Examines the Manassas Park, Virginia, City Schools' 10-year turnaround from a low- performing district to one in which every school was accredited by 2005. The turnaround is largely credited to superintendent Tom DeBolt, who was hired in 1995. The author considers the district's turnaround from four organizational perspectives and addresses the critical role of professional and political leadership in overcoming the challenges of low morale, scarce resources, changing demographics, and dysfunctional school-community relations. The book offers lessons for any school system facing the challenges of low performance, underfunding, political turmoil, and a culture of low expectations, with special attention to school size and the impact of improved facilities. 182p.

Reviews how California's Williams Settlement Agreement and its subsequent legislation, together with action from parents and community members, teachers, school administrators, and school officials altered the state's educational landscape during the first two years of implementation. The first two chapters provide a general summary of key findings, the case, and the settlement legislation. Chapter three discusses the statewide impact of implementation, with special focus on the entire state, as well as on specific geographical regions. Throughout the report, facility improvement information is combined with that for textbooks, materials, and qualified teachers. 62p.

Contains data on revenues and expenditures per pupil made by school districts for school year 2004-05. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for capital outlay and operations are also included. 22p.

Assists California school districts in applying for and obtaining grant funds for the new construction and modernization of schools under the provisions of the Leroy F. Greene School Facilities Act of 1998. Following a preface and overview, the guide's chapters address the involved agencies, project development activities, application for eligibility, new construction funding, charter school facilities, critically overcrowded school facilities, joint use projects, modernization funding, financial hardship, facility hardship grants, program accountability, and additional requirements and features. Appendices provide contact information, forms, and a construction services matrix. 107p.

Presents a report of the Corporation's work in calendar year 2006. The Corporation is charged with ensuring that the state complies with court mandated full funding of school construction in areas of greatest need, to partial funding in less impoverished areas. The report describes the Corporation's structure and significant reforms made during the year, as well as highlighting projects in the disadvantaged "Abbott Districts." Grant totals for each county are also reported. 25p.

Presents a survey of all 150 English local educational authorities, revealing the results of capital investment over the last 10 years. The booklet shows that schools are off to a positive start, and it demonstrates that excellent design can support broader aims from school sport and healthy eating to personalized learning and provision for pupils with special needs and disabilities. 62p.

Offers extensive guidance in the school facilities planning and construction process, with particular reference to Ohio requirements. Individual large sections are arranged to follow the general project timeline of preplanning, planning approval and funding, contracting, design, bidding, construction, occupancy, and post occupancy. Numerous examples forms and documents to assist with job descriptions, planning, policies, procedures, budgeting, and commissioning are included. 601p.

These regulations include a description of the High Performance Incentive Grants available to California schools for more energy and resource efficient "green" classrooms. These regulations implement the Leroy F. Greene School Facilities Act of 1998, which establishes a State program to provide State per pupil funding for new construction and modernization of existing school facilities. The regulations include a High Performance Rating Criteria, which will be used to determine the high performance attributes in a project and to assign a score that will directly correlate to the increased amount of funding a project receives. The high performance grants will provide incentives of between 2-10 percent of the base grant for high performance facilities. 115p.

This manual contains current legal requirements and information on school building construction and inspection in the state of Utah. Major topics include facilities long-range planning; the role and responsibilities of the School District Building Official; school site issues such as size and location, impact, and acquisition and development; as well as coordination with the local municipality and county. Also provided are plan development issues such as educational specifications; life-cycle costing; the structural, energy, Fire Marshal and State Office of Education plan review; the construction bidding process; the construction inspection process; and maintenance and operation of buildings after construction. [Individual chapters have unique URLs.]

Presents documents suggesting what a ten-year facility plan should include, as well as examples of the various facility plan sections and spreadsheets that can be used to calculate demographic, capacity, and building condition data.

Analyzes who has benefitted from $600 billion of United States school construction expenditures from 1995-2004. The report reveals that construction funds have not been equally distributed, with the least affluent school districts making the lowest investment of $4,800 per student, and the most affluent the highest at $9,361 per student. It shows schools with the greatest need, those in high-poverty and minority school districts, have seen the least investment. Money spent on low-income schools was more likely to fund basic repairs such as roofs or asbestos removal, but that spent in affluent districts frequently funded educational enhancements such as labs or performing arts centers. Numerous tables include school construction growth by type of project, by state, enrollment growth, and spending by family income, community household income, and race and ethnicity. Includes 23 references. 40p.

