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CASE STUDIES--COMMUNITY USE OF SCHOOLS
NCEF's resource list of books and journal articles that identify and discuss schools that have opened their facilities and grounds to use by the community. 
American Architectural Foundation And Knowledgeworks Foundation Announce Winner Of 2007 Richard Riley Award.
http://www.archfoundation.org/aaf/aaf/News.45.htm (American Architectural Foundation, Washington, D.C. , Sep 27, 2007)
Announces Rosa Parks School at New Columbia Community Campus in Portland, Oregon as the winner of the 2007 Richard Riley Award for Schools as Centers of Community. Seven other schools from across the country were also recognized by the jury for their creative designs and efforts to reach out to their communities.
Smaller, Safer, Saner Successful Schools.
http://www.ncef.org/pubs/saneschools.pdf Nathan, Joe; Thao, Sheena (National Clearinghouse for Educational Facilities, Washington, DC and Center for School Change, Hubert H. Humphrey Institute of Public Affairs, University of Minnesota. , 2007)
Provides a summary of research on small schools and shared facilities showing that, on average, smaller schools provide a safer and more challenging school environment that leads to higher academic achievement and graduation rates, fewer disciplinary problems, and greater satisfaction for families, students, and teachers. Also includes 22 case studies of public schools in 11 states, representing urban, suburban, and rural communities; district-run and charter public schools; and co-housing of almost 50 schools and social service agencies. These studies document the ability of smaller schools to improve academic achievement and behavior in safe, nurturing, and stimulating environments. The studies further suggest that sharing facilities with other organizations can enable schools to offer broader learning opportunities for students, provide higher quality services to students and their families, and present a way to efficiently use tax dollars. 68p.
TO ORDER:
http://www.nibs.org/pubsncef.html
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.
Julia Richman Education Complex.
http://www.jrec.org/layout2.html (JREC. , 2005)
Profiles New York's Julia Richman Education Complex. In 1995 the building was redesigned from a single school into small autonomous learning communities. As a multi-age, multi-service learning community, its building-wide programs and shared common spaces rely on thoughtful planning and building-wide collaboration. A schematic layout lets you explore the building.
Schools As Centers of Community: John A. Johnson Achievement Plus Elementary School.
http://www.archfoundation.org/aaf/gsbd/Videos.SCC.htm (American Architectural Foundation, Washington, DC , 2005)
This online video describes St. Paul's award-winning John A. Johnson Achievement Plus Elementary School, a state-of-the-art K-6 community school and neighborhood hub created in an abandoned high school that was restored, with a YMCA incorporated into the complex. The school was created with significant and complex community input, and is pivotal in the effort to revitalize this depressed neighborhood. The available discussion guide helps users replicate the process that created this school, outlining group discussion formats and questions, and steps for assessing the results of these discussions.
TO ORDER:
American Architectural Foundation, 1799 New York Aveune, N.W., Washington, DC; Email: info@archfoundation.org, Fax: 202-626-7420http://www.archfoundation.org/aaf/documents/aaf.order.form.pdf
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 Facilitieshttp://nibs.org/pubsncef.html
Making the Difference: Research and Practice in Community Schools.
http://www.communityschools.org/mtdhomepage.html Blank, Martin J.; Melaville, Atelia; Shah, Bela P. (Institute for Educational Leadership, The Coalition for Community Schools, Washington, DC , May 2003)
This report features 20 community school models across the country that help to improve student performance by mobilizing community resources in support of student learning. These resources include after school, youth development, family support, health and mental health, parenting and adult education, employment, and other services and opportunities. This brings together research from multiple disciplines that support the five conditions for learning that the Coalition for Community Schools believes are necessary for all students to learn. The report also offers important lessons learned in creating community schools, and an action agenda for school and community leaders. 133p.
TO ORDER:
Institute for Educational Leadership, 1001 Connecticut Avenue, NW, Suite 310, Washington, DC 20036, (202) 822-8405http://www.iel.org/pubs/order.html
Rebuilding a School, Revitalizing a Community [Video]
http://www.edutopia.org/video/movie.php?id=Art_1028&keyword=189 (George Lucas Educational Foundation, Apr 2003)
This 9 minute video shows parents and teachers, community members, and business partners coming together to design and build a new school and revitalize a community in Phoenix, Arizona. Capital Elementary School was designed not only to support the staff's educational goals, it fosters a sense of community among the diverse group of people who live, work, learn, and play in and around Capitol School.
City Heights Initiative: Educational Programs.
http://www.pricecharities.com/CHI_education.html (Price Charities, San Diego, CA, 2003)
Price Charities is funding an educational initiative that partners the San Diego State University School of Education, three City Heights Public Schools and the local teachers union to create a learning laboratory to improve education. The three local schools, Rosa Parks Elementary School, Monroe Clark Middle School and Hoover High School, operate as "community schools" wherein the school provide comprehensive health and social services.
Schools as Centers of Neighborhood Vitality [Videotapes]
http://www.nsbn.org/programs/20030529/media.php (New School Better Neighborhoods, Los Angeles, CA. , 2003)
Fifteen videos featuring panelists from the Schools as Centers of Neighborhood Vitality Symposium held at the Getty Center in May, 2003. The video clips can be viewed in dialup or broadband.
Making It Work: Increasing Community Use of Existing School Facilities.
