Building for Learning: School Facilities and School Reform

Web Abstract: 
This edition of SEDLetter looks at some of the challenges of matching school facilities design, construction, or renovation to the goals and values of people in schools and communities. Constructing Knowledge by Design draws on the expertise of SEDL staff and of two Texas districts to discuss five principles of facilities design in light of principles of good teaching and learning. Financing Alternatives Call for Flexibility, Creativity briefly examines some financing options for districts. Corridors for Change tells how some Texas schools are putting comprehensive school reform models into practice and into their existing facilities. TAPping into Technology describes SEDL's new program to work with teachers to integrate technology into learning environments that engage students. Resources You Can Use points out some facilities-related resources available on-line and in print. |||Design -- Overview,Impact of Facilities on Learning Building for the Future. Annual Facilities Showcase.|References to Journal Articles|American Libraries|||2003-04-01 00:00:00.0|mmm yyyy|p40-62|Text|||Through description and photographs, this annual facilities showcase features a selection of 39 library buildings, both large and small, including the seven 2003 AIA/ALA Library Building Award winners. Several college and university libraries are included, as well as the new library space in the Sojourner Truth School in New York City, the Shady Hill School Library in Cambridge, Massachusetts, and the updated Denver West High School Library Media Center. |||Awards 1990-2007,Libraries/Media Centers Building for the Future: A Guide to Facilities Loan Funds for Community-Based Child and Family Services.|References to Books and Other Media||Sussman, Carl||2000-01-05 00:00:00.0|mmm dd, yyyy|34||The Finance Project, Washington, DC||This guidebook assesses the feasibility and potential impact a specialized lending program might have on the capital needs of community-based child and family services. It explains the need for quality facilities and how physical space can affect child care quality and the program's impact. Also described are the problems associated with capital loans for these services and examines how facilities loan funds directly improve access to credit and how they can have broader indirect impact on the level of capital investment in community programs. Types of loan funds are examined, as are the characteristics of a lender's capital structure, lending policies, several start-up strategies, and capitalization loan strategies used by other institutions. |||Early Learning Facilities,Funding Options -- Overview,Funding Partnerships Building for the Future: The School Enrollment Boom in North Carolina.|References to Books and Other Media||Stoops, Terry||2005-09-01 00:00:00.0|mmm yyyy|22||John Locke Foundation, Raleigh, NC||Discusses the inadequacy of even the largest school bond revenues in addressing rapid growth in North Carolina school districts, advising instead that districts employ cost-effective construction, renovation, and maintenance solutions that are taxpayer-friendly and enhance educational opportunities. Public-private partnerships to finance new construction, adapting and reusing buildings, rethinking design standards, revising financing policies for stadiums and sports facilities, building modular schools, and using virtual schools are discussed, as are innovative project management techniques.|||Capital Improvement Programs,Funding -- State and Local ,Funding Options -- Overview,Funding Partnerships Building Grant, Bond-Issue Work Together.|References to Journal Articles|School Planning and Management|Schanuel, Scott M.||1999-06-01 00:00:00.0|mmm yyyy|45-47||Peter Li, Inc., Dayton, OH ||Examines how an Illinois school district used teamwork and planning to acquire state funding for construction and renovation of two high schools. Planning efforts included conducting community-based strategic planning, researching the funding program, working closely with state organizations for acquiring grant funds, educating the community, campaigning for passage of a school bond referendum, and fund raising through business associations.|||Bond Issues and Campaigns,Funding -- State and Local ,Funding Options -- Overview,Funding Partnerships Building Green for Better Education.|References to Journal Articles|Educational Facility Planner|Hoffman, Paul||2008-01-01 00:00:00.0|yyyy|17-19||||Discusses the positive impact of sustainable school building features on learning, attitudes, staff morale, and attendance, illustrated with a profile of Wisconsin s LEED Gold certified North Pines High School.|||Case Studies--Green Schools ,Case Studies--High Schools,Green Schools,Impact of Facilities on Learning,Impact of Green Schools on Learning Building Green for Education.|References to Journal Articles|School Planning and Management|LaCorte, Patrick||2008-04-01 00:00:00.0|mmm yyyy|64,66,68||||Profiles New Jersey's Carlstadt Public School, a LEED-certified K-8 facility made possible only after a fourth bond referendum by close cooperation between the architects, board of education, New Jersey Department of Education, New Jersey School Boards Association, and the community.|||Case Studies--K-12 Schools,Green Schools Building Green.