Recommends that the New Jersey legislature authorize an additional $2.5 billion for school facilities projects in New Jersey's urban or "Abbott" districts, along with $750 million for projects in suburban, rural and other districts across the state. The report, however, conditions the new funding on the adoption of a "Strategic Plan" by the state School Construction Corporation (SCC). The report presents a new method for prioritizing Abbott projects for funding, including those now stalled because of a lack of funds, and suggests changing the way in which state funding for construction would be allocated to projects in non-urban school districts. The report recommends the Legislature consider moving from guaranteed grants covering at least 40 percent of a community's construction costs to annual aid for debt service on local bonds. 30p.

Provides guidance for Washington's Apple Award Construction Achievement grants, a program that rewards schools improving their achievement on state tests with grants for capital improvement projects conceived by the students. Program procedures; instructions for project planning, proposal preparation and submission; and forms are included. 34p.

Compares the sizes and costs of Indiana school building projects to national costs and sizes for 2004 and 2005, revealing that Indiana's costs were 40.4 percent higher than the national average in 2005. The report also examines the statewide impact of school construction debt on taxpayers and analyzes the types of school construction and distribution of construction costs. 12p.

Presents the results of an audit of the County's school construction program that offered 11 major conclusions in regard to program management and oversight by the school system administration and board of education. The auditors reviewed in particular detail perceived problems including an understated needs assessment, approval of projects for which there was inadequate budget, performance by the program manager under its contract, and a school system policy of allocating to each school cluster 40 percent of its 10-year assessed needs and allowing it to decide how to use the funds. The report also provides 19 recommendations relating to policies, processes, contracting, staffing, systems, communications and best practices. 75p.

Presents this small (less than 1500 students) district's plan to re-organize into a three-school system consisting of a preK-3, 4-8, and 9-12 grade facilities. The grades 4-8 school is to be built, the district central office is to be moved to the municipal building (which was formerly a middle school), and the elementary and high schools are to be repaired and renovated. 11p.

Provides mandates and recommendations for school construction according to codes and laws adopted by the state. Organized by CSI Masterformat divisions as follows: 1) general requirements, 2) site selection, 3) design criteria, 4) barrier-free design, 5) emergency preparedness,6) schematic and design development phase, 7) construction documents phase, 8) bidding and award phase, 9) construction phase, 10) plumbing, 11) mechanical, 12) electrical, 13) sample forms, 14) checklists, and 15) reference material. 111p.

This web-based capital plan includes a message from the superintendent, an overview of the 2005-2006 capital program year, examples of school prototypes, reports on projects at existing facilities, a summary of proposed adjustments to capacity projects for fiscal years 2006-2010 by region, and a list of projected school openings.

Provides information on and reports on the progress of San Diego's Proposition MM, a $1.51 billion bond measure that funds modernization of 161 existing schools and construction of 12 new and three rebuilt schools. Also included on the website is a history of the proposition, the long range facilities master plan, status of new/rebuilt schools, environmental impact reports, designs, maps, advice on naming a new school and planning a ribbon cutting event, and other links.

Compiles New Mexico school capital program information, including Public School Capital Outlay Council reports and awards, status of current projects, a chronology of 2005 events, district bonding capacities and matches, district maintenance plans and master plans, staff directories, state rules, application and grant procedures, adequacy standards rules, deficiency correction program rules, and a history of public school capital outlay in New Mexico. 265p.

Describes the funding, management oversight, and technical assistance provided by the Ohio School Facilities Commission (OSFC) to meet Ohio school district construction and renovation needs for fiscal year 2005. The report highlights the work of the OSFC programs for urban schools, planning for the future, school safety, and partnering. A statewide district-by- district summary of Commission work completed or in progress is included. 32p.

Presents the annual report for these two New Mexico authorities, reporting amounts and types of expenditures on school construction, capital and maintenance priorities, award recipients, planning endeavors, and partnering endeavors. 23p.

