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SMART GROWTH AND SCHOOLS
Information on schools in relation to issues of planning and community development, economic impact, smart growth vs. sprawl, and conservation of open spaces. 
Safe Routes to Schools: A Short Walk, A Global Journey.
http://www.saferoutesinfo.org/resources/webinar_srts2008_session3.cfm Frumkin, Howard (National Center for Safe Routes to School, Chapel Hill, NC, May 2009)
Advocates for walkable routes to school, emphasizing the global climatic and health effects of greenhouse gasses, such as those generated by motorized vehicles.
Reshaping America's Neighborhoods.
http://www.saferoutesinfo.org/resources/webinar_srts2008_session4.cfm Nelson, Arthur (National Center for Safe Routes to School, Chapel Hill, NC, May 2009)
Emphasizes creation of neighborhoods and schools that can adapt to changing demographics through mixed development.
School Buildings and Community Building.
http://www.saferoutesinfo.org/resources/webinar_srts2008_session2.cfm Torma, Tim (National Center for Safe Routes to School, Chapel Hill, NC, May 2008)
An Environmental Protection Agency employee discusses the low priority of walkability in siting schools, the role of school siting in community development, and the history of neighborhood planning. State acreage and funding requirements for schools are cited, examples of poorly and well-sited schools are profiled, and various positive and negative efforts of communities and associations to create walkable schools are described.
Local Governments and Schools: A Community-Oriented Approach.
http://icma.org/documents/SGNReport.pdf (International City/County Management Association, Washington, DC , 2008)
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.
Report NO: E-43527
Integrating Schools into Healthy Community Design.
http://www.nga.org/Files/pdf/0705SCHOOLSHEALTHYDESIGN.PDF (National Governors Association, Washington, DC , May 02, 2007)
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.
Communities of Opportunity: Smart Growth Strategies for Colleges and Universities.
http://www.nacubo.org/x9290.xml (National Association of College and University Business Officials, Washington, DC , 2007)
Discusses how various institutions of higher education across the United States have adopted smart growth strategies to help ensure that new growth and development meet the institutions' mission and serve the community in which they live. The publication begins with an overview of smart growth strategies and then makes a four-part argument for adopting such strategies: 1) Creating thriving, vibrant places helps to attract and keep the best students, faculty, and staff. 2) Smart growth development patterns are a more efficient use of scarce resources and are better investments. 3) Colleges and universities and the surrounding communities can work together across the traditional boundary of the campus to solve challenges in mutually beneficial ways. 4) Better development patterns allow colleges and universities to improve their environmental performance. 48p.
This is Smart Growth.
http://www.smartgrowth.org/library/articles.asp?art=2367&res=1024 (Smart Growth Network (SGN) and the International City/County Management Association (ICMA) , Sep 01, 2006)
This guidebook illustrates how communities can transform themselves by using smart growth techniques and policies that promote quality development, preservation of environmental resources, sustainable design, and superior communities in which people work, live, and play. The publication features 40 places around the country, from cities to suburbs to small towns to rural communities, where good development has improved residents' quality of life. 32p.
Schools Cycle Back into the Heart of the Neighborhood.
http://www.osba.org/en/Resources/Article/Community_Relations (Oregon School Boards Association, Salem , Summer 2006)
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.
Building Community: A Post-Occupancy Look at the Maryvale Mall Adaptive Reuse Project.
http://web.archive.org/web/20060929024822 Reagan, Lisa; Smith, Molly; Warner, Elisa (Council of Educational Facility Planners International, Scottsdale, AZ , Feb 2006)
Describes the conversion of Phoenix's vacant 1950's-era Maryvale Mall into an elementary and middle school. The project yielded a construction cost of $65 per square foot, and the new schools, along with the community services they housed, helped spur an urban renewal of the depressed Maryvale neighborhood 6p.
Housing in the Nation's Capital.
http://www.urban.org/publications/1001038.html (Fannie Mae Foundation and Urban Institute, Washington, DC , 2006)
Explores the intersections among public schools, housing, and neighborhood revitalization in the Washington, DC, metropolitan region. The report demonstrates the interdependent relationship between public school systems and local housing markets, and the imperative for coordinated investments that expand the supply of affordable housing while improving the quality of public education. Includes 33 references 72p.
Planning for Schools and Livable Communities: The Oregon School Siting Handbook.
http://www.oregon.gov/LCD/TGM/docs/schoolsitinghandbook.pdf (Oregon Transportation and Growth Management Program, Salem , Jun 2005)
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.
Recommended Policies for Public School Facilities, Section 2: Schools as Centers of Communities Policies.
http://www.21csf.org/csf-home/publications/modelpolicies/SchoolsCentersCommunitiesSectionMay2005.pdf (21st Century School Fund, Washington, DC , May 2005)
Provides policy guidance and recommendations to officials and administrators at the state, local, and school district level to improve 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.
Design Guidelines for Pedestrian-Friendly Neighborhood Schools.
http://www.raleighnc.gov/publications/planning/ (City of Raleigh, NC , 2005)
Provides information on school location and construction issues to consider to make schools pedestrian-friendly. The guidelines group these factors into three broad areas: 1) Neighborhood guidelines: Schools should ideally be located in existing neighborhoods where walking is already an option. 2) School site design guidelines: The site layout should encourage walking to school. 3) School building design guidelines. The building itself should be constructed such that students, parents, and teachers are encouraged to walk. These guidelines are derived from observations of successful neighborhoods and published reports dealing with pedestrian-friendly neighborhoods and school siting issues, which are listed as additional resources in the report. Also included are diagrams and photographs to show real-world comparisons and examples, and a checklist and matrix to evaluate walkability. 32p.
Public Schools: A Toolkit for Realtors.
http://www.realtor.org/sg3.nsf/files/PublicSchoolsToolkit.pdf/$FILE/PublicSchools (National Association of Realtors, Chicago, IL , 2005)
Explains the importance of public schools to realtors and gives examples of efforts by individual realtors and realtor associations around the country to improve the quality of public school education, along with a quiz for realtors to test their knowledge of basic education facts and figures. Subsequent coverage of topics that link schools to smart growth is followed by articles explaining directions in education policy and practice that may impact real estate. A glossary of education terms and the National Association of Realtors official policy position on public education are included. 125p.
Schools as Centers of Community through Smart Mapping. [PowerPoint Presentation]
http://web.archive.org/web/20070209205120 Healy, Tracy; Cropper, Matthew (Presentation at AIA 2005 In Design Seminar, Las Vegas, NV, 2005)
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
New Relationships With Schools. Organizations That Build Community by Connecting With Schools. Volume Two.
http://www.collaborativecommunications.com/assets (Collaborative Communications Group for the Kettering Foundation, Nov 2004)
Case studies of organizations that establish strong connections between communities and schools using many different entry points. Includes a profile of New School Better Neighborhoods, a nonprofit intermediary organization in Los Angeles that works to design schools that serve as centers of communities. The organization brings together community stakeholders to plan multi-use development that combines residential, recreational, and educational use of scarce land in densely populated urban areas.
38p
Schools for Successful Communities: An Element of Smart Growth.
(Council of Educational Facility Planners International, Scottsdale, AZ; U.S. Environmental Protection Agency, Washington, D.C. , Sep 2004)
Provides guidance in choosing effective "smart growth" locations for school facilities. Addresses new schools, existing schools, and the subject of adaptive reuse of existing facilities for school learning environments. Addresses the connection between smart growth principles and community-centered schools, factors to consider when planning community-centered schools, local and state policies that support smart growth and community-centered schools, and provides ten case studies that illustrate the various concepts presented. 52p.