|References to Journal Articles|American School and University|Kennedy, Mike||2004-05-01 00:00:00.0|mmm dd, yyyy|16-18,21,22||||Defines five areas of consideration for sustainable building design and operations, citing studies that indicate their economic and educational benefits. Examples of sustainability put into practice and the benefits that followed are provided.|||Energy Management,Green Schools Building Healthy, High Performance Schools: A Review of Selected State and Local Initiatives.|References to Books and Other Media||Bernstein, Tobie; Lamb, Zachary||2003-01-01 00:00:00.0|yyyy|117||Environmental Law Institute, Washington, DC||This report illustrates the policies, programs, and practices that have been adopted by selected states and school districts in order to incorporate a high performance approach in school planning, design, and construction. The report describes in detail the high performance school building initiatives of the states of California, Massachusetts and New Jersey, along with the districts of Los Angeles, Wake County, North Carolina, Elk River Area,Minnesota, and Edmonds, Washington. Various strategies for establishing regulatory requirements, building community support, developing partnerships and evaluating the results are discussed.|||Healthy School Environments,Green Schools,Design -- State and Local Guidelines Building in Safety.|References to Books and Other Media||||2008-01-01 00:00:00.0|mmm yyyy|2||Ohio School Facilities Commission, Columbus||Discusses incorporation of safety and security in schools through building design. Major points of crime prevention through environmental design (CPTED) are outlined.|||CPTED for Schools,Safety and Security--PK-12 Building Information Modeling (BIM) at Whatcom Middle School. |References to Books and Other Media||Middleton, Reid||2011-07-19 00:00:00.0|mmm dd, yyyy||Text|||After a devastating fire that destroyed the iconic Whatcom Middle School Building in Bellingham, Washington, Reid Middleton worked closely with the school district, their insurer, the design team, and the contractor to develop an innovative building replacement strategy. Due to the fast-paced project schedule and the complex nature of the project, Reid Middleton utilized a Revit building information model (BIM) to develop design drawings and to clearly and visually communicate. BIM helped facilitate the project's success. |||Building Information Modeling (BIM),Project Management Building Information Modeling and the Door and Hardware Industry.|References to Journal Articles|Doors and Hardware|Bevill, Doug; Arsenault, Peter||2010-02-01 00:00:00.0|mmm yyyy|18-20,22,23|Text|||Discusses the connection of building information modeling (BIM) with door and hardware specification, which is in its infancy, since most manufacturers BIM content is currently not interoperable with the designer's. Advice on what to look for when selecting BIM products is included.|||Building Information Modeling (BIM),Windows and Doors Building It Safely.|References to Journal Articles|American School and University|Kennedy, Mike||2001-09-01 00:00:00.0|mmm yyyy|36,38,40|Text|||Explores how schools and universities can make sure that construction sites do not pose a hazard to students or a temptation to thieves and vandals. Highlights safety recommendations for mounting construction projects while schools are in session.|||Safety and Security--HIGHER EDUCATION,Safety and Security--PK-12 Building Knowledge.|References to Journal Articles|American School and University|Kennedy, Mike||2003-10-01 00:00:00.0|mmm yyyy|38-39||||Outlines the inventory, condition, design, utilization and budget information that form the essential elements of any school facilities management database. Also describes the guide Facilities Information Management: A Guide for State and Local Education Agencies, which may be found at|||Facilities Management,Facilities Management Software Building Libraries and Library Additions. A Selected Annotated Bibliography. ALA Library Fact Sheet Number 11. |References to Books and Other Media||||2002-01-01 00:00:00.0|yyyy|10p.||American Library Association, Chicago, IL||This fact sheet provides references to tools, resources, and advice to manage a library building project, whether large or small. |||Libraries/Media Centers ,Library Facilities--HIGHER EDUCATION Building Material Emissions Study.|References to Books and Other Media||Alevantis, Leon ||2003-05-15 00:00:00.0|mmm dd, yyyy|315p. |Text|California Department of Health Services, Division of Environmental and Occupational Disease Control, Environmental Health Laboratory Branch, Indoor Air Quality Section, Sacramento, CA||This study, funded by the California Integrated Waste Management Board, adopted the Collaborative for High Performance Schools (CHPS) Section 01350 indoor air quality guideline as the testing protocol to test emissions of products common to classrooms and State construction in comparison to the emissions of alternative materials such as recycled-content and environmentally preferable products. The products studied included acoustical ceiling panels, carpeting, fiberboard, gypsum board, paints, particleboard, plastic laminates, resilient flooring, tackable wall panels, thermal insulation, and wall base. The findings included: 1) both standard and alternative products exceeded section 01350 concentration limits more or less equally; and 2) the concentration limits most frequently exceeded were naphthalene, formaldehyde, and acetaldehyde. Among the conclusions were: 1) low-emitting, sustainable building materials are available within each of the categories studied; 2) many products tested emitted chemicals at rates that result in calculated concentrations that exceed the concentration limits used in this study; and 3) manufacturers should be encouraged to reduce emissions of certain chemicals from their products. An executive summary of this study is available. |||Green Schools,healthy research,Indoor Air Quality Building Middle Schools On a Budget.