Professional Documents
Culture Documents
for the
DISTRICT of COLUMBIA
TABLE OF CONTENTS
EXECUTIVE SUMMARY..................................................................................1
High Quality Education for all DC Children.................................................................. 2 Strategies to Address Needs........................................................................................ 6
TABLE OF CONTENTS
CHAPTER FIVE: FACILITY CONDITION, QUALITY AND EFFICACY......63
Premise........................................................................................................................ 64 Purpose....................................................................................................................... 64 Facility Condition......................................................................................................... 65 Educational Facilities Effectiveness Instrument (EFEI)................................................. 66 EFEI Patterns to Measure School Facility Efficacy........................................................ 67 Findings....................................................................................................................... 78
EXECUTIVE SUMMARY
This fact base was then shared extensively with stakeholders and with a working group of District agency officials and DCPS and charter school leaders. The working group determined priorities for assessing data as well as guiding principles for development of the plan. Based on these priorities and guiding principles, a prioritization framework and a needs model were developed to assess need across all data sets for each neighborhood cluster.
VISION
Through the process of extensive stakeholder engagement and data analysis with the working group, the following vision emerged: Every student in the District of Columbia will have access to high quality facilities and school choices both within his or her neighborhood and throughout the District.
ASSESSMENT OF NEED
COMBINED ASSESSMENT OF NEED
A S S E S S M EN T OF N E E D
De te r m i ni n g t he Com bi ne d Fac i li t y Ne e d s
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40 10 17 41 18 19
12 11
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
Data Weighting and Ranking of: Existing Fit Average GSF per Student Capacity Average GSF per Student Enrollment Average Facility Utilization 2017 Projected Fit Enrollment Change Unmet Need Pre-School Unmet Need 1998-2012 Modernization Equity Dollars Spent per Enrolled Student Dollars Spent per Student Capacity Dollars Spent per GSF Neighborhood Characteristics Average Travel Distance 2012 School Aged Children per Acre 2017 School Aged Children per Acre Facility Condition and Quality Facility Condition Facility Quality Magnitude of Cluster
44 39 43 28 37 9 27
26 33 32 34
36
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Water No DCPS or PCS Schools in Cluster High Need Moderate High Need Moderate Need Moderate Low Need Low Need Public Charter Schools (PCS) District of Columbia Public Schools (DCPS) DCPS Schools to be Consolidated at the end of 2012/2013 and 2013/2014 School Years
Figure E-1
ST1: Target capital resources in clusters with the greatest facility need and large, school-aged populations, but low enrollment.
This recommendation focuses on providing a quality school facility for parents and students to choose from in every neighborhood. Investing in DCPS and charter facilities in clusters where students are choosing to enroll outside of the cluster may increase enrollment, while alleviating over-enrollment pressures on other school clusters.
ST4: In clusters forecasted to have school-aged population increases, share underutilized space in DCPS facilities with charter schools, community organizations and others that use space to provide students with access to workforce training.
Demographic projections forecast an increase in schoolaged population. Facilities that are currently underutilized may provide much needed capacity in as little as the next five years. To maximize the facility asset until that need arises, underutilized space could be leased to organizations that support the community and its youth. This form of co-location may also serve to enhance the student experience and provide workforce development opportunities.
ST2: Prioritize modernization of school facilities that serve middle school grades in clusters of greatest need.
Currently, the greatest loss in enrollment for both DCPS and charters is in middle schools. Building the communitys confidence that there will be quality school facilities to serve the surge of students currently enrolled in elementary schools is critical to the growth of the citys schools. A well-executed modernization program for middle schools would send a clear message to families of the citys commitment to quality middle school education and may contribute to reversing the current, negative trend.
ST5: Develop best practices and design guidelines for all public education facilities.
The DCPS Design Guidelines were last updated in 2009. Since then, the guidelines have been revised to accommodate school-based health centers, production kitchens in high schools, and centers for teens with families. These guidelines should be revised to further
Cluster Number
Cluster Name
DCPS Schools
Charter Schools AppleTree Early Learning PCS: Columbia Heights Carlos Rosario International PCS Cesar Chavez PCS: Bruce Prep Campus Creative Minds PCS DC Bilingual PCS: Columbia DC Bilingual PCS: 14th Street E.L. Haynes PCS: Georgia Avenue LAYC Career Academy PCS Shining Stars Montessori Academy PCS The Next Step: El Proximo Paso PCS YouthBuild LAYC PCS Center City PCS: Shaw Campus Community Academy PCS: Butler Bilingual KIPP DC: Grow, Lead, WILL Bridges PCS Center City PCS: Petworth Campus Community Academy PCS: Amos I Community Academy PCS: Amos II Community Academy PCS: Online E.L. Haynes PCS: Kansas Avenue Hospitality Senior High PCS Washington Latin PCS: Middle School Campus (Decatur) Washington Latin PCS: Upper School Campus (Upshur)
Bancroft Elementary School Benjamin Banneker Senior High School Bruce-Monroe Elementary School at Park View Cardozo Senior High School Columbia Heights Education Campus Meyer Elementary School Tubman Elementary School
Current capacity significantly below 2017 projected enrollment Modernization Equity Neighborhood children travelling long distances to go to school Facility quality and condition need to be improved
Garrison Elementary School Seaton Elementary School Shaw Junior High School
Current capacity significantly below 2017 projected enrollment Modernization Equity Facility quality and condition need to be improved
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Barnard Elementary School Brightwood Education Campus MacFarland Middle School Powell Elementary School Raymond Education Campus Roosevelt Senior High School Sharpe Health School Truesdell Education Campus West Education Campus Capitol Hill Montessori at Logan Eliot-Hine Middle School J.O. Wilson Elementary School Ludlow-Taylor Elementary School Miner Elementary School Peabody Elementary School (Capitol Hill Cluster) Prospect Learning Center School-Within-A-School at Logan Stuart-Hobson Middle School (Capitol Hill Cluster) Washington Metropolitan High School C.W. Harris Elementary School Davis Elementary School Fletcher-Johnson Education Campus Nalle Elementary School Plummer Elementary School Garfield Elementary School Stanton Elementary School
Current capacity significantly below 2017 projected enrollment Modernization Equity Facility quality and condition need to be improved
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AppleTree Early Learning PCS: Oklahoma Ave. Friendship PCS: Blow-Pierce Elementary & Middle Options PCS: Middle and High School Two Rivers PCS: Upper and Lower
Current capacity significantly below 2017 projected enrollment Modernization Equity Facility quality and condition need to be improved
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KIPP DC: KEY, LEAP, Promise Maya Angelou PCS: Evans High School Maya Angelou PCS: Evans Middle Maya Angelou PCS: Young Adult Learning Center
Modernization Equity Neighborhood children travelling long distances to go to school Facility quality and condition need to be improved Modernization Equity Neighborhood children travelling long distances to go to school Facility quality and condition need to be improved
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Ballou Senior High School Ferebee-Hope Elementary School Hart Middle School Hendley Elementary School King Elementary School M.C. Terrell/McGogney Elementary School Patterson Elementary School Simon Elementary School
Achievement Preparatory Academy PCS Center City PCS: Congress Heights Campus Eagle Academy PCS: The Eagle Center at McGoney Early Childhood Academy PCS: Walter Washington Campus Friendship PCS: Southeast Elementary Academy Friendship PCS: Technology Preparatory Academy Imagine Southeast PCS National Collegiate Preparatory PCS
Modernization Equity Neighborhood children travelling long distances to go to school Facility quality and condition need to be improved
address standards for pre-K space and to reflect changes in teaching and learning practices required by the DC Common Core Standards. The revision of the DCPS Design Guidelines should draw on lessons learned from the DCPS modernization program, charter school design strategies and best practices in school design.
access. The DC Department of General Services, DCPS, individual charter schools, Public Charter School Board, Office of Planning and Office of the State Superintendent of Education all manage a facet of the data, and each agency collects, stores and maintains its data differently. This data must be consolidated and updated on a regular basis to provide decision makers with the tools to allocate resources more effectively and efficiently.
ST6: Create environments for professional educator collaboration within each school and across DCPS and charter schools.
High quality space for professional collaboration among educators will help create physical environments that attract and retain the best teachers, and support a culture of collaboration and innovation.
ST8: Upgrade the main entrance of every school that is yet to be modernized.
The entrance of a school sets the tone for creating a positive or negative school environment. An entrance that is transparent to the street communicates a welcoming and open atmosphere. An entrance that celebrates student achievement and school culture instills pride in students and the school community. Currently, among the DCPS schools yet to be modernized, facilities consistently received low scores in a category titled Welcoming Entrance in the qualitative assessment used in this study. For a relatively small investment, the face of every school yet to be modernized could be transformed, ushering a new era of student and community engagement.
ST7: Establish a consistent and streamlined data collection and management process.
This MFP gathers comprehensive data on the capacity, building conditions and demographic changes of schools and their facilities. Collecting the facilities-related data necessary for the development of this plan showed that data related to school facilities is dispersed across several agencies, not updated regularly and difficult to
LONG-TERM STRATEGIES
Some of the recommended strategies for addressing the needs outlined in this MFP reach beyond the five-year horizon of this report. These strategies may demand longer-term planning and may require more interagency coordination in order to be implemented. However, all of them are essential to addressing the systemic issues that have led to some of the most acute needs identified in this report.
LT2: Allow for a school development approach that can include additional site or facility uses.
Where conditions allow, school construction could incorporate additional site or facility uses such as health clinics, co-working space for startup businesses, libraries or senior services. A mixed-use development approach would create opportunities for co-location of uses that support students before and after schools, and enhance learning. It would also help to alleviate some of the financial burden of school construction and maintenance and would maximize the use of facilities outside of the school calendar, such as during the summer months.
LT3: As part of each subsequent MFP, convene a working group of stakeholders to assess and refresh the principles that guide the plan.
The working group was an invaluable asset in the formulation of this MFP. In the future, it will be important to continue to have a dialogue with objective stakeholders representing all aspects of public education in the District.
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CHAPTER 1
Master Facility Plan Vision
BACKGROUND
As part of the reform effort, the District has undertaken a substantial rehabilitation program to modernize the physical infrastructure for our public schools since 2008. The District has spent nearly $1.5 billion and completed work at 64 schools, encompassing 7.3 million square feet. The Office of the Deputy Mayor for Education conducted individual and small group meetings with public education stakeholders from September 2012 to January 2013 in order to understand the needs for public education facilities. Based on this stakeholder input, the Deputy Mayors office developed a series of priorities for schools. The stakeholder meetings brought forth a range of smart, thoughtful and urgent recommendations. Many stakeholders, from students and school leaders to community activists, said we need to do a better job of allocating resources equitably for all students regardless of the ward where a student lives or attends school, and regardless of whether a student attends a District of Columbia Public School (DCPS) school or a charter school. It is the responsibility of the District government to provide access to high quality school facilities to each student residing in the District. Stakeholders also expressed an urgent desire for more community involvement both in the planning process and in the schools themselves. They want to see more integrated services such as community uses and complementary services in school buildings. The stakeholders also would like the facilities to be available for community use after school hours and mixed-use development placed in and around the schools. Most importantly, stakeholders insisted that facility development should follow the demands of educational programs and funding should be more flexible. They want better oversight of spending and easier-to-access financing and facility resources for charter schools. They suggested developing a more supportive framework for DCPS facility modernization, in that DCPS schools needing full renovations and upgrades should receive them at one time rather than through a phased approach over many years.
THE PROBLEM
At present, there is little coordination of school facilities needs with expenditures across all public schools, for both DCPS and charter schools. Currently DCPS is midway through an extensive modernization program that has no direct link to a citywide education program plan. Enrollment is uneven across the District and, as a result, DCPS has now completed a closures and consolidation plan, which will close as many as 15 schools. Additionally, several schools in the DCPS inventory have sat vacant since they were closed in 2008 without a long-term plan for future use or an interim plan for the reuse of these facilities. Many of the schools that remain open are often closed to the broader community. At the same time, the network of charter schools is growing haphazardly. Charter schools open wherever they can find space that is both affordable and sufficient for their needs, and many remain in substandard facilities. Charter schools facility needs are not coordinated with DCPS facility plans and conflict at times.
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Furthermore, charter schools often raise concerns about their lack of access to facilities, but there is no single District entity or mechanism for collecting information about charter school facility conditions or needs. For both DCPS and charter schools, the data for facilities is inconsistent, inaccessible or both. Facility planning and development for schools is fragmented across several District agencies. All of these challenges speak to the central problem: it is nearly impossible to make strategic facility investments without a comprehensive fact base for DCPS and charter school facility needs and without coordination between facilities needs and educational programming. This lack of coordination around facilities perpetuates the conflict between DCPS and charter schools, and requires the District to spend money inefficiently on capital improvements to schools.
