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Tag: Facilities Maintenance

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ACEF (2013). Webinar: The American Clearinghouse on Educational Facilities.

Structural and landscape pests can pose a significant problem to people, property and the environment. Pesticides and herbicides can also pose risks to people, property, and the environment. Integrated Pest Management (IPM) is an ecologically based pest management strategy that provides long-term management of pest problems with minimum impact on human health, the environment, and non-target organisms. IPM programs are education-based and apply the user’s knowledge of pest biology and its relationship within the environment to prevent and resolve pest problems. This webinar is designed to educate educational stakeholders about what is IPM, how it can be incorporated into the school district without additional costs and in conjunction with the facilities department.

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National Collaborating for Environmental Health (2012).

This report provides Public Health Inspectors (PHIs) and Environmental Health Officers (EHOs) with recommendations for evaluating buildings, residences, and other built environments for mould. This information is based on Mould Assessment in Indoor Environments -- Review of Guidelines & Evidence, which includes available evidence from current research papers and mould assessment guidelines commissioned by the NCCEH.

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Horswill, R. A. (2012). 2 (2)

The purpose of this quantitative non-experimental study was to determine if school geographical location and school building condition affected student academic achievement in Alberta, Canada kindergarten to grade nine schools.

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National Forum on Education Statistics (2012).

This guide builds on a 2003 Forum publication, Facilities Information Management: A Guide for State and Local Education Agencies. The data elements presented in this guide are described in greater detail in the NCES Handbooks Online at http://nces.ed.gov/programs/handbook. They have been refined and expanded to meet the latest needs of facilities managers, policymakers, and other stakeholders interested in the condition of public school buildings and grounds. In particular, data elements were added or updated to support changing expectations for sustainable design and management; community use, co-location, and joint use; and budget and finance associated with private financing for public charter school facilities. In addition, the first three levels of data reflect standards from the UNIFORMAT classifications system to create a better linkage between school district facility data and information classifications in the construction industry

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IFF: Public Policy and Research Department (2012).

The Deputy Mayor for Education commissioned the Public Policy and Research Department of IFF, an expert in school quality issues, to conduct an analysis of the geography of school quality in the District of Columbia. Quality Schools: Every Child, Every School, Every Neighborhood, is a supply and demand analysis with the question, “What neighborhoods in the District of Columbia have the greatest need for performing seats?” and at the heart of this study. 39 neighborhood clusters were developed by the DC Office of Planning for community planning purposes and are approximate representations of the neighborhoods contained within them. All enrollment, capacity, and grade ranges listed are from the 2010-2011 school year, the year for which these schools were analyzed. DCPS and Charter school performance tiers are listed separately in the legend below only for clarification of map symbology. They were analyzed together in the IFF needs assessment.

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Building Educational Success Together (B.E.S.T.) (2011).

There is no national database of information on public school facilities. Some states collect information and some do not. The 21st Century School Fund, along with its Building Educational Success Together (BEST) partners, has worked to answer questions about the condition and support of public school facilities in order to help build the public will and capacity of our nation to provide high quality buildings and grounds for all children and teachers in all communitites.

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McGraw-Hill Construction (2011).

This report takes a look at prefabrication and modularization and their impact on a major initiative within our industry -- improving productivity. The report is based on an internet survey of AEC professionals which gathered data on the impact of prefabrication and modularization on key industry productivity metrics including project schedules, costs, safety, quality, eliminating waste and creating green buildings.

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Gibson, H. J. (2011). 1 (1)

This study begins by examining the relationship between public K-12 school facility age and student access to modern classroom technological resources, driven by questioning “newer equals better” assumptions. The method of analysis employed is multivariate cross-sectional regression. The unit of analysis is the individual school, by school type (elementary, middle, high). Academic school year 2004/05 data are used. The study geography is the Orlando, Florida area (Orange and Seminole Counties). The findings indicate that classroom technology measures, while positively associated with newer school facilities, have no statistically significant relationship with school facility age. Instead, however, having more participants involved in the school technology planning process is found to be the most statistically significant variable included in the model, in relation to greater measures of technology in the school classroom. These findings are intended relevant for educational facility discourse on school facility age and classroom technology.

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