Reviews how California's Williams Settlement Agreement and its subsequent legislation, together with action from parents and community members, teachers, school administrators, and school officials altered the state's educational landscape during the first year of implementation. The first section provides a general summary of the case and the Settlement Legislation, breaking down the approximately $1 billion in new funds and describing how the new legal standards for instructional materials, school facilities, and teachers apply to all public schools. The facilities section explains how the new "good repair" and "emergency facilities needs" standards were developed through regulations and how the overlapping accountability systems in this area improved school facility conditions around the state. 54p.

This guide for Vermont administrators beginning a school construction project is to be used in conjunction with Vermont State Board of Education Rules for Capital Construction. Its intent is to identify key state agencies, and the stage or stages in the development of a school project at which each agency should be consulted. Described are the procedures that school officials should follow in the development of a project. Guidelines are organized in the following areas: (1) the process; (2) professional assistance, construction methods, and the bidding process; (3) suggested procedures for school boards; (4) roles of the different state agencies; (5) other construction issues; (6) capital outlay formula; and (7) applications. 107p.

Discusses the inadequacy of even the largest school bond revenues in addressing rapid growth in North Carolina school districts, advising instead that districts employ cost-effective construction, renovation, and maintenance solutions that are taxpayer-friendly and enhance educational opportunities. Public-private partnerships to finance new construction, adapting and reusing buildings, rethinking design standards, revising financing policies for stadiums and sports facilities, building modular schools, and using virtual schools are discussed, as are innovative project management techniques. 22p.

Summarizes the results of the state's 2004 survey assessing school construction needs through 2006. Districts reported $6.7 billion in capital needs for new schools, additions, and repairs. The data are organized by type of district, location of district, type of school, and type of repair. Information on potential consolidation of districts is also included. 2p.

Details processes and requirements for requesting project funds from various state and federal funding sources administered by the Colorado Department of Education. Six major programs are detailed, accompanied by contact information, sample forms, frequently asked questions, and historical funding information. 148p.

Provides mandates and recommendations for school construction according to codes and laws adopted by the state. Organized by divisions as follows: 1) general requirements, 2) site selection, 3) design criteria, 4) barrier-free design, 5) emergency preparedness,6) schematic and design development phase, 7) construction documents phase, 8) bidding and award phase, 9) construction phase, 10) plumbing, 11) mechanical, 12) electrical, 13) sample forms, 14) checklists, and 15) reference material. 108p.

Provides Indiana school officials with the paramaters within which the state will evaluate local school construction project financing. The guidance indicates how projects will be assessed under state legislation, detailing considerations such as square footage per student, enrollment patterns, age and condition of current facilities, cost per square foot, and effect of the project on local tax rates. 15p.

Provides guidance for the school construction projects, covering architect selection and approval, new construction versus renovation, site selection and approval, educational specifications, space allocation, financing, technology, bond approval, life cycle analysis, energy efficiency standards, design and funding approval, reporting requirements, and equipment.

Presents a report of the Corporation's work in calendar year 2004. The Corporation is charged with ensuring that the state complies with court mandated full funding of school construction in areas of greatest need, to partial funding in less impoverished areas. The report describes the Corporation's responsibilities, highlights statistics illustrating successes in school facility improvement in 2004, and reports the years grant totals for each county. 18p.

Compares the sizes and costs of Indiana school building projects to national costs and sizes, examines the statewide impact of school construction debt on taxpayers, presents historical data on Indiana school construction, and establishes benchmarks for local officials to use in guiding their own projects. The data is divided into figures for new buildings, additions, and renovations. 9p.

Advocates regular school facility assessment and outlines the stages of a capital planning project as steps A-Z-FF, in chronological order. The stages begin with the planning process and end with the completed warranty inspection. 7p.

Reviews previous phases of school building in the United Kingdom, Europe, and the United States. Common themes and the aspects which initiate and then influence school building programs are identified, and then related to the outcome. Recommendations of past practices to be avoided are made, particularly when a large number of schools are built at one time and repeat the same shortcomings. The seventy-four references represent the literature consulted. 48p.

State-by-state data on 1) Capital Outlay Expenditures; 2)Interest on School Debt; 3) Capital Outlay and Interest Expenditures; 4) Student Enrollment Fall 1999; 5) Per-capita Spending on Capital Outlay; 6) Per-capita Spending on Interest; and 7)Per-capita Spending on Capital Outlay & Interest.