VISION
Through the process of extensive stakeholder engagement and the analysis of the data with the working group, the following vision emerged: Every student in the District of Columbia will have access to high quality facilities and school choices both within his or her neighborhood and throughout the District. Critical to this vision are improved access and quality. In this plan, access is considered in terms of both geography and capacity. In terms of geography, every student should be able to enroll in a high quality school facility, whether charter or DCPS, preferably in the neighborhood where he or she lives. In terms of capacity, the public education system must have enough facilities to provide all students with access to high quality learning environments.
MISSION STATEMENT
To address these problems, this Master Facilities Plan builds a decision framework for allocating funds efficiently and equitably to meet the needs of every student and family, and every community in the District. To meet this mission, the plan provides policymakers with a comprehensive fact base of school facilities needs across the District and a framework for coordinating and allocating resources strategically based on needs and the priorities of the city and stakeholders. Rather than suggesting how resources could be allocated to building projects, this plan provides guidance on how to use resources for schools based on where they are most needed and will do the most good.
Additionally, high quality public education facilities should serve as resource centers in every community, providing programs and activities for those residents with and without children in the public education system to come together, learn and recreate. Quality is considered as both the capabilities of school buildings to support top-tier programming and the architectural character of the facilities. Every student should have access to quality educational programming and facilities supportive of these great programs. All students, no matter where they live, should have access to a school that is an inspiring place to learn and represents the Districts commitment to education and its pride in its future generations.
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KEY MAP
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24 25 26 27 28
40 10 17 41 18
29
37 38
19
39 40 41 42 43 44 45 46
12 11
13 2 14 42 15 1 3 21
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4 6
Cluster Cluster Name Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Kalorama Heights, Adams Morgan, Lanier Heights Columbia Heights, Mt. Pleasant, Pleasant Plains, Park View Howard University, Le Droit Park, Cardozo/ Shaw Georgetown, Burleith/Hillandale West End, Foggy Bottom, GWU Dupont Circle, Connecticut Avenue/K Street Shaw, Logan Circle Downtown, Chinatown, Penn Quarters, Mount Vernon Square, North Capitol Street Southwest Employment Area, Southwest/ Waterfront, Fort McNair, Buzzard Point Hawthorne, Barnaby Woods, Chevy Chase Friendship Heights, American University Park, Tenleytown North Cleveland Park, Forest Hills, Van Ness Spring Valley, Palisades, Wesley Heights, Foxhall Crescent, Foxhall Village, Georgetown Reservoir Cathedral Heights, McLean Gardens, Glover Park Cleveland Park, Woodley Park, Massachusetts Avenue Heights, WoodlandNormanstone Terrace Colonial Village, Shepherd Park, North Portal Estates Takoma, Brightwood, Manor Park Brightwood Park, Crestwood, Petworth Lamont Riggs, Queens Chapel, Fort Totten, Pleasant Hill North Michigan Park, Michigan Park, University Heights Edgewood, Bloomingdale, Truxton Circle, Eckington
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No Schools Present in Cluster Schools Present in Cluster Public Charter Schools (PCS) District of Columbia Public Schools (DCPS) DCPS Schools to be Consolidated at the end of 2012/2013 and 2013/2014 School Years
Figure 1.1 14
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GUIDING PRINCIPLES
Extensive stakeholder engagement included approximately 40 stakeholder meetings with City Council members, District agency officials, community groups, parents and students, and an intensive, threemonth brainstorming process with a working group of stakeholders. From this public process, the following principles emerged to guide this Master Facilities Plan. They served as the lens through which need was assessed and recommendations were made.
GUIDING PRINCIPLE FIVE: INCREASE COLLABORATION AND PARTNERSHIP AMONG SERVICE PROVIDERS.
Strengthen collaboration among District public schools and charter schools through sharing space, knowledge and best practices to improve quality. Embrace partnerships with outside groups, such as museums, universities, community-based organizations and privatesector partners, to increase opportunities for students.
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and schools had few specialized spaces to support the variety of enhancement programs and pedagogies now offered to students. Today, students dont only learn from a teacher lecturing in front of a classroom. They learn through collaborating together in small groups, working on independent projects, conducting research and building learning skills online (just to name a few present-day methods). Therefore, in many cases, District public school facilities are facing a problem where they have a lot of space, but they have the wrong types of space to address contemporary educational models. Public school facilities have too many classrooms and corridors, and not enough places for contemporary learning. By reconfiguring the interior organization of buildings to reduce circulation and increase space for learning, many schools built during the early and mid- 20th century can support 21st-century learning.
RIGHT-SIZE SCHOOLS TO SUPPORT ENROLLMENT AND CONTEMPORARY TEACHING AND LEARNING METHODS.
The average American school is more than 42 years old. Most facilities in many urban school districts were built at the start of the 20th century and after World War II. During both of these periods of intense school building, facilities were sized to support growing student populations and a walkable neighborhood access to facilities. Since then, the school-aged population has declined, high school enrollments have decreased, and neighborhood demographics have changed. All of these changes have left many school districts, like the District of Columbia, burdened with too much space overall and many facilities that are no longer located where the strongest student demand resides. In addition, older schools were designed to support lecture-based teaching. Classroom size was minimized to maximize the number of classrooms in a single building
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work, both complete and in progress; and to think out loud in public on both physical writing surfaces and in digital space. All of these spaces are most useful when they are integrated rather than segregated, just as subject matter is becoming more integrated throughout the curriculum. Schedules are changing from short, regimented periods to longer blocks that allow students to become more immersed in learning and engaged in multiple learning activities. Students and teachers want to be able to move seamlessly from one activity to another. Rather than becoming masters of content, students are being asked to become master learners with deep understanding of key concepts used to absorb knowledge throughout their life. All of this learning
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slightly different approach, all are based on the idea that students learn best when they have a strong connection to educators, strong relationships with fellow students and feel known and valued - all hallmarks of small schools. Moreover, teachers also excel when they feel known and valued, and can collaborate with peers and learn from them. A recent study in the Stanford Journal of Social Innovation showed a tremendous increase in teacher performance when teachers could collaborate with highperforming peers. The DCPS Design Guidelines call for student learning communities in various forms at all grade levels and professional learning communities. This plan recommends that these communities should be supported by the design of the school building and given a physical presence. The Educational Facilities Effectiveness Instrument (EFEI) measured the extent to which learning communities are supported by facilities and have a physical presence in the school.
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CHAPTER 2
Master Facility Plan Process
To meet the first goal, the Master Plan team worked closely with the Office of the Deputy Mayor for Education (DME), DC Office of Planning (OP), DC Department of General Services (DGS) and representatives of DCPS and charter schools to assemble previously disparate sets of data into a unified, comprehensive fact base. The data collected, methods of analysis and limitations of the data are all discussed in this chapter under the heading Data Sets. To meet the second goal, an extensive communications and outreach strategy was developed to notify stakeholders of the planning process and provide accurate information about the plan. This process also solicited feedback on the values and priorities that should drive the plan and is described in this chapter under Project Communications and Outreach. To meet the third goal of a regular process, a thorough prioritization framework and needs model were designed to assess need based on 14 different measures. The needs model includes measures from the data available in the current fact base and also outlines data points that should be gathered and measured in future plans. The needs model can also be used as a tool by
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STAKEHOLDER MEETINGS
The Deputy Mayor for Education (DME) engaged community stakeholders at the onset of the process to disseminate accurate information about the Master Facilities Plan, generate dialogue about the plan and increase stakeholder investment in the process. Through these stakeholder meetings, the DME collected an extensive list of criteria that the community deems important to facilities decisions. In addition to community stakeholders, the DME and Master Plan team consulted individual District of Columbia Council members at the onset of the process to understand the key issues the plan should address and the priorities of their constituents.
WORKING GROUP
The DME organized an Interagency Working Group to help prioritize the criteria generated during the stakeholder meetings and to provide clear and sound advice throughout the plan development process. This group was comprised of representatives from the State Board of Education, DCPS, PCSB and DMEs Executive Committee for Capital Investments (which includes representatives from OP, DGS, Office of Budget and Finance, and DME). Ginnie Cooper, Chief Librarian of DC Public Library, chaired the group, bringing her wealth of experience overseeing library capital investment projects. The group met five times from September to December 2012 to review project data, consider the criteria collected during the meetings and establish guiding principles for the Master Facilities Plan.
This phase of the process focused on attaining the following outcomes: Identifying a Shared Value Proposition Through small group discussion, the members of the newly established and diverse working group realized they shared many ideas on what an improved DC public education system could look like. Sparking Creativity and Innovation By offering initial ideas in a free flow manner, each group of stakeholders felt its view point was heard, not crowded out. This method also gave stakeholders the flexibility to be creative in solving a large-scale problem. It helped extend their views beyond the current plans and processes to focus on key recommendations for the future . The suggestions became a critical element of long-range, five-year planning, as opposed to immediate short-term tactical solutions. Establishing a Solution-Oriented Mindset A portion of the discussion focused on answering, How do we get there? This question helped to orient the group towards its objective of answering, What could/should the District be doing? Enhancing Team Dynamics The small groups opened the lines of communication and understanding among members who were unfamiliar with each other. They helped engender trust and respect as a part of collaborative decisionmaking.
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GUIDING PRINCIPLES
What matters most?
DATA SETS
GEOGRAPHIC ASSESSMENT
Where are the needs greatest?
1 2 3
Facility Condition
DEMOGRAPHICS
4 5 6 7
CAPACITY
Avg GSF per Enrolled Student Avg GSF per Student Capacity Average Utilization
THE LENS
THE FACTS
Figure 2.1: Guiding Principles establish a framework to view the data in a certain way.
to discuss and address key topics of relevance up front to be sure all participants were starting with a common understanding of the issues. As a result, the meeting structure was amended to encourage deeper discussion among the working group members to define and shape the principles behind the Master Facilities Plan, from improving classrooms to transforming schools into community assets.
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and future population trends in DC. Working group members reviewed and discussed each memo, then responded to select questions. They also refined the principles guiding the Master Facilities Plan.
The software applied the Analytic Hierarchy Process (AHP), a decisionmaking technique that helped participants prioritize the guiding principles. This structured and rational framework allows working group members to set priorities using a tool called pairwise comparisons. By placing two guiding principles sideby-side, this tool allowed working group members to evaluate which principle is more important to them and how strongly they feel about its importance. Evaluations were marked using a rating scale of 1 to 9, 1 being equal and 9 being extreme. The working group members ratings were translated through the software into numerical values used to prioritize the guiding principles.
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IFF STUDY
In 2011, the Deputy Mayor for Education commissioned IFF, a non-profit consultant and community finance organization, to assess the quality of education options available to families in different parts of the District. This study analyzed the gap between enrollment and access to high performing schools to understand where additional capacity in high quality schools was needed most. The results of the analysis highlighted 10 neighborhood clusters of the District with the greatest need for high quality seats. The study is a point-in-time analysis and provides a starting point for looking at student needs through a geographic lens. It is not the foundation for the Master Facilities Plan, but provides a basis for comparing the capital needs of District schools with the areas of greatest need for more high quality programs.
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ELEMENTARY SCHOOLS
Throughout this report, elementary schools in the DCPS and charter school inventory are used for comparison because they are represented more evenly throughout the District, their capacity is more consistent between DCPS and charters, and they represent the entry point into the public education system.
DATA SETS
The Master Facilities Plan is based on data collected from all over the District. The plan considers the priorities set forth by the guiding principles and working group in assessing need to improve DCPS and charter school facilities across the District at the neighborhood cluster level.
GEOGRAPHIC ASSESSMENT
NEIGHBORHOOD CLUSTER LEVEL ANALYSIS
The geographic unit for the Master Facilities Plan fact base is the neighborhood cluster. These 46 clusters, defined by the District of Columbia Office of Planning (OP), are used for community planning purposes by the District and generally define recognizable neighborhoods (Figure 2.2). The Master Facilities Plan relies on the neighborhood cluster as the key geographic unit to provide consistency between this study and others undertaken by the District; to examine the entire city at a scale that is small enough to determine meaningful differences in the data sets across the neighborhood clusters; and to utilize politically neutral geographic boundaries and geographic units that are not unique to DCPS or charter schools.
