Reviews the behind schedule state of school construction under Cleveland's current bond issue. Efforts to catch up include elimination of some project from the original program. A short glossary of construction management terms is followed by reports for each of nine segments of the master plan. Good budget performance in some segments will offset poor performance in others. 14p.

Offers a detailed review of the district's bond program, citing its overall success and making suggestions for improvement. Sections cover progress to date, design team costs, construction management services, analyses of two projects, labor compliance program, and construction cost escalation. 49p.

Presents the data supporting the Committee's bond recommendation. This data was derived from enrollment figures, residential development, input from school staff, facilities review, the state's technology plans, comparable data from other school districts, industry forecasts, financial and tax information, and community input. 44p.

Excellent presentation of issues related to passing a $807 million bond referendum in Houston, Texas. Includes links to "Did you Know? Facts; FAQ; Enrollment Projections; School Construction Report; Campus Comparisons by District; Strategies for Cost Savings; History of the Tax Rate; Tax Bill Comparisons; Voting Locations; School Capacities; Bond Debt per Pupil; New Home Trends; 20+ Year Old Schools; Bond Presentation; and Bond Podcast.

Website concerning 2007 bond election that will pay for 40 projects, including 12 new schools, will add 704 classrooms, and provide relief to 25 overcrowded schools. Website includes Bond Sample Ballot/Facts; 2007 Bond Quiz; Bonds 2007 Fact Sheet; Bond FAQs; Project Summary List for 2007 Bonds; Bond Projects by Learning Community; Project List for 2007 Bonds; Bonds Video; Maps of 2007 Bond Schools; Ballot Language for School Bonds; Promises Made, Promises Kept: 1996-present; School Construction Program; Construction Stories; and 2007-08 Attendance by School Board District.

For the most part, funding for the construction and repair of California's school facilities is separate from funding for operations. The bulk of capital costs are paid for through public bonds. This describes the major sources of facility funds: general obligations bonds; developer fees; facility districts; maintenance funding; and obligations under the Williams settlement.

California voters have approved a number of statewide and local bond measures to help build and maintain school facilities. However, the state’s Office of Public School Construction (OPSC) projects a continuing need for more funds. This describes state bond proceeds, local general obligation bond results, facility district bonds that have passed, and projected needs for facilities funding.

Information on What will the bond accomplish?; How much will the bond issue cost?; What are we voting for?; Why now?; When do I vote?; Where do I vote?; Where do I get more information?; How do I donate to the campaign?; and Who is endorsing the Bond?

Bond election website with information for a $710 million bond election in Prosper, Texas. Includes Proposed Projects; Student Growth Information; Frequently Asked Questions; Tax Rate Information; Voting Times & Locations; Election Order; Capital Improvement Quick Reference Fact Sheet; Projected Enrollment for PISD; Prosper ISD Bond Program; and Bond Program Brochure.

Website provide informations on why it is critical to pass the bond measure coming before voters in April, 2007. Information includes Our Schools Need Help; Proposed Improvements; How Much Will It Cost?; and Questions.

This program provides credit enhancement and helps Missouri school districts in need of educational facilities achieve a low borrowing cost and other favorable borrowing terms. This report presents: program considerations (basic program requirements and program credit considerations); certain considerations only as to pool financings; and certain considerations only as to conventional bond financings. Four attachments include: the application for involvement in the Authority Program regarding the issuance of school district bonds; a direct deposit agreement; an operations procedures memorandum; and a termination of direct deposit agreement. 22p.

The purpose of this study was to investigate the factors influencing the successful passage of a school bond referendum and to examine pre- and post-strategies of the failed September 11, 2004, referendum and identify those factors that influenced the positive referendum on December 11, 2004. Surveys were sent to 260 registered voters. The results of the investigation showed that trust in the administration and follow-through in previous bond referenda played a significant role in determining the negative outcome of the first bond referendum. In the second bond referendum, detailed information on bond plans, individual campus activities promoting needs for the passage of the bond referendum, opportunity to vote on more than one proposition, and information on the cost of the tax increase for the average home in NISD were instrumental in the positive outcome of that referendum. 146p.

