American Federation of Teachers, AFL-CIO (AFT) (2006).
This report provides an overview of the condition of schools, the affect of those conditions on the ability of students to learn and staff to do their jobs; and outlines action for the AFT and our affiliates at the national, state and local level. (December 2006)
Sussman, C., Gillman, A., & Larsen, C. (2006).
Resource Guide Volume 1: Developing Early Childhood Facilities, published by LISC’s Community Investment Collaborative for Kids (CICK). This guide identifies all of the steps in the real estate development and financing process, and helps early childhood providers and their partners carry out early feasibility and planning activities, assemble an appropriate project development team, select and acquire a site, raise money, and implement best practices in design.
Johnson, K. (2006).
As the current K-12 generation approaches societal maturity they will encounter issues that are changing almost as fast as they are identified. Fast on the heels of the elementary population are the pre-kindergarten children who will be facing an ever-changing global society. Business and educational leaders have called for universal preschool education that will meet the developmental needs of pre-K children. These developmental needs are identified through research that supports the advantages of early childhood education and intervention. The primary goal is to close achievement gaps as they invest in the future. As world competitors in the global marketplace make investments in early education, and domestic social and economical conditions dictate the need for childcare, the call for implementing pre-K universal programs is being heard. State funded preschool programs have expanded over the last decade. By the 2001-2002 school year, 40 states had preschool programs. The social benefits of high-quality early learning programs and the long-term effects of early intervention on achievement are continually supported by research. Preschool has been shown to increases early reading and math skills in kindergarten and studies found that children who attended quality preschools demonstrated lower incidents of social problems. A national survey of American families revealed 82% of three and four year olds with employed mothers are in non-parental care, and 43% use child care centers for this care. With so many children already enrolled in environments outside of home, attention must be given to the merits of pre-K education. It is important to note that the research explaining the benefits of early education, qualifies the findings with the descriptive phrase "high quality." As states come on-line with pre-K programs they are requiring certified, degreed teachers and standard approved curricula. These requirements are elevating the importance and professionalism of the early childhood learning environment.
Johnson_Learning to Learn_Pre-Kindergarten_Kindergarten Design Implications
(2006). Washington, DC: American Architectural Foundation.
The National Summit on School Design convened more than 200 professionals from around the country to discuss current trends related to school design. The event was an open dialogue on school design, where participants were actively engaged in discussions about school design principles for the 21st century and the challenges and tensions related to effective design. This report details eight overall recommendations made by Summit participants following discussions on a range of school design topics.
United States Department of Homeland Security, Federal Emergency Management Agency. (2003). (FEMA P-428)
The purpose of this primer is to provide the design community and school administrators with the basic principles and techniques to make a school that is safe from terrorist attacks.
FEMA - Primer to design safe school projects in case of terrorist attacks
United States Environmental Protection Agency. Office of Air and Radiation Indoor Invironments Division (2002). (EPA 402-K-02-005)
The U.S. Environmental Protection Agency (EPA) developed the Indoor Air Quality Tools for Schools (IAQ TfS) Program to help schools prevent, identify, and resolve their IAQ problems. This publication describes the program and its advantages, explaining that through simple, low-cost measures, schools can: reduce IAQ-related health risks and triggers for asthma, identify sources of mold, improve comfort and performance levels, avoid costly repairs, avoid negative publicity and loss of parent and community trust, and avoid liability problems. The publication offers an overview of IAQ issues, offers examples of successful school efforts, and presents action items.
Minnesota Department of Health (2001).
The goal of this document is to assist the staff of Minnesota public schools in responding to problems related to indoor mold. Its focus in on practical, cost-effective methods to identify indoor mold problems and assess the causes. The main objective of any mold investigations should be to locate sites of indoor mold growth, in order to determine how to best control the underlying moisture problem and remove the contamination.
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