CAPACITY
School capacity numbers were obtained from DCPS and charter schools. When unavailable, a proxy for charter school capacity numbers was created by combining the charter enrollment numbers plus the additional open seats available for each school (as reported by each individual charter school).
ENROLLMENT
Enrollment data for both DCPS and charters was gathered from the Office of the State Superintendent of Education (OSSE) October 2011 Audited Enrollment.
UTILIZATION
Cluster utilization was determined by averaging each schools utilization rate within the cluster. Each schools utilization rate was determined by dividing its enrollment by its capacity.
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KEY MAP
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39 40 41 42 43 44 45 46
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Cluster Cluster Name Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Kalorama Heights, Adams Morgan, Lanier Heights Columbia Heights, Mt. Pleasant, Pleasant Plains, Park View Howard University, Le Droit Park, Cardozo/ Shaw Georgetown, Burleith/Hillandale West End, Foggy Bottom, GWU Dupont Circle, Connecticut Avenue/K Street Shaw, Logan Circle Downtown, Chinatown, Penn Quarters, Mount Vernon Square, North Capitol Street Southwest Employment Area, Southwest/ Waterfront, Fort McNair, Buzzard Point Hawthorne, Barnaby Woods, Chevy Chase Friendship Heights, American University Park, Tenleytown North Cleveland Park, Forest Hills, Van Ness Spring Valley, Palisades, Wesley Heights, Foxhall Crescent, Foxhall Village, Georgetown Reservoir Cathedral Heights, McLean Gardens, Glover Park Cleveland Park, Woodley Park, Massachusetts Avenue Heights, WoodlandNormanstone Terrace Colonial Village, Shepherd Park, North Portal Estates Takoma, Brightwood, Manor Park Brightwood Park, Crestwood, Petworth Lamont Riggs, Queens Chapel, Fort Totten, Pleasant Hill North Michigan Park, Michigan Park, University Heights Edgewood, Bloomingdale, Truxton Circle, Eckington
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No Schools Present in Cluster Schools Present in Cluster Public Charter Schools (PCS) District of Columbia Public Schools (DCPS) DCPS Schools to be Consolidated at the end of 2012/2013 and 2013/2014 School Years
Figure 2.2
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primarily being single family houses versus, multifamily housing and rental versus ownership, and assigned an estimated number of children and adults.
The population forecasts predict only the number of children ages 3-18 that will reside in the District of Columbia based on a number of indicators, including but not limited to: fertility rates, birth rates, mortality rates, infant deaths, life expectancy, migration patterns, life-style characteristics, etc. It should be noted that historical data for school-aged children from 2000 and 2010 is based on past available cohort age groups, which have been defined as 5-9, 10-14 and 15-17. Notwithstanding that the vast majority of potential school enrollment is derived from traditionally defined neighborhood-based age cohorts, actual total enrollment often differs to a degree from population forecasts. Total enrollment includes groups unaccounted for in the population forecast as follows: Students in adult education programs. Children who may not be permanent DC residents or, in some cases, do not reside in the District, but are enrolled in DCPS or charters.
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FACILITY CONDITION
The information regarding the physical state of schools reflects the average state of repair of DCPS facilities on a neighborhood cluster basis. It is derived from the facility assessments in the 2008 Master Plan, which was the last reliable data point for all DCPS facilities at the time of printing.
FACILITY EFFICACY
Part of the plan studies the adequacy of select DCPS and charter school facilities in supporting educational programming. This sample of schools offers a way to identify patterns of need that could guide future investments in modernization. For a more detailed discussion of the data and methodology of the facility efficacy study, see Chapter 5.
FACILITY QUALITY
The information about the average suitability and architectural quality of school facilities on a neighborhood cluster basis comes from a detailed survey of facility quality for charters and the modernization phase of the DCPS schools. Given that the focus of Phase 1 modernizations was improvement of the learning environment, this study assumed that modernization improved facility quality. For a more detailed discussion of the data and methodology of the facility condition and quality studies, see Chapter 5.
Facility efficacy was analyzed together with the facility condition and quality studies to provide an overall view of the characteristics of current public education facilities in the District, based on the data available. In addition to questions about the relative state of repair and quality of facilities, the average distance student travel to school and the distribution of modernization funding were analyzed across the District on a neighborhood cluster basis. This study was undertaken to determine the relationship of facility quality and condition to enrollment patterns and to understand funding patterns to date.
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EQUITY
The working group stressed the importance of understanding how modernization has been funded to date and ensuring that funding is equitable moving forward. To that end, both the dollars spent on DCPS facility improvements (modernization, stabilization, new construction) from the start of the modernization program in 1998 to 2012 was mapped by neighborhood cluster. Unfortunately, no data was available on charter facility improvement expenditures. The facility allowance provided by the District to charters was an unreliable data point over the time period 1998 to 2012, since the allowance is tied to enrollment and enrollment fluctuates over time. In addition, facility allowances may be used in many different ways by charters.
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CHAPTER 3
Enrollment, Capacity and Utilization
PURPOSE
This chapter on Capacity and Utilization concentrates on how much space is available, how many students are in the public education system and how much space is utilized by students. Specifically, the Capacity and Utilization chapter answers the following questions: Where and how many students attend DCPS and charter schools? What is the current capacity of charter and DCPS school facilities? Is there alignment between facility capacity and student enrollment? How much space is being utilized to support current enrollment? How many students could be served in the current space? Is space located appropriately to meet current demand?
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CAPACITY BY CLUSTER
COMBINED AND CHARTER SCHOOLS: MS Co m bi n e dDCPS D C PS an d C h ar ter E l emen tES, a r y, MAND i d d lHS e and
C A PAC I TY BY C L U S TE R
H i g h S c h o o l s an d E d u c a t i o n a l Ca mp u s
DCPS school capacity numbers were obtained from DCPS. Charter School capacity numbers were obtained from PCSB. When not available, a proxy for Charter School capacity numbers was created by combining the Charter School enrollment numbers plus the addional open seats available for each school (as reported by each individual charter school).
10 17 41 19 16
40
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
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LEGEND 22 Neighborhood Cluster Water No Schools Present in Cluster 1-1000 Students 1001-2000 Students 2001-3000 Students 3001-4000 Students 4001-5000 Students
Figure 3.1
>5001 Students
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DCPS
The average GSF per enrolled student breaks down by school type as follows (Figure 3.3): Elementary School: 243 SF/student: DCPS Standard for New Construction and Modernization1 150 SF/ student National Average2: 77-147 SF/ student
Middle School: 436 SF / student: DCPS Standard for New Construction and Modernization : 170 SF/ student National Average 114-212 SF/ student ES-MS Education Campus: 256 SF/student ES-HS Education Campus: 270 SF/ student
High School: 408 SF / student DCPS Standard for New Construction and Modernization : 192 SF/ student National Average 123-211 SF/ student
1 Design Guidelines | District of Columbia Public Schools, 2009, pg 2000-1 2 Wohlers, Art. Gross Square Feet per Student, Council of Education Facilities Planners, Issuetrak, November 2005.
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GSF per Enrolled Student v. v. GSF GSF per GSF per Enrolled Student per Student StudentCapacity Capacity
650 600 550 500 450 400 350 300 250 200 150 100 50 0
DCPS
PCS
SFperEnrolledStudent
SFperStudentCapacity
Figure 3.2
DCPS Analysis
All school types on average are well above the GSF per student identified in DCPS design guidelines. This finding suggests that either the inventory is unaligned with current enrollment or there are significant issues with the efficiency of building designs. This issue is particularly acute for middle schools. Although DCPS has only 13 middle schools and only 4,759 DCPS students enrolled in these stand alone middle schools (grades 6-8), it dedicates 1.8 million GSF to middle school education. There is more space per student in middle schools than any other type of school.
CHARTER SCHOOLS
Given the range of space needed to support the wide variety of charter education programs, it is difficult to develop a meaningful average GSF per student nationally. However, it is useful to examine the amount of space available per student for reference. The statistical average (mean) SF per enrolled student by grade configuration is as follows (Figure 3.3): Elementary School: 114 SF/student Middle School: 121 SF / student ES-MS Education Campus: 143 SF/student ES-HS Education Campus: 202 SF/ student High School 155 SF / student
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ENROLLMENT
Between 2001 and 2008, total enrollment decreased by more than 2,000 students but increased by more than 5,000 students from 2009 to 2011. From 2001 to 2011, the charter schools share of total enrollment has increased from 14 percent to more than 38 percent in 2011 (Figure 3.4). DCPS has the greatest share of elementary and high school students, while charter schools have the greatest share of ES-MS education campuses (Figure 3.5).
DC
PS
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Figure 3.3 36
DC
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Figure 3.5
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UTILIZATION
From Grade 5 to Grade 6, DCPS enrollment significantly dips according to the October 2011 Enrollment Audit in contrast to an increase in charter school enrollment for the same grades (Figure 3.5). There are 668 fewer students enrolled in DCPS Grade 6 than in Grade 5 and 469 more students enrolled in charters Grade 6 than in charters Grade 5. This data suggests that there is a noticeable shift from DCPS to charter schools at the transition from elementary to middle school. This shift may account for part of the under-utilization of DCPS middle school inventory and the over-utilization of charter schools middle school inventory. Together, DCPS and charters lost nearly 200 students between Grades 5 and 6 in 2011. Enrollment significantly jumps from Grade 8 to Grade 9 in both DCPS and charter schools. The increase is considerable in DCPS schools, where there were 1,349 more students in Grade 9 than in Grade 8. For charter schools, there were 146 more students in Grade 9 than in Grade 8. Elementary and middle schools are well utilized for both DCPS and charter schools, at 78 percent utilization and 91 percent utilization respectively. The combination of elementary and middle schools in (combined) ES-MS campuses is also more efficient on SF/student basis. Given the excess capacity in the DCPS middle school inventory, utilization drops dramatically in DCPS middle schools. Interestingly, DCPS utilization for middle schools drops to 53 percent and charter school utilization jumps to 82 percent. Correlating this misalignment between facility capacity at the middle school level and enrollment with a grade cohort analysis, the data suggests that there is a shift from DCPS to charters during the middle school years. Although average utilization for both DCPS and charters shows a reasonable match between capacity and enrollment District-wide, at 75 percent and 85 percent respectively, there is wide variation among school types and neighborhood clusters. Figure 3.8 demonstrates the wide variation in utilization between neighborhood clusters in the Districts schools to suggest there are enough seats in total, but the seats are not located in the right places to meet current demand.
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ENROLLMENT BY CLUSTER
To t a l Enro l l m e n t s
E NRO L L M EN T B Y C L U S TE R
Enrollment data for both DCPS and Charter Schools was gathered from the Oce of the State Superintendant of Educaon (OSSE) October 2011 Audited Enrollment.
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40 10 17 41 19
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No Schools Present in Cluster 1-750 Students 751-1500 Students 1501-2250 Students 2251-3000 Students 3001-3750 Students >3751 Students
Figure 3.6
39
UTILIZATION BY CLUSTER
COMBINED AND CHARTER SCHOOLS: MS Co m bi n e dDCPS D CPS and C h ar ter E l emen tES, a r y, MAND i d d lHS e and
U T ILI ZATI ON B Y C L U S TE R
H i g h S c h o o l s a n d E d u c a t i o n a l Ca mp u s es
Cluster ulizaon was determined by taking each schools enrollment and dividing by the facilitys capacity. DCPS enrollment numbers are from the Oce of the State Superintendant of Educaon (OSSE) and Charter School Enrollment numbers obtained from Public Charter School Board (PCSB). DCPS school capacity numbers obtained from DCPS. Charter School capacity numbers obtained from PCSB. When not available, a proxy for Charter School capacity numbers was created by combining the Charter School enrollment
11 20 2 14 42 15 1 3 21 22 10 17 41 19 16
40
12
18
13
24
numbers plus the addional open seats available for each school (as reported by each individual charter school).
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No Schools Present in Cluster 1-25% Ulizaon 26-50% Ulizaon 51-75% Ulizaon 76-100% Ulizaon >100% Ulizaon
Figure 3.7 40
40
FINDINGS
ENROLLMENT
Enrollment is fluid and dynamic. Although enrollment has decreased in recent years, enrollment trends projected for the next three to eight years may put new pressures on both DCPS and charter schools. DCPS and charter enrollment dips considerably between Grades 5 and 6, suggesting that students and families are leaving the public education system at the middle school level. Charter capacity and enrollment are condensed within the central and northern parts of the city (clusters 21, 18, 2, and east of the Anacostia River), even as school-aged population is expected to grow citywide.