School districts find that success in bond elections is important to continued growth and development of schools. However, many districts find difficulty in developing the stakeholder support required to obtain a passing margin on bond referenda. In addition, research suggests that districts with prior bond election failures are more likely to incur future defeat in attempting bond passage. The purpose of this article is to analyze qualitatively three school districts that achieved bond election success after a prior failure. The results suggest that obtaining the support of teachers, listening and communicating to all stakeholders, and consistently building a foundation of trust to help in overcoming the negative sentiment. These results provide educational administration programs data regarding the importance of relationships in overcoming negative sentiment in bond elections. [Author's abstract] 10p.

This paper is a primer for school boards and management. It provides a basic overview of the key issues, considerations and options associated with the use of debt by private schools to address facility financing needs. In addition, for a school which has decided to pursue debt financing, it provides basic guidelines for the choice of debt modality and structure depending on that school's finances, type and amount of financing sought and the financial environment at the time of the planned borrowing. The paper discusses tax-exempt and taxable debt, bank loans, publicly-offered and privately placed bond issues and the use of derivative product (interest rate swaps, caps, etc.) in school financings. 34p.

Includes links to information on the proposed improvements, an educational facilities slideshow, pamphlet of facts, blueprints, architectural drawings, aerial photos of campus, and renovation updates.

Includes Bond Program Overview; FAQs; Proposition Summary; Official Ballot; Early Voting Schedule & Locations; Bond Program Development; Instructional Focus of Educational Specifications; Financial Assumptions; and Scope of Work for Individual Facilities. 72p.

The purpose of this booklet is to serve as a guide to the Kansas statutes relating to the issuance of school bonds and the construction of school buildings. Statutory citations are provided. Samples of forms that may be used to develop a school bond program are included. 46p.

This covers what municipal bonds are, the effects of market fluctuations on price and yield, credit ratings, the advantages of tax exemption, the safety, the risks, and basic facts about ownership. There is a glossary of municipal terms and an up-to-date tax-exempt/taxable yield equivalent table, revised to reflect the recent rate changes for 2004, showing the return an investor needs from a taxable investment to equal the return on a tax-exempt bond, plus a table showing state taxability of municipal bond interest. 13p.

Cites statistics showing how good schools positively affect a community's standard of living, property values, and crime rate and how businesses are attracted to good schools when selecting locations. This pamphlet is intended for use in promoting passage of school bond issues. 16p.

Qualified Public Education Facility Bonds (QPEFs) are a potential funding mechanism for both charters and public schools. QPEFs are a type of exempt facility bond created under section 422 of the Economic Growth and Tax Relief Reconciliation Act of 2001. QPEFs allows state or federal agencies to enter into a public-private partnership with a for-profit organization, under which the for-profit agrees to construct, rehabilitate, refurbish or equip a public school facility. The bond proceeds are loaned to a private, for-profit corporation (developer) who owns the school facility and leases it to a public school. At the end of the lease term, ownership of the school facility is transferred to the public school for no additional consideration. This information packet includes; 1) IRS technical information on QPEFs; 2) a reprint of the Heritage Foundation report "How Public-Private Partnerships Can Facilitate Public School Construction" by Ronald Utt, and 3) IRS Form 8038, Information Return for Tax-Exempt Private Activity Bond Issues. 30p.

A small federal program piloting tax credit bonds to support school construction, the Qualified Zone Academy Bond (QZAB), has existed since 1997--providing evidence of how tax credit bonds could work. This paper analyzes the results of QZABs to date. The report concludes that, in the absence of more substantial federal assistance, QZABs play an important role in helping needy districts build and maintain school facilities, even though they are not the most effective long-term solution to the problem. The report recommends that the QZAB program, with some modifications, be continued while encouraging Congress to enact a more robust, durable school construction program focused on flexible and accessible initiatives. For example, state infrastructure banks, a promising remedy to the core problem of capital access for public schools, should be explored to replace current tax credit bond programs. 10p.