TO ORDER:
Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840http://www.cefpi.org
Fixing It First: Targeting Infrastructure Investments to Improve State Economies and Invigorate Existing Communities.
http://www.nga.org/Files/pdf/0408FIXINGFIRST.pdf Lambert, Matt A. (National Governor's Association Center for Best Practices with support from the Fannie Mae Foundation, 2004)
In a time when states are challenged with shrinking revenue bases and increases in mandatory spending, thoughtfully channeling development expenditures through careful planning, design, and coordination can benefit government, businesses, and local communities. A fix-it-first strategy allows states to plan for growth and development by leveraging their limited resources and maximizing past investments and previously built assets. Policies that define the placement and character of school construction are becoming an important consideration in states' infrastructure investment decisions. 10p
Rethinking Community Planning and School Siting to Address the Obesity Epidemic.
http://www.niehs.nih.gov/drcpt/beoconf/postconf/overview/morris.pdf Morris, Marya (National Institutes of Health, National Institute of Environmental Health Services, Bethesda, MD , May 2004)
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.
Creating Communities of Learning: Schools and Smart Growth.
http://www.edlawcenter.org/ELCPublic/AbbottSchoolFacilities/FacilitiesPages/ Shoshkes, Ellen (Education Law Center, Trenton, NJ , Apr 2004)
Describes two projects seeded by New Jersey's Communities of Learners campaign: a national design competition for a new high school in Perth Amboy, and an effort to create large scale public engagement in a community school master planning process in Plainfield. The successes, failures, and impediments realized through this experimental collaboration are chronicled, and recommendations on how to create schools as centers of communities are offered. 58p.
Neighborhoods, Regions and Smart Growth Toolkit: The Smart Growth, Better Neighborhoods Action Guide.
(National Neighborhood Coalition, Washington, DC , 2004)
Provides guidance on addressing the root causes of unbalanced regional growth and suggests ways for finding common ground between developers and smart growth advocates. Information on the neighborhood-level impacts of regional growth, advice on influencing the planning and development process, sources for facts and figures to support smart growth, and coalition-building advice are included. 134p.
School Location and Student Travel. Analysis of Factors Affecting Mode Choice.
http://www.icfi.com/Markets/Transportation/doc_files/school-location.pdf Ewing, Reid; Schroeer, William; Greene, William (ICF International , 2004)
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.
Hard Lessons: Causes and Consequences of Michigan's School Construction Boom.
http://www.mlui.org/downloads/hardlessons.pdf McClelland, Mac; Schneider, Keith (Michigan Land Use Institute, Beulah, MI , 2004)
This provides a detailed review of how school construction decisions — whether to renovate existing buildings or build new, greenfield facilities — are made in Michigan and their effect on development patterns. The report aims to help school officials, community leaders, homeowners, and parents evaluate the full cost of new school construction or renovation. It recommends changes in state policy that, if implemented, will capture the economic and cultural benefits of renovating older schools or building new ones in town.
20p.
Schools, Community, and Development. Erasing the Boundaries.
http://www.practitionerresources.org/cache/documents/56274.pdf Proscio, Tony (The Enterprise Foundation, Columbia, MD, 2004)
This describes the results of efforts in four neighborhoods in Baltimore, St. Louis, and Atlanta to connect community-based revitalization initiatives with school reform programs in the same neighborhoods. Chapters include: 1) Building and Learning Go Seperate Ways; 2) The School-Community Alliance in Practice; 3) The Developer as Educator; 4) Housing and Economic Development. 39p.
Public Schools and Economic Development: What the Research Shows.
http://www.kwfdn.org/resource_library/ Weiss, Jonathan D. (Knowledgeworks Foundation, Cincinnati, OH , 2004)
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.
Schools as Centers of Community: A Citizens' Guide For Planning and Design. Second edition.
http://www.edfacilities.org/pubs/centers_of_community.cfm Bingler, Steven; Quinn, Linda; Sullivan, Kevin (National Clearinghouse for Educational Facilities, KnowledgeWorks Foundation, Council of Educational Facility Planners, Building Educational Success Together, Coalition for Community Schools , Dec 2003)
This publication outlines a process for planning schools that more adequately addresses the needs of the whole learning community. It explores six design principles for creating effective learning environments, provides 13 case studies that illustrate various aspects of the six design principles, and examines the facilities master planning process for getting started and organized, including developing and implementing a master plan. It provides references, sources for additional information, photographs and plans. 76p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905; Tel: 888-552-0624https://www.nibs.org/index.php/resources/schoolfacilities
Getting to Smart Growth II: 100 More Policies for Implementation.
http://www.smartgrowth.org/pdf/gettosg2.pdf (International City/County Management Association; Smart Growth Network. , Nov 2003)
This volume shows that a wide variety of smart growth tools, policies, and approaches are available to create more livable communities. It provides ten policy options to achieve each of the ten Smart Growth Principles. These policies are supported with ''Practice Tips'' which offer additional resources or brief case studies of communities that have applied the approach to achieve smart growth. Includes an appendix listing funding resources for smart growth projects.
122p.
Travel and Environmental Implications of School Siting.
http://www.epa.gov/livability/school_travel.htm (U.S. Environmental Protection Agency, Washington, DC , Oct 2003)
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.
Report NO: EPA 231-R-03-004
Smart Growth Schools Slide Presentation Guide.
http://web.archive.org/web/20060128001138/ (National Trust for Historic Preservation, Washington, DC , Jun 2003)
This PowerPoint 'Smart Growth Slide Show' by the National Trust for Historic Preservation and Smart Growth America provides information on the characteristics and benefits of what are termed Smart Growth Schools. These are small school facilities within existing neighborhoods that support use by the community, enable students to walk or bike to school, and utilize existing resources, including the existing school building. The slide show and guide were funded by the Environmental Protection Agency.
Smart Growth Schools: A Fact Sheet.
http://www.preservationnation.org/issues/historic-schools (National Trust for Historic Preservation, Washington, DC, Jun 2003)
This fact sheet lists the benefits of using smart growth principles for school facilities. Smart Growth Schools inspire community involvement, improve academic achievement, save money, improve student health and environmental quality. Barriers and solutions to Smart Growth Schools are also included in this fact sheet. 4p.
Good Schools-Good Neighborhoods: The Impacts of State and Local School Board Policies on the Design and Location of Schools in North Carolina.
http://curs.unc.edu/curs-pdf-downloads/recentlyreleased/ Salvesen, David; Hervey, Philip (University of North Carolina, Center for Urban and Regional Studies, Chapel Hill , Jun 2003)
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.
New Relationships with Schools. Organizations That Build Community by Connecting With Schools. Volume One.
http://www.collaborativecommunications.com/assets (Collaborative Communications Group for the Kettering Foundation, May 2003)
Case studies of organizations that establish strong connections between communities and schools using many different entry points. Includes an in-depth look at Cypress Hills Local Development Corporation, Local INvestment Commission, and Southern Echo. 58p
Historic Neighborhood Schools Deliver 21st Century Educations.
http://www.edfacilities.org/pubs/historic.pdf Beaumont, Constance E. (National Clearinghouse for Educational Facilities, Washington, DC , May 2003)
Examines the numerous advantages that can be gained from preserving older neighborhood schools. Debunks the notion that well-renovated historic schools cannot meet modern standards. Recounts the experiences of three successful school renovation projects in Spokane, Washington; San Antonio, Texas; and Boise, Idaho. Concludes with several briefer examples illustrating how communities have found creative solutions to common problems encountered during historic renovation. Fifteen color photographs convey the value of these projects from an architectural and aesthetic perspective. 16p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., N.W., Suite 700, Washington, DC 20005-4905. Tel: 888-552-0624 (toll free)https://www.nibs.org/index.php/resources/schoolfacilities
Linking School Siting to Land Use Planning.
http://www.atlantaregional.com/cps/rde/xbcr/ (Atlanta Regional Commission, Georgia , 2003)
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.