Parsons, Adrienne A. (Master's Thesis, University of Calgary, Alberta, Canada , May 2002)
Examines how to increase community use of existing school facilities. A literature review and two case studies of schools in British Columbia confirmed that in addition to the need to modify education legislation, municipal legislation and the respective governing bodies, there is also a fundamental need to address obstacles, such as institutional inertia and materialist values. The project concludes with a set of recommendations designed to increase community use of existing school facilities in the two case study communities and elsewhere. 150p.
Report NO: MQ66992ISBN-0-612-66992-0 TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://wwwlib.umi.com/dxweb
Smaller, Safer, Saner: Successful Schools.
http://www.edfacilities.org/pubs/saneschools.pdf Nathan, Joe; Febey, Karen (National Clearinghouse for Educational Facilities, Washington, D.C.; Minnesota University, Center for School Change, Humphrey Institute, Minneapolis, Minnesota. , Aug 2001)
Provides brief case studies of 22 public school buildings in 12 states, representing urban, suburban, and rural communities, including both district-run and charter public schools. The studies demonstrate these schools' ability to improve academic achievement and behavior in safe, nurturing, and stimulating environments. Case study analysis reveals that on average, smaller schools can provide a safer and more challenging school environment that creates higher academic achievement and graduation rates, fewer disciplinary problems, and greater satisfaction for families, students, and teachers. The studies also suggest that sharing facilities with other organizations can enable schools to offer broader learning opportunities for students, provide higher quality services to students and their families, and present a way to efficiently use tax dollars. 64p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905. Tel: 888-552-0624http://nibs.org/pubsncef.html
Cooperative Joint-Use Educational Centers: Toward a Model for California.
Jones, Janis Cox (Doctoral Dissertation, Union Institute Graduate College, Cincinnati, OH , Jul 2001)
Develops a model for a cooperative, joint-use educational center to meet the future needs of California. Based on case studies of two such existing educational centers in Denver, Colorado and Yuma, Arizona, and on a case study of a developing center in Tracy, California, seven key elements critical to the successful design and implementation of such educational centers were identified. These seven elements are: 1) partners; 2) people; 3) planning; 4) politics; 5) property; 6) “pence” (funding); and 7) policies/procedures. 183p.
Report NO: 3019564ISBN-0-493-31087-8 TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://wwwlib.umi.com/dxweb
When the School Is the Community: A Case Study of Fourche Valley School, Briggsville, Arkansas
http://www.eric.ed.gov/contentdelivery Hadden, Patricia Demler (AEL, Inc., Charleston, WV , 2000)
Fourche Valley School District in central Arkansas has a single K-12 school serving 157 students. The school is thriving in the face of adversity and serves as the true
center of the community in the absence of any local governing bodies or civic organizations. Interviews and focus groups revealed various signs of school success
and progress: a positive school climate characterized by friendliness and caring; a beautifully maintained school facility; access to
technology and distance education partnerships with other small districts; recent improvements in curriculum and instruction and an
emphasis on relevance in curriculum; uncommon professional development strategies; extensive engagement of community adults
in school activities; strong leadership by the superintendent, principal, and school board president; a long-term partnership with
Arkansas Tech University; and addition of new talented teachers following state-mandated pay raises. 26p.
ERIC NO: ED448001 ;
Reconnecting Community and School: Initiatives To Expand Children's Environments.
http://www.eric.ed.gov/contentdelivery/ Johnson, Julie M.; Lang, Dale (University of Washington, CEEDS, Seattle , 1997)
This report addresses the expanding role that schools play in a child's everyday life, and it presents three creative initiatives in Seattle designed to reconnect schools with their surrounding communities and help schools meet their growing role as an extended family. The three elementary school case studies, which each address a different aspect of community life, offer insights and approaches that other communities can use to give children a more vibrant daily connection with their communities. These initiatives illustrate the value of parents, grandparents, and others in reconnecting school environments with their communities and the importance of the childrens' participation in the process. 16p.
ERIC NO: ED455667 ;
Joint Occupancy: Profiles of Significant Schools.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0412.pdf Clinchy, Evans (Educational Facilities Laboratories, New York, NY , Jun 1970)
Discusses the concept of schools that pay for themselves by sharing facilities with other occupants known variously as joint occupancy or mixed or multiple use of land and buildings. A financial saving is the obvious advantage of combining schools with housing, commercial space (retail or office), or community services and offices. In addition, joint occupancy creates new kinds of urban environments that blend schools with communities composed of people of varied ethnic groups and income levels. This document illustrates graphically 10 schools utilizing joint occupancy; some schools are already in use, others are still in the planning stage. 37p.
Honoring Ancestry, Landscape.http://www.jsonline.com/story/index.aspx?id=655886 Gould, Whitney Milwaukee Journal-Sentinel; Sep 02, 2007
Profiles this inter-tribal pre-K through 8th grade school and community center, located outside Milwaukee, Wisconsin. Visits to the site and various tribal lands informed an understanding of the physical and mythical place the building would occupy. The building form was carefully woven along a high ridge on the site in order to avoid removing ancient trees. The school was also recognized by the Paralyzed Veterans of America for its barrier-free design.
Community Values.
http://www.schoolconstructionnews.com/ME2/Audiences Perry, Amy School Construction News; v10 n4 , p16-18 ; May-Jun 2007
Profiles the Rosa Parks Elementary School of Redmond Ridge, Washington. The community participated in the design of this lodge-like building that emulates the local environment, accommodates community use, and hosts small learning environments. A list of project statistics and participants is included.