This study examined strategies that could assist public school administrators and school boards with the passage of bond issues. It specifically looked at such issues as the time of year that an issue was presented to voters, the nexus between community relations and successful passage, and leadership structure of bond campaigns. A survey instrument was developed and sent to 100 school districts in Missouri that had sought a bond issue. The results revealed little correlation between the researched aspects and success; while most superintendents readily indicate that they have a successful technique, the process may in fact involve only luck. The study calls for additional research. 7p.

Asserting that school district officials facing the need of extensive capital expenditures must analyze all sources of funding, this paper focuses on the predominant local funding mechanism of the school district bond issue. It presents a bond rating model with three separate stages that relate to the different choices facing a school district official throughout the bond rating process. The choices are whether to have a bond rated (first stage) and whether to insure the bond (second stage). The final stage estimates the rating category. An empirical analysis of the model using data for 148 bond issues by districts from 10 different states during the period from July 1, 1993 through June 30, 1994 indicated that it is mainly the par value of the bond issue and not the credit quality that is the decisive factor in having a bond rated. Rural district's local marketing strategy also contributes to this decision. However, the findings for stages two and three do depend on the economic, demographic, and financial health of the school districts. 26p.

This essay describes effective ways to manage school facility programs to create the broad base of support and consensus required to pass referenda and fund school construction projcts. Advice includes: 1) link facility investment to learning results; 2) engage the public; 3)assure performance; 4)prepare a frugal, bulletproof plan; 5) get the most value for the investment 7p.

This guide introduces the community to the Charlotte-Mecklenburg schools budget and explains how it works. The guide is for parents, voters, taxpayers, residents, and students. The guide describes the two main types of school funding, operating and capital. It looks at where the money comes from; explains the various ways operations money is spent on staff, transportation, maintenance, food service, and special programs; tells how bond money is being used for new construction, renovation, upkeep, technology, and other projects; looks at what the budget buys; and enumerates ways to take action. Includes resources for more information. 32p.

This is a step-by-step guide on organizing an advocacy group to support a school bond initiative. This covers all aspects of the campaign from what to do before one organizes a committee through election day. Included are a campaign calendar; sample letters to the editor; publicity materials for newspaper, radio, and TV promotions; and campaign literature. 195p.

Advises on strategies for resolving school bond issues and practical information on specific activities for bond campaigns. Chapters provide the case for the need; essentials in successful bond campaign strategies; and step-by-step instructions for the phases of pre-planning, project development, marketing, bond campaign, and follow up. Also covered are issues of concern to volunteers and others involved in conducting bond campaigns, including conducting surveys, dealing with conflict, and writing proposals and campaign materials. 230p.

Data listed according to districts, date, amount of issues, and whether or not the vote was approved or defeated. Includes total amount of bond issues passed and defeated. 2p.

The Albany, New York, Board of Education has developed a facilities improvement plan for the Albany City Schools. This document provides detailed information about the plan, its process, vision, funding, timing, voting information, and frequently asked questions.

A U.S. Senate committee hearing received testimony on the Indian School Construction Act, which would establish a bonding authority for leveraging existing tribal education funds through bonds to fund tribal school construction, maintenance, and repair. The testimony from U.S. senators and representatives of the Department of the Interior and American Indian organizations discussed the following: the Bureau of Indian Affairs (BIA) school construction and repair backlog of over $1 billion; the terrible condition of school facilities on Indian reservations; the need to regard any bonding initiative as a supplement, not a replacement, to federal appropriations; the specific details of how tribes would issue bonds that would be secured by federal money in an escrow account and would have interest payments covered by federal tax credits; the question of federal loan guarantees; and the nature of the federal government's trust responsibility concerning educational assistance to tribes. 61p.

This booklet examines the Federal government's Qualified Zone Academy Bonds (QZABs) system for helping school districts carry out needed school renovations and repairs, discusses why QZABs are good ideas for school districts, highlights eligibility criteria, and provides basic funding information along with state allocations for 1998 through 2000. A school deputy superintendent and a financier provide their perspectives on using QZABs, followed by profiles of QZAB programs to illustrate how school around the country are utilizing QZAB funds. Final sections list state contacts where information related to QZAB issues can be found; a list of cities, counties, or other areas that contain Empowerment Zones or Enterprise Communities; and responses to frequently asked questions. 69p.

