schools have fallen into disrepair and sometimes present students and teachers with an unhealthy, unsafe, or even harmful educational environment. The researchers say that no guidelines are in place to help school districts select safe school sites. School sites are regularly sprayed with pesticides, and these chemicals are thought to be partly responsible for a whole generation of children who are increasingly hyperactive, slow to learn, and disruptive in school. The report offers specific recommendations to protect children from chemical contamination in air and soil surrounding schools and from exposure to toxic pesticides in schools and on school grounds. The report presents recommendations for school site selection and for developing integrated pest management programs. The report lists resources for additional information, and its appendices provide samples of school siting and pest management surveys. 80p.

This report presents discussion from the 2000 Delaware Policy Forum held October 12, 2000, in Wyoming, Delaware. The goals of the forum were: (1) to provide an overview of the current process used to plan for the siting of Delaware's schools; (2) to discuss steps and priorities for anticipating needs, selecting school sites, and determining how community infrastructure, including transportation, impacts the school siting process; and (3) to discuss new and comparative options for enhancing the process of placing Delaware's schools in appropriate sites. 29p.

Memo describes issues California schools must address in order to develop a small school site policy and plan when the proposed site does not achieve school site sizes recommended in the [California] "Guide to School Site Analysis and Development" (2000 Edition). Discusses playground space recommendations, overall acreage standards, and acreage credits for parking structures, roof-top play areas and joint, or shared use of facilities between schools and other local governmental entities. Links to "Small School Site Size Worksheet." 3p.

Three-ring binder that provides clear directions for those seeking to establish schoolyard habitats in new or renovated schools. Brief background and lists of further resources are provided on gardening for wildlife, teaching with schoolyard habitat sites, gathering information, assembling the elements and monitoring and maintaining projects once established. Includes a glossary, application for membership into the National Wildlife Federation's (NWF) Schoolyard Habitat program and NWF contact information. 217p.

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.

This publication covers the planning and design of school grounds for outdoor learning in new and existing K-12 facilities. It discusses the different types of outdoor learning environments that can be considered, the value of flexible spaces for outdoor learning, and resources for those interested in outdoor learning environments. Also explored are environmental education's physical impact on school grounds, considerations during school site development when outdoor education is to be included, and existing school site redesign for outdoor education. 7p.

Excerpt from the author's testimony before Georgia Governor's Education Reform Study Commission regarding the adverse impact on older schools under the state’s funding formula. Over 100 smaller, older Georgia school buildings have been closed since 1986. Provides justification for renovating older schools and keeping educational facilities within community centers. The author is President of the Georgia Trust for Historic Preservation.

This document presents background information and testimony concerning the cleanup of potentially contaminated vacant or underutilized property for use as future school sites in low-income and minority communities. Various proposals are offered that would allow the state, where necessary, to facilitate the cleanup of these "brownfields" to create safe schools and meet the demand for classroom space in underprivileged areas. Testimony covers the need to remediate brownfields for school sites in urban areas; the current process for evaluating environmental conditions and conducting cleanup; and the current funding mechanisms. The final section provides a roundtable discussion on how to make the process work better. 101p.

Advises on improving conditions for walking or bicycling to school by assessing the neighborhood, reducing traffic, improving crossings, redesigning the school site, and creating community involvement 62p.

Brochure outlining the steps to take when making decisions about school siting: 1)consider renovation or expansion in a central location; 2)follow community's comprehensive plan; 3)site ancillary facilities such as playing fields creatively; 4) select a site where students can walk or cycle to school; 5) use existing services and facilities; 6) tap into community resources to plan school expansion; and 7) consult with site selection experts. This brochure urges school districts to avoid sprawl; consider school renovations or expansions in central locations; analyze school sites for their proximity to village centers and established neighborhoods; and select sites served by adequate roads, utilities, and other essential services.

This document updates California's 1996 guidelines for school district determination of land size needs to support their education programs. The guide reflects the changes in educational programs that have affected school site usage and size requirements and includes recommended changes in site acreage for very large schools; equal access for female athletes; classroom size and class size reductions; the need for a master plan of the site and functional link between educational specifications and site size; and site requirements for county community schools, community day schools, and continuation high schools. Also provided are numerous dimensional figures for athletic fields and courts. The document's final section presents procedures for developing a site plan. Appendices contain a comparison of school site sizes for 1996 and 2000; and lists site requirements for small schools and elementary through high school facilities, county community schools, community day schools, and continuation high schools. 48p.