Building for Campus and Community
http://www.universitybusiness.com/viewarticle.aspx?articleid=678 Ezarik, Melissa University Business; Feb 2007
A growing number of higher education institutions and their surrounding communities are approaching facilities from a shared-use perspective. Some are partnering with local public entities to fund, design, and operate buildings jointly. Includes case studies of
the RiverPark Art and Theatre Complex, Columbus State University (Ga.) and the
Athenaeum, Goucher College (Md.) as well as a list of other projects around the country in on the trend.
Shared Resources.
Malone, Michael Texas Architect; v57 n1 , p26-29 ; Jan 2007
Profiles Dallas's new Arcadia Park Elementary, which hosts a branch of the city library. In order to build a separate cafeteria and auditorium, the budget for interior finishes was reduced. Photographs, plans, and a list of project participants are included.
The School Building as Futuristic Teaching Tool.
http://www.century21schools.com/CS21_kingsmead_primary.pdf Century 21 Schools; , p68-77 ; Fall 2005
Profiles in detail the Kingsmead School in Northwitch, Great Britain. This high performance primary school features movable walls, winter gardens, enhanced technology, photovoltaics, a biomass boiler, solar hot water, rainwater harvesting, and several other notable features. The considerably higher than average construction cost is believed justified by operational savings and the use of the building itself as a teaching tool.
Community Relations.
http://athleticbusiness.com/articles/ Popke, Michael Athletic Business; v29 n5 , p30,32,33 ; May 2005
Describes the Huron Valley Schools' successful funding and completion of extensive new athletic facilities, designed for shared use with the community. Community use generates revenue and the response has far exceeded expectations.
Bolstering the Community.
O'Connell, Kim Inform; v16 n3 , p22-25 ; 2005
Describes the Langston High School Continuation/Langston-Brown Community Center in Arlington, Virginia. The LEED silver-rated facility anchors the neighborhood, hosting educational programs for preschoolers through senior citizens. Extensive sustainable features include rainwater capture for landscape irrigation, daylighting, porous asphalt, and a charging station for electric vehicles. A listing of the design and construction participants, plans, and photographs are included.
What A School Can Be.
Urban Land; v63 n10 , p47-51 ; Oct 2004
The Los Angeles Unified School District has initiated rigourous discussion on the current state of school design and the role of schools in the successful redevelopment of mixed-use communities. This article includes two case studies: Central High School No. 10 in Los Angeles that has a town square that serves as a portal to the surrounding neighborhood, and East Valley Middle School in North Hollywood that provides community access to primary social spaces within the school.
High School Helps Revive Neighborhood.
Kobylenski, Fran Urban Land; v63 n10 , p59 ; Oct 2004
Case study of the Sound School, New Haven, Connecticut. Recent completion of the school's new aqua culture center, a 40,000-square-foot classroom and laboratory building, along with renovations to the four existing campus buildings, not only has resulted in a top-level educational environment for maritime studies, but also has helped to give new life to the City Point community.
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.
Joint-Venture Facilities.
Athletic Business; v28 n6 , p150,152-154 ; Jun 2004
Describes three athletic facilities built as a joint venture between the community and a local school system or community college. Includes photographs.
Langston High School Continuation/Langston-Brown Community Center, Arlington, Virginia.
http://www.learningbydesign.biz Learning By Design; Apr 2004
The 2004 Learning by Design Grand Prize Winner, Langston High School and Langston-Brown Community Center includes a 135-student continuing education high school, community recreation department, senior citizen and teen programs, and Head Start program. The school received the USGBC LEED Certified Silver Rating.
La Mesa Elementary School.
http://archrecord.construction.com/projects/bts/archives/K-12/04_laMesa/overview.asp Architectural Record; Mar 2004
Describes an Albuquerque elementary school situated in an immigrant and Native American neighborhood. The school's plaza serves as a community gathering place. Includes building statistics and architect information.
Museum, School District Collaborate To Build An Unusual Hybrid.
http://enr.construction.com/features/education/archives/040202.asp Gonchar, Joann ENR: Engineering News-Record; Feb 02, 2004
In South Central Los Angeles, a partnership between the district and a state-owned science museum will result in a neighborhood elementary school with a math- and science-focused curriculum and as a resource center for educators and the local community. The Science Center School project combines an early 20th-century armory with a two-story addition. The $48-million project draws on FEMA funds, several state financing sources, and QZABs (qualified zone academy bonds), a U.S. Dept. of Education program that allows disadvantaged school districts to issue interest-free bonds. The project has no land acquisition costs, since the district will lease the school from the state.
Saint Paul School Wins Foundation Award for Excellence: Thriving Community Partnerships Make a Difference.
http://www.nationalschoolsearch.org/past_winners/school.asp?intSchoolID=14 KnowledgeWorks Foundation; 2004
Describes the award-winning John A. Johnson Achievement Plus Elementary School, a state-of-the-art K-6 community school and neighborhood hub. The school is located on the East Side of Saint Paul, a section of the city that has seen economic hard times with the loss of 2,500 manufacturing jobs. The renovation of an old and unused high school as part of the facility was seen as a critical piece in the revival of the East Side. Also incorporated into the complex is a YMCA that serves 3000 students and community members. Authentic community engagement was vital to the success of the planning process given the fact that the school district needed to demolish some houses and relocate families.