A 1999 annual school construction survey for New Jersey reveals that the state's voters approved 71.3 percent of the school construction elections, more than the previous years approval rate of 60 percent. Construction costs also influenced regional approval rates which varied from 59.5 percent in the north to 89.3 percent in the south. Despite heavier approval rates, gaining voter approval for major construction was still difficult: while 70 percent of all construction plans were approved, only 56.3 percent called for new school buildings. Nearly one-third of the referenda on the 1999 ballot represented second, third, and fourth attempts at passage, and despite changes to increase the likelihood of passage, nearly 30 percent were still rejected by voters. Lower-cost proposals, usually focusing on repairs and facility upgrading, were approved more readily than proposals calling for additions or new construction. Statistical results from the survey are provided. 28p.

The State of California is spending $9.2 billion in state school bond funds to modernize and build new schools to begin addressing an estimated $40 billion in statewide school infrastructure needs. At the same time, billions of dollars have been authorized by the voters for investment in parks, libraries, and local school bonds throughout the state. Nevertheless, urban school districts continue to have difficulty accessing the necessary resources to build new schools. Many districts have been unable to meet the 2/3 majority voter approval requirement for passage of local school bonds. Meanwhile, state school construction funds are based on a "first come, first served" allocation system in which those school districts who submit their applications first - regardless of need - receive priority. This provides an insight to various efforts to provide greater accessibility to bond funding.

This report examines the fate of general obligation (G.O.) bond measures in California from 1986 to 1999. For the entire 13-year period, the passage rate for local G.O. bonds averaged 54 percent. However, this average masks some dramatic variations depending on when the election was held, the district holding the election, and the area of California in which it was located. In 1990, California's school-facility problems were apparent, but a serious recession in the early 1990s had a dampening effect both on local district's willingness to go to voters for G.O. bonds and voters' willingness to approve them. Although the success of bond elections has varied by district type and size, in general, small elementary districts have done better at the polls and received approval for substantially more funding for facilities on a per-pupil basis. As a whole, elementary districts have been more successful at securing voter approval than unified districts and high-school districts. However, when it comes to amount per pupil, high-school districts received more money, reflecting, in part, the higher cost of high-school facilities. Furthermore, bond-election passage rates differed by county and region, and the causes behind success or failure remain open to question.

This article summarizes "The Majority Rule Act for Smaller Classes, Safer Schools and Financial Accountability" (Proposition 26). The Majority Rule Act deals with the percentage vote that a school district, county office of education, or community college needs in an election to authorize local general-obligation bonds for school construction. It also provides for funding for classrooms in charter schools. Current law in California requires a two-thirds vote to approve local bonded indebtedness. The report details the major arguments for and against this policy and discusses how schools currently have two major sources of funds for facilities: local general-obligation bonds authorized by two-thirds of the voters in a school district or state general-obligation bonds authorized by a majority of all state voters. It describes how local general-obligation bonds are used for school buildings and how state bonds supplement local money. It details the need for new or renovated facilities, specifying how the majority of the schools in the state are more than 30 years old. Counted among proponents for the measure are major education organizations, charter-school advocates, and business groups. Opponents include the Howard Jarvis Taxpayers' Association. A synopsis of the potential financial impact of Proposition 26 is provided.

The passage of a bond issue in support of school building construction or renovation can be one of the most difficult activities for a rural school district. The process of getting a bond passed requires a delicate mix of public relations, community education, and consensus building. In this chapter, a superintendent in a rural district describes his experience working to pass a bond issue to build a new elementary school. The story provides several lessons about passing school bond issues. First, credible leadership from within the school system is important. The superintendent must be viewed as serving the overall good of the school, and the school board and school staff must actively support the bond's passage. Second, community outreach and communication are critical parts of the political process. A well-orchestrated public relations campaign can be helpful, and the importance of sharing information with senior citizens cannot be overstated. It is also important to include members of all segments of the community in project planning and keep the local newspapers informed. Finally, the hard work of volunteers is invaluable in achieving success. 14p.