According to findings contained in this report, Abbott districts must develop new five-year facility improvement plans next year, but lack guidance from the New Jersey Department of Education (NJDOE)on how to perform this critical task. In addition, rules recently proposed by NJDOE fail to address minimal requirements for sound facilities planning, and must be completely overhauled. The proposed rules are under review by the State Board of Education. The rules fail to: 1) Direct districts to adopt a schedule and budget to ensure effective completion of the plans by the EFCFA deadline, and to maximize participation of stakeholders in the planning process; 2) Instruct districts on conducting a thorough re-assessment of their education program as a foundation for planning new or renovated facilities; 3)Provide standards for planning community centered schools; 4) Require NJDOE to maintain a reliable, public database to promote community engagement in facilities planning and State and district accountability for effective program implementation. 15p.

This report on preschool facilities analyzes regulations proposed by the New Jersey Department of Education (NJDOE)to implement the Educational Facilities Construction and Financing Act. The report begins with a summary of key findings and recommended amendments to the NJDOE proposed regulations. It then provides background on the Abbott preschool and school construction programs, analyzes the proposed NJDOE regulations, and makes recommendations for needed changes. As the report makes clear, substantial revision of the proposed rules are necessary to improve implementation of the Abbott preschool and facilities programs over the next five-year construction cycle. 14p.

This details current design criteria for the Miami-Dade County Public Schools, with sections on general requirements, site work, materials, equipment, furnishing, technology integration, thermal and moisture protection, mechanical, conveying, and electrical systems.

Guide specifications for the design and construction of Miami-Dade County Public Schools are provided for the sixteen divisions including general requirements, site work, materials, equipment, furnishings, technology integration, thermal and moisture protection, mechanical and electrical systems.

Presents the report of the Corporation's work in calendar year 2003. The Corporation is charged with ensuring that the state complies with court mandated full funding of school construction in areas of greatest need, to partial funding in less impoverished areas. The report highlights innovative demonstration projects and reports the grant totals for each county. 36p.

Presents the annual report for these two New Mexico authorities, reporting amounts and types of expenditures on school construction, progress on energy efficiency and indoor air quality, and partnering endeavors. 19p.

Massachusetts' School Building Assistance program is designed to help communities undertake important school building projects by having the state assume a significant portion of all costs associated with the construction of new buildings and the renovation of (or major additions to) existing buildings. This describes the law and regulations, provides reimbursement rates, a priority list, and administrative advisories. Includes a series of informational items.

Advises school board members on a variety of school condition and construction issues, including the impact of facilities on student achievement, how to get started with capital improvements, new construction versus renovation, project management, selecting design professionals, key components of school design, "green" construction, financing, and typical legal problems of school construction. 186p.

Describes the Los Angeles Unified School District's plan to deliver over 11,000 new classroom seats by 2010, with a goal of returning all schools to a 180-day, two-semester calendar and allowing all students to attend a neighborhood school. The mission, vision and organizational structure of the program are outlined, and the scheduling and costs of every project are provided, along with maps and renderings. 208p.

Written for decision-makers in school buildings, district offices, and boards, this book outlines the major aspects of school maintenance and renovation, with a focus on cost-effectiveness. Chapters include: 1) How Schools are Funded; 2) Organization of Maintenance, Engineering, and Operations Staff; 3) School Board Policies for Maintenance and Operations; 4) Administrative Process--The Paper Chase; 5) Capital Improvement and Maintenance Planning; 6) Cost Maintenance; 7) Deferred and Preventive Maintenance; 8) Emerging Role of Technology; 9) Contract Maintenance--External Management Service; 10) Regulatory Aspects of Maintenance and Operations; 11) Cost-Effective Procurement Processes; 12) Deciding to Renovate; 13) Planning the Educational Program; 14) Selection of the Architect; 15) What the Architects Does; 16) Renovation Funding; 17) Alternative Funding Plans; 18) Bidding and Contractor Selection; 19) School Operating During a Renovation; 20) Bringing Closure to the Project; and 21) The Price of a Good Education. 200p.

This publication recommends that school districts include a legal plan in every school construction project. The author discusses negotiating agreements with the project architect and construction manager early on; exercising due diligence in selecting the project team; determining proper levels of professional liability insurance; clarifying legal issues with the architect and the construction manager; predetermining methods of dispute resolution; reviewing non-technical contract provisions in bid packages; developing surety bonds for bid packages; and exercising care in handling non-responsible bidders, bid errors, and contractor disputes. The publication concludes that properly applying these measures can significantly increase the chances of completing a school construction project on time, within budget, and without litigation. 8p.