One of a Kind.
http://www.schoolconstructionnews.com/ME2/Audiences Leisner, Hava School Construction News; v7 n1 , p18-20 ; Jan-Feb 2004
Describes the K-8 Nellie Stone Johnson School in Minneapolis. The K-5 and 6-8 classrooms are housed separate three-story towers. The building design affords excellent security, abundant daylighting and easy community use.
Learning to Share.
http://www.peterli.com/archive/spm/532.shtm Fickes, Michael School Planning and Management; v42 n11 , p29-30 ; Nov 2003
Describes two programs where schools and their communities successfully share athletic fields and a swimming facility. Cooperation of the parties has been continuous from construction through maintenance and operation. The Veterans Park complex in Wilmington, N.C., includes a new high school, middle school, and elementary school on 210 acres and includes a park for the community in that area. When Allegan High School in the small community of Allegan, Mich., decided to add a competition swimming pool to its facilities, the community voiced interest in using it. Instead of building one pool, the school built two.
New Schools = New Opportunities for Youth Groups
http://www.youthtoday.org/youthtoday/quinn.html Quinn, Jane Youth Today; Oct 2003
This discusses how joint-use agreements can make the best use of school facilities in many neighborhoods. Two case studies discuss the Metcalfe Park Project in Milwaukee, a three-way partnership linking the public schools, Boys & Girls Clubs, and the city; and the John A. Johnson Achievement Plus Elementary School in St. Paul, Minnesota, a collaboration involving the public schools, the Amherst H. Wilder Foundation, the city and Ramsey County.
Builder Turns Landlord in School Construction Plan.
http://sacramento.bizjournals.com/sacramento/stories/2003/07/28/focus4.html Gonzales, Anne Sacramento Business Journal; Jul 28, 2003
Discusses the public-private financing partnership for funding the new Inderkum High School in Natomas, California, in which the school district and a private developer entered into a “lease-leaseback agreement”. The school is part of the town center that includes a community college, joint-use public library, public park and swimming pool.
The Urban Complex in Cattolica, Italy.
http://www.oecd.org/dataoecd/46/62/34276712.pdf PEB Exchange; v2 n49 , p7-8 ; Jun 2003
The Italian city of Cattolica has developed an urban complex, the Piazza della Repubblica, that offers a wide range of public services. In renovated facilities it provides a modern architectural setting based on the idea of a traditional town square. It houses a primary school, cultural center (including a library), and theater, and it is an exclusively pedestrian area.
Natomas Superintendent Seizes Opportunity Thinks outside the Box.
http://www.peterli.com/archive/spm/537.shtm Geiger, Philip E. School Planning and Management; v42 n6 , p56-59 ; Jun 2003
Describes how the superintendent of Natomas Unified School District in Sacramento, California, along with three other educators and local government officials, teamed to create a joint-use campus that includes a community college, public library, and regional park. Taxpayer dollars are further stretched with the use of a "privately financed leased facilities" arrangement.
Putting Health First.
http://www.peterli.com/archive/spm/527.shtm Katz, Janet A. School Planning and Management; v42 n6 , p46-48 ; Jun 2003
Describes the successful public-private partnership between the Austin Independent School District and the Children's Hospital of Austin to provide student health services.
Taking the Road Less Traveled.
http://www.peterli.com/archive/spm/539.shtm Lindsey, Thomas J. School Planning and Management; v42 n6 , p64-67 ; Jun 2003
Describes a unique partnership between the Sycamore Community School District in Ohio and the University of Cincinnati that resulted in a new K-4 elementary school located on the campus of Raymond Walters College. The facility's location offers opportunities for interaction and cooperative programs between the school district, the university, and the community.
A Balancing Act.
http://www.peterli.com/archive/spm/540.shtm Missell, John A. School Planning and Management; v42 n6 , p70-72 ; Jun 2003
Describes the design of the South Fayette Township High School outside Pittsburgh, the centerpiece of the area's 100-acre K-12 and community educational campus. The building strives to provide a balanced learning experience for both students and the community, integrating the academic, the artistic, and the physical.
Constructing a New School.
http://www.catalyst-chicago.org/news Russo, Alexander Catalyst; , 2p. ; Jun 2003
Through a year-long effort by the Little Village Community Development Corp. and following a 19-day hunger strike by parents and community members, the Chicago School Board committed to building a new school in Little Village. Everything from planning and design of the facility, to the school's academic focus, was done through a collaboration of the Chicago Public Schools, community organizations, parents, and principals. Little Village will be the first high school in Chicago built to accomodate small schools. There will be four schools, each accomodating 400 students, within the new school. The school will also provide a wide range of social services and be open to the community during evenings and weekend.
Rebuilding a School, Revitalizing a Community.
http://www.edutopia.org/rebuilding-school-revitalizing-community Furgar, Roberta Edutopia; , 2p. ; Apr 14, 2003
Discusses the process for rebuilding Capitol Elementary School, located in one of the poorest neighborhoods in Phoenix, Arizona. Responsibility for planning the new school fell to a committee of parents, staff, community members, and businesspeople. As much as the new school was designed to support the staff's educational goals, it also serves another, vitally important purpose: It fosters a sense of community among the diverse group of people who live, work, learn, and play in and around Capitol School.
Heinävaara Elementary School
Heinävaara, Finland.
http://archrecord.construction.com/projects/bts/archives/K-12/ Architectural Record; v191 n3 ; Mar 2003
Describes the title school building by Cuningham Group Architecture, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. Called "the wooden school of tomorrow" in the Finnish press, this facility combines leading-edge design and technology with the rich cultural heritage of Heinävaara. Educational modules of the 26,000-square-foot school open to a central gathering space with media center, performance area, and cafeteria available to the community in the evening. [Free subscriber registration is required.]