CAPACITY
There is an excess of approximately 17,600 seats in the active DCPS inventory. This number includes buildings that have recently been proposed for consolidation, but does not include buildings that are currently used for non-instructional purposes. Adding the capacity from buildings that are vacant or used for some other purpose, there is a total of 23,500 seats in the total DCPS inventory (based on 2011 audited enrollment data).
DC
E PS
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Figure 3.8
41
Figure 3.9
There is capacity for approximately 7,300 students in charter schools (based on charter self-reported capacities and available slots). A challenge is to find more strategic ways to distribute capacity geographically and between DCPS and charters so that capacity aligns with demand, while also preparing for future increases in enrollment.
than enough seats in total, but they are not in the right places or do not align with current demand. For example, some neighborhood clusters are well over capacity as much 137 percent utilized, while others are as low as 35 percent utilized. Among the most common school types (elementary schools, middle schools, K-8 education campuses, and high schools), middle school utilization is the lowest at 52 percent for DCPS and 86 percent for charter schools. The highest DCPS utilization among the most common school types is elementary schools at 81 percent and the highest charter school utilization is high schools at 94 percent.
UTILIZATION
Although average utilization for both DCPS and charters shows a reasonable match between capacity and enrollment District-wide, at 75 percent and 85 percent respectively, utilization on a school-by-school basis varies widely. This data suggests that there are more
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OPPORTUNITIES
Meetings with the working group examined the possibility of a framework developed for the strategic matching of charter schools with available DCPS space around the city, where charter school education programming and grade configuration complement a DCPS need. Discussions with community members and the working group also focused on encouraging more mixed-use facility planning, development, and operation to take advantage of community and education-related building uses outside of DCPS and charter schools. Creative short-term leases for partner agencies, community organizations, or even small businesses would absorb excess building area while activating the facility outside of traditional school hours. This approach to facilities could enrich DCPS or charter school programming, offset facility costs and help absorb excess capacity now, without relinquishing capacity permanently, so that capacity is available when enrollment increases. Some community members and even students requested a focus on job training and skill development. Organizations that lease space could be required to consider internships and mentoring opportunities for public education students. These types of partnerships could create jobs and economic opportunity in local communities. When enrollment increases, the lease can be terminated and capacity recaptured.
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Figure 3.10
44
45
CHAPTER 4
Population and Enrollment Forecast
PURPOSE
This part of the Master Facilities Plan further establishes a baseline of neighborhood cluster data points and outlines future demand scenarios for school facilities. This chapter on Population and Enrollment Forecasts answers the following questions: What are the key demographic changes that could influence school-aged population in the future? How many school-aged children are forecasted to live in the District in the next five years? The next 10 years? In what neighborhood clusters is the population of school-aged children expected to change in five and 10 years? How does the existing capacity at DCPS and charter schools relate to the forecasted schoolaged population?
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D E MOGRAPHI CS
Populaon data was gathered from the Oce of Planning (OP). School Age Populaon for this map includes children aending DCPS, Charter Schools, and private schools aged 3 to 18 years.
16
40 10 17 41 19
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No Populaon Present in Cluster 1-500 Increase 1-200 Decrease > 200 Decrease
Figure 4.1
49
Figure 4.2
POPULATION FORECAST
The District of Columbias Office of Planning October 2012 Phase 2 population forecasts suggest that between 2012 and 2017, the overall population for the District will increase by 8.2 percent, coupled with a 20.5 percent increase in the school-aged population associated children (5-17 year old consolidated cohorts). This growth translates into an average annual increase of approximately 2,850 additional school-aged children per year (Figure 4.2). Forecast data from the DC Office of Planning suggests that between 2017 and 2022, the overall population for the District will increase by 7.3 percent, coupled with Figures 4.4 and 4.5 show how the forecasted population growth is applied across the neighborhood clusters in 2017 and 2022. Figures 4.10 and 4.11 show the studentaged population density per neighborhood cluster in 2012 and in 2017. For the period of 2017 to 2022, an average of 4,810 additional school-aged children will be added per year. By 2022, the OP forecast suggests that the percentage of school-aged children as a component of total population will be 14.7 percent or approximately back to the level that prevailed in 2000. a 28.7 percent increase in the school-aged population associated children (Figure 4.3).
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FORECAST RANGES
Figures 4.6 - 4.7 shows two population forecasts. Figure 4.6 is an extrapolated forcast based on data obtained from the Metropolitan Washington Council of Governments (COG). The second table is from the DC Office of Planning (OP). OP's forecast data set is based on the 2012 Census estimates (recently released) as the starting point where as the COG extrapolated forecast is based on the 2011 Census data set and 2015 and 2020 COG estimates. Both are suitable forecasts to predict the District population in the years to come. They are different because of different assumptions and methodologies, and, therefore, are two forecasts for two possible futures. The OP population forecast is being used for the purposes of this Master Facilities Plan. Understanding
that in applying OPs population forecasts to school facility planning, there are a number of caveats to consider, ranging from the prospects for and capacity to absorb in-migration, to probabilities of family households starting out and staying in a given location, and to the influence of school proximity and quality regarding household location choice. Against a backdrop of uncertain national and regional economic conditions, combined with an array of location options for families in other jurisdictions close to the District of Columbia, the facility planning process must balance school investment commitments in such a manner that resources are channeled to support known needs as well as possible new demands. A key test regarding possible school facility investment, be it
90,000 85,000 80,000 75,000 70,000 65,000 60,000 55,000 50,000 45,000 40,000 35,000 30,000 25,000 20,000 15,000 10,000 5,000 0
311yrs 2012
Figure 4.3
1214yrs 2017
1518yrs 2022
Source:OfficeofPlanningForecastPhase1,2000and2010Census,1/13
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POPULATION FORECAST
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
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44 39
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LEGEND 22 Neighborhood Cluster Water No Populaon Present in Cluster >2000 Increase 1501-2000 Increase 1001-1500 Increase 501-1000 Increase 1-500 Increase 1-300 Decrease
Figure 4.4 52
POPULATION FORECAST
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
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LEGEND 22 Neighborhood Cluster Water No Populaon Present in Cluster >2000 Increase 1501-2000 Increase 1001-1500 Increase 501-1000 Increase 1-500 Increase 1-200 Decrease > 200 Decrease
Figure 4.5
53
50,709 14,074
23,776
57,725
13,804
19,256
62,330 16,244
19,637
*The Po Plan
Figure 4.6 54
9,637
52,340 15,078
21,494
*The Population Forecast by DC Office of Planning is being used for the Facilities Master Plan
Figure 4.7 55
to expand actual capacity or to maintain or upgrade existing capacity, is to seek data measures underscoring needs regardless of the actual level of realized growth. Such a hypothetical adjustment to the suggested population forecasts (at 50 percent of forecast population change estimates) is included in the Unmet Need section of this report. These projections do not account for several significant redevelopment projects in DC such as the St. Elizabeths East Campus and Walter Reed Army Medical Center. These projects are still in the planning stages and it is too early to predict the impact they may have on population changes.
FINDINGS
2000-2012 POPULATION CHANGES
The overall population of the District of Columbia grew from approximately 572,500 residents in 2000 to 631,700 in 2012, representing an increase of 10.3 percent or an estimated 59,200 residents. Calculated on an annual basis, this increase equates to 4,930 new residents each year or 0.6 percent rise per annum (Figure 4.2). Despite overall population gains, the schoolaged children population (ages 5-17 years consolidated cohorts) decreased from approximately 82,500 in 2000 to 69,580 in 2012, representing a decrease of 15.7 percent or an estimated 12,920 school-aged children. This decrease equates to an average loss of just under 1,080 school-aged children each year or an average annual 1.3 percent loss (Figure 4.2). The overall decline in school-aged children occurred primarily prior to 2010. A gain of 2.0 percent (1,375) school-aged children (ages 5-17 years) occurred between 2010 and 2012. The percentage of school-aged children as a component of total population decreased from 14.4 percent in 2000 to 11.0 percent in 2012. Of the 44 neighborhood clusters that contain school-aged children, 33 clusters (75.0 percent) posted school-aged children decreases in which Clusters 2, 18 and 21 all posted the biggest losses, amounting to more than 1,000 children total per cluster. Clusters 4, 10 and 11 had the most school-aged children gains with more than 300 additional school-aged children per cluster over the 12year time frame.
ENROLLMENT FORECAST
There is usually some difference between actual school enrollment and the estimate of school-aged children in a given neighborhood cluster. This difference varies in degree due to numerous variables. The following maps illustrate projected enrollments by using school-aged population ratios in the population forecasts which incorporate the expected continuation of enrollment anomalies (Figures 4.8 - 4.9).
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57
PREDICTED ENROLLMENT
40 10 17 41 19
12 11
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13 2 14 42 15 1 3 21
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4 6 5
7 25 8 45
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26 33 32 9 27 34
28 37 43 36
35
44 39
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LEGEND 22 Neighborhood Cluster Water No Populaon Present in Cluster 1501-2000 Increase 1001-1500 Increase 501-1000 Increase 1-500 Increase 1-150 Decrease
Figure 4.8 58
UNMET NEED
2012 NUMBER OF STUDENTS WITH UNMET NEED COMPARED AGAINST DCPS AND Nu m be r o f S t u d e n t s w i t h N eed U n met by Fa c i l i t y CHARTER SCHOOL FACILITY CAPACITY WITHIN HOME CLUSTER
40 10 17 41 19
12
18
13
24
School Age Populaon for this map includes children aending DCPS, Charter Schools, and private schools aged 3 to 18 years.
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
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LEGEND 22 Neighborhood Cluster Water No Schools Present in Cluster >1,995 Students 1,597 - 1,995 Students 1,198 - 1,596 Students 798 - 1,197 Students 399 - 797 Students 0 - 398 Students
Figure 4.9
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POPULATION FORECAST
PROJ ECTED U N M E T N E E D
S c h o o l Ag e d C h i l d re n p e r Ac re i n 2 0 1 2
Data was gathered from the Oce of the Chief Technology Ocer (OCTO). School Age Populaon for this map includes children aending DCPS, Charter Schools, and private schools aged 3 to 18 years.
16
40 10 17 41 19
12 11
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13 2 14 42 15 1 3 21
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4 6 5
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28 37 43 36
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LEGEND 22 Neighborhood Cluster Water No Schools Present in Cluster >4.47 Students per Acre 3.64 - 4.47 Students per Acre 2.80 - 3.63 Students per Acre 1.96 - 2.79 Students per Acre 1.12 - 1.95 Students per Acre
Figure 4.10 60
POPULATION FORECAST
40 10 17 41 19
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
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LEGEND 22 Neighborhood Cluster Water No Schools Present in Cluster >6.08 Students per Acre 4.95 - 6.08 Students per Acre 3.80 - 4.94 Students per Acre 2.66 - 3.79 Students per Acre 1.51 - 2.65 Students per Acre
Figure 4.11
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UNMET NEED
Depending on the assumptions employed, it can be seen that approximately one-third of the neighborhood clusters are forecasted to have a potential 200-plus seat deficit when compared with existing facility capacity by 2017. By 2022 and beyond, closer to two-thirds of the neighborhood clusters are facing a potential seat deficit. In contrast, some combinations of clusters may continue to have excess school capacity; not so much because of any forecast of significant reduced demand from schoolaged children, but from a lingering capacity overage following school population declines from years past.
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CHAPTER 5:
Facility Condition, Quality and Efficacy
PURPOSE
This section of the Master Facilities Plan examines the relative state of repair and quality of public education facilities across the District on a neighborhood basis. It identifies patterns of facility needs among charter and DCPS facilities that may influence the effectiveness of facilities to support quality programming. This portion of the plan answers the following questions:
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Where are the greatest facility condition needs? Are there any significant geographic patterns in facility quality across the city? How equitably has modernization funding for DCPS been distributed across the city? Among DCPS facilities that have yet to be modernized and all charter schools, are there patterns of specific facility needs that should be addressed by future modernizations?
The facility condition data on DCPS schools from 2008 includes assessments of the following building elements or assets: ADA Compliance Conveying Systems Electrical Systems Exterior Finish HVAC Interior Finish Plumbing Roof Structure Technology
FACILITY CONDITION
DCPS facility condition was assessed on an asset or building systems basis (roof, window, mechanical system, etc.). Building assets were originally assessed on a scale from unsatisfactory to good based on the facility condition index (FCI). Although a detailed building assessments for all DCPS inventory are currently ongoing, there was not complete data for all DCPS facilities at the time of printing. Therefore, this report relies on the 2008 Master Facilities Plan for the base data for building assessments, with updates based on modernizations that have occurred from 2008 to 2011.