Presents some of the challenges and obstacles involved in initiating a commissioning program in Arlington County (Virginia) Public Schools, as well as anticipated outcomes from the program. As of fall 2002, a commissioning program has been designed and is in place. With the knowledge and supervision of the School Board, approximately $100 million in planning, design, and construction activities will be affected by this program in the next four years. This work will be accomplished by three commissioning firms that have been retained on five-year indefinite delivery contracts. Procurement and funding of commissioning services, as well as their inclusion into the A/E contracts is covered. 7p.

This study examined how community organizations can use research to identify community education interests and influence school systems to serve those interests. A case study of the Southeast Education Task Force in Baltimore, Maryland, analyzed the organization's efforts to develop a school facility plan and persuade the school system to adopt and implement it. The community organization combined the formal research on school facilities, political research on allies and decisions makers, and an informal collection of local knowledge. It used this research to develop short-term and long-range facility and capital improvement plans, and then persuaded the school system to repair school facilities and state decision makers to approve a new neighborhood school. (Contains 56 references.) 19p.

The construction proposed in the Cincinnati Public Schools' Facilities Master Plan will have a significant impact on the greater Cincinnati, Ohio, economy. Highlights include: (1) the Facilities Master Plan of the Cincinnati Public Schools envisions a 10-year program with $985 million in construction spending. The funding of this program includes $211 million from the State of Ohio, which increases the purchasing power of the $774 million local funding commitment; (2) the Facilities Master Plan will generate a total of $2.35 billion in economic impact, including $718 million in local household wages and salaries, meaning an average annual impact of the Facilities Master Plan for the next 10 years of $232 million, and household earnings totaling $71 million and 2,339 jobs will be generated for area residents each year; (3) the return of $718 million in wages and salaries for $774 million in local dollars is important, meaning that every $100 in local funding ultimately returns $93 in wages and salaries to the pockets of local workers; (4) business activity will especially be stimulated in the construction, business services, real estate, and retail sectors; and (5) economic benefits may result from improvements in educational quality, quality of life, and physical conditions of neighborhoods, but are not measured here. 35p.

This paper asserts that one part of a comprehensive control system for school construction projects is a citizen oversight committee. It suggests that citizen oversight committees are a cost-effective and politically important method for supplementing a school board in its monitoring and oversight functions. In addition, the committee acts as a means of engaging the public to increase accountability, meeting the public's desire to ensure taxpayer dollars are used effectively, efficiently, and equitably. The paper provides information on the advantages associated with having a citizen oversight committee as well as lessons and promising practices on how to develop and implement a committee. Ten districts with citizen oversight committees in place were interviewed to determine promising practices that are most effective in fulfilling the responsibilities and achieving the advantages of an oversight committee. 20p.

In July 2000, the New Jersey State Legislature enacted the Educational Facilities Construction and Financing Act, providing $6 billion to rebuild the schools of the Abbott districts, and created a procedure controlled by State government by which the school construction and renovation was to take place. This report card on the Abbott school construction program gives the state a D for its progress to date in implementing the school construction mandate of the court and legislature. 17p.

This publication provides answers to basic questions to help school board members more fully address the complexities of the planning, design, and construction process in order to maximize the goal of student success. The 101 questions and answers are in the areas of: facility planning; learning environment; information technology; safe schools; life cycle costing; facility standards; facility costs; maintenance; bond issues; site issues; accessibility; building codes; asbestos; working with architects; construction delivery options; and sustainabilty issues. 28p.