|References to Books and Other Media||Lundt, John C.; Matt, John||2000-10-26 00:00:00.0|mmm dd, yyyy|15|Text|Dept. of Educational Leadership and Counseling, University of Montana||This report describes the history of St. Ignatius, a small school district in western Montana, and reveals how it defied conventional wisdom that school construction was a stress-filled and expensive experience by building and then expanding their middle school under budget and with greater control. Use of a project manager who would serve as a district employee along with a district team made up of the superintendent, maintenance staff, and trustees to control each phase of the project is described.|||Construction Costs,Project Delivery Methods Building Minds, Minding Buildings. Turning Crumbling Schools Into Environments for Learning. |References to Books and Other Media||||2006-12-01 00:00:00.0|mmm yyyy|23|Text|American Federation of Teachers, Washington, DC||Describes negative consequences of poor and unhealthy facility conditions, mold, overcrowded classrooms, and noise in schools. Recommendations for federal and state actions to renovate or build new and improved schools using proven, cost-effective and environmentally sound solutions are presented, illustrated with examples from districts around the country. Describes the elements of well-designed, well-built, well-maintained schools. Includes 21 references. |||Condition of Schools,Funding -- Federal,Healthy School Environments,Teachers Working Conditions Building Minds, Minding Buildings: Our Union's Road Map to Green and Sustainable Schools.|References to Books and Other Media||||2008-12-01 00:00:00.0|mmm yyyy|50||American Federation of Teachers, Washington, DC||Highlights the work of the American Federation of Teachers (AFT) members and affiliates involved in ensuring that schools are designed and built in healthy and sustainable ways. The report explains why the union supports green schools, what makes a school green, and the benefits of a green school to health, productivity, and saving money. Five green school case studies are included, as is a list of additional resources and thirteen references.|||Case Studies--Green Schools ,Healthy School Environments,Green Schools,Impact of Green Schools on Learning Building Minds, Minding Buildings: School Infrastructure Funding Need, A State-by- State Assessment and an Analysis of Recent Court Cases.|References to Books and Other Media||Crampton, Faith; Thompson, David||2008-12-01 00:00:00.0|mmm yyyy|82|Text|American Federation of Teachers, Washington, DC||Reports on a study that aimed to estimate the current level of school infrastructure funding need in all 50 states, on a state-by-state basis, to compare these estimates to those of a similar 2001 assessment, and to determine the impact of recent court cases that have addressed school infrastructure. The report concludes that the total estimated national need is approximately $254.6 billion, representing a 4.3 percent decrease from 2001. Also examined are the nature and impact of recent court cases that have addressed school infrastructure. Includes major policy recommendations that the federal government assume a strong leadership role and direct funding to states.|||Capital Improvement Programs,Condition of Schools,Facilities Assessment,Funding -- Federal,Funding -- State and Local ,Funding Adequacy and Equity ,Funding Options -- Overview Building Momentum: National Trends and Prospects for High Performance Green Buildings.|References to Books and Other Media||||2003-02-01 00:00:00.0|mmm yyyy|21||U.S. Green Building Council, Washington, DC. ||This report demonstrates the economic and environmental viability of building high-performance green buildings. This report is an outgrowth of the Green Building Roundtable of the U.S. Senate Committee on Environment and Public Works held in conjunction with the U.S. Green Building Council on April 24, 2002. The roundtable brought together diverse interests to educate members of Congress on green building trends and generated discussion about the economic and health benefits of green building, the barriers facing its progress, and the opportunities available to federal agencies to further promote sustainable spaces. These issues are described in the report. Sections of the report also address the role of green building in schools' environmental quality and offer recommendations to improve school environments.|||Green Schools --HIGHER EDUCATION,Green Schools,LEED Certification Building on Community.