Why Johnny Can't Walk to School: Historic Neighborhood Schools in the Age of Sprawl.
http://www.preservationnation.org/issues/historic-schools Beaumont, Constance E.; Pianca, Elizabeth G. (National Trust for Historic Preservation, Washington, DC , Oct 2002)
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.
Closing Costs: A Summary of an Award Winning Look at School Consolidation in West Virginia, a State Where It Has Been Tried Aggressively.
http://web.archive.org/web/20060103222632 Eyre, Eric; Finn, Scott (Rural School and Community Trust, Aug 2002)
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.
Education and Smart Growth: Reversing School Sprawl for Better Schools and Communities. Translation Paper Number Eight.
http://web.archive.org/web/20060716065425 Passamore, Sam (Charles Stewart Mott Foundation in collaboration with the Funders' Network for Smart Growth and Livable Communities and Grantmakers in Aging. , Mar 2002)
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.
Education and Smart Growth: Reversing School Sprawl for Better Schools and Communities. Translation Paper.
http://www.eric.ed.gov/contentdelivery Passmore, Sam (Funders Network for Smart Growth and Livable Communities, Mar 2002)
This 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 extracurricular activities, parental involvement, and taxpayer support. Students are walking and cycling to school less,which contributes to alarming rates of childhood obesity. Many suggest that the growing physical disconnect between schools and community helps create a level of student anonymity and social alienation that sets the stage for tragic events like Columbine. Smart growth groups, which traditionally have not weighed in on educational matters, are now questioning the same trend. 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. Scattered efforts are underway across the country addressing the shared interests of educators and smart growth advocates. (Author abstract) 13p.
Schools That Fit: Aligning Architecture and Education.
http://www.eric.ed.gov/contentdelivery (Cuningham Group, Minneapolis, MN , 2002)
This booklet presents one architectural firm's understanding and application of the latest educational research in real-world settings. It asserts that architects can make significant contributions to education by designing schools that uniquely facilitate improvements in organizational structure, learning methods, or both. It presents lessons learned about designing schools and about the process and the planning that are required to align facilities with programs, and architecture with education. The booklet provides examples of environments shaped by attention to communities' individual needs, including small schools, project-based learning, and community schools. Following an introduction, the discussion is broken into the following chapters: (1) "Schools That Fit;" (2) "Toward Better Schools;" (3) "Schools That Fit Communities;" (4) "Schools That Fit Education Leaders;" (5) "Schools That Fit Teachers;" (6) "Schools That Fit Learners;" and (7) "Schools That Fit Children." 64p.
Dollars and Sense: the Cost Effectiveness of Small Schools.
http://www.kwfdn.org/resource_library/_resources/dollars_sense.pdf Bingler, Steven; Diamond, Barbara M.; Hill, Bobbie; Hoffman, Jerry L.; Howley, Craig B.; Lawrence, Barbara Kent; Mitchell, Stacy; Rudolph, David; Wash (KnowledgeWorks Foundation, Cincinatti, OH; The Rural School and Community Trust, Washington, DC; Concordia, LLC, New Orleans, LA , 2002)
This publication summarizes research on the educational and social benefits of small schools and the negative effects of large schools on students, teachers, and members of the community, as well as the "diseconomies of scale" inherent in large schools. It asserts that research shows that measuring the cost of education by graduates rather than by all students who go through the system suggests that small schools are a wise investment. Using data drawn from 489 schools submitted to design competitions in 1990-2001, the publication concludes that small schools can be built cost effectively and that many districts are doing so. 31p.
Using Public Schools as Community-Development Tools: Strategies for Community-Based Developers.
http://www.jchs.harvard.edu/publications/communitydevelopment/W02-9_Chung.pdf Chung, Connie (Harvard University, Joint Center for Housing Studies, Cambridge, MA; Neighborhood Reinvestment Corporation. , 2002)
This paper explores the use of public schools as tools for community and economic development. As major place-based infrastructure and an integral part of the community fabric, public schools can have a profound impact on the social, economic, and physical character of a neighborhood.
Addressing public schools, therefore, is a good point of entry for community-based developers to place their work in a comprehensive community-development context. The paper examines ways in which community-based developers can learn from, as well as contribute to, current community-based efforts, particularly in disinvested urban areas, to reinforce the link between public schools and neighborhoods. Furthermore, the paper considers the policy implications of including public schools in comprehensive development strategies, and asserts that reinforcing the link between public schools and neighborhoods is not only good education policy, but also good community-development policy and practice. An appendix presents contact information for organizations participating in school and community linkages. 55p.
New Schools for Older Neighborhoods: Strategies for Building Our Communities' Most Important Assets.
http://www.realtor.org/smart_growth.nsf/docfiles/NewSchOldNei.pdf/$FILE/NewSchOldNei.pdf Kauth, Ann (National Association of Realtors, Washington, DC , Jan 2002)
The case studies in this booklet highlight how five communities, in big cities and small towns, overcame the obstacles inherent in creating good new schools in existing neighborhoods. There is mounting evidence that small schools provide a better quality education than large ones. Among the obstacles faced in establishing new schools in old areas are: (1) school building standards, codes, and regulations; (2) difficulty in acquiring land; (3) districts have lost the skill to build schools; and (4) building “greenfield” schools is more familiar. The Oyster School in Washington, D.C., is an example of a school modernized through parent efforts when the school system was not able to find the funds for improvement of the facility. Sharing the existing space with an apartment building, at the cost of some space, resulted in a renovated school. In Pomona, California, a school was built at the site of a mall and vacant supermarket. A magnet-type school was built in Dallas, Texas, on the last piece of undeveloped land near a multifamily apartment complex. Two public academies were established in downtown Chattanooga, Tennessee, to attract children whose parents work in town and ensure that both the academies were filled to capacity. Rebuilding on the site of an old school was the solution for Manitowoc, Wisconsin, as it worked to meet the needs of a neighborhood. Some other examples of noteworthy approaches to new schools for old communities are briefly outlined. 20p.
Making Smart Growth Work.
Porter, Douglas R. (Urban Land Institute, Washington, D.C. , 2002)
This book provides an in-depth look at the underlying principles of smart growth, explains how developers and planners have applied them, and how the public and private sectors can collaborate to make smart growth effective. Topics include economically viable compact mixed-use development, conserving open space, expanding mobility options, creating livable communities, smart growth in suburban greenfields and infill areas, and the role of the players involved in putting smart growth to work. 175p.
TO ORDER:
ULI Bookstorehttp://bookstore.uli.org/
A Symposium on Smart Growth and Schools.
http://www.smartgrowthamerica.org/ (Smart Growth America, Washington, D.C. , 2001)
This is a summary of a symposium on smart growth and schools co-hosted by Smart Growth America, the 21st Century School Fund, the National Trust for Historic Preservation, Rural Schools and Community Trust, and the National Center for Bicycling and Walking. The symposium brought together advocates for schools and advocates for smart growth to discuss the opportunities for collaboration, and the possibility of developing a common agenda. The symposium examined trends in school facilities, the causes of those trends, and what communities around the country are doing to respond to the trends.