This study examines positive and negative factors that affected the outcomes of school bond elections in four purposefully selected school districts in Iowa. Findings of the study indicated the importance of an organized and well-represented citizen committee in the promotion of the school bond election, and good internal and external communication and use of the media. In addition, the findings supported the need for bond promotion groups to identify "yes" voters and make sure they vote to ensure success. 166p.

It has become increasingly difficult for school administrators and boards of education to obtain funds for meeting educational community needs and obstacles to providing high quality education. This book provides the theoretical basis for developing specific strategies for resolving school bond issues and practical information on specific activities for bond campaigns. Chapters provide the case for the need and information from research as to essentials in successful bond campaign strategies; offer step-by-step instructions for planning building projects, i.e. the phases of pre-planning, project development, bond campaign, and follow up; address issues of concern to volunteers and others involved in conducting bond campaigns, including conducting surveys, dealing with conflict, and writing proposals and campaign materials. 171p.

While new school construction bond elections for rural school districts can be difficult to pass, success is possible. This paper presents one superintendent's effective campaign to build a $4.2 million elementary school within a rural community. It reveals the need to continually reinforce the message of committing to educational quality combined with productive communication with the school board and continuous efforts to gain community support. Successful school construction bond referendums are shown to have that best chance of success through intense voter registration efforts, continual canvassing, community meetings, and mass mailings to sway public opinion. It is argued that successful passage can also be aided with the creation of a long-range plan designed to convince voters that the need is legitimate. (Contains 12 references). 14p.

This publication identifies the major decision points for policymakers addressing this issue and the key questions to consider, and provides examples of strategies used by other states. Primary decision points examined are whether the condition and funding of school facilities need attention and the indicators supporting this, how state school facility needs can best be determined, and what the state and local role in paying for school facilities is and through what funding mechanisms. Appendixes list how the various states have funded their school facilities. 15p.

This document contains specific recommendations for conducting bond campaigns. It outlines the three major considerations of any bond campaign: (1) committee organization and appointment; (2) time lines; and (3) getting out the vote. The publication focuses on the need for total community involvement and outlines some of the components for achieving this, such as a strong public-relations program, a unified school board, focus groups and opinion surveys, careful explanations of the issues, and the support of school principals, elected officials, business leaders, and the media. Campaign organization is also discussed at length, and suggestions are offered on the various committees and individuals that are needed, including a steering committee, a media coordinator, community leaders, a schools committee, a youth committee, a speakers bureau, a finance committee, and a "get out the vote" committee. A campaign timeline is presented that details what to do 3 three months to 1 week before the election. Suggestions on what to do the night prior to the vote and the day of the vote are also covered. A final section outlines important campaign questions, such as how the campaign will be promoted and what will be done to address the concerns of the opposition. 20p.

Fiscal brief to enhance public understanding of a pending bond act to authorize the state to borrow up to $2.4 billion through the issuance of bonds to fund capital projects related to the construction, expansion, and modernization of public school facilities. Projects that could be funded under the Act are defined to include those addressing serious health and safety needs, expanding physical capacity, enhancing accessibility for people with disabilities, addressing emergency facilities situations, correcting environmental problems, and supporting educational technology.

This study examines the problem of deferred maintenance in U.S. public schools, including the repair funding required to comply with federal mandates in the next 3 years; the estimated percentage of schools needing repairs listed by state; and the changes in apportionment of state budgets from 1987 to 1994. Public school maintenance funding trends and options are discussed, including lease financing and privatization. A model for passing a bond issue as illustrated through the Coalition for Adequate School Housing (Sacramento, California) is examined. 19p.

This comparative study involving four St. Paul-Minneapolis, Minnesota, metropolitan public school districts investigates strategies, non-strategic factors, and critical incidents thought to affect the outcome of school bond referenda. Results address what election strategies are most commonly used to affect the outcome of school bond referenda and why, which election strategies have the greatest affect on referenda outcome and why, and which election strategies most differentiate between successful and unsuccessful school bond referenda and why. The study further shows how election strategies compare with other non-strategic factors in deciding school bond referenda, what affect critical incidents had on election outcomes, and what role superintendent leadership played in the selection of election strategies and the management of non-strategic factors and critical incidents. 297p.