T'siya Elementary and Middle School Pueblo of Zia, New Mexico.
http://archrecord.construction.com/projects/bts/archives/K-12/ Architectural Record; v191 n3 ; Mar 2003
Describes the title school building by Dekker/Perich/Sabatini, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. The heart of the design is a circular plaza that can be used for traditional ceremonial dances, gatherings, weddings, and outdoor classes. Countless visual allusions to the decor of Pueblo buildings and Zia pottery motifs indicate that this is reverential and meaningful place, designed to embrace the Zia people. [Free subscriber registration is required.]
Ann Richards Middle School, La Joya, Texas.
http://archrecord.construction.com/projects/bts/archives/K-12/ Dillon, David Architectural Record; v191 n3 , p136-39 ; Mar 2003
Honoring la Joya’s Mexican culture, Kell Muñoz Architects creates an oasis of color in a hot bleached landscape. The heart of the school is a large open plaza, similar to those in the small Mexican towns from which many La Joya residents come. It is paved in concrete bricks, with a grid of live oak trees and a small pavilion, or kiosko, for festivals and performances. Plans and photographs accompany the text.
P.S. 156, I.S. 293, Brooklyn, New York.
http://archrecord.construction.com/projects/bts/archives/K-12/ Kolleeny, Jane F. Architectural Record; v191 n3 , p140-43 ; Mar 2003
Describes the title school building, including the educational context and design goals. The school encompasses almost a full city block and plays a vital civic role in the rough and tumble neighborhood. Doubling as a community resource center, the building is utilized by most of the local families for performances, sports, and social and educational events. Building statistics, a list of the project participants, cost details, a plans, and photographs are included.
Planning and Designing Schools With Senior Citizens in Mind.
http://www.asbointl.org/asbo/ Sullivan, Kevin J. School Business Affairs; v68 n11 , p48-56 ; Dec 2002
Describes demographic trends, rationale, and challenges related to the planning and design of schools and facilities that accommodate the needs of older adults. Includes descriptions of several schools and school-related facilities built with older adults in mind such as the Fairhill Center, an intergenerational school in Cleveland, Ohio.
Sharing Services and Facilities: Making It Work.
http://sbw.cefpi.org/pdf/SharingServices.pdf Ritchey, David School Business Affairs; v68 n8 , p22-26 ; Sep 2002
Describes several examples of cooperative efforts between school districts and municipalities to share facilities and other resources: Loveland, Colorado; Vaughan, Ontario; Yankton, South Dakota; Bangor, Maine; Mt. Pleasant, Iowa; Pamlico County, North Carolina. Also includes two examples of school districts sharing facilities and resources with private-sector entities: Minneapolis, Minnesota, and Santa Ana, California.
Neighborhood Lost and Found.
McKinney, Heather Design Cost Data; v52 n2 , p28-31 ; May-Jun 2002
Describes the building design of the J. J. "Jake" Pickle Elementary/St. John Community Center in Austin, Texas, including the educational context, design goals, and architects and contractor. Discusses the incorporation of objects from the community as art specimens within the building. Also provides the floor plan and photographs.
P.S. 6, Staten Island, NY.
http://archrecord.construction.com/projects/bts/archives/K-12/ Architectural Record; v190 n2 ; Feb 2002
Prototype design by Mitchell/Giurgola Architects serves a dual role as school by day, community center by night. Public spaces including a gymnasium, cafeteria, and a 450-seat auditorium, all used for after-hours activities, are clustered together near the entrance to allow community access. Doors to the classroom wing can be secured to prevent the public from accessing nonpublic space after hours. Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. [Free subscriber registration is required.]
Timothy Dwight Elementary School, New Haven, Connecticut.
http://archrecord.construction.com/projects/bts/archives/K-12/ Weathersby, William, Jr. Architectural Record; v190 n2 , p104-107 ; Feb 2002
Describes the design of a multipurpose addition to an elementary school in New Haven, completed by the Yale Urban Design Workshop. The project was launched as a three-day community design charrette in 1995, with more than 300 participants including the mayor, civic officials, and local residents. A program was developed for a multipurpose room to accommodate its 500 students while also serving as a community meeting place, and two office/meeting rooms were earmarked for community organizations. Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. [Free subscriber registration is required.]
Generation Connection.
http://www.edweek.org/ew/articles/2002/01/16/18preschool.h21.html Galley, Michelle Education Week; v21 n18 , p28-34 ; Jan 16, 2002
Feature article discusses a two-room school housing a playground, a kindergarten, and a preschool classroom that is located in the Grace Living Center nursing home in Jenks, Oklahoma. This unusual combination of young and old in the same facility came about as the result of a partnership between Donald Greiner, the owner of the Grace Living Centers chain of nursing homes in Oklahoma, and the Jenks school district. [Free subscriber registration is required.]
A Slow and Steady Revival in San Diego.
http://www.ndol.org/ Herman, Kate Blueprint; , p6 ; Jan-Feb 2002
San Diego's City Heights Project's comprehensive approach to community rejuvenation appeals to residents and city planners alike. The rehabilitated five-block neighborhood includes a community resource center; a performing arts building; a public pool, tennis courts, and playgrounds; and three schools. Future plans include a health clinic and an office building for nonprofit groups. Price Charities has donated more than $40 million toward the $140 million improvement project. The new schools are the result of the innovative public-private partnership of the philanthropic foundation, a school district, a teachers' union, and a state university.
