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Tag: School Planning

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Yan, W. (2012). 3 (1)

The shifting population trends across United States and Pennsylvania make it essential for policy makers to know the future enrollment trends and school building facility needs. A statewide survey was conducted and questionnaires were sent to approximately 243 school districts in rural Pennsylvania. While the majority of rural school district superintendents reported that the school building conditions were satisfactory, a sizable minority reported their building conditions were unsatisfactory. Many aging rural school buildings are not up-to-date with required maintenance. In addition, many rural Pennsylvania schools will experience severe under enrollment, at times more than 25% below their capacity. The proportion of rural schools experiencing under enrollment will differ somewhat by geographic region. Recommendations are offered regarding some policy considerations that state policymakers and school districts can utilize to improve rural school building conditions in Pennsylvania.

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Litman, T. (2012).

This paper discusses the concept of accessibility and how it can be incorporated in transport planning. Accessibility refers to people’s ability to reach goods, services and activities, which is the ultimate goal of most transport activity. Many factors affect accessibility, including mobility (physical movement), the quality and affordability of transport options, transport system connectivity, mobility substitutes, and land use patterns. Accessibility can be evaluated from various perspectives, including a particular group, mode, location or activity. Conventional planning tends to overlook and undervalue some of these factors and perspectives. More comprehensive analysis of accessibility in planning expands the scope of potential solutions to transport problems.

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Greeney, B., & Slate, J. R. (2012). 2 (2)

In this investigation, the authors examined the attendance rates, dropout rates, and completion rates of Hispanic students in Texas high schools for the 2003-2004 through the 2008-2009 school years as a function of school size.

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Morris, J., & Slate, J. R. (2012). 3 (1)

Student participation and student performance on the Advanced Placement and International Baccalaureate exams for the 2008-2009 school year was examined to ascertain the extent to which differences were present as a function of high school size and student gender. Using Academic Excellence Indicator System data for traditionally configured high schools in Texas, statistically significant differences were yielded. In the 2008-2009 school year, girls had higher participation rates than did boys. Moreover, girls outperformed boys regardless of school size. The performance of boys and girls on these exams differed as a function of school size, with students in larger size high schools participating at a higher rate and outperforming students at smaller size high schools. Implications of the findings are discussed and suggestions for further research are made.

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Public Health Law & Policy (2012).

Joint use agreements allow school districts to share with local government the costs and responsibilities incurred by opening their facilities. This toolkit shared what PHLP [ChangeLab Solutions] has learned from successful joint use agreements, offering guidelines and templates for nationwide communities looking to expand their access to school recreational facilities.

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Earthman, G. (2011). 2 (1)

Originally, the purpose of the manuscript was to help members of a National Research Council Committee understand the process of planning school buildings in the public sector. It was intended to help members become familiar with the decisions that must be made and who was involved in that process. The content of the manuscript, however, is also suited to educators and non-educators. Too often educators believe once the architect is employed, their responsibility for decisions regarding the school building has been properly discharged. As a result many of the important decisions regarding the building are left to non-educators – not the users of the facility. In an effort to simplify the very complex processes involved in planning, designing, and constructing an educational facility, these processes are reduced to the essentials and explained in clear fashion so that educators, school authorities, and community members may have a better insight into the decisions that need to be made.

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McArthur, J. (2011). 2 (1)

In the International Journal for Academic Development, Peter Jamieson (2003) reported that colleges, universities, and educational centers around the world are engaged in the construction and renovation of built and digital spaces to meet the growing demands of a population in search of education. As these spaces are built, educators, administrators, and student development professionals need a common language to discuss the qualities necessary for these spaces. This study seeks to further Jamieson’s (2003) claim by investigating the means whereby user-experience design principles can influence the design of spaces of learning. This study begins with two unrelated texts – Cooley’s (2000) model of human-centered systems from information design and Oblinger’s (2006) compilation of current practices in built space from education – and organizes a conceptual framework to define a common design language for educators and creators of educational spaces.

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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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