There was no reliable data point for charter school facility condition (see Limitations of Data in Appendix G). Each of the building assets was assessed by dividing the total cost of outstanding maintenance, repair and replacement deficiencies of the asset against the current replacement value of the asset. This calculation yields what is commonly called a facility condition index or FCI.
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In general, this index is a relative indicator of condition. The closer the cost of the outstanding maintenance and repair deficiencies are to the cost of replacement, the worse the condition of the asset is assessed to be. The index is expressed as a decimal.
levels throughout the world, culminating in close to $1 billion worth of assets. Fielding Nair continues to develop the tool according to best practices and the highest standards in design for 21st-century learning. The EFEI does not measure education programming, educators or facility condition; rather, it focuses on the educational effectiveness of the school facility itself, based on criteria customized for each school district. For the District of Columbia public schools, the criteria were customized based on the stated goals of the DCPS Facility Design Guidelines and best practices in 21stcentury school design. The patterns are divided into three sections, relating to the areas of DCPS schools addressed in each phase of modernization. A sample of the full DCPS EFEI assessment listing all 33 patterns and supporting questions can be found in Appendix G.
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on how many of the be supported by the g or proposed school e easier to gauge their ing needs.
ll continue in some let us look at design del is amended so that box to a more flexible Studio is sometimes Flex Space m which is, actually, Seminar, quiet individual work, st schools featuring collaborative, or presentation e Learning Studios Figure 1-4. Figure 5.1: A flexible design allows for greater etka, Illinois built in Design Pattern #1c: Learning Studio. differentiation within the classroom nce its opening, the ol remains relevant Movable wall, screen, storage units ols being built today. or bookshelves ssroomA Pattern man makes a strong Breakout he classroom and its Area tudio with multiple
of a Learning Studio Studio A earning Studios can uite." This is further Studio B first illustrates one igure 1-6 shows the ulewhich is a new Outdoor Learning and schools able toFigure 5.2: Project-Based Learning at Terrace an elementary rregular plan createsschool in Medford, OR g zones that support Figure 1-5. modalities from the Design Pattern #1d: Learning Suite. Each studio d individual students has its own entry, breakout area, and outdoor connection, and may operate as a single studio or s.
combined with the adjacent studio into a learning suite.
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and democratically decide who gets to use which space when. That said, each teacher will have a professionally outfitted workspace alongside their colleagues in the teachers office, which is also part of the SLC.
its own science room, its own teacher workroom with the transparency needed for the space to serve as "eyes Figure 1-10. on the street", its own toilets, its own science lab and its Djidi Djidi Aboriginal School d own central multi-purpose social space that can be used Architect: Edgar Idle Wade. for project work, independent study, distance learning, collaborative work, technology-based work and so on. Figure 1-9 shows a simpler arrangement than the SLC described above with Learning Studios clustered around 1c: Learning Communities small group rooms and a caf that doubles as a project area. But even at this simple level, it is possible to create an How effectively do the principal learning areas support effective SLC. This particular pattern could be modified to show each communities? SLC having its own direct connection to the outdoors. Additionally, each Learning Studio itself could have an outdoor connection. The floor plan (Figure 1-10) The Facility guidelines call for academic and photograph ofDCPS the Djidi Djidi Design Aboriginal School in Australia (Figure 1-11) feature another example of clusters (early childhood, primary and intermediate); how Learning Studios can be combined with other houses (middle school), and academies (high school). common spaces to create self-contained Small Learning Communities.These three concepts can be broadly described as
We have utilized one more image to represent the SLCunits within the school learning communities smaller model. Figure 1-12, the High Tech Middle School in San AFigure 5.3: small learning community allows for greater comprised of a students and teachers who collaborate Figure 1-9. Diego, California illustrates how common area shared by flexibility in teaching and learning groups Small Design Pattern #1e: Learning Studio-based Figure 1-11. an SLC mightand be used. learn together. They use a variety of instructional
Learning Studio
classroom. Research shows that the size of a learning community should be no larger than 150 students to maintain a sense of community where all are known and feel valued.
Hands-on experimentation is critical for building understanding in the sciences and mathematics. Both advanced placement (AP) and international baccalaureate (IB) programs require hands-on experimentation and lab time. In fact, AP has recently increased its requirements for lab time. The following criteria were used to evaluate the effectiveness of learning spaces to support hands-on experimentation both inside and outside of labs.
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1e: Transparency
To what extent are there visual connections between spaces to ease transitions from learning activities and support passive supervision of learning activities? Transparent boundaries, such as glass walls, between spaces encourage more flexible use of those areas and dynamic learning by allowing teachers to supervise students outside of their immediate classroom.
Figure 5.5: Transparency allows for passive supervision of student-directed activity at Hillel School of Tampa, FL
Transparent spaces also encourage chance meetings and informal discussions that can enhance collaborative learning.
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Universal Design for Learning (UDL) principles for curriculum development offer instructional goals, methods, materials and assessments that work for students of all abilities. UDL is now included in the Common Core Standards for all District schools? The Americans with Disabilities Act (ADA) requires physical accessibility to all principal learning spaces. UDL and ADA criteria can measure to what extent the physical environment supports the delivery of curricula that meet the needs of learners of all abilities. For more on Universal Design for Learning see the National Center on
Figure 5.8: A broad range of furnishings support student comfort and study
1j: Furniture
Is a variety of furnishings offered throughout school? A space used for a variety of learning activities should offer flexible furnishings to best support students while they are engaged in various activities. Additionally, furniture should be sized to ergonomically support students bodies as they develop and allow for the sort of movement that maintains blood flow and attention.
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1k: Technology
How well is technology integrated with the curriculum and principal learning spaces? In order for students to engage in inquiry and projectbased learning, and build 21st century literacies and skills, they must have access to computing and communication technology. The physical environment should enable the use of this technology in everyday curricula to be seamless and support multiple ways of engaging
Figure 5.9: Students use mobile laptops for group research at GATES Senior High School in Lutz, FL
technology.
1l: Acoustics
What is the quality of acoustics in principal learning areas? The relationship between poor acoustics and lowered academic achievement is well documented by a number of studies. Appropriate acoustics are critical for students to be able engage verbal presentations and even more critical in environments where multiple learning activities are taking place simultaneously. The criteria below are
Figure 5.10 A good teacher workroom provides space and resources for teachers and Professional Learning Communities to work together and collaborate
consistent with best practice as set forth by Acoustical Society of America (ASA).
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Community Space
PATTERNS ALIGNED WITH DCPS PHASE TWO MODERNIZATION 2a: Welcome Entry
How welcoming is the entrance to the school?
Community Space
(also see Pattern #24)
Student Display
Covered Entry
Research shows student achievement increases with greater parental and community involvement. The physical environment of the school should make parents
Signature Element
: Welcoming Entry.
om left).
and community members feel welcome, and provide space for them to be received and learn about the school.
Figure 5.11: A welcoming entry should be inviting to students, families, and members of the school community
incorporated as a key entrance element. This serves two purposes. First, it adds to the welcome feeling of the school entry, and second, it enhances the security of the school. Communities can be welcomed into school in a variety of spaces. Located by the entrance, a so-called "parent/ community room" can be a multi-purpose space that allows parents and community members to hang up their coats, have meetings and make telephone calls, make copies, send faxes and access the Internet. Ideally such rooms should also have a mini-kitchenette where parents and community members can make coffee, obtain a soft drink or warm up lunch. Alternatively, the community room can serve as a workroom for parents and community, and there can be a separate place for informal meetings that connects the school to the outside world. In the case of Cristo Rey Jesuit High School in Minneapolis (Figure 2-3), the bright glassed-in entrance is a place for the community to meet and share ideas each morning.
ement
nviting school entry will contain some that speaks to what makes the school discussion, please see Figure 2-1, as "Local Signature."
ry
fabric canopy or a more elaborate a covered entry is valuable. Parents hool with younger siblings in strollers under their arms and appreciate a space between the school entry and a place where they might be dropped om a car or bus and wait out a heavy cturally, a covered entry provides more reating a ceremonial quality to the igure 2-2).
5.12: The library at Francis-Stevens Elementary n wisdom that all schoolsFigure need places nity (and this includes parents) School can in Washington, DC offers books, Writeboards, and he community should, preferably, be other media to students and teachers
25
72
emotional skills needed to become a whole, productive adult. This set of criteria evaluates the extent to which the facility supports programming and experiences that help students build life skills.
2h: Bathrooms
Service Line Kitchen
To what extent does the design of the bathroom meet needed standards of safety, privacy and cleanliness? This set of criteria evaluates the effectiveness of the
bathrooms location and design, to support student safety, dignity and cleanliness.
the overall
Round tables for 4 to 6, movable seats with backs. Vista to nature and/or community
t).
Figure 5.15: Smaller scale cafeterias with a sense of community can help make lunchtime more comfortable and manageable
ody of architectural work, in following the publication of ng book, does not appear to uild our homes, our towns and e, Alexander's work has gained resented have begun to enter the xity theory, fractals and neural he cutting edge of science. The built environment and healthy der was pointing out are now ay, we know that human brains o understand and respond to ur life and, particularly, to those environments.
food. The size, location and arrangement of dining facilities often drives the school schedule, rather than the needs of students. This set of criteria evaluates the effectiveness of the learning environment in providing for student nutrition and the quality of the environment created for dining, developing social skills and etiquette.
Why do schools look the way they do? Why is there a chasm e of School Design, does not between widely acknowledged best practice principles sed. The book draws upon our and the actual design of a majority of school facilities? planners and the best Figure practice5.16: A visually transparent entrance at Cristo Rey Why has the connection between learning research and ver 20 countries, represented High School allows administrators to more easily monitor educational structures been so difficult to repair? These e school designs that we have who has access to the school are the questions that we have been grappling with over com. the past decade as school planners.
13
74
design strategy, as it reduces electrical lighting and cooling loads. This criteria measures both the quantity and quality of daylight in the learning environment.
To what extent do interior spaces have views and vistas? Views to the outside, particularly onto natural scenery, improve students emotional and intellectual well-being.
purposes behind sustainable practices is made tangible and meaningful for students when eco-friendly features are utilized as artifacts and resources for study, enabling them to draw lessons from their experiences within the building.
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3k: Aesthetics
What is the quality of aesthetics?
Figure 5.22: Parent Resource Center in Aiton Elementary School in Washington, DC encourages parents to become part of the school community
The learning environment should be inviting, inspiring and pleasant. A school facility that invites and inspires students is more likely to encourage them to engage the school. A beautiful school becomes a point of pride for the community and encourages strong parental and community involvement and support.
77
FINDINGS
These findings refer to the neighborhood cluster-based maps on the following pages. The findings of the facility efficacy study follow the map-based studies.
EQUITY
Clusters of high facility condition and quality need roughly correspond to clusters where total facility expenditure has been the lowest from 1998 to 2012. These clusters are located along the edges and through much of the core of the District (Figure 5.25). Projected facility expenditure from 1998-2018 begins to address some of the clusters of high facility condition and quality need along the northern edges and core of the district, and some clusters east of the Anacostia River (Figures 5.26 and 5.27).
FACILITY CONDITION
The greatest facility condition need for DCPS schools are concentrated in neighborhood clusters bordering Rock Creek Park, the north point of the District, Capitol Hill, and several clusters east of the Anacostia River (see Figure 5.23). There were 14,651 DCPS students (based on the October 2011 audited enrollment) enrolled in clusters that are classified in moderately high need of facility condition improvement. There are no clusters that rank at the high need category. There were 6,964 DCPS students (based on the October 2011 audited enrollment) enrolled in schools in clusters that are classified in low to very low need of facility condition improvement. Those clusters classified as low to very low need of facility condition are the clusters where full modernizations have taken place at some point from 1998 to 2012.
FACILITY QUALITY
Facility quality needs are mixed throughout the city, but tend to be greatest in neighborhood clusters bordering Rock Creek Park and east of the Anacostia River. Facility quality needs were particularly high for elementary schools east of the Anacostia River (see Figure 5.24).
78
79
FACILITY CONDITION
AVERAGE FACILITY CONDITION NEED FOR DCPS SCHOOLS BY Ave ra g e Fa c i l i t y Co n d i t i o n N eed fo r D C P S NEIGHBORHOOD CLUSTER
C ON DI TI ON
S c h o o ls by N e i g h b o r h o o d C l u s ter
Facility condion data is derived from the facility assessments in the 2008 Master Plan, the last reliable data point for all DCPS facilies at the me of prinng.