This presents a complete guide to ensuring a successful venture in school bonding. Chapters present thorough descriptions of every step in managing a bond issue, and each ends with a detailed checklist for the practicing administrator. Chapters include:Federal Regulations Governing Municipal Bonds, Finding Help with a Bond Issue, Planning the Bond Referendum, Prospectus, Obtaining a Municipal Bond Rating, Municipal Bond Insurance, Selling the Bonds, Budgeting and Investment of Funds. 245p.

This study uses an exploratory data analysis to determine the factors within a community and within the campaign structure that have an effect on school bond election outcomes. Results from interviews reveal these factors to include: having an active citizens support committee and adequate organization; understanding of the needs of the community; effectively communicating of the needs of the schools; using campaign activities that are personal and direct; appealing to the appropriate target audience; and involving all segments of the community in all stages of the campaign. Findings suggest that school boards and administrators need to plan the amount of the bond issue and must demonstrate a good plan for managing the funds after the election. 171p.

This paper describes a campaign for the passage of a 1989 bond referendum for the construction of two elementary schools in rural Lunenburg County, Virginia. The article, written from the perspective of a neophyte school superintendent, offers a demographic description of the county, describes various voter groups, and provides a chronology of events surrounding eventual passage of the referendum. A school board-directed campaign of speeches, letters, and community-based organizing was used to support the bond issue referendum, which passed in every precinct. The paper concludes with recommendations for similar campaigns that emphasize the importance of grass-roots organizing, establishing the "moral high ground," focusing on the district's true needs, and starting the voter-education process early. 9p.

This chapter of "Principles of School Business Management" provides a generic overview of the major tasks associated with financing a school district's large capital programs. The chapter opens with a brief historical review of the limited provisions made for capital outlay prior to the 1960s and of the trends in financing in recent decades. The chapter then examines specific methods used for financing capital projects, including municipal bonds, sinking funds, the use of current revenues, and the formation of holding corporations. 31p.

This handbook provides techniques and tools to help pass a bond issue or school finance campaign. It describes how to get organized; conduct research; select communication techniques; and adapt materials of winning districts to other campaigns. 300p

Discusses the success of Oregon's West Linn-Wilsonville School District in passing school bonds. Each bond issue typically proposes funding for a variety of projects, thus helping to ensure community-wide support.

Compilation of results of November, 2007 bond elections for school construction across the country.

Advises on successful bond campaign strategies, including engaging voters from the beginning, conducting the process transparently, and using voter research. Also included are key questions to ask before moving forward witha campaign.

Reviews the creation and make-up of the federal government's Impact Aid program, the revenues from which can be pledged as security for the issuance of bonds. An example of how these funds have been put to work in school construction in Arizona's Whiteriver Unified School District is included, as is advice on considering this process in one's own district.

Reviews situations in new school construction that can escalate from inconvenience to litigation. These include site selection, project delays, cost overruns, improper contracting, and poor workmanship.

Provides an extensive checklist of warning signs that might indicate funding trouble for a school capital program. These involve long-range planning, management of the bond issue, construction project management, building programming, and communication and citizen involvement.

Case study of a bond campaign for capital funds for San Diego Community Colleges in 2006.

Discusses how to improve a school district's bond rating by paying down existing debt, preparing to show how the district will address its economic and demographic weaknesses, and negotiating with the bond-rating agency.

Schools and universities are having success at securing funding for new facilities, as well as for growing repair and retrofit needs. 2006 was a record-breaking year in terms of the number of school-construction bond issues proposed (920) and passed (603). It also set a record for the largest total-dollar-amount proposed ($51.2 billion) and passed (almost $40 billion).

Discusses "behind-the-scenes" factors that may help ensure the success of a school bond campaign. These include appropriate up front funding of the school construction proposal, the engagement of an architect who helps assess the needs and create a proposal, an effective and appealing superintendent, and the involvement of well-known and respected community leaders.