Creating Communities of Learning: Schools and Smart Growth in New Jersey.
http://www.eric.ed.gov/contentdeliveryhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno= ED467083 Bird, Kathleen, Ed. (New Jersey Office of State Planning, Trenton , Jun 2001)
This paper discusses New Jersey's unprecedented $12.3 billion school construction and reconstruction project, launched in 2000, as an opportunity to reconstruct the state's communities, enhancing quality of life and reducing sprawl. It aims to stimulate a statewide conversation about the opportunity to integrate the design of the next generation of public school facilities with the state's blueprint for smart growth--the "State Development and Redevelopment Plan," or the State Plan. The paper discusses the historical background, schools as centers of community for cities and towns, state agencies' roles, and the relevance of national design policy. It then provides design guidelines for creating schools that serve as centers of New Jersey communities: (1) enhance teaching and learning and accommodate the needs of all learners; (2) serve as centers of community; (3) result from a planning/design process involving all stakeholders; (4) provide for health, safety, and security; (5) make effective use of all available resources; and (6) allow for flexibility and adaptability to changing needs. The paper also includes sections discussing the example of Paterson, New Jersey, and key components of sustainable school design. (Contains a list of resources.) 27p.
Sustainable Schools, Sustainable Communities: The View from the West. CAE Spring 2001 Conference.
http://www.eric.ed.gov/contentdelivery Malone, Sara, Ed. (American Institute of Architects, Committee on Architecture for Education, Washington, DC , 2001)
This paper presents summary conclusions reached by discussion panels that participated in the Committee on Architecture for Education's conference entitled, "Sustainable Schools, Sustainable Communities" (San Diego, March 22-24, 2001). The conference explored the symbiotic relationship between schools and communities and the ways that schools and communities sustain one another. Panel titles were: "City Heights Urban Village;" "High Tech High;" "Educational Center;" "Symbols, Forms, Materials, and Regional Aesthetics: The Sustainability of Culture and the Search for Authenticity;" "Ecology, Landscape Design, and Conservation: Working with Building Systems to Generate Meaningful Spaces for Learning;" "Campus Planning and Community Design: The Impact on Our Quality of Life;" and "The Next Generation: Satellite Learning Centers, Global Teleconferencing Labs, and Public-Private Partnerships." 10p.
Designing a City of Learning: Paterson, NJ.
Strickland, Roy (New American School Design Project. Sponsored by Paterson Public Schools. , 2001)
Presents concepts for using public school capital projects as tools for revitalizing a post-idustrial American City. It applies the school design and planning strategy called City of Learning [COL] to historic Paterson, New Jersey. COL embraces educators' argument that healthy neighborhoods support successful learning and makes school design and programming holistic by looking beyond the school building to the school setting at the neighborhood, town, and city scales. By doing so, it identifies schools as a potent new force in urban revitalization as it explands preK-12 educational options. The first section describes the framework of the "City of Learning" concept, which involves building schools as neighborhood foci and converting industrial and commercial facilities into schools. Subsequent sections present the plans for four nontraditional learning environments, using the city's rich architectural heritage, parks, existing schools, and libraries. 220p.
Making Current Trends in School Design Feasible.
http://www.schoolclearinghouse.org/pubs/small.PDF (North Carolina State Dept. of Public Instruction, Div. of School Support. Raleigh, NC , Nov 2000)
This North Carolina report describes new and innovative approaches to school facilities as they relate to their communities by exploring the trends towards smaller schools, walkable schools, sustainability and green building practices, recycling older small community schools, and joint use arrangements. The pros and cons of small schools are examined. The report finds solutions by applying strategies in smart growth planning. Concluding sections contain links and references where stakeholders can obtain in-depth material on these subjects. (Contains 60 references.) 57p.
Funding Formulas Encourage School Sprawl, Not Smart Growth.
http://www.georgiatrust.org/news/publications/2000Feb.pdf Paxton, Greg (Georgia Trust for Historic Preservation, Atlanta, GA, Feb 07, 2000)
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.
The ABC's of School Site Selection
(Maine Department of Education; State Board of Education; State Planning Office and Department of Administrative and Financial Services; Bureau of General Services, 2000)
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.
TO ORDER:
Maine Department of Education, 23 State House Station, Augusta, ME 04333. Tel: 207-624-6600.
Guide to School Site Analysis and Development, 2000 Edition.
http://www.cde.ca.gov/ls/fa/sf/documents/schoolsiteanalysis2000.pdf Brooks, Duwayne; Williams, Robert; Pendleton, Sue (California Dept. of Education, School Facilities Planning Division, Sacramento , 2000)
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.
School Consolidation and Transportation Policy: An Empirical and Institutional Analysis. A Working Paper. Revised.
http://web.archive.org/web/20060105073652 Killeen, Kieran; Sipple, John (Rural School and Community Trust, Washington, D.C. , 2000)
This study examines the relationship between school consolidation and district transportation costs, effects on instructional expenditures, and institutional factors supporting consolidation. Data on actual student transportation costs across the United States indicate that despite widespread school and school district consolidation, transportation costs have increased, and transportation costs per child are greater in rural than urban school districts. Given the evidence that economy-of-scale arguments fail in rural school districts in terms of transportation costs, reasons beyond fiscal criteria must be driving consolidation. An analysis of the institutional environment shows how consolidation has been justified according to the exaction of state authority over local school districts, and has been supported through national policy towards housing and land use development. Institutional perspectives of organizational legitimacy and survival would not seem to justify consolidation, but consolidation always terminates some organizational form. Perhaps the organizational form of small schools and weak school districts makes them more susceptible to organizational death by other legitimacy-seeking organizations. It appears that higher transportation costs associated with extensive consolidation in rural areas constrain opportunities to fund quality instruction in rural areas. 53p.
Wait for the Bus: How Lowcountry School Site Selection and Design Deter Walking to School and Contribute to Urban Sprawl.
http://www.eric.ed.gov/contentdelivery Kouri, Christopher (A Report Prepared for the South Carolina Coastal Conservation League, Charleston. Terry Sanford Institute of Public Policy, Duke University, Durham, NC. , Nov 1999)
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.
What If.
http://www.nsbn.org/publications/whatif/ Bingler, Steven (Metropolitan Forum Project, New Schools Better Neighborhoods, Los Angeles, CA , Sep 1999)
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.
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James Irvine Foundation, One Market Steuart Tower, Suite 2500, San Francisco, CA 94105; Tel: 415-777-2244.
Scale & Care: Charter Schools & New Urbanism.
http://www.eric.ed.gov/contentdelivery Garber, Michael P.; Anderson, R. John; DiGiovanni, Thomas G. (Congress for the New Urbanism , 1998)
The Charter School movement combined with New Urbanist designers have uncovered the importance of
scale in creating school environments that are more responsive to the needs of children. This paper examines the possibilities
for mutual benefit for school and community by integrating school-building into the new urbanist tool kit. The discussion
covers actual implementation: a prototype building, a means for integration into the community structure, and a financial
analysis geared toward developers. Also explored are the benefits of small schools, charter school laws, and the synergism
realized from the cooperation of charter school operators and new urbanist developers. Concluding sections contain
footnotes, an annotated bibliography, and Web site listings for additional information. 25p.
A New Urbanist Model of Learning.
http://www.peterli.com/archive/spm/1398.shtm VanderVoort, Mark School Planning and Management; v46 n6 , p74-77 ; Jun 2007
Profiles the Walker Creek Elementary School in North Richland Hills, Texas. The new school in a new residential development is conceived as a community center, and features outdoor learning areas, team teaching studios, informal gathering spaces, and commons areas instead of corridors.