This book addresses funding for school facilities. Contents of section 1, "Overview and Scope of the Problem," are: (1) "Unmet School Infrastructure Funding Need as a Critical Educational Capacity Issue: Setting the Context" (Faith E. Crampton); (2) "Financing School Infrastructure Needs: An Overview across the 50 States" (Catherine C. Sielke); (3) "Canadian Approaches to the Financing of School Infrastructure" (Vivian J. Hajnal); and (4) "Financing Captial Facilities in Higher Education" (Mary McKeown-Moak). Section 2, "Current Challenges to Funding of School Infrastructure," contains the following chapters: (5) "Capital Needs and Spending in Urban Public School Systems: Policies, Problems, and Promises" (James G. Cibulka and Bruce S. Cooper); (6) "Funding School Infrastructure in Rural America" (Jeffrey Maiden); (7) "Infrastructure Funding Considerations and Students with Disabilities" (William T. Hartman); (8) "School Finance Litigation: One Strategy To Address Inequities in School Infrastructure Funding" (David C. Thompson and Faith E. Crampton); (9) "Funding Technology versus Bricks and Mortar: Can We Have It All?" (Faith E. Crampton, Janis M. Hagey, and Kathleen C. Westbrook); and (10) "Should Principals Be Involved in School Renovations?" (Brian O. Brent and Marie Cianca). Part 3, "The Future of School Infrastructure Funding," contains the following chapter: (11) "Striking a Balance in School Infrastructure Funding" (David C. Thompson). 270p.

This guide summarizes changes in laws and regulations for educational facility funding options and construction project proposals; highlights some of the latest ideas in planning and designing school sites, space design, and related issues; and examines essential considerations when designing middle level and community use/partnership spaces in schools. Minnesota state regional and local agency procedural requirements for school construction project review are included. Related issues and considerations involving the development of partnerships with community groups, public agencies, and private users; urban and rural schools; school security; indoor air quality; lighting and electrical systems; and charter and private schools conclude the guide. 160p.

Presents a brief overview of the the State of Illinois School Construction Program, tables illustrating how and where funds have been distributed since inception, and a statewide list, by county, showing state and local shares of school construction funds. 12p.

In July 2001, the Tennessee Comptroller's Office of Education Accountability (OEA) began studying methods other states use to finance K-12 capital outlay. The final product of this research is the report "School Capital Funding: Tennessee in a National Context." As part of this research, OEA staff compiled information on state K-12 capital finance methods in all 50 states. This information is included in these supplementary state profiles. The profiles contain information on contact person, credit enhancement programs, loan programs, annual capital funding programs, additional methods, state oversight, and legal action. 103p.

This report evaluates the need for K-12 capital spending in Tennessee and the methods the state uses to meet this need within a national context. The report examines the benefits of capital outlay spending and its impact on student performance. It identifies the major drivers of capital expenses. The report then investigates the roles the federal government and other state governments play in funding these expenses and how Tennessee compares to other states. Finally, it identifies strengths and weaknesses of Tennessee's existing funding programs and suggests possible improvements. The report's conclusions include: (1) based on the condition of existing facilities, Tennessee's school construction needs are significant but less than those found in other states; (2) based on enrollment growth, Tennessee's school construction needs are comparable to those of the rest of the nation and will decline in the coming decade; (3) legal challenges have increased state capital funding in Tennessee, but not to the extent found in other states; and (4) total K-12 capital spending in Tennessee increased more rapidly over the past decade than did spending nationwide, but probably remains below the national average. 39p.

This manual is intended to be used by parents, teachers, school administrators, students, community organizations and residents as a guide to identifying, planning, implementing, and maintaining large- and small-scale school improvement projects. Its sections address: (1) key terms and concepts; (2) types of school improvement projects; (3) creating the school improvement partnership; (4) planning a school improvement project--getting started; (5) planning a school improvement project--design; (6) school improvement project implementation; (7) marketing and promoting a school improvement project; (8) findings funds and volunteers; (9) school improvement project tools (preliminary school assessment tool, consensus tool, site selection tool, implementation planning tool, fundraising plan tool); and (10) case studies of a small project (Bladensburg High School sign) and a large project (Shadyside Elementary School master plan). 24p.

This document presents the Georgia Department of Education's submittal requirements for documents addressing the planning and construction of educational facilities. Requirements cover such areas as project funding sources, copies and format, site plan, floor plans, elevations and sections, construction delivery method, and heating, air conditioning, and ventilation requirements. 13p.

These are remarks made at a hearing to evaluate the District of Columbia's plans to modernize and renovate its public schools. The author addresses the following issues: 1) increases in the cost of modernizing the schools; 2) delays in completing the schools; 3) quality inspection problems; and 4) concerns about managing asbestos hazards. 10p.