|References to Journal Articles|American School and University|Kennedy, Mike||2001-06-01 00:00:00.0|mmm yyyy|14-17,18||Primedia Intertec, Overland Park, KS||Explains how schools that share their facilities with the public can strengthen bonds with the neighborhoods they serve. Illustrates how a high school in Medina, Ohio, successfully expanded its facilities to cultivate a relationship with the surrounding community, and how an elementary school in the Blue Valley district is also a community center run by the city of Overland Park. |||Case Studies--Community Schools,Community Use Building on Judicial Intervention: The Redesign of School Facilities Funding in Arizona.|References to Books and Other Media||Hunter, Molly A. ||2003-09-01 00:00:00.0|mmm yyyy|31p. ||Studies in Judicial Remedies and Public Engagement; Campaign for Fiscal Equity, Inc. ||This article analyzes the Arizona litigations that challenged the state education finance system for facilities and other capital items, examines a unique, three-day public engagement event, and documents an iterative decision-making process that led to enactment of a remarkably successful, innovative capital funding system and resulted from standards-based funding principles established by the Arizona Supreme Court. Also discusses current litigations that ask the courts to extend those principles to funding for English language learners and at-risk students. |||Funding -- State and Local ,Funding Adequacy and Equity Building on the Installment Plan. |References to Journal Articles|American School Board Journal| Herlong, William ||2002-10-01 00:00:00.0|mmm yyyy|p44-46||||Describes how Greenville (South Carolina) Board of Education used installment purchase arrangement, coupled with a nonprofit corporation, to finance school construction.|||Funding Options -- Overview,Funding Partnerships,Funding -- State and Local Building Our Future: Making School Facilities Ready for the 21st Century. Report of the NASBE Study Group on School Infrastructure.|References to Books and Other Media|||ISBN-1-58434-023-1|1996-10-01 00:00:00.0|mmm yyyy|28|Text|National Association of State Boards of Education, Alexandria, VA||This report presents study results on the condition of the nation's school infrastructure and provides recommendations for creating a system of comprehensive strategic planning that will support the creation of high quality learning environments for all children. The report highlights the efforts of a number of schools, districts, states, and private corporations that are creating innovative ways to produce high quality school infrastructure. Chapters examine each of the following recommendations made by the Study Group: (1) planning and implementing building designs that help achieve the district's educational plans; (2) creating mechanisms to help districts provide adequate technology and technological support for students and compel educators and local boards to integrate technology into their educational plan; (3) ensuring that teachers and support staff have access to state-of-the-art professional space, technology, and technical assistance in attaining state and district education goals and implementing reform; and (4) encouraging state policymakers and local districts to work together to create funding mechanisms that ensure all students have access to genuinely good schools. (Contains 31 references.)||National Association of State Boards of Education, 277 South Washington Street, Suite 100, Alexandria, VA 22314; Tel: 703-684-4000 |Condition of Schools,Schools for the Future Building Our Future: Scotland's School Estate.|References to Books and Other Media||||2003-01-01 00:00:00.0|yyyy|40||Scottish Executive, Edinburgh||Describes the Scottish Executive's objectives and strategies for their school facilities, the current condition of their schools, a vision for what a 21st-century school will be like, and how they intend to make it all happen. |||Design -- United Kingdom,Design -- International,Schools for the Future Building Our Future: The Ohio School Facilities Commission Fiscal Year 2001 Annual Report.|References to Books and Other Media||||2001-01-01 00:00:00.0|yyyy|23||Ohio School Facilities Commission, Columbus||Assesses the funding, management oversight, and technical assistance provided by the Ohio School Facilities Commission (OSFC) to meet Ohio school district's construction and renovation needs for fiscal year 2001. Following a brief history of the OSFC, the report describes and examines progress in the following OSFC programs: Classroom Facilities Assistance; Exceptional Needs; Expedited Local Partnership; Accelerated Urban Initiative; Extreme Environmental Contamination; Short-Term Loan; Emergency Assistance; and Energy Conservation. Project milestones are listed, and the Ohio School Design Manual is described. The report concludes with information about OSFC investments in website and network technology, and comparative financial data on each of its programs and Ohio capital appropriations for school facilities.|||Capital Improvement Programs,Design -- State and Local Guidelines ,Funding -- State and Local Building Our Future: The Ohio School Facilities Commission FY 2000 Annual Report.