Developing Community Nexus Centers in New Orleans.
Bingler, Steven Educational Facility Planner; v41 n2/3 , p11,12 ; 2007
Advocates planning for integrated delivery of educational and social services, using the opportunity in the post-Katrina Gulf Coast rebuilding to bring these services together into centralized facilities that relieve the duplication and disaggregation that currently characterizes these efforts.
Found Space.
http://asumag.com/DesignPlanning/university_found_space/ Haug, Ted; Ogurek, Douglas American School and University; v78 n13 , p166-168 ; Aug 2006
Advises on assessing, renovating, and reusing older buildings for educational use, with particular attention to adaptive reuse of vacant commercial structures as schools, which may help anchor stressed neighborhoods.
School Trips: Effects of Urban Form and Distance on Travel Mode.
Schlossberg, Marc; Greene, Jessica; Phillips, Page; Johnson, Bethany; Parker, Bob Journal of the American Planning Association; v72 n3 , p337-346 ; Summer 2006
Examines the relationship between urban form, distance, and middle school students walking and biking to and from four schools in Oregon. The results indicate that: 1) Urban form helps predict travel mode to and from school. 2) Middle school students walk further than planners expect. 3) Many students use a different mode when they travel to school from when they leave school. 4) Urban form measures that predict walking behavior differ from those that predict biking behavior. 5) Urban form is only one factor in students' transportation decisions.
Big Tram on Campus.
http://www.bdcnetwork.com/index.asp?layout=articlePrint&articleID=CA6342194 Schneider, Jay Building Design and Construction; v47 n7 , p37-42 ; Jun 2006
Describes San Diego State University's efforts to bring mass transit to the campus, highlighting the institution's resistance to any plan that did not create a centrally-located facility that would most effectively reduce automobile use and be of maximum use.
The Power of a Neighborhood.
Wasley, Paula Chronicle of Higher Education; v52 n35 , pA27-A29 ; May 05, 2006
Narrates Villanova University's struggle to locate and build a new law school, including a lack of available land, environmental concerns, and neighborhood opposition to the site, size, and design of the new building.
Re-Forming Schools and Cities: Placing Education on the Landscape of Planning History
Journal of Planning History; v5 n3 , p183-195 ; 2006
Schools are among the most ubiquitous institutions shaping city and regional ecology, policy, and everyday experience. In recent decades, planning historians have come to define planning ever more broadly, focusing on a great diversity of urban activities. But the design, development, and administration of public and private schools, from the preschool to university level, have yet to be incorporated into our discipline's debates and discussions to a significant degree. This article examines the broader history of American education and posits a variety of opportunities and questions to explore as the history of schools is incorporated into planning history.
TO ORDER:
http://jph.sagepub.com/cgi/reprint/5/3/183
Tight School Sites.
Cooper, Lynne Educational Facility Planner; v41 n1 , p34-36 ; 2006
Profiles a new Los Angeles elementary and high school built on restricted urban sites. The massing of the buildings, traffic and parking, athletic facilities, scale, and accommodation of community use are described.
Public Schools as Public Infrastructure.
http://jpe.sagepub.com/cgi/reprint/25/4/433.pdf Vincent, Jeffrey Journal of Planning Education and Research; v25 , p433-437 ; 2006
Focuses public schools as public infrastructure, particularly in the context of inner cities and older suburbs. The article argues that there is a profound and detrimental "cities and schools disconnect," and as a field, planning has virtually ignored public schools. City planning scholars need to increase their engagement with public schools and school facilities and think more critically about how development and redevelopment decisions ultimately impact our public schools. Includes 36 references.
Barriers to Children Walking to or from School United States, 2004
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5438a2.htm Morbidity and Mortality Weekly Report; v58 n38 , p949-952 ; Sep 30, 2005
Reports results of surveys examining reasons why children do not walk or bike to school, with distance from school accounting for almost 60%, followed by traffic dangers (37%), exposure to weather (20%), and crime (14%). In 7% of the cases, the school did not even permit walking or biking to the campus. Includes nine references.
Site Seeing.
http://www2.districtadministration.com/viewarticle.aspx?articleid=202 Kendler, Peggy District Administration; v41 n8 ; Aug 2005
Advises on school site selection, recommending attention to state specifications and possible waivers from them, consideration of unusual sites, working with developers, placing more than one school on a site or otherwise sharing infrastructure, adaptive reuse of available commercial and other non-school buildings, and vertical expansion. Advice for evaluating sites is included.
Schools as Catalysts for Community Development.
http://web.archive.org/web/20080107225020 Dixon, David; Evans, Deane; Loeffelman, Pam; Simmens, Herb CAEnet; Jun 2005
Awareness is growing of programs and legislation that can leverage K–12 construction as a catalyst for economic development. This discusses the role that schools can play in rebuilding America's cities and how architects can help lead the way by advocating for changes, organizing, and developing model programs.
A Smart Map for Schools.
http://www.peterli.com/archive/spm/841.shtm Cropper, Matt School Planning and Management; v44 n2 , p46-50 ; Feb 2005
Disscusses the use of Geographic Information Systems (GIS) to plan schools by combining census, land use, land ownership, transportation, housing, and student data. The importance of combining all data to make informed decisions is emphasized.
Price Charities Champions Transforming City Heights Into Healthy, Family-Centered Neighborhood
http://www.nsbn.org//publications/newsletters/winter2005/price.php New Schools Better Neighborhoods Newsletter; Winter 2005
Interview with Jack McGrory about the holistic approach that Price Charities and local government have taken toward the revitalization of San Diego's City Heights neighborhood, including a discussion of working with the school district to build new schools, leveraging its bond resources.
Of Sprawl and Small Schools.
http://www.realtor.org/smart_growth.nsf/docfiles/winter05sprawl.pdf/$FILE/winter05sprawl.pdf Goldberg, David On Common Ground; , p6-11 ; Winter 2005
Describes the logistical and social consequences of building large, remote, and pedestrian-unfriendly schools, efforts to preserve neighborhood schools, and opportunities for breaking up large schools into smaller learning communities. Historical and curricular reasons for constructing large schools, and some of the benefits realized when communities created smaller, neighborhood schools are also discussed.
The Center for Cities & Schools: Connecting Research and Policy Agendas.
http://citiesandschools.org/pdf/BPJ_v18_2005_McKoyVincent_p57-77.pdf Mckoy, Deborah; Vincent, Jeffrey Berkeley Planning Journal; v18 , p57-77 ; 2005
Presents two papers that discuss the link between quality schools with quality cities. The first discusses the connection between schools, housing quality, and housing choice, citing examples where school-centered development has helped create viable mixed-income neighborhoods. The second describes San Francisco's experiences with schools as centers of communities, providing community learning, and social services. Includes three references.
The ABCs of Smart Growth Spell Out the Community Vision
http://www.realtor.org/smart_growth.nsf/docfiles/winter05schvis.pdf/$FILE/winter05schvis.pdf Van Giesen, John On Common Ground [National Realtors Association]; , p16-21 ; Winter 2005
The merger of the community school, smaller schools and Smart Growth movements typically occurs when planners are building new schools or renovating old ones as integral components of plans to revitalize deteriorating inner city neighborhoods.
Downtown Schools. The New Urban Frontier.
http://www.realtor.org/smart_growth.nsf/docfiles/winter05urban.pdf/$FILE/winter05urban.pdf Zimmerman, Martin On Common Ground; , p52-57 ; Winter 2005
Describes successful urban schools created in San Francisco, Minneapolis, and Raleigh, citing how they were sited and funded, the community services they provide, and the constituencies they serve.