This describes the recent accomplishments that have been made by Chicago Public Schools's Capital Improvement Program (CIP). This reviews CIP funding history, discusses overcrowding, the e-rate technology program, science laboratories, ADA upgrades, health centers, early childhood and pre-K classroom renovations, playlots and exterior enhancements, and operations and maintenance improvements. 25p.

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

Presents this plan for Portland, Oregon, based on a predicted trend of a declining school age population and pressure for more personalized learning. The plan includes reduction of property inventory, with adaptive reuse of facilities and inclusion of non-traditional learning spaces. 112p.

Presents rules and policies governing and detailing facility design, construction, and funding for Arizona public schools. The document’s six articles cover definitions, regulations on minimum school facility guidelines, square footage calculations, the process for deficiency corrections, new school and land funding, and allocation and use of contingency funds. Specific areas of a school facility discussed include the school site; classroom; libraries and media centers; cafeterias, auditoriums and multipurpose rooms; spaces for science, arts, vocational and physical education; parent work space; and administrative space. The report also places some emphasis on fixtures and equipment, technology integration, communications, and materials and finishes. 48p.

The Model Schedule for a Capital Improvement Program described in this paper encourages school leaders to consider a more holistic view of the planning process. It is intended to assist those responsible for educational facility planning, who must assure that all important and relevant tasks are accomplished in a timely manner. The model's six phases are: (1) assessment of current facilities, programs, and community beliefs; (2) preliminary planning for facility master plan development; (3) implementing the facility master plan; (4) marketing the master plan; (5) implementation of projects in the master plan; and (6) post-occupancy evaluation. Each phase includes a list of tasks and responsible persons, and an estimated time frame.

This report summarizes data collected from all responding departments with school construction facilities budget responsibility in 49 of the 50 sates (Wyoming excluded). Each of the 49 states was asked to participate in the update of the survey, which was last compiled in 1999. Data are presented in two formats. The first is broken into categories describing the background of school construction issues, school funding programs, key policy questions, and a list of states with legal challenges to school construction programs, both current and resolved. The second is a collection of data for each individual state. In this section there is information on these issues: administering agency; current appropriate; dedicated revenue; funding sources; local matching requirement and related funding source; eligibility criteria; priority factors; specific criteria; and recent or pending legal actions and outcomes. The report includes data from 45 states, 36 of which are currently operating state funded school construction programs. Nine states do not currently have such programs. Six states have established a new agency to oversee school construction in the state, and 10 states have established formulas for determining the amount of state funding each school district receives. Four states require the governor and the state legislature to approve all school construction projects before state funding is made available, and 11 states subsidize, reimburse, or match local funding for construction projects 83p.

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

This report examines the Chicago Public School System's need for capital improvement, and it highlights action plans for the future. The report reveals that many planned school improvements projects are unfunded and that there is about $229 million worth of projects that no longer appear in the city's capital improvements plan. Overcrowding remains a persistent and unresolved problem, and there has been no clear plan for integrating educational technology. The Chicago public school system alone has $2.5 billion in unfunded capital needs for its schools, but funds allotted for statewide capital needs are rapidly disappearing, and federal assistance in local school construction and repair needs is in jeopardy. It is recommended that, to ensure that the Capital Improvement Program is as fair and efficient as possible, the Chicago Public Schools should release the building assessments for each school facility and make public its demographic predictions for enrollment growth. Appendices contain highlights of capital programs in other major midwestern cities and a summary of Chicago's Teachers' Pension Fund Proposal. 49p.

Assesses the funding, management oversight, and technical assistance provided by the Ohio School Facilities Commission (OSFC) to meet Ohio school district's construction and renovation needs for fiscal year 2001. Following a brief history of the OSFC, the report describes and examines progress in the following OSFC programs: Classroom Facilities Assistance; Exceptional Needs; Expedited Local Partnership; Accelerated Urban Initiative; Extreme Environmental Contamination; Short-Term Loan; Emergency Assistance; and Energy Conservation. Project milestones are listed, and the Ohio School Design Manual is described. The report concludes with information about OSFC investments in website and network technology, and comparative financial data on each of its programs and Ohio capital appropriations for school facilities. 23p.

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.