16
40 10 17 41 19
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No Schools Present in Cluster 5 - High Need (None represented on this map) 4 - Moderate-High Need 3 - Moderate Need 2 - Moderate-Low Need 1 - Low Need 0 - Very Low Need
Figure 5.23 80
FACILITY QUALITY
FACILITY QUALITY NEED FOR ALL DCPS AND CHARTER SCHOOLS BY Fa c ilit y Q u al i t y N e e d fo r a l l D C P S a n d C h a r ter NEIGHBORHOOD CLUSTER
QUAL I TY
S c h o o ls by N e i g h b o r h o o d C l u ster
Facility quality data is derived from the Charter Facility Eecveness Survey and the modernizaon phase completed for the DCPS schools.
16
40 10 17 41 19
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No Schools Present in Cluster 5 - High Need 4 - Moderate-High Need 3 - Moderate Need 2 - Moderate-Low Need 1 - Low Need 0 - Very Low Need
Figure 5.24
81
EQUITY
E QU I TY
1998- 20 1 2 D C PS To t a l D o l l a r s S p en t Per C lu s te r
Modernizaon dollars data supplied by 21st Century School Fund.
16
40 10 17 41 19
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No Money Spent in Cluster >$225 Million $150 to $225 Million $75 to $150 Million <$75 Million
Figure 5.25 82
EQUITY
1998-2018 DCPS AVERAGE MODERNIZATION DOLLARS PER 1998- 20 1 8 D CPS Ave r a g e M o d er n i z a t i o n SQUARE FOOT
E Q U I TY
D o lla rs Pe r S q u a re Fo o t
Total dollars between 1998-2018 divided by school gross square footage (GSF). Modernizaon dollars data supplied by 21st Century School Fund.
16
40 10 17 41 19
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No Populaon Present in Cluster $451 - $600/GSF $301 - $450/GSF $151 - $300/GSF $1 - $150/GSF
Figure 5.26
83
EQUITY
1998-2018 DCPS AVERAGE MODERNIZATION DOLLARS PER 1998- 20 1 8 D C PS Ave r a g e M o d er n i z a t i o n ENROLLED STUDENT
E QU I TY
D olla rs Pe r E n ro l l e d S t u d en t
Enrollment data for both DCPS and Charter Schools was gathered from the Oce of the State Superintendant of Educaon (OSSE) October 2011 Audited Enrollment. Modernizaon dollars data supplied by 21st Century School Fund.
16
40 10 17 41 19
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No Populaon Present in Cluster >100,000 $80,001 - $100,000 $60,001 - $80,000 $40,001 - $60,000 $20,001 - $40,000 $1 - $20,000
Figure 5.27 84
TRAVEL DISTANCE
AVERAGE DISTANCE TRAVELED FOR ELEMENTARY STUDENTS Ave r a g e D i st a n ce Trave le d fo r E l emen t a r y S t u d en t s FROM HOME TO SCHOOL BY NEIGHBORHOOD CLUSTER
T R AVEL DI S TAN C E
Travel distance data was provided by the Oce of the State Superintendant of Educaon (OSSE).
16
fro m Ho m e to S c h o o l by N ei g h b o r h o o d C l u ster
40 10 17 41 19
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water 4.00+ Miles 3.25 - 3.99 Miles 2.50 - 3.24 Miles 1.75 - 2.49 Miles 1.01 - 1.74 Miles 0.00 - 1.00 Miles
Figure 5.28
85
TRAVEL DISTANCE
QUALITATIVE EXTENT OF TRAVEL FOR STUDENTS FROM HOME Q u a lit a t i ve E x te n t o f Travel fo r S t u d en t s f ro m TO SCHOOL BY NEIGHBORHOOD CLUSTER
T R AVEL DI S TAN C E
Travel distance data was provided by the Oce of the State Superintendant of Educaon (OSSE). Acceptable travel distances for elementary school students are generally less than those for high school students. Thus, rather than consider travel distance purely in miles for all grade levels, a qualitave scale was created to reect appropriate travel distances.
16
Ho m e to S c h o o l by N e i g h b o r h o o d C l u ster
40
10 17 41 19
12 11
18
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
26 33 32 9 27 34
28 37 43 36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water 5 - High Travel Distance 4 - Moderate-High Travel Distance 3 - Moderate Travel Distance 2 - Moderate-Low Travel Distance 1 - Low Travel Distance 0 - Very Low Travel Distance
Figure 5.29 86
School Name
Figure 5.30: Total EFEI Scores for Assessed Schools That Have Not Yet Received Modernizations 87
Pattern Name
Pattern Name
Pattern Name
88
89
50%
2013
2014
2015
2016
No Date
School Name
1930
School Name
90
1970s-1980s. The open classroom-model dominates buildings of this era, with great variation in facility success and quality (both reported by school leadership and reflected in EFEI scores, which range from 23 to 47 percent). Acoustical quality, daylight and views tend to be limited in these facilities, in some instances, creating highly undesirable spaces. The more successful of these schools have common spaces within their academic clusters as well as spaces suited to a variety of student groupings and activities.
91
Space Variety: 50.0 percent Spatial variety creates greater opportunities for flexibility in program and curriculum. Many school cited multipurpose spaces and libraries essential for large gatherings, but 35.2 percent found these room types lacking in their facilities.
Health & Physical Fitness: 50.0 percent Physical activity and play are critical to students physical, mental and academic well-being. Several schools indicated multipurpose spaces and outdoor recreation facilities of various types, though 38 percent of charter schools noted they have no such spaces at their disposal.
Space Variety
Daylight
Outdoor Learning
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CHAPTER 6
Prioritization Framework
SCORING
For each measure the total range of data among all neighborhood clusters was analyzed to establish thresholds from lowest to highest need. The thresholds for each measure were then used as a relative scale of need, based on the data range. The data range is sorted into five or six thresholds ranks to determine a score. Scoring is based on a scale of 0 to 5 wherein zero indicates no facility need and five indicates the greatest need. For some of the measures, one (1) is the lowest score possible when the we felt there should be some need attributed to the lowest ranking.
WEIGHTING
The planning team has given each measure a weight that reflects the prioritization of the guiding principles and priorities expressed by the Executive Committee (see Guiding Principles in Chapter 2). Weighting increases the impact of certain measures on the total score for each neighborhood cluster. For each measure, the score is multiplied by the assigned weight of that measure to produce the index. Together, the weights add up to 70 with a maximum total index of 350, which indicates the greatest facility need.
RANKING
All of the scores from the 14 measures are added together to produce the total index. The total index is then compared to a quintile scale that ranges from low to high facility needs.
94
95
96
with less than 50 percent utilization receives a score of zero (0). The scale for this measure is as follows:
Utilization (Weight 4) >= 90% Utilization 80% 89% Utilization 70% 79% Utilization 60% 69% Utilization 50% 59% Utilization < 50% Utilization Score 5 4 3 2 1 0
CURRENT FIT AND ITS RELATIONSHIP TO THE GUIDING PRINCIPLES GP1: Focus on equity planning.
The amount of GSF should be equitably distributed so that all students have access to schools that are not overcrowded.
AVERAGE UTILIZATION
Utilization is determined by dividing the actual student enrollment by the designed student capacity. Facilities that have high utilization are determined to have the highest need. The scale use 80 percent as a target utilization rate of enrollment to facility capacity for all schools. Any school
97
ASSESSMENT OF NEED
CURRENT FIT
A S S E S S M EN T O F N E E D
C ur re nt F i t
16
40 10 17 41 18 19
12 11
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
Data Weighting and Ranking of: Existing Fit Average GSF per Student Capacity Average GSF per Student Enrollment Average Facility Utilization
28 37 43 9 27
26 33 32 34
36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No DCPS or PCS Schools in Cluster High Need Moderate High Need Moderate Need Moderate Low Need Low Need
Figure 6.1 98
ENROLLMENT CHANGE
The neighborhood clusters that are projected to have the highest increase of students are determined to have the highest need. Scoring is based upon the degree of change in enrollment with the lowest being set at zero if a decline in enrollment is expected. The difference in change is divided into quintiles or fifths. If a neighborhood cluster is projected to decline in enrollment, that cluster will receive a score of zero (0). The scale for this measure is as follows:
Enrollment Change (Weight 3) 1,737 2,170 Enrollment Increase 1,303 1,736 Enrollment Increase 869 1,302 Enrollment Increase 435 868 Enrollment Increase 1 435 Enrollment Increase 0 Enrollment Increase Score 5 4 3 2 1 0
Pre-School Unmet Need In what neighborhood clusters will extra seats be needed to accommodate the forecasted pre-school student population? The clusters with the highest unmet need are determined to have the highest need. Scoring is based on the greatest and lowest numbers of seats needed with the lowest score set at zero if the lowest number of seats is a negative number. The difference in the number of seats needed from the lowest to the highest is divided into quintiles. If a neighborhood cluster does not require any more seats, that cluster will receive a score of zero (0). The scale for this measure is as follows:
Pre-School Unmet Need (Weight 4) 679 848 Seats Needed 510 678 Seats Needed 340 509 Seats Needed 171 339 Seats Needed 1 170 Seats Needed 0 Seats Needed Score 5 4 3 2 1 0
Unmet Need In what neighborhood clusters will extra seats be needed to accommodate the projected student population? The clusters with the highest unmet need are determined to have the highest need. Scoring is based on the greatest and lowest numbers of seats needed to meet forecasted student enrollment
99
2017 PROJECTED FIT AND ITS RELATIONSHIP TO THE GUIDING PRINCIPLES GP1: Focus on equity planning.
Capital resources should be allocated to neighborhood clusters showing strong forecasted demand.
100
ASSESSMENT OF NEED
2017 PROJECTED FIT
A S S E S S M EN T OF N E E D
2017 P ro j e c te d F i t
16
40 10 17 41 18 19
12 11
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
Data Weighting and Ranking of: 2017 Projected Fit Enrollment Change Unmet Need Pre-School Unmet Need
28 37 43 9 27
26 33 32 34
36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No DCPS or PCS Schools in Cluster High Need Moderate High Need Moderate Need Moderate Low Need Low Need
Figure 6.2
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Scoring is based on the greatest and lowest amounts of money spent per student capacity. The scale maximum is set at $50,000 per student capacity, meaning that it is more than $50,000 is spent per student capacity, there is no need and the score is zero. The $50,000 is about 80 percent of the $65,000 maximum set for dollars spent per enrolled student. This amount is in keeping with the 80 percent utilization target. Difference in the amount of money spent per student capacity from the lowest to the highest is divided into quintiles. The scale for this measure is as follows:
Dollars per Student Capacity (Weight 2) <= $12,026 per Student Capacity $12,027 $21,519 per Student Capacity $21,520 $31,013 per Student Capacity $31,014 $40,506 per Student Capacity $40,507 $50,000 per Student Capacity > $50,000 Score 5 4 3 2 1 0
102
MODERNIZATION EQUITY AND ITS RELATIONSHIP TO THE GUIDING PRINCIPLES GP1: Equity-focused planning
It is important to the District to equitably distribute resources across the city. Central to this, analyzing equitable allocation of resources to determine where the dollars have been spent to date on facility modernizations.
103
ASSESSMENT OF NEED
A S S E S S M EN T O F N E E D
1998- 20 1 2 DC P S Mo der n i z at ion E q u i t y
16
40 10 17 41 18 19
12 11
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
Data Weighting and Ranking of: 1998-2012 Modernization Equity Dollars Spent per Enrolled Student Dollars Spent per Student Capacity Dollars Spent per GSF
28 37 43 9 27
26 33 32 34
36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No DCPS or PCS Schools in Cluster High Need Moderate High Need Moderate Need Moderate Low Need Low Need
TRAVEL DISTANCE
This measure scores the average distance traveled to school for each student by neighborhood cluster for elementary, middle, and high schools. The neighborhood clusters with the greatest travel distance have the greatest need. Three scales were developed for elementary, middle, and high schools. The minimum distance traveled before a cluster is classified as having a need is different for each school type. This minimum scale is set as follows: one mile for elementary schools; two miles for middle schools; and three miles for high schools. The difference in the established minimum for each school type and the greatest distance traveled for each school type is then divided into quintiles. For each neighborhood cluster, the scores were averaged. The scales for this measure are as follows:
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NEIGHBORHOOD CLUSTER CHARACTERISTICS AND THEIR RELATIONSHIP TO GUIDING PRINCIPLES GP5: Increase collaboration and partnership among service providers.