|References to Books and Other Media||||2000-01-01 00:00:00.0|yyyy|15||Ohio School Facilities Commission, Columbus||This report assesses the Ohio School Facilities Commission's (OSFC) funding, management oversight, and technical assistance to Ohio school districts' construction and renovation needs for fiscal year 2000. The report describes OSFC's School Design Manual, and updates progress in the Classroom Facilities Assistance Program, the Exceptional Needs Program, the Big 8 Accelerated Urban Initiative, Disability Access, and Short-Term Loan Programs. Also discussed is how the OSFC provides assistance in resolving school construction disputes through its partnering program. The report concludes with information about OSFC website technology and comparative financial data on each of its programs and Ohio capital appropriations for school facilities.|||Capital Improvement Programs,Design -- State and Local Guidelines Building Outside the Box: Public-Private Partnership: A Strategy for Improved Public School Buildings.|References to Books and Other Media||||2001-01-01 00:00:00.0|yyyy|8|Text|21st Century School Fund, Washington, DC||This publication describes the creation of a new school building for James F. Oyster Bilingual Elementary School in Washington, DC. Despite the success of its academic program, the school's 70-year-old building had become unsafe and unsuitable for teaching and learning and was threatened with closure in 1993 because of the district's fiscal crisis. This publication discusses how the 21st Century School Fund, working with the Oyster Community Council (the school's PTA), the local school restructuring team, the principal, and neighborhood residents, formed a public-private partnership that saved the school and increased city revenue. The District of Columbia agreed to divide the school property in half to make room for a new school and a new residential development. They also agreed to dedicate property taxes and revenue from the sale of the land to repay a revenue bond. In exchange, LCOR, the private developer of the new 211-unit apartment building, agreed to design and build a new school and repay the Oyster revenue bond.||21st Century School Fund, 2814 Adams Mill Rd., N.W.,Washington, DC 20009; Tel: 202-745-3745|Community Participation in Planning,Funding Options -- Overview,Funding Partnerships,Closures, Consolidation, and Co-location Building Partnerships: Community Voices in Planning and Developing New York City School Facilities.|References to Books and Other Media||||2005-04-01 00:00:00.0|mmm yyyy|86|Text|New York Institute for Education and Social Policy & Pratt Institute for Center for Community and Environmental Development||This looks at how parents, students, local residents, and community organizations are involved in the planning and development of school facilities, and identifies ways their participation can be expanded. Includes sections on the following: limited community engagement; transparency and participation in the capital planning process; typology of community engagement; and creating an open and innovative school facilities planning and development process. Provides eight case studies of community engagement in the New York area. |||Community Development and Schools,Community Participation in Planning,Funding Partnerships Building Performance: An Empirical Assessment of the Relationship between Schools Capital Investment and Pupil Performance.|References to Books and Other Media|||ISBN-1-84185-402-6|2001-01-01 00:00:00.0|mmm yyyy|64p. |Text|PricewaterhouseCoopers; Department for Education and Employment, London, England||This report presents empirical evidence about the impact that capital investment has on academic achievement in the United Kingdom public school system. The report presents an overview of the research methodology and the main findings from the existing literature and qualitative studies compared to those found in quantitative studies. Analysis indicates that, while most quantitative studies show that capital spending heightens academic performance, the relationship appears weak. However, qualitative studies and a literature review reveal a stronger link between capital spending and student achievement. The strongest relationship between capital investment and academic performance appears to be in specific school design features and school facility quality. Appendices contain additional information on the qualitative research design, issues related to the study's statistical methodology, and detailed statistical results. (Contains 54 references.) |||Design -- United Kingdom,Impact of Facilities on Learning Building Project Procedures Manual. [Georgia]|References to Books and Other Media||||2008-01-01 00:00:00.0|yyyy|||University System of Georgia, Office of Real Estate and Facilities, Atlanta||Defines the process by which facilities projects in the University System of Georgia are initiated, funded, planned, designed, bid, and constructed. Each chapter begins with a general step-by-step process for project development with references to supporting documents in the corresponding appendices of the manual. These appendices support and coordinate with the chapters in the first part of the manual and consist of detailed documentation, forms, checklists, guides and examples of correspondence that may be used throughout the process.|||Design -- HIGHER EDUCATION,Design -- State and Local Guidelines Building Quality Schools: Revisions to the School Construction Formula and Recommendations on Standards.