Noble Endeavor.
http://www.schoolconstructionnews.com/ME2/Audiences Schneider, Jay W. School Construction News; v5 n1 , p22-25 ; Jan-Feb 2002
Describes Noble High School, the largest in Maine. The $33.6 million project has 15 separate, 100-student "communities" within the school, which accommodate the district's project- based, team teaching methods. In addition, the facility serves as a community
center for three nearby towns and includes a restaurant, an adult education and senior citizen center, a performing arts center, and a health clinic.
School, Center Pairing May Start Trend in Area.
http://www.communityschools.org/Doyle.pdf Doyle, Mhari Columbian [Vancouver, Washington]; Nov 09, 2001
This report on the construction of a new school featuring classrooms, a Head Start preschool classroom, a fitness center, computer room and 24-hour childcare that is accessible to the community. The Fruit Valley Elementary School and Community Learning Center in Vancouver, Washington reflects a strong national trend in school construction that integrates school and community resources in a central location.
Saving Neighborhoods.
http://asumag.com/mag/university_partnerships_saving_neighborhoods/ Alverson, Jamey American School and University; v74 n3 , p341-42 ; Nov 2001
In St. Louis, public school officials, administrators, civic groups and developers are testing the premise that a public-private partnership can revitalize a neighborhood, strengthen education, and rebuild a community. The laboratory for the test: Adams Elementary School and Community Center — a facility dedicated to education and community programming. The ambitious plan includes two renovated school buildings connected by a new community center, new parks, housing and more.
Public/Private Libraries.
Sapp, Michael J. School Planning and Management; v40 n7 , p40-41 ; Jul 2001
Explores how a new school facility can be important, not only as a community center, but also as a resource center for library services such as computer labs, Internet service, and current periodicals. The article also examines how one Missouri school district planned its new school library to serve the community.
Building on Community.
http://asumag.com/mag/university_building_community/ Kennedy, Mike American School and University; v73 n10 , p14-17,18 ; Jun 2001
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.
School as the Heart of the Community.
http://www.peterli.com/archive/spm/244.shtm Dolan, Thomas G. School Planning and Management; v40 n5 , p26-29 ; May 2001
Discusses how Niagra Falls (NY) High School was able to help in the rebirth of its declining neighborhood by rebuilding its high school to give the community something to relate to. Financing efforts, facility design, and community amenities are highlighted. Niagara High is one of the first privately financed public projects in New York. Private companies were able to bypass the bidding process, get around various issues with unions, and were able to build the school without raising taxes.
High School Becomes an Educational Park.
http://www.peterli.com/archive/spm/239.shtm York, Lou Ann School Planning and Management; v40 n4 , p31-34 ; Apr 2001
Shows how the Allen,Texas school district shared its high school space with the surrounding community and saved taxpayers money while providing a sense of ownership and community support for the 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.
Saxe Middle School, New Canaan, Connecticut.
http://archrecord.construction.com/projects/bts/archives/K-12/ Architectural Record; v189 n2 ; Feb 2001
This 1950’s era junior high school was updated to the twenty-first-century in order to accommodate team teaching and technology, while doubling its capacity to 1,200 students. Developed as a result of meetings with parents and staff, the student commons and main lobby are used for community activities as well as extracurricular events.Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. [Free subscriber registration is required.]
Case Study: Pontiac Township High School/Pontiac Community Recreation Center. AS&U Architectural Portfolio 2001.
http://www.schooldesigns.com/ResultsDetail.asp?id=1101 (American School & University, SchoolDesigns.com, 2001)
The recreation center was added to the existing high school pool building. It includes a gymnasium; a second floor jogging/walking track; a racquetball court; a senior-citizens’ center with kitchen, an aerobics/dance room with a wood floor, community-use classrooms, reception area, lobby, offices, golf and a cardiovascular fitness room. As part of an agreement between the city and school district, the gym and classrooms are used during the day by the high school. The senior-citizens center kitchen doubles as a concession stand to serve the high school football stadium. Throughout the day and into the evening, the center is used by senior citizens and members for a range of recreational and community activities.
School Days.
Jossi, Frank Architecture Minnesota; v27 n1 , p21,54 ; Jan-Feb 2001
Shows how architects are designing new schools to function as community centers, reflect contemporary teaching methods, address demands for technology, and meet increased standards in health and safety.
Community Service.
http://athleticbusiness.com/articles/ Popke, Michael Athletic Business; v25 n1 , p26,28-29 ; Jan 2001
Discusses how Boston-area school fitness centers open doors for both students and local residents. Two high schools that offered town residents memberships in their new fitness facility are highlighted. Facility operations are discussed. [Free registration required.]
Welcome to the Neighborhood.
http://www.schoolconstructionnews.com/ME2/Audiences Schneider, Jay W. School Construction News; v4 n1 , p15-16 ; Jan-Feb 2001
Case study of the Jordan Park School of Extended Learning, a K-8 school in Minneapolis, Minnesota. Discusses how community interest and involvement helped this new school reinvigorate an urban area. The neighborhood rendered final decisions regarding site selection, school design, modifications to a park that borders the school, and stipulated after-hours access to various parts of the building-including the gym, multipurpose space, and computer lab. Construction management is also addressed.