This document is intended to be a "cookbook" of the numerous elements that collectively influence the cost containment of school construction projects. Each element is meant to indicate an action in the process that the school district should pay attention to and ensure is properly accomplished. The elements influencing cost containment are detailed in five categories, each representing one of the basic phases of a project: (1) pre-design; (2) design; (3) bid and award; (4) construction; and (5) occupancy. (Contains a glossary of terms.) 20p.

Lists the states rules for educational facilities. Seventeen subchapters detail requirements for long-range facilities plans, capital project review, management of capital projects, educational adequacy assessment, planning and construction standards, land acquisition, school closing, land disposal, temporary facilities, capital reserve accounts, lease and lease- purchase agreements, county vocational district rehabilitation, maintenance and operation, retroactive funding, witholding of support for non-compliance, documents, qualifications of a certified educational facilities manager, and the appeals process. 121p.

This issue paper presents an assessment of Georgia's need for school facilities--both current need as well as the additional need created by law HB 1187. For the purposes of this paper, the current unmet needs are addressed separately from the impact of HB 1187. The pre-HB 1187 needs are identified from the facilities plans in terms of classroom additions, new schools, renovations, and modifications and are expressed not only in terms of units but also in terms of eligible costs at a standard state rate that is applied to all systems. Then, the impact of HB 1187 is examined and an estimate of the additional need for classrooms as a result of HB 1187 is provided. For illustrative purposes only, the number of additional classrooms or instructional units is broken into new schools and additions. No definitive cost estimates are provided at this point until all 180 facilities plans can be examined with local facilities personnel to determine how many of these additional classrooms would be accommodated in new schools. 36p.

The purpose of this paper is to provide information regarding the financing of Georgia school facilities in the past, the current method of financing needed school facilities, and possible alternatives for providing the financing needed for school facilities in the future. The methods used and the level of state funding for school facilities in other states allow a comparison of Georgia's Capital Outlay Program to the capital outlay programs available in other states. The responsibility for financing school facilities in Georgia has been shared by the state and local boards of education, using both state and local revenue sources. An examination of the appropriate balance between state and local obligation for capital expenses is a focus of this paper. Additionally, since local school systems vary in their ability to finance school facilities with local revenue sources, alternative formulas are considered for taking that variation into account in the distribution of state capital outlay funds. 32p.

Presents successful ideas and identifies common pitfalls in school construction campaigns. Chapters cover the planning process, financing, site selection, design, construction, and community involvement aspects of projects. Each of these phases is then broken down chronologically according to the steps to be taken during that phase. 103p.

This paper presents an overview of the intergovernmental planning and cooperation in a failed effort to defend a regulatory program for school concurrence in Florida's Broward County public school system. A detailed description of the proposed concurrency system is provided along with the critiques of the system that resulted from the administrative challenge, the County's response to the critiques, and the lessons learned from the program. 27p.

Asserting that as Georgia moves into the 21st century, its public education sector must examine alternative means of utilizing and sharing buildings and facilities, this paper explores the alternatives to relying on taxes alone to meet the ever-increasing needs for additional and improved school buildings, as well as ways to reduce the need for more schools and classrooms. The discussion focuses on three major topics: privatization, more effective facility utilization and sharing, and technology. 32p.

This document defines the conditions under which the State of Maine will subsidize school building construction projects. The document identifies several stages of approval that must be secured, including site approval, concept approval, local voter approval, and funding approval. A flow chart identifies how the project will proceed and the various organizations that will have primary importance during each stage. There are descriptions of these organizations and their specific responsibilities. The report also specifies general submission guidelines and deadlines, and it details the rating system to be used in evaluating each school construction process under a major capital improvement program. The document also contains the educational specifications and space allocations information required from each local unit by the state's department of education. Other sections discuss site size regulations; the required school site approval documentation; financial record keeping requirements; regulations regarding school construction project bonding; surplus project fund handling and contingency usage approval; and definitions of moveable equipment. 20p.

This two-part report presents the organizational and developmental process behind the San Lorenzo Unified School District's school strategic planning initiative created to transform its schools and thereby enhance student success for the next century. The first part addresses the school district's history, demographics, enrollment trends and enrollment's impact on facility decision making, the schools' ages and condition, grade level spand prior to transformation, class size reduction, identified goals, and funding options. The second part presents an overview of the transformation process, school board role and preparation, board action points, special update sessions, and implementation challenges. The District's 1998/99 annual report is included. 86p.