|References to Books and Other Media||||2002-09-01 00:00:00.0|mmm yyyy|39||Delaware Dept. of Education, Dover||Presents the results of a 2001 review of Delaware's School Construction Formula that details the environment and condition of Delaware schools, and proposes adjustments to space and funding recommendations in the Formula. While the Committee did not recommend the adoption of standard plans, it did recommend that the Delaware Department of Education should develop stock plans for classroom additions and a plan repository at the DOE to guide districts in new construction and renovation. Includes eight references.|||Condition of Schools,Funding -- State and Local ,Prototype Schools Building R&D Breakthroughs: Technologies and Products Supported by the Building Technologies Program.|References to Books and Other Media||||2011-05-01 00:00:00.0|mmm yyyy|122|Text|U.S. Dept. of Energy, Washington, DC||Identifies and characterizes commercially available products and emerging technologies that benefited from the support of the Building Technologies Program (BTP) within the U.S. Department of Energy's Office of Energy Efficiency and Renewable Energy. The investigation specifically focused on technology-oriented research and development (R&D) projects sponsored by BTP's Emerging Technologies subprogram from 2005-2009. To perform this analysis, Pacific Northwest National Laboratory (PNNL) investigated 190 technology R&D projects funded directly by the Emerging Technologies subprogram or via the Small Business Innovation Research and Small Business Technology Transfer programs. This effort identified 11 commercially available products, 41 emerging technologies, and 68 potential technologies that are still being researched but are more than three years away from commercialization. The report documents the methodology and results of PNNL?s technology tracking effort, including various analytical cross-sections and descriptions of the commercially available and emerging technologies that resulted from support of the Emerging Technologies subprogram from 2005-2009.|||Energy Management,Energy Management--HIGHER EDUCATION,Energy Management--Renewable Energy Building Schools and Community.|References to Books and Other Media||Bierbaum, Ariel; Vincent, Jeffrey; Tate, Erika||2008-01-01 00:00:00.0|yyyy|4||Urban Habitat, Oakland, CA||Profiles San Pablo's Helms Middle School and Emeryville's Center of Community Life, both California community schools resulting from a lengthy planning process and multiple community partnerships that locate a variety of community services on the campus.|||Case Studies--Community Schools,Case Studies--Middle Schools Building Schools for the Future in the United Kingdom.|References to Journal Articles|PEB Exchange|||2005-02-01 00:00:00.0|mmm yyyy|11-13||||Reviews England's five-year Building Schools for the Future program, describing the investment, changes sought, and the publication of exemplary school designs from eleven firms.|||Capital Improvement Programs,Design -- United Kingdom Building Schools for the Future: the Client Design Advisor.|References to Books and Other Media||||2005-10-01 00:00:00.0|mmm yyyy|6|Text|Commission for Architecture and the Built Environment and the Royal Institute of British Architects, London. ||This publication is aimed at local education authorities and schools in England. It explains the requirement for, role, and appointment of experienced architects as client design advisors within the Building Schools for the Future programme, which will transform every secondary school in England over the next 10-15 years.|||Design -- United Kingdom,Selecting Design Professionals Building Schools for the Future: The Role of a Design Champion.|References to Books and Other Media||||2007-01-01 00:00:00.0|yyyy|6|Text|Commission on Architecture and the Built Environment, London, United Kingdom||Outlines the qualities and duties of a person designated in a school building project to lead and coordinate efforts toward good design. A step by-step response guide for key points in the building process is included.|||Design -- Overview,Design -- United Kingdom,Schools for the Future,Selecting Design Professionals Building Schools for the Next Century: An Affordable Strategy for Repairing and Modernizing New York City's School Facilities.|References to Books and Other Media||Delaney, Richard J.; Brecher, Charles||1996-06-01 00:00:00.0|mmm yyyy|60p.|Text|Citizens Budget Commission, New York, NY||Due to a lack of funding, New York City's public school buildings fall significantly short of providing adequate classroom space and technology support. Some policy changes that could promote more intensive use of school buildings and thus provide a comprehensive and affordable solution to this problem are described. It is suggested that instruction be extended throughout the year so that the extended school hours would allow two shifts of children to be instructed in the same building over the course of a single day without overcrowding the facility or reducing the amount of instruction each child receives. Using each school more intensively also would reduce the number of buildings the school system needs. This would allow the School Board to target its limited resources to create a network of facilities that would support better learning. It is recognized that instituting such changes would place demands on school administrators, families, and social service institutions, but such demands are not insurmountable. |||Condition of Schools,Design -- State and Local Guidelines Building Schools in Phases.