Developer Builds New Community School.
Leisner, Hava School Construction News; v3 n3 , p14-15 ; May-Jun 2000
The North Lake Park Community School/YMCA in Orlando, Florida is a developer-owned, school-district maintained, mixed-use enterprise. Five partners joined to build the campus: Orange County Public Schools, YMCA, City of Orlando, Lake Nona Property Holdings Inc. and Orlando Regional Health Care Systems.
Stadium Complex Serves Athletics, Arts.
Galvis, Dan; Milder, Scott School Planning and Management; v39 n3 , p48-51 ; Mar 2000
Discusses how one school put the wasted space in its football stadium to use as meeting places for various district and community activities, a black box theater, and space for displaying student art. Playing field quality and high-tech amenities that enhance team coaching and play and the public's enjoyment of the sporting events are highlighted.
A Fish Tale: Cabrillo High School's Aquarium Gets a New Facility.
Rittner-Heir, Robbin M. School Planning and Management; v38 n12 , p22-24 ; Dec 1999
Examines how community cooperation helped to create a state-of-the-art aquarium for its high school. Discussed are building challenges and solutions, sponsorship from the state of California, and the aquarium program's community outreach.
Joint Use: What's Not to Like?
http://web.archive.org/web/20050219031642/ Craig, Will Natomas Journal; Nov 03, 1999
This examines ongoing negotiations between the Natomas Unified School District and the City of Sacramento over the joint use of neighborhood parks and schools.
Interdistrict Downtown School, Minneapolis
Hammel, Bette Architectural Record; , p114-117 ; Nov 1999
Describes a Minneapolis urban school design based on diversity of the public magnet school's students and community integration. Design data, photos, and floor plans are included.
Architects as Educators.
http://asumag.com/mag/university_architects_educators/ Illanes, Eduardo American School and University; v72 n3 , p319-21 ; Nov 1999
Examines the selection process for an architectural firm in new school design and the importance of the firm including the philosophy of the school and its surrounding neighborhood into the design. An example is provided of a school design exemplifying the community vision.
Sharing a Vision.
http://asumag.com/mag/university_sharing_vision/ Cox, Susan M. American School and University; v71 n9 , p68-69 ; May 1999
Explains how one New Orleans (LA) school, Dr. Martin Luther King, Jr. Elementary School for Science and Technology, designed by Hewitt Washington & Associates,is making a positive difference in a low-income community by serving as the community's focal point and providing the community access to a public library, computers, and a learning center.
Albanian Model School.
http://www.oecd.org/dataoecd/17/50/1821977.pdf PEB Exchange; n36 , p16-18 ; Feb 1999
Examines an Albanian suburban school design whose structure is intended to meet the community's present and changing needs and stimulate learning. Design planning, the school's role in the community, and project costs are examined. A drawing of the school's ground floor plan is included.
The Latest in Community-Use Spaces.
Lieberth, Jane A. School Planning and Management; v38 n1 , p71-72 ; Jan 1999
Provides two examples of the trend towards community and school district partnering: a recreational facility in Missouri; and a corporate training and conference center in Michigan. The possibilities and the pitfalls as demonstrated from these partnerships are discussed.
Bridging the Gap
Miller, Michael S.; Hart, Carol A. Thrust for Educational Leadership; v28 n1 , p22-25 ; Sep-Oct 1998
In thriving school communities, members form a culture of reciprocal
relationships that meet both school and community needs. The Los
Alamitos (California) Unified School District opened a parent-paid
preschool and an extended-day-care facility at each elementary-school
site. Reciprocal relationships can be created via volunteer projects and
shared use of school facilities, city parks, and recreation departments.
Under One Roof: How Public Spaces at Schools Help Entire Communities Grow
Schoolhouse of Quality; v2 n2 , p6-9 ; Summer 1998
Many communities are finding that agreeing to pool their monetary resources together can be a way of giving the
local school and the local community room to have academic and nonacademic events. Four facilities in Ohio are designed to
increase community participation with such features as a community meeting room, professional theaters, and "town squares" in
the center spine of two high schools.
Full-Service Schools
Raham, Helen School Business Affairs; v64 n6 , p24-28 ; Jun 1998
Full-service schools are pushing traditional institutional boundaries by pioneering unique models of school,
home, and community connections and serving as the hub for various cross- agency services. Diverse programs share
several essential conditions: autonomy, leadership, effective governance structures, and a community emphasis. Three exemplary programs in West Virginia, Los Angeles, and Saskatchewan are profiled. (12 references)
The Innovative Pilot High School at Poitiers.
http://www.oecd.org/dataoecd/17/23/1821406.pdf PEB Exchange; n33 , p7-10 ; Feb 1998
Describes a school in France, which is the only complex in Europe that
attempts to create a synergy among the activities of leisure, work,
technology, training, and education. Discusses the evolution of the
project, the design and flexibility of teaching spaces, information
technology and communications strategies, and the project's success.
The School of the 21st Century as a
Year-Round Service Center for an Entire
Community.
http://www.yale.edu/21C/pdf/article1.pdf Deemer, Erin; DeSimone, Laura; Finn-Stevenson, Matia Principal; , p43-46 ; Jan 1998
Describes Yale University's School of the 21st Century model that transforms the
school into a year-round, multi-service center that is open from 6 in the morning until 7 at night. The core
components are affordable, high-quality child care for preschool children
ages 3-5, before- and after-school programs for school-age children; and
health services, referral services, support, and guidance for parents of young
children, from the third trimester of pregnancy to age 3.