Outlines ten steps for a successful bond referendum: survey voters, get board support, craft a winning message, educate the media, identify supporters, build a campaign organization, create a campaign timeline, develop a fundraising plan, put together a voter contact program, and get out the vote.

Describes creative bonding procedures including lowering the majority needed to pass a bond so that a district could rebuild tornado-damaged structures, refinancing, paying off bonds early, and using savings from energy-efficient buildings to support bonding capacity.

Reports on construction cutbacks in 12 of the 19 Orange County, California, school districts that have passed bonds since 1990. Price increases, mismanagement, lack of oversight, overly ambitious promises, and a lack of construction culture in some districts are described with examples from specific districts. The lessons learned in districts with the most egregious shortfalls are included.

Advises those attempting to pass a school levy on how weed out listings of voters who no longer reside in a precinct, but still appear on active voter rolls. This is particularly important in cases where voter turnout and approval majorities are required for the measure to pass. Five steps to help narrow the base of potential voters and seven suggestions for improving turnout of these voters are offered.

Advises school districts on surveying voters to determine their concerns and help ensure a successful levy process. Typical issues include public interest in education, the economy, student safety, teacher training, test results, involvement of the principal, and nonparent involvement.

Explains six early steps to help insure a successful school bond effort: 1)Lay the groundwork early by reaching out before the bond is on the ballot. 2) Build the ballot with items that voters are willing to fund. 3) Motivate your friends, ignore your enemies. 4) Create a strong inside/outside team of district staff and community leaders. 5) Write clear simple messages that resonate. 6) Know everything about your project.

Explains how lapses in public participation and lack of awareness of voter psychology causes many bond efforts to fail, and suggests strategies for success that emphasize abundant communication and involvement of every sector of the community.

Advises on how to properly word a bond referendum to help ensure passage. Split-sampling testing techniques to assess reaction to various phrases are described, and a variety of reactions to phrases and their alternatives are described. Examples of poor and obtuse wording are included.

This looks at school construction bond referenda proposed and passed in 2005. A bond proposal signifies an institution's need for capital funds; it's passage is a barometer of the public's support of school infrastructure issues. Of the 667 school construction bond issues proposed in 2005, 60.6 percent were passed (representing more than $17 billion). The percentage is down slightly from the 69.9 percent approved in 2004. Total-dollar amount of school construction referenda passed in 2005 was down from the almost $35 billion approved the year before. Much of the difference can be attributed to California's massive $12.3 billion statewide initiative passed in 2004.

Offers advice for creating community consensus and subsequent approval of a bond campaign by suggesting committees that should be formed around the campaign and their duties. The facilities study commitee should consist of people from different backgrounds that represent the demographics of those likely to vote. The bond issue steering committee will lead the "vote yes" campaign, developing communication and analyzing the results of previous campaigns. The public information committee covers all public relations. The neighborhood canvass/voter identification committee registers voters and helps likely "yes" voters get to the polls.

The classic campaign strategy in most school communities involves using the mass media to attract widespread attention to an upcoming budget or tax levy vote. Such strategies tend to bring uninformed voters in unknown quantities to the polls. This describes a campaign strategy to bring to the polls those likely to vote yes on the proposed mill levy while avoiding the mass publicity that might influence opposition voters to go to the polls.

This is an educated guess by the editor of American School & University magazine on what 2005 and beyond will hold for education construction: "based on data, spending on education construction will remain vibrant well into the future … and communities will continue to be supportive of intelligent spending to create the best possible learning environments. The challenge, however, will be to get state and federal lawmakers to seriously address the issue." In 2004, of the 675 school construction bond issues proposed, 472 were approved (69.9 percent). Of the $39.526 billion in ballot questions proposed, $34.489 billion was approved — a whopping 87.3 percent.

This article examines support for school bonds among minority group members in Mecklenburg County, North Carolina, which includes the city of Charlotte. A survey was conducted shortly after a bitter court case and shortly before a proposed bond referendum. Support for bonds in the minority community was fairly moderate. Support was not related to self-interest. Rather, support for bonds was most closely associated with confidence in public officials.