Walking to School. The Case for Renovating and Maintaining School
Buildings in Established Neighborhoods.
Hylton, Thomas Central PA Magazine; Nov 2004
School districts have been steadily abandoning walkable neighborhood schools in favor of corporate-style campuses outside established population centers. These "sprawl" schools not only make it impossible to walk, but also generate a demand for new housing and public water and sewer lines in rural areas. This discusses the issue of replacing or rebuilding older neighborhood schools, and the application of smart growth principles to school siting decisions.
TO ORDER:
Back Issues, Central PA magazine, P.O. Box 2954, Harrisburg, PA 17105; Tel: 717-221-2800, Toll free: 800-
366-9483http://www.centralpa.org/archives.html
Smart Growth Schools.
Beck, Bruce; Skelley, Jack Urban Land; v63 n10 , p92-97 ; Oct 2004
More education planners are applying the principles of smart growth to schools in order to improve the quality of life by preserving green space, becoming more walkable, harnessing existing infrastructure, and becoming more fiscally capable. Includes case studies of the Downtown School in Minneapolis, the RiverPark East Intermediate School in Oxnard, California, and Chapman University in Orange, California.
Education and Economic Development
McCall, Jack Planning Commissioners Journal; Fall 2004
Quality education is critical to a community's economic well-being. Businesses (especially those thriving in today's information age) look for communities where they can find a high caliber work force. The bottom line: quality education is important to cities and towns as they seek to attract, retain, and develop businesses.
TO ORDER:
http://www.plannersweb.com/wfiles/w203.html
The Link Between Schools and Land Value.
Newberg, Sam Urban Land; v63 n10 , p102-103 ; Oct 2004
Schools play an important role in urban planning and development. Across the country, a variety of solutions are being tested to improve schools and their relationship to surrounding communities. Describes the new schools at the Stapleton development in Denver, a new urbanist community.
Back to School for Planners
Torma, Tim Planning Commissioners Journal; Fall 2004
Schools are an important community asset, and represent one of the largest capital outlays many local governments make. Decisions about school construction and renovation have profound implications for towns, cities, and counties nationwide. A look at trends and opportunities, impacts schools have, and the positive role planners and planning commissioners can play. Includes an extended sidebar by Barbara Kent Lawrence on what happens to communities when school doors close.
TO ORDER:
http://www.plannersweb.com/wfiles/w179.html
Grappling with Growth.
http://web.archive.org/web/20070406235656 Hardy, Lawrence American School Board Journal; v191 n9 , p16-21 ; Sep 2004
Describes explosive student population growth in several rapidly-expanding communities, and how they are dealing with the influx of students that their school systems or tax bases are not prepared for. Rapidly growing enrollment presents school districts with a number of
challenges: planning for and financing construction, finding qualified teachers and other staff, educating the public and elected officials about the pressures of growth, and dealing with the trade-offs districts face
when confronted with the need to constantly expand. This kind of growth isn't easy for any district, but it's particularly hard for low-wealth school systems that are struggling to maintain essential services.
The ABC's of Mixed Use Schools.
http://web.archive.org/web/20061016113409 Romeo, Jim Planning; v70 n7 , p4-9 ; Jul 2004
Cites several examples of school facilities in non-traditional settings, integrated into and shared with the community. Benefits to land use, transportation, and community recreational opportunities are detailed.
Scarcity of Property Is Growing
Obstacle to Building Schools.
http://www.edweek.org/ew/articles/2004/03/24/28land.h23.html Sack, Joetta Education Week; v23 n28 , p15-16 ; Mar 2004
A lack of land for new schools and additions is a common problem across the country, particularly in urban and fast-growing areas. To confront the problem, districts are building multistory schools, converting existing buildings to schools, and persuading housing developers to donate land or help build schools. Other districts in fast-growing areas have bought land on speculation while the cost is relatively modest. And in severe cases, districts that have the power of eminent domain—the right of governments to force owners to sell their land to them at fair market value for public purposes—have taken homes, businesses, farms, and other properties to build schools. [Free subscriber registration is required.]
Smart Growth and School Reform.
Baum, Howell Journal of the American Planning Association; v70 n1 , p14-26 ; Winter 2004
Considers the relationship of race, community, and education to sprawl and examines education as a means toward managing sprawl. Desegregating and improving urban schools is detailed as a means to attract students and encourage close-in living. Includes 93 references.
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http://www.informaworld.com/smpp
Edge-ucation. The Compulsion to Build Schools in the Middle of Nowhere.
http://www.governing.com/archive/2004/mar/schools.txt Gurwitt, Rob Governing; v14 n6 , p22-26 ; Mar 2004
Driven in part by concerns about stemming urban sprawl, in part by movements promoting smaller, neighborhood schools as antidotes to ailing educational quality, and in part by concern over keeping community cores intact, many people are asking whether it makes sense to keep putting up large new schools on the edge of town. Just as schools going up on the periphery of a community can promote sprawl, so a decision to build or renovate in the central city can
generate revitalization.
Charter Schools Benefit Community Economic Development.
http://www.lisc.org/resources/2004/03/ Halsband, Robin Journal of Housing and Community Development; , p33-38 ; Nov-Dec 2003
Charter schools have proven an effective tool for urban economic development by reviving communities, providing services, and renovating older buildings. Because charter schools are not provided with a building, they are purchasing or leasing vacant, dilapidated properties and renovating them into spectacular new schools and community centers. Includes several case studies in Chicago, Washington, D.C., and Newark.
A Toolkit for Tomorrow's Schools: New Ways of Bringing Growth Management and School Planning Together.
http://www.tricc.org/docs/APAschools.pdf Donnelly, Steve Planning; v39 n9 , p4-9 ; Oct 2003
Describes many aspects of simultaneously planning development and schools. The influence of the modern school system's composition, with magnet schools, charter schools, school shopping parents, shared facilities, and GIS technology is discussed.
Build Smart
http://smartgrowthamerica.org/SGA%20School%20Sprawl.pdf McCann, Barbara; Beaumont, Constance American School Board Journal; , 4p. ; Oct 2003
Smaller, community-centered schools can help a district grow in many ways. This describes the characteristics of smart growth schools and how to overcome obstacles. It also summarizes policy reforms that make it easier to build smart growth schools.
Build “Smart.”
http://www.smartgrowthamerica.org/SGA%20School%20Sprawl.pdf McCann, Barbara; Beaumont, Constance American School Board Journal; v190 n10 , p24-27 ; Oct 2003
Smart growth schools are small in size, encourage broad community involvement, and make good use of existing resources. Promoting small, community-based schools requires innovation, new partnerships, and a commitment to working to overcome the barriers presented by traditional rules and regulations.
Getting the Most from Urban Schools.
Education is Essential to a City's Future, but Can Schools Help Shape the City, Too?
http://web.archive.org/web/20041107094519/ Cleveland Urban Design Collaborative Quarterly; v3 n1 ; Winter 2003
This explores how schools can help define and enliven urban places. Includes a description of the Cities of Learning Project in Paterson, New Jersey, led by urban designer Roy Strickland, that envisions a network of learning facilities – schools, libraries, arts groups, mobile computer labs – all turned loose to infiltrate the economic and social life of a mid-size industrial city that desperately needs to reverse its fortunes.