DCPS and charter schools should coordinate efforts to ensure every child in every neighborhood has access to a high quality school.
106
ASSESSMENT OF NEED
A S S E S S M EN T OF N E E D
Ne i g hb or ho o d C l u ste r C h a rac te r i s t ic s
16
40 10 17 41 18 19
12 11
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
Data Weighting and Ranking of: Average Travel Distance Current No. of School Aged Children per Acre 2017 No. of School Aged Children per Acre
28 37 43 9 27
26 33 32 34
36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No DCPS or PCS Schools in Cluster High Need Moderate High Need Moderate Need Moderate Low Need Low Need
Figure 6.4
107
FACILITY CONDITION
What is the physical state of the facility, considering elements such as the roof, windows and heating and cooling system? The facilities with the highest physical condition score are determined to have the greatest need. This measure pertains only to the DCPS only through the 2008 FCI (see chapter 5 for further explanation). There was no relevant data for charter schools. The scale below is the result of the data collection and interpretation as outlined in the Facility Condition section of Chapter 5.
Condition (Weight 5) >= 86% Condition Score 51% 85% Condition Score 26% 50% Condition Score 1% 25% Condition Score Weight = 5 Score 5 4 3 1
FACILITY CONDITION AND QUALITY AND ITS RELATIONSHIP TO THE GUIDING PRINCIPLES
Facility condition and quality affect the safety and comfort of students and educators, and can limit programming. Facility condition and quality may also influence parent and student perceptions about school quality.
FACILITY QUALITY
What is the educational efficacy of the facility? Facility quality was measured differently for DCPS than for charter schools. For a thorough description, refer to Appendix G. The facilities with the highest quality score are determined to have the greatest need. The scale below is the result of the data collection and
108
ASSESSMENT OF NEED
FACILITY CONDITION AND QUALITY
A S S E S S M EN T OF N E E D
Fac i l i t y Cond i t ion a nd Q u a li t y
16
40 10 17 41 18 19
12 11
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
Data Weighting and Ranking of: Facility Condition and Quality Facility Condition Facility Quality
28 37 43 9 27
26 33 32 34
36
35
44 39
38
LEGEND 22 Neighborhood Cluster Water No DCPS or PCS Schools in Cluster High Need Moderate High Need Moderate Need Moderate Low Need Low Need
Figure 6.5
109
TopicandMeasure
ExistingFit 1. AverageGSFperEnrolled Student 2. AverageGSFperStudent Capacity 3. AverageUtilization(Enrolled Student/StudentCapacity) 2017ProjectedFit 4. EnrollmentChange 5. UnmetNeed 6. PreSchoolUnmetNeed 19982012ModernizationEquity 7. DollarsSpentperEnrolled Student 8. DollarsSpentperStudent Capacity 9. DollarsSpentperGSF NeighborhoodClusterCharacteristics 10. TravelDistance 11. CurrentNo.ofSchoolAged ChildrenperAcre 12. 2017ProjectedNo.ofSchool AgedChildrenperAcre FacilityConditionandQuality 13. Condition 14. Quality
Weight
10 4 2 4 15 3 8 4 15 5 2 8 20 5 10 5 10 5 5
X X X
X X X
X X X
X X X X X X X X X
X X X
X X
X X
X X
TOTALWEIGHTS
Figure 6.6 110
70
ASSESSMENT OF NEED
COMBINED ASSESSMENT OF NEED
A S S E S S M EN T OF N E E D
De te r m i ni n g t he Com bi ne d Fac i li t y Ne e d s
16
40 10 17 41 18 19
12 11
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
Data Weighting and Ranking of: Existing Fit Average GSF per Student Capacity Average GSF per Student Enrollment Average Facility Utilization 2017 Projected Fit Enrollment Change Unmet Need Pre-School Unmet Need 1998-2012 Modernization Equity Dollars Spent per Enrolled Student Dollars Spent per Student Capacity Dollars Spent per GSF Neighborhood Characteristics Average Travel Distance 2012 School Aged Children per Acre 2017 School Aged Children per Acre Facility Condition and Quality Facility Condition Facility Quality Magnitude of Cluster
44 39 43 28 37 9 27
26 33 32 34
36
35
Water No DCPS or PCS Schools in Cluster High Need Moderate High Need Moderate Need Moderate Low Need Low Need Public Charter Schools (PCS) District of Columbia Public Schools (DCPS) DCPS Schools to be Consolidated at the end of 2012/2013 and 2013/2014 School Years
Figure 6.7
111
CHAPTER 7
Recommendations
STRATEGIC INVESTMENTS
The recommendations of this Master Facilities Plan are grounded in stakeholder input and aimed at providing equitable access to a quality school for every student in the District. To achieve this goal, the plan proposes a number of strategic recommendations, both short-term and longterm, to address the greatest needs suggested by the data. Much of the work of the plan focused on developing a process for making strategic facility investments informed by a comprehensive set of data and extensive stakeholder engagement. The recommendations are offered in the spirit of lessons learned and opportunities revealed through our work that will make future plans even more strategic and robust. The areas of greatest need were defined by the data synthesis of needs in the Prioritization Framework discussed in Chapter 6. Throughout the recommendations that follow, the phrase areas of greatest need refers to the neighborhood clusters in Figures 7.1 and 7.2.
Cluster 33 | Capitol View, Marshall Heights, Benning Heights Cluster 36 | Woodland/Fort Stanton, Garfield Heights, Knox Hill Cluster 39 | Congress Heights, Bellevue, Washington Highlands
114
ASSESSMENT OF NEED
A S S E S S M EN T OF N E E D
16
40 10 17 41 18 19
12 11
13 2 14 42 15 1 3 21
20
22
24
4 6 5
7 25 8 45
23
46
29
31 30
Data Weighting and Ranking of: Existing Fit Average GSF per Student Capacity Average GSF per Student Enrollment Average Facility Utilization 2017 Projected Fit Enrollment Change Unmet Need Pre-School Unmet Need 1998-2012 Modernization Equity Dollars Spent per Enrolled Student Dollars Spent per Student Capacity Dollars Spent per GSF Neighborhood Characteristics Average Travel Distance 2012 School Aged Children per Acre 2017 School Aged Children per Acre Facility Condition and Quality Facility Condition Facility Quality Magnitude of Cluster
44 39 43 28 37 9 27
26 33 32 34
36
35
Water No DCPS or PCS Schools in Cluster High Need Moderate High Need Moderate Need Moderate Low Need Low Need Public Charter Schools (PCS) District of Columbia Public Schools (DCPS) DCPS Schools to be Consolidated at the end of 2012/2013 and 2013/2014 School Years
Figure 7.1
115
Cluster Number
Cluster Name
DCPS Schools
Charter Schools AppleTree Early Learning PCS: Columbia Heights Carlos Rosario International PCS Cesar Chavez PCS: Bruce Prep Campus Creative Minds PCS DC Bilingual PCS: Columbia DC Bilingual PCS: 14th Street E.L. Haynes PCS: Georgia Avenue LAYC Career Academy PCS Shining Stars Montessori Academy PCS The Next Step: El Proximo Paso PCS YouthBuild LAYC PCS Center City PCS: Shaw Campus Community Academy PCS: Butler Bilingual KIPP DC: Grow, Lead, WILL Bridges PCS Center City PCS: Petworth Campus Community Academy PCS: Amos I Community Academy PCS: Amos II Community Academy PCS: Online E.L. Haynes PCS: Kansas Avenue Hospitality Senior High PCS Washington Latin PCS: Middle School Campus (Decatur) Washington Latin PCS: Upper School Campus (Upshur)
Bancroft Elementary School Benjamin Banneker Senior High School Bruce-Monroe Elementary School at Park View Cardozo Senior High School Columbia Heights Education Campus Meyer Elementary School Tubman Elementary School
Current capacity significantly below 2017 projected enrollment Modernization Equity Neighborhood children travelling long distances to go to school Facility quality and condition need to be improved
Garrison Elementary School Seaton Elementary School Shaw Junior High School
Current capacity significantly below 2017 projected enrollment Modernization Equity Facility quality and condition need to be improved
18
Barnard Elementary School Brightwood Education Campus MacFarland Middle School Powell Elementary School Raymond Education Campus Roosevelt Senior High School Sharpe Health School Truesdell Education Campus West Education Campus Capitol Hill Montessori at Logan Eliot-Hine Middle School J.O. Wilson Elementary School Ludlow-Taylor Elementary School Miner Elementary School Peabody Elementary School (Capitol Hill Cluster) Prospect Learning Center School-Within-A-School at Logan Stuart-Hobson Middle School (Capitol Hill Cluster) Washington Metropolitan High School C.W. Harris Elementary School Davis Elementary School Fletcher-Johnson Education Campus Nalle Elementary School Plummer Elementary School Garfield Elementary School Stanton Elementary School
Current capacity significantly below 2017 projected enrollment Modernization Equity Facility quality and condition need to be improved
25
AppleTree Early Learning PCS: Oklahoma Ave. Friendship PCS: Blow-Pierce Elementary & Middle Options PCS: Middle and High School Two Rivers PCS: Upper and Lower
Current capacity significantly below 2017 projected enrollment Modernization Equity Facility quality and condition need to be improved
33
KIPP DC: KEY, LEAP, Promise Maya Angelou PCS: Evans High School Maya Angelou PCS: Evans Middle Maya Angelou PCS: Young Adult Learning Center
Modernization Equity Neighborhood children travelling long distances to go to school Facility quality and condition need to be improved Modernization Equity Neighborhood children travelling long distances to go to school Facility quality and condition need to be improved
36
39
Ballou Senior High School Ferebee-Hope Elementary School Hart Middle School Hendley Elementary School King Elementary School M.C. Terrell/McGogney Elementary School Patterson Elementary School Simon Elementary School
Achievement Preparatory Academy PCS Center City PCS: Congress Heights Campus Eagle Academy PCS: The Eagle Center at McGoney Early Childhood Academy PCS: Walter Washington Campus Friendship PCS: Southeast Elementary Academy Friendship PCS: Technology Preparatory Academy Imagine Southeast PCS National Collegiate Preparatory PCS
Modernization Equity Neighborhood children travelling long distances to go to school Facility quality and condition need to be improved
Figure 7.2: Neighborhood Clusters with the Highest Facility Need 116
117
ST3: PILOT FACILITY SOLUTIONS TO SUPPORT INNOVATIVE PROGRAMMING. Throughout both DCPS and charter schools, many leaders and educators are developing and executing innovative education programs in facilities that do not support the programming. For example, at DCPS Kramer Middle School, the school leadership has developed a flipped classroom model where students spend half of a 90-minute schedule block working online on a set of exercises and projects to build mastery and the other half in a traditional instruction class. But the facility is ill-equipped to support the agile movement between a digital learning arrangement and a lecture arrangement. To remedy this situation, a fund could be set up for facility improvements to support innovative education programming at both DCPS and charter schools. These small-scale renovations would then be observed and measured for their effectiveness and, if successful, used as a model for future modernizations. ST4: IN CLUSTERS FORECASTED TO HAVE SCHOOL-AGE POPULATION INCREASES, SHARE UNDERUTILIZED SPACE IN DCPS FACILITIES WITH CHARTER SCHOOLS, COMMUNITY ORGANIZATIONS, AND OTHERS THAT USE SPACE TO PROVIDE STUDENTS WITH ACCESS TO WORKFORCE TRAINING. Given the forecast for increases in school-age population, facilities that are currently underutilized may provide much needed capacity in the future, even within the five-year horizon of this plan. Therefore, to make the most of the facility asset, underutilized space could be leased to organizations that support the community in general or youth in particular. Such co-location may also enhance the student experience.
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ST5: DEVELOP A BEST PRACTICES AND DESIGN GUIDELINES DOCUMENT FOR ALL PUBLIC EDUCATION FACILITIES - DCPS AND CHARTER. Design guidelines for both DCPS and charter schools would establish the basic expectations for a quality public education facility, while allowing flexibility for specific programming needs of charter schools and specialized DCPS schools. Design guidelines should draw on the most effective design strategies and lessons learned from the DCPS modernization program to date, highly effective design strategies from charter schools, and best practices nationwide. Most buildings in the DCPS inventory and, by extension, many charters, were designed 40 or more years ago with only classroom spaces in mind. Therefore, many schools are not organized in ways to support the variety of space sizes and types required by contemporary teaching and learning. The design guidelines should identify the appropriate space needs for these programs so that future modernizations can properly address these needs. Design guidelines should also address the space needs for special education services as well as partnerships with other education program providers. School leaders have been creative and entrepreneurial in using underutilized space in school buildings for programs that benefit their students. However, in many of the Education Facility Effectiveness Instrument (EFEI) walkthroughs (see Chapter 4 for more details), the planning team observed special education and enhancement programs operating in formerly under-utilized spaces that were not conclusive to these activities.