|References to Journal Articles|American School Board Journal|Hoyle, Terry; Sockwell, Keith||2006-10-01 00:00:00.0|mmm yyyy|36-38||||Describes multi-phasing in school construction, where subsequent phases of new construction and expansion are contracted as one project, thus locking in the costs of construction and equipment. A detailed case study from Texas' Northwest Independent School District is included.||American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722|Construction Costs,Project Management Building Schools on Brownfields: Lessons Learned from California.|References to Books and Other Media|||ISBN-1-55871-369-7|2005-01-01 00:00:00.0|yyyy|14||Bureau of National Affairs, Washington, DC||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. |||Hazardous Materials,Site Selection Building Schools With Multiple Purposes|References to Journal Articles|Planning Magazine|Steins, Gary||2001-08-12 00:00:00.0|mmm dd, yyyy|||||What was once an effort by a few Johnny Appleseeds in the planning world to marry school and community resources has exploded into a full-scale movement to plan and build schools with multiple purposes. And the collaboration does not stop with schools: City police stations, abandoned public buildings, even state parking garages serve as great resources for local communities looking for innovative, cost-effective solutions for a variety of needs, from athletic facilities to public markets to public health centers. |||Community Development and Schools,Site Selection--Nontraditional Building Schools, Building Communities: A Forum on the Role of State Policy in California.|References to Books and Other Media||||2007-06-01 00:00:00.0|mmm yyyy|33||Center for Cities and Schools, University of California, Berkeley||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.|||Community Development and Schools,Design -- State and Local Guidelines ,Funding -- State and Local ,Site Selection,Site Selection--Nontraditional Building Schools, Rethinking Quality? Early Lessons from Los Angeles.|References to Journal Articles|Journal of Educational Administration|Fuller, Bruce; Dauter, Luke; Hosek, Adrienne; Kirschenbaum, Greta; McKoy, Deborah; Rigby, Jessica; Vincent, Jeffrey||2009-01-01 00:00:00.0|yyyy|336-349||||Explores how the designers of newly built schools in Los Angeles--midway into a $27 billion construction initiative--may help to rethink and discernibly lift educational quality. This may be accomplished via three causal pathways that may unfold in new schools: attracting a new mix of students, recruiting stronger teachers, or raising the motivation and performance of existing teachers and students. The research tracks basic indicators of student movement and school quality over a five-year period (2002-2007) to understand whether gains do stem from new school construction. Initial evidence shows that many students, previously bussed out of the inner city due to overcrowding, have returned to smaller schools which are staffed by younger and more ethnically diverse teachers, and benefit from slightly smaller classes. Student achievement appears to be higher in new secondary schools that are much smaller in terms of enrollment size, compared with still overcrowded schools.|;jsessionid=DE1D28B36EFC60AE7AEF941755F76C1E?contentType=Article&contentId=1793198||Capital Improvement Programs,Impact of Facilities on Learning,Impact of Facilities on Learning--Research Studies Building Schools: The New School and Community Relations. |References to Books and Other Media||Michel, George J. |ISBN-1-56676-460-2|1997-01-01 00:00:00.0|yyyy|317p. ||Technomic Publishing Company, Inc., Lancaster, PA,||Educational reform is revitalizing the ways in which the schools relate to the community. This book develops a framework for new school and community relations in response to the current reforms' emphasis on cooperation and collaboration. The book presents a systems approach to defining global, school, and community relations. Changing school spaces and facilities are discussed in chapter 10. |||Community Participation in Planning,Community Use ,Community Development and Schools Building Security through Design: A Primer for Architects, Design Professionals, and their Clients.|References to Books and Other Media||||2001-11-01 00:00:00.0|mmm yyyy|25||American Institute of Architects, Washington, D.C.||This booklet includes chapters on defining security needs, shaping security responses, and practice considerations. Specific issues addressed include: 1) rethinking the security equation; 2) asset, threat, vulnerability, and risk analysis; 3) layering concepts, biochemical protection and building hardening; 4) finding a security consultant; and 5) liability and legal issues. |||Preparedness for Disasters -- Overview,Safety and Security--PK-12 Building Security: Strategies and Costs.|References to Books and Other Media||Owen, David D. ||2003-01-01 00:00:00.0|yyyy|390p.