Don't Destroy Neighborhoods To Educate Them.
http://www.planetizen.com/oped/item.php?id=42 Beaumont, Constance Planetizen; Jan 16, 2002
Well intentioned but off-target planning regulations are neglecting to create the community-centered schools the public is demanding. This discusses acreage standards, policies restricting the amount of money that school districts may invest in the renovation of older schools, and the disconnect between land-use planning and school facility planning.
Two Compact Urban Schools
http://www.architectureweek.com/2001/0725/design_1-1.html Logan, Katharine Architecture Week; , D1 ; Jul 25, 2001
This describes the Gonzalo and Felicitias Mendez Fundamental Intermediate School in Santa Ana, California, that is tucked behind a shopping mall, on top of a parking garage, and the Emily Carr Institute of Art and Design in Vancouver, British Columbia, that occupies a similar site in a mixed-use redevelopment of an industrial waterfront.
Each of these two schools turn the liabilities of its dense urban site into an asset and respond to an increasingly critical challenge: combining people, cars, and buildings in less space.
Stopping School Sprawl.
Langdon, Philip Planning; v66 n5 , p9,10 ; May 2001
Discusses school site planning and policies and the problem of school sprawl. Cutting down on free parking to help reduce school sprawl is explored as is why planners and educators should think about public accessibility when designing schools. Ideas to reverse the trend include relocating schools in city centers, reusing existing buildings, and smaller schools.
Viewing School Facilities as Community Development Projects: The Case of Hinesburg, Vermont.
MacKinnon, Colleen T. Small Town; v30 n2 , p28-31 ; Mar-Apr 2001
Instead of accentuating differences among agendas through competition for scarce resources, community members, educational planners, and community development planners cooperated in renovating a high school building in Hinesburg, Vermont, to include community spaces for recreation, social services, and nontraditional education. Design elements that promote the greatest possible use of facilities by community members are discussed.
Don't Trash Old Schools in Rush to Build New
Ones
Moe, Richard Boston Globe ; , pA17 ; Feb 21, 2001
Facing threats that include inadequate maintenance budgets,
sprawl-promoting state policies, inflexible building codes, and consolidation
of smaller facilities into megaschools, historic schools are being abandoned
and demolished at an alarming rate. Instead of tossing them aside like yesterday's newspaper, state education
departments, local school boards, and citizens should do all they can to keep
historic neighborhood schools alive.
When Town Meets Gown.
http://www.peterli.com/archive/cpm/80.shtm Leonard, Jim College Planning and Management; v3 n10 , p34-36 ; Oct 2000
Provides examples of academic institutions becoming catalysts in revitalizing downtown areas while also providing themselves with new facilities. How these projects have been mutually beneficial to both school and community is highlighted.
School Sprawl
http://www.plannersweb.com/wfiles/w165.html McMahon, Edward T. PlannersWeb [Planning Commissioners Journal]; , p16-18 ; Jul 2000
All over the country smaller, older schools are being closed in favor of bigger, new schools in far flung locations. Neighborhood schools are worth saving, and this article describes why. [The full article can be ordered and downloaded from PlannersWeb.]
Jack and the Giant School
http://www.newrules.org/equity/article/jack-and-giant-school Mitchell, Stacy The New Rules; v2 n1 ; Summer 2000
A growing number of critics question whether big schools produce better students. This summarizes American school size trends—from small learning communities in the early and mid part of the past century,
to the Post World War II shift towards large, comprehensive schools, to rising support for the small schools movement
today. Issues such as school governance, urban and rural locations and the future of the movement are examined.
Here Comes the Sprawl.
Vail, Kathleen American School Board Journal; v187 n6 , p22-25 ; Jun 2000
During the 1990s, thousands of families abandoned cities and suburbs to settle in nearby rural areas. Shrinking rural districts were initially pleased, but now urban sprawl is banishing a valued way of life. Since a devastating 1990 tornado, Plainfield, Illinois, has constructed several new schools.
Historic School Preservation vs. School Sprawl.
http://web.archive.org/web/20060128001350/ Preservation Advocate News; v6 n2 ; May 25, 2000
Many communities think they have no
other alternative but to build new schools on undeveloped land rather than
renovating existing schools that have served as community anchors for many
years. This describes policies in California, Maine, New York, and Kansas.
Location, Location, Location.
Finucan, Karen Planning; v66 n5 , p4-8,11 ; May 2000
Discusses how good schools have drawing power in revitalizing both urban and rural communities and increasing property values. Several examples of the value of school renovation and its impact on the surrounding community and enrollment are discussed, including descriptions of planning and financing renovation efforts by some communities.
Reading, Writing, and Real Estate.
Finucan, Karen Planning; v66 n5 ; May 2000
Even for childless buyers, school quality is one of the most important factors influencing decisions about where people will live. A 1996 survey found a 10 percent difference between sales prices in highly rated school districts and those just across the boundary. Developers and school officials explain how new schools get built and how difficult it can be to find the land.
The Jewel of the Community.
http://asumag.com/mag/university_jewel_community/ Fanning, Ronald H.; Howey, Clair E. American School and University; v72 n5 , p20-21 ; Jan 2000
Discusses why and how K-12 schools of the future will return to the community and become more of a focal point in urban planning. How information flow and technology will decentralize the way education is delivered is explored.
Historic Preservation of Schools Can Save Open Space.
http://www.newtonconservators.org/newsletters/summer99.htm Clarke, Mike The Newton Conservators Newsletter; Jun 1999
The historic preservation organization, Historic Massachusetts, has been
leading the charge to prevent the pattern of abandonment and destruction of older and
historic school buildings caused by the reimbursement policies of the Massachusetts School
Building Assistance Bureau. These buildings, many of which are beloved neighborhood
schools or landmarks anchoring downtown districts, are threatened by shortsighted policies
that encourage new construction over the renovation of existing facilities.
Fighting For Our Older Schools--And Community Soul.
Peirce, Neal R. Nation's Cities Weekly; Nov 1997
Grand old public school structures continue to be mindlessly demolished, replaced by nondescript,
low-slung buildings in seas of parking lots on the outskirts of towns. And not always by accident. Just as there's a highway lobby, there's a powerful lobby for tearing down old schools and building anew.
It includes school construction consultants, architects, builders, and
their allies in state departments of education.
The Economic Impact of Public K-12 Education in the Los Angeles Region: A Preliminary Analysis.
Picus, Lawrence O. ; Bryan, Jimmy L. Education and Urban Society; v29 n4 , p442-52 ; Aug 1997
Discusses the economic implications to Los Angeles, California of K-12 public education funding. It reveals the relative size of the K-12 public education sector in the United States and summarizes the role of education in the Los Angeles area in terms of human capital, enhancements in industrial productivity, and individual satisfaction. According to the authors, schools build cities in two ways. They develop the economy, both indirectly by adding to a location's stock of human capital and directly through programs that enhance neighborhoods. Schools become part of a microeconomic policy. Schools also serve as agents for community development, the creation of cohesion and civic relations among neighbors.
21st Century School Fund
http://www.21csf.org/csf-home/ The 21st Century School Fund is a nonprofit organization founded in 1995 to work on school facility issues nationally and locally in the District of
Columbia, building the public will and capacity to improve urban public
school facilities. Provides technical
assistance, training and tools to nonprofit organizations, school districts and local,
state and federal public agencies to support their work on school facility issues.
BuildSmart [Arkansas]
http://buildsmart.org/ BuildSmart is a grassroots organization of parents, teachers, students and other school district patrons who believe in keeping Fayetteville High School in a central location by building a larger high school at its current location. The website contains documents from the school district, as well as links to newspaper articles, national studies and articles pertaining to high school location and construction, and maps of the district.