Shared Facilities Canadian Style
Galonski, Mark A. School Business Affairs; v64 n1 , p34-39 ; Jan 1998
Describes two projects arising from an Ontario (Canada) Ministry of
Education initiative that combined school and nonschool capital funds to
build joint facilities. The Stratford Education and Recreation Centre and
the Humberwood Community Centre demonstrate that government
agencies can cooperate to benefit the community. Success depends on
having a project champion, available assets, a focused project team,
patience, and accurate cost-accounting.
Growing Our Own Outdoor Science Lab
Dungey, Joan M. Science Scope; v20 n6 , p74-76 ; Mar 1997
Describes a partnership project between a school and the local community that aimed at transforming the school campus into a beautiful multipurpose area that serves the entire community. Provides students with an in-depth integrated study of plants and gardening and increases awareness of ecological conservation and environmental interactions.
City/School Joint Use Partnership.
http://www.sambarpress.com/chuck/partner.htm Sambar, Chuck Sambarpress; 1997
Discusses the Edison-Pacific Park Project in Glendale, CA involving an old and inadequate elementary school, Edison, and an
aging and inadequate park and swimming pool complex , Pacific Park. Both are targeted for rebuilding and refurbishment, and rather than
each being developed and rebuilt separately, both would be jointly developed and
rebuilt with the idea that they would be shared and used jointly by students and the
community
Reclaiming a Symbol
Williamson, Susan Texas Architect; v47 n1 , p66-69 ; Jan-Feb 1997
Discusses the renovation process for preserving a community high school and the role of the architectural firm in gaining community support for the required bond issues. The architectural firm's design responses to school board requirements and new student needs are described. The new school's floor plan is included.
Sharing Makes Sense.
Luce, Buddy; Wilhelm, Rick School Planning and Management; v35 n9 , p31-33 ; Sep 1996
Southlake, a Texas municipality, and a school district have been able to coordinate significant capital projects. The city and the school district share master plans and building projects in the early stages and plan the locations of facilities together. Joint utilization reduces the tax burden on the community. A recent project is a gymnasium and recreation center.
Embracing the Community.
Taylor, Cynthia L. School Planning and Management; v35 n8 , p20-23 ; Aug 1996
A new high school in Gaylord, Michigan, is a focal point for community involvement and activity. The 550-seat auditorium had community input in the design stage, and classrooms were designed to accommodate community use. Other uses of the school include a licensed day-care center, adult education classes, and higher education programs.
Diversified Community, Unified Education.
Flansburgh, Earl R. School Planning and Management; v35 n7 , p13-17 ; Jul 1996
South Lawrence East School, a K-8 facility in Lawrence, MA,
illustrates how planners worked with the school district to create an
environment for learning and community involvement. The layout and
circulation provide easy access to the community wing, which houses
the auditorium, gymnasium, and activity room, without opening the rest
of the school.
Taking Center Stage.
Cohen, Andrew Athletic Business; v19 n3 , p59-61 ; Mar 1995
Describes Ohio's 390,000 sq. ft. Perry High School and Community
Fitness Center and its ability to accommodate all segments of both
school and community group activities. A list of companies that supply
the center is included.
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.
DesignShare
http://designshare.com/ DesignShare provides a service as a facilitator of ideas and resources about best practices and innovation in schools from early childhood through the university level. Since 2000, over 400 award-winning case studies have been collected that showcase innovative learning environments from over 30 different countries. The detailed case studies include information on the design team, narratives, costs, images, plan diagram, and reviews. The website also publishes conference proceedings, original research, and practical design guidelines, and includes an e-newsletter, blog, and calendar.
Education Design Showcase
http://www.educationdesignshowcase.com/ A comprehensive database of cutting-edge projects, innovative solutions, and inspiring designs for education from School Planning & Management and College Planning & Management magazines. The project database can be searched by grade level, category, state, and alphabetically. Each project includes photographs and a detailed fact sheet.
Learning by Design
http://www.asbj.com/lbd/ Learning By Design online displays winning projects from the print edition of the National School Boards Association's magazine American School Board Journal and adds a complete list of construction projects, region-by-region listings of experienced school architects, and feature articles from the print edition.
Schools as Centers of Community: A National Search for Excellence
http://www.nationalschoolsearch.org/ This KnowledgeWorks Foundation website features the winners of its national search for schools that best exemplify schools as centers of community. The website includes overviews of each winning school, photographs, site plans, and contact information.
Community Participation in School Planning http://www.edfacilities.org/rl/community_participation.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on the participation of students, teachers, parents, administrators, and community members in the planning and design of schools.
Community Use of Schools http://www.edfacilities.org/rl/community_use.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on community use of public school facilities during and after school hours.
Community Use of Schools - Policy Issues and Joint Use Agreements http://www.edfacilities.org/rl/joint_use.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list on policy issues concerning the community use of school buildings and grounds during and after school hours, including examples of joint use agreements.
Funding Partnerships for School Construction http://www.edfacilities.org/rl/funding_partnerships.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on financing school construction and renovation through partnerships between schools and the private sector, community organizations, public agencies, and school districts.
Smart Growth and Schools
http://www.edfacilities.org/rl/smart_growth.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, journal articles, and other documents examining schools in relation to issues of planning and community development, economic impact, conservation of open spaces, and smart growth vs. sprawl.
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