Describes get-out-the-vote strategies that can be used to improve voter turnout for school finance measures. Types of voters, contact methods for each, and their voting tendencies are explained. Includes two references.

Congress has passed legislation to extend qualified zone academy bonds (QZABs) for two years and authorized $400 million each year for 2004 and 2005. QZABs allows eligible school districts -- with low-income populations -- to save money on school renovation and other costs. Since the program was created in 1997, $2.8 billion in school bonds have been underwritten by QZABs.

Describes explosive student population growth in several rapidly-expanding communities, and how they are dealing with the influx of students that their school systems or tax bases are not prepared for. Rapidly growing enrollment presents school districts with a number of challenges: planning for and financing construction, finding qualified teachers and other staff, educating the public and elected officials about the pressures of growth, and dealing with the trade-offs districts face when confronted with the need to constantly expand. This kind of growth isn't easy for any district, but it's particularly hard for low-wealth school systems that are struggling to maintain essential services.

Presents tactics for successful school finance campaigns, including identifyng and publicizing the school system's assets, enlisting supporters, analyzing voter records, and campaign management.

This first of a three-part series reports on record school construction beginning in 2002, despite a sagging economy. Reasons for the increase include bond issues passed during the strong economy of the late 1990's, equity lawsuits, and demographic shifts. Creative financing methods are highlighted, as well as potential problems in planning due to rapid growth. [Free subscriber registration is required.]

Many school buildings are in dire need of renovation, expansion, or replacement. Brief case studies from around the country illustrate the importance of finding out why people vote for or against a construction referendum. Lists recommendations for a strategic campaign.

Describes campaign to successfully pass a 4-year property tax referendum in Sarasota County, Florida.

Examines the effects of including technology funding in Oklahoma school district bond issues on their voting percentages and pass/fail rates during fiscal years 1995-96 through 1999-2000. Finds that percent of technology funding included in bond issue dollar amount was significantly related to positive voting percentages and predictive of issue passage or failure. (Contains 37 references.)

Buoyed by a successful year at the polls, schools and universities are benefiting from strong state and community support to fund construction and repair of facilities. Of the $44.78 billion in K-12 bond issues proposed in 2002, $37.58 billion worth of new funding was passed — resulting in an almost 84 percent approval rating. Led by a massive statewide issue in California ($13 billion), schools throughout the nation are finding that voters will support carefully planned and detailed construction programs.

Case study examines community values, beliefs, and norms related to school district efforts to pass a bond issue for the improvement and construction of school facilities in a rural midwestern community. (Contains 18 references.)

Presents an interview with Kit Dunn, a specialist in school district information services, about the importance of communication with the community, especially concerning school bond referenda.

This article uses Texas as an example of the distinction between lease purchase revenue (LPR) bonds and general obligation (GO) bonds. The study shows that LPR bonds typically have a higher interest cost than GO bonds and do not have advantages over GO bonds in circumventing state restrictions on school district tax and debt authority. Voter approval requirements implicit in the state aid formulae supporting school bond repayments and the bond election requirements, however, are less stringent for LPR than GO bonds, and thus tend to be used by schools in property-poor districts.

Models three-stage bond-rating process: whether to have a bond rated, whether to insure the bond, and estimation of the actual bond rating; tests multistage model empirically using sample of 148 bond issues representing 10 different states; finds that the par value (size) of the bond issue is decisive factor in decision to have a bond rated or not. (Contains 29 references.)

Case study of the successful bond measure campaign of the Rowland Unified school district in Los Angeles County, California. Describes the timing of the campaign, putting together the right team, and communicating a unified message through public information and advocacy.

Describes how the Denver Public School District used detailed planning and precise fiscal management to build 10 schools rather than just the 9 approved by voters in a bond issue, as well as to renovate 22 other schools.

Bond ratings have a substantial impact on a borrower's cost of funds, with the difference between ratings having a potential impact of thousands, if not millions, of dollars on debt service costs. This article provides school district officials background about the rating agencies and the process by which they assign bond ratings. It then discusses initiating a ratings process, des