Center for Cities and Schools
http://citiesandschools.berkeley.edu/ The Center is committed to bridging the fields of education and urban policy to create equitable, diverse, and livable cities and schools. The Center works to promote understanding of how the varieties of natural and built environments are related to school quality. This is done through investigating issues around land use policies that support quality schools, coordinating school and housing policy, and thinking outside the box of traditional school facilities. The website includes research, resources, news and events.
Coalition for Community Schools.
http://www.communityschools.org/index.php The Coalition for Community Schools works toward improving education and helping students learn and grow while supporting and strengthening their families and communities. Community schools bring together many partners to offer a range of supports and opportunities to children, youth, families and communities -- before, during and
after school, seven days a week.
Florida Department of Community Affairs School Planning Webpage
http://www.dca.state.fl.us/fdcp/DCP/SchoolPlanning/ Under Florida's growth-management strategy local governments and district school boards must enter into interlocal agreements to share information regarding school planning and land development, and collaborate in making school and land use decisions. This webpage includes the Florida legislation, procedures related to interlocal agreements, and sample agreements.
Helping Johnny Walk to School Project
http://www.preservationnation.org/issues/historic-schools/additional-resources/community_centered_schools.html This webpage describes the National Trust for Historic Preservation's project that encourages the development and retention of community-centered schools. To help states develop policy and practices that helps them achieve their educational objectives while also helping localities reach their community development goals, the National Trust selected six sub-grantees through an RFP process to receive grant funds and technical assistance. This project is funded through the cooperative agreement with EPA and the Jesse Ball duPont Fund. On the site you can see the states the Trust is working with
currently in the project.
Kidswalk-to-School. A Component of the Center for Disease Control's State-based Physical Activity Initiative
http://www.cdc.gov/nccdphp/dnpa/kidswalk/index.htm This is a community-based program that aims to increase opportunities for daily physical activity by encouraging children to walk to and from school in groups accompanied by adults. At the same time, the program advocates for communities to build partnerships with the school, PTA, local police department, department of public works, civic associations, local politicians, and businesses to create an environment that is supportive of walking and bicycling to school safely.
National Trust for Historic Preservation. Issues. Historic Neighborhood Schools.
http://www.preservationnation.org/issues/historic-schools The National Trust advocates for the continued use of older and historic neighborhood schools as an anchor for healthy communities. Webpage includes a list of resources, case studies and success stories, and full text of the publication Why Johnny Can't Walk to School.
New Schools Better Neighborhoods
http://www.nsbn.org/ New Schools / Better Neighborhoods (NSBN) is a civic advocacy
organization formed to promote a 21st Century vision for California's
urban school districts: new schools should be centers of
neighborhoods and likewise, neighborhoods and communities should
serve as centers of learning. Includes video library, links, newsletter, and information on regulatory reform issues, community engagement, smart growth, and joint use facilities.
Rural School and Community Trust
http://www.ruraledu.org/ The Rural School and Community Trust addresses the crucial relationship between good schools and thriving communities. The trust has a network of people working to improve school-community facilities, to increase community participation in the facilities design process, and to expand the purposes these public resources can serve.
Schools and Communities
http://www.enterprisecommunity.org/resources This webpage of Enterprise Community Partners documents and disseminates the nation’s current efforts to combine school reform and community development.
Smart Growth America
http://www.smartgrowthamerica.org/children.html Smart Growth America, a nationwide coalition promoting a better way to grow, has a web section on Children and Schools that includes publications, news sources, resources and classic reports, and partner organizations.
Smart Growth and Schools. [Environmental Protection Agency]
http://www.epa.gov/smartgrowth/schools.htm EPA's website on smart growth and schools includes downloadable EPA resources, other publications, presentations, and a list of related organizations.
Smart Growth Online
http://www.smartgrowth.org/Default.asp?res=800 This website is a service of the Smart Growth Network, a partnership between the U.S. Environmental Protection Agency and environmental groups, historic preservation organizations, professional organizations, developers, real estate interests; local and state government entities. The site includes a searchable catalogue of reports, websites, tools and case studies dating from 1997 until today.
Smart Schools, Smart Growth Initiative
http://www.smart-schools.org The Smart Schools, Smart Growth Initiative is a new multi-partner, national effort designed to bridge the movements for education equity and for smart growth. It aims to build healthier, more sustainable communities, especially for our most vulnerable children. Founding partners include the W.K. Kellogg Foundation, the Public Education Network, and Smart Growth America. The website includes readings, resources, and case studies.
Sprawl Guide: Reducing "School Sprawl"
http://www.plannersweb.com/sprawl/solutions_sub_schools.html This webpage by the Planning Commissioners Journal/PlannersWeb focuses on state and local efforts to reduce school sprawl. Included are links to articles, reports, and organizations.
Sprawl Watch Clearinghouse
http://www.sprawlwatch.org/ The Sprawl Watch Clearinghouse mission is to make the tools, techniques, and strategies developed to manage growth, accessible. The Clearinghouse identifies, collects, compiles, and disseminates information on the bestland use practices to citizens, grassroots organizations, environmentalists, public officials, planners, architects, the media and business leaders.
Walking School Bus Information Website
http://www.walkingschoolbus.org/ This website is maintained by the Pedestrian Bicycle Information Center for the Partnership for a Walkable America, in cooperation with the U.S. Department of Transportation. A walking school bus provides children with a safe and healthy mode of transportation to school. The idea is simple. The designated adult supervisor "picks up" each student, house by house, on foot. The group of students walk to school together along a set route, all the while enjoying fresh air, exercise, and friendly conversation.
Build New or Renovate School Facilities? http://www.edfacilities.org/rl/build_or_renovate.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the process of assessing whether to renovate and modernize existing school buildings in need of repair or construct new facilities, compiled by the National Clearinghouse for Educational Facilities.
Case Studies--Community Use of Schools http://www.edfacilities.org/rl/case_studies_community_use.cfm (National Clearinghouse for Educational Facilities, Washington, DC)
Community Development and School Facilities http://www.edfacilities.org/rl/community_development.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the role public school facilities play in urban and rural economic development and community revitalization, compiled by the National Clearinghouse for Educational Facilities.
Community Participation in School Planning http://www.edfacilities.org/rl/community_participation.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the participation of students, teachers, parents, administrators, and community members in the planning and design of schools, compiled by the National Clearinghouse for Educational Facilities.
Community Use of Schools http://www.edfacilities.org/rl/community_use.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on community use of public school facilities during and after school hours, compiled by the National Clearinghouse for Educational Facilities.
Nontraditional School Sites and Facilities http://www.edfacilities.org/rl/nontraditional.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on retrofitting spaces designed for other uses into schools, and extending school boundaries into existing museums, malls, zoos, and other spaces.
Preserving Historic Neighborhood Schools http://www.edfacilities.org/rl/preservation.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on preservation and modernization of historic neighborhood schools, compiled by the National Clearinghouse for Educational Facilities.
School Size/Small Schools http://www.edfacilities.org/rl/size.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the issue of optimum school facility size, and class and classroom size, compiled by the National Clearinghouse for Educational Facilities.
Site Selection for Schools
http://www.edfacilities.org/rl/site_selection.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on school siting, environmental issues, and state selection criteria, compiled by the National Clearinghouse for Educational Facilities.
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National Clearinghouse for Educational Facilities at the National Institute of Building Sciences 1090 Vermont Ave., NW Suite 700, Washington, D.C. 20005 · Toll free: 888-552-0624 · 202-289-7800 · www.ncef.org Funded by a grant from the U.S. Department of Education |
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