|Text|R.S. Means Company ||Comprehensive resource for evaluating a facility's security needs, with design solutions and cost data. Will assist in identifying threats, performing a detailed risk assessment of an existing facility, evaluating and pricing security systems and construction solutions, and putting effective crisis management and emergency response teams and plans in place. Includes a review of security devices. |||Safety and Security--HIGHER EDUCATION,Safety and Security--PK-12 Building Seismic Safety Council|Related Web Sites|||||mmm yyyy|||||The Building Seismic Safety Council (BSSC), established by the National Institute of Building Sciences (NIBS), develops and promotes building earthquake risk mitigation regulatory provisions for the nation. BSSC is a voluntary membership body representing a wide variety of building community interests. Its fundamental purpose is to enhance public safety by providing a national forum that fosters improved seismic safety provisions for use by the building community in the planning, design, construction, regulation, and utilization of buildings. The BSSC's area of interest encompasses all building types, structures, and related facilities and includes explicit consideration and assessment of the social, technical, administrative, political, legal, and economic implications of its deliberations and recommendations. |||Preparedness for Natural Disasters,Seismic Design and Retrofit for Schools Building Stata: The Design and Construction of Frank O. Gehry's Stata Center at MIT.|References to Books and Other Media||Joyce, Nancy|ISBN-0-262-10105-X|2004-01-01 00:00:00.0|yyyy|138||MIT Press, Cambridge, MA||Chronicles with text and extensive photography the planning, design, and construction process for this higher education building designed to bring computer science, artificial intelligence, information and decision systems, linguistics, and philosophy together.||The MIT Press, 55 Hayward Street, Cambridge, MA 02142-1493; Tel: 401-658-4226, Toll-free: 800-405-1619|Case Studies--HIGHER EDUCATION,Classrooms--HIGHER EDUCATION Building Strength in Schools: Why Steel Makes Sense. |References to Journal Articles|School Business Affairs|Praeger, Charles E.||2002-12-01 00:00:00.0|mmm yyyy|p20-22|Text|||Discusses the advantages of metal building and roofing systems, especially the use of steel. Considers such factors as installation ease and design flexibility, reliability and durability, and cost-effectiveness. |||Design -- Overview,Roof Selection Building Success, Leading Change: Stories of Healthy School Environments.|References to Books and Other Media||||2007-01-01 00:00:00.0|yyyy|8||American Association of School Administrators, Arlington, VA||Highlights the accomplishments of Charlotte Mecklenburg School District and Milwaukee Public Schools using superintendent leadership to create healthier learning environments, particularly in the areas of indoor air quality. The publication includes a CD-Rom with forms, action plans, checklists and other resources.|||Healthy School Environments,Indoor Air Quality Building Successful Programs to Address Chemical Risks in Schools: Recommendations from an Evaluation of Selected Schools Chemical Management Programs.|References to Books and Other Media||||2007-01-01 00:00:00.0|yyyy|32|Text|U.S. Environmental Protection Agency, Washington, DC||Describes the problem caused by unneeded, excessive, or dangerously mismanaged chemicals in K-12 schools, recommends ways to address the problem, and provides lessons learned from state and local chemical management programs to address chemical mismanagement in schools.|||Hazardous Materials,Healthy School Environments,Science Facilities,Science Facilities --HIGHER EDUCATION Building Successful Programs to Address Chemical Risks in Schools: Summaries of State, Tribal, and Local School Chemical Cleanout Programs|References to Books and Other Media||||2007-01-01 00:00:00.0|mmm yyyy|34|Text|U.S. Environmental Protection Agency, Washington, DC|!OpenDocument|Summarizes the U.S. Environmental Protection Agency's Schools Chemical Cleanout Campaign (SC3) program partners, funding sources, and components of the programs. Categories in the program elements described include: 1) Regulations/Guidelines - state or local regulations or guidelines that are relevant to hazardous chemicals in schools. 2) Chemical Inventory - a program that has a specific chemical inventory component. 3) Waste disposal a program that includes chemical removal and disposal of unwanted, excess, dangerous, or inappropriate chemicals. 4) Training a program that includes a training component for relevant school staff on aspects of conducting a chemical inventory, cleanout, and responsible chemical management. 5) Responsible Chemical Management a program that includes development and implementation of practices to sustain long-term chemical management such as purchasing policies or chemical hygiene plans. 6) Compliance/Technical Assistance - a program that offers resources to schools to assist in implementation of program components during the life of the SC3 program and beyond. 7) Additional Tools/Resources a program that provides a variety of resources to assist with program implementation such as Web sites, templates, manuals, or experts to call for assistance.
SEDLetter [Southwest Educational Development Laboratory News]
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