This paper presents a study on how the South Carolina school site selection process can affect the quality of the students' experience and access to their schools. Focusing on students options for getting to school, e.g., hazards that prevent students from walking to school and the size of school sites that place schools on the edge of communities, the study found that students are four times more likely to walk to schools built before 1983 than to those built after 1983. The reasons for these trends is the disconnect between the school site selection process and land use planning considerations. School officials and planning agencies work independently of one another. This disconnect is partly attributed to current habits of site selection that were crystallizing in the early 1970s. Recommendations are discussed. Appendices provide lists of Lowcountry schools with data, schools with hazard routes and applicable date, and school sites by decade of construction. Appendices also present the percentage above and below state requirements of K-12 schools built in different decades, the South Carolina Department of Education criteria for school site selection, conservationist land use goals, and efforts to improve site selection in other states to avoid sprawl. A list of informational sources concludes the paper. 70p.

This report provides findings of fact on the development of the Belmont Learning Complex of the Los Angeles Unified School District (LAUSD), and contains recommendations to remedy identified deficiencies in the LAUSD's current policies and procedures for siting and developing school buildings. The report addresses the following issues: (1) all contracts and payments to outside consultants and attorneys involved with Belmont; and (2) any account(s) controlled by the former Bond and Asset Management/Planning and Development offices. Principle findings reveal the LAUSD Board of Education and senior staff did not place sufficient priority on financial management from 1995 to 1999; that the Office of Planning and Development Personnel failed the LAUSD on Belmont; and that the contractors, consultants, and LAUSD staff failed to provide proper oversight of expenditures by the developer, contractor, and subcontractors. A list of the report's 72 exhibits is included. 142p.

This report provides findings of fact on the development of the Belmont Learning Complex of the Los Angeles Unified School District (LAUSD), and contains recommendations to remedy identified deficiencies in the LAUSD's current policies and procedures for siting and developing school buildings. The report addresses the following issues: (1) the acquisition, environmental assessment, and remediation of all land associated with Belmont; (2) alleged existence of conflicts of interest relating to Belmont; (3) the selection, negotiation, and contracting process for the development and construction of Belmont; and (4) pursuit of legal rights and remedies including restitution in the event of the discovery of any wrongdoing regarding Belmont. Recommendations include reforming school board practices, developing new environmental/public health and safety policies, reviewing and restructuring professional staff functions, disciplining certain LAUSD employees, pursuing legal action against LAUSD's professional consultants or vendors, negotiating with and/or pursuing legal action against the Belmont developer, reforming the safety team, and implementing all requirements imposed by the California Department of Toxic Substances Control regarding the completion of Belmont. 195p.

This paper addresses the growing population trends in California; the need to counteract the current model of community sprawl by designing smarter schools and community growth strategies; and the changes in planning, policies, and practices needed to achieve these goals. Recommended strategies described support the following actions: more participatory and community-based planning; innovative educational facilities that promote the concept of learning communities and schools as centers of community; the joint use of all public facilities; the planning of urban and suburban projects based on the principles of smart growth; the assessment of all public expenditures based on the concept of integrated resource development; and the development of an ongoing vehicle for communications and decision-making between all agencies, institutions and organizations involved in education reform and smart growth issues. Six case studies are highlighted that illustrate some of the goals outlined for smarter schools and smarter growth strategies. 37p.

Outlines the purpose and method for evaluating potential school sites, including a checklist with thirteen considerations. British Columbia school districts are required to follow the procedures outlined in this guide. 6p.

This report concerns the Belmont Learning Complex (BLC) and the Los Angeles Unified School District's (LAUSD) propensity for engaging in a series of school construction projects on contaminated land. It suggests that the LAUSD was made aware of the BLC site's toxic problems as early as 1989, yet apparently had not followed applicable regulations by seeking State approval of the site prior to ensuring that the wastes had been removed. The LAUSD may have also violated many regulations of the California Environmental Quality Act (CEQA) and the Health and Safety Code. The BLC, reported to be the most expensive high school in California history, may cost tens of millions of dollars more as remediation efforts to rid the toxic wastes from the site get underway. 94p.

This report addresses the school site acquisition pro