ST6: CREATE THE SPACE AND ENVIRONMENT FOR PROFESSIONAL EDUCATOR COLLABORATION WITHIN EACH SCHOOL. DCPS has a professional learning community structure to support teacher collaboration and professional development, and many charters have similar programs. Research has shown that teachers are far more effective when they can collaborate with and learn from peers. To make this program even more effective, there should be high quality space for each professional learning community in every school. High quality space for professional collaboration among educators will help create a physical environment that attracts and retains the best teachers, and supports a culture of collaboration and innovation. Space needs should also be addressed for specialists, para-professionals and education partners providing enhancement programs.
Professional collaboration space could also be a place for educators from both DCPS and charter schools, as well as other service providers, to meet and share knowledge and best practices. ST7: ESTABLISH A CONSISTENT AND STREAMLINED DATA COLLECTION AND MANAGEMENT PROCESS FOR FACILITIES. This Master Facilities Plan gathers comprehensive data on school facilities, including information on capacity, building conditions and demographic changes. Currently, facilities-related data is dispersed across numerous agencies, not updated regularly, if it is gathered at all, and difficult to access. As an example, the Department of General Services is in the process of updating school facilities conditions assessments for all publicly owned and operated schools, and consolidating this information into its property management database of public assets.
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DCPS and charter schools have different ways of measuring capacity. The Public Charter School Board must establish a facilities registry, as required by law, to capture growth plans and facility conditions for public charter schools. The Office of the State Superintendent of Education collects enrollment data. The State Data Center in the DC Office of Planning develops population forecasts and tracks demographic changes. This data should be consolidated and updated on a regular basis so that decision-makers can use it to allocate resources more effectively and efficiently. ST8: THE MAIN ENTRANCE, LOBBY AND RECEPTION AREA SHOULD BE INCLUDED IN EVERY PHASE 1 MODERNIZATION. Among the DCPS schools yet to be modernized, facilities consistently received low scores for the EFEI pattern called Welcoming Entrance. The entrance through which students and visitors pass each day sets the tone for the entire school environment. A front door that is transparent to the street communicates a degree of welcome and openness, compared to a set of solid doors without handles that raise the suspicion of danger and completely shut out the community. An entrance that celebrates student achievement and school culture instills pride in students and community. For a relatively small investment, the face of every school yet to be modernized could be transformed, ushering in a new era and welcoming students and visitors to engage in school activities. strategies may demand longer-term planning and may require more interagency coordination in order to be implemented. However, all of the strategies are essential to addressing the systemic issues that have led to some of the most acute needs identified in this report. LT1: REASSESS THE PHASED MODERNIZATION APPROACH. The phased modernization approach has been remarkably successful in improving the quality of the learning environment in the majority of DCPS facilities within a very short period of time. However, the quality of the learning environment and the investment in lighting, finishes and furniture are often undermined by the condition of the building systems which are not addressed in the first phase of modernization.
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Long-Term Strategies
Some of the recommended strategies for addressing the needs outlined in this Master Facilities Plan reach beyond the five-year horizon of this report. These
Since no Phase 2 modernizations have been completed, there is an opportunity to carefully redefine select modernizations to include work on building systems or fully modernize certain facilities in clusters of greatest need. A Phase 1 modernization may be insufficient to fully address the needs of facilities in areas of greatest need. Many of these schools are forecast to have strong enrollment pressures and the building systems, access for people with disabilities and building enclosures should be addressed to meet the increased demand. LT2: ALLOW FOR A SCHOOL DEVELOPMENT APPROACH THAT CAN INCLUDE ADDITIONAL SITE OR FACILITY USES. Where conditions allow, encourage more co-location and mixed-use development of school facilities. Colocated uses might include other schools or other public institutions, such as public libraries and community centers. They could incorporate private institutions of allied interest, such as Boys and Girls Clubs, YMCAs or arts institutions. Private development, such as commercial space, senior residential space and marketrate housing, is another proven segment to have been successfully co-located with schools around the country and in the District of Columbia that can greatly reduce the financial burden of school development. A mixed-use development approach could reduce the capital expenditure required by the city for the construction of DCPS facilities and make the financing of charter facilities more viable. It can create opportunities for co-location of uses that could support students
before and after school, enhance learning and maximize the use of facilities outside of the school calendar. Co-location of public institutions and community resources would also help position schools as community resources, even for those residents without students in the system. LT3: AS PART OF EACH SUBSEQUENT MFP, CONVENE A WORKING GROUP OF STAKEHOLDERS TO ASSESS AND REFRESH THE PRINCIPLES THAT GUIDE THE PLAN. The landscape of education programming, facilities, and student needs is changing with every passing year. While the principles noted in this facilities plan provide a valuable guide for making decisions about capital investments and improvements, over time the guiding principles will need to be refreshed based on the latest thinking and conditions around public education in the District of Columbia. The working group was an invaluable asset in the formulation of this MFP. In the future, it will be important to continue to have a dialogue with objective stakeholders representing all aspects of public education in the District. A working group made of school leaders, agencies, Board of Education members, and community stakeholders should be convened to reassess the guiding principles and provide fresh guidance for subsequent facilities planning documents.
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ACKNOWLEDGEMENTS
ACKNOWLEDGEMENTS
WORKING GROUP
The Public Education Master Facilities Plan Working Group informed and supported stakeholder groups involved in the development of a master facilities plan for public education in the District of Columbia. The Working Group provided the DC Deputy Mayor for Education (DME) with clear and sound advice on a tool to help decision makers and citizens of the District of Columbia allocate resources in an efficient and equitable manner to improve student outcomes. While the Working Group served in an advisory capacity, the DME sought specific advice from the group as to the criteria to apply when making strategic decisions about public education facilities.
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DC AGENCY PARTNERS
District of Columbia Public Schools District of Columbia Public Charter School Board Office of the State Superintendent of Education District of Columbia Office of Planning District of Columbia Department of General Services Office of the Chief Technology Officer
CONSULTANT TEAM
Ayers Saint Gross Architects + Planners, Strategic Planners and Project Direction Feilding Nair International, K-12 Education Expertise and Project Direction Reingold LINK, Public Engagement and Communications Collaborative Strategies Group, LLC, Meeting Facilitation and Communications Decision Lens, Collaborative Decision-Making Bolan Smart Associates, Inc., Demographic and Population Forecast Analsysis Cropper GIS, LLC, Cartography
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APPENDIX A:
SCHOOL LISTING
128
GrossSquare Footage(GSF) Capacity Utilization 27,000 57,100 70,800 207,000 8,975 15,866 7,484 2,200 12,204 9,677 3,600 70,000 271,300 79,800 72,500 42,000 77,500 180,000 35,000 47,500 9,830 86,120 98,200 69,400 215,400 82,200 63,900 95,000 56,000 168,000 47,200 355,400 78,990 37,000 40,000 27,000 31,000 29,000 23,000 36,059 40,000 66,860 53,000 325,217 1300AllisonSt.,NW,Washington,DC20011 1351NicholsonSt.,NW,Washington,DC20011 21 7 14001stSt.,NW,Washington,DC20001 5ThomasCircle,NW,Washington,DC20005 50,000 55,000 140,000 30,000 332 480 804 450 450 400 438 950 330 1,100 2,389 238 265 261 241 238 249 450 430 1,100 320 1,400 519 285 900 300 550 86 325 368 620 413 408 347 86 549 n/a 304 384 459 296 368 224 634 211 477 1,808 231 222 244 232 237 215 320 392 674 301 1,203 461 137 488 303 465 386 511 445 520 482 563 463 1,400 1,830 131% 82% 93% 87% 83% 67% 111% 107% 100% 100% n/a 63% 48% 102% 66% 92% 51% 67% 64% 43% 76% 97% 84% 93% 96% 100% 86% 71% 91% 61% 94% 86% 89% 48% 54% 101% 633 602 95% 160 40 25% 160 86 54% 160 158 99% n/a n/a n/a n/a Full None Full(Pre2008) n/a None FutureFull n/a Phase1 n/a Full n/a Phase1 None Phase1 Phase1 Phase1 None n/a n/a Full n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Full(Pre2008) Full(Pre2008) n/a n/a n/a n/a 160 41 26% n/a 160 80 50% n/a 160 158 99% n/a 160 60 38% n/a 1,200 784 65% Full Good n/a n/a n/a n/a n/a n/a n/a n/a Good Unsatisfactory Fair n/a Unsatisfactory Unsatisfactory n/a Unsatisfactory n/a Fair n/a Unsatisfactory Poor Unsatisfactory Unsatisfactory Unsatisfactory Poor n/a n/a Fair n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Poor Fair n/a n/a n/a n/a 400 254 64% Phase1 Poor 442 269 61% None Unsatisfactory 300 202 67% n/a n/a n/a Fair TBD TBD n/a n/a n/a n/a n/a n/a n/a n/a TBD Fair TBD n/a Fair Fair n/a TBD n/a TBD TBD TBD Fair TBD TBD TBD Poor n/a TBD TBD n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a TBD TBD n/a n/a n/a n/a Enrollment (SY201112) Modernization Type Agency Grades PCS 48 DCPS 53348thPL.,NE,Washington,DC20019 401EyeSt.,SW,Washington,DC20024 160116thSt.,Washington,DC20020 13812thStreet,NE20019 33021stStreet,NE20002 2011SavannahStreet,SE20020 401IStreet,SW20024 275014thStreet,NW20009 2017SavannahTerrace,SE20020 680IStreet,SW20024 5300BlaineSt.,NE,Washington,DC20019 34014thSt.,SE,Washington,DC20032 1755NewtwonSt.,NW,Washington,DC20010 430DecaturSt.,NW,Washington,DC20011 4128thStreet,NW20004 3600AlabamaAve.,SE,Washington,DC20020 800EuclidSt.,NW,Washington,DC20001 1346FloridaAve.,NW,Washington,DC20009 301NorthCarolinaAve.,SW,Washington,DC20003 1250TaylorStreetNW 1300NicholsonSt.,NW,Washington,DC20011 1150MichiganAve.,NE 1401MichiganAve.,NE,Washington,DC20017 85026thSt.,NE,Washington,DC20002 3560WarderSt.,NW,Washington,DC20010 1820MonroeSt.,NE,Washington,DC20018 801DivisionAve.,NE,Washington,DC20019 30153rdSt.,SE,Washington,DC20019 100PeabodySt.,NW,2ndFloor,Washington,DC20011 215GSt.,NE,WashingtonDC20002 1200CliftonSt.,NW,Washington,DC20009 1100HarvardSt.,NW,Washington,DC20009 6008GeorgiaAve.,NW,Washington,DC20011 1503EastCapitolSt.,SE,Washington,DC20003 220HighviewPl.,SE,Washington,DC20032 510WebsterSt.,NW,Washington,DC20011 711NSt.,NW,Washington,DC20001 1217WestVirginiaAve.,NE,Washington,DC20002 770KenyonSt.,NW,Washington,DC20009 70912thSt.,SE,Washington,DC20003 3701HayesSt.,NE,Washington,DC20019 18258thSt.,NW,Washington,DC20001 310116thSt.,NW,Washington,DC20010 DCPS DCPS PCS PCS PCS PCS PCS PCS PCS PCS DCPS DCPS DCPS PCS DCPS DCPS PCS DCPS PCS DCPS DCPS DCPS DCPS DCPS DCPS DCPS DCPS PCS DCPS DCPS PCS PCS PCS PCS PCS PCS PCS PCS PCS PCS DCPS DCPS PCS PCS PCS PCS PS5 PS8 PSK 18 PS5 18 612 2 PS5 3 612 30 912 26 69 2 PK8 23 PK8 7 PK8 18 PK8 39 PK8 26 PK8 17 Ungraded 2 912 2 PS5 25 PK12 17 PS5 33 PS5 31 PS8 22 PS5 2 PS8 23 PS8 20 20 PS8 18 PSK 18 PS5 26 912 3 912 2 PS5 34 58 8 PS5 18 PS5 2 912 39 PS5 31 PSPK 9 PSPK 38 PSPK 2 PSPK 9 PSPK 38 PSPK 25 PSPK 26 912 34 PK5 9 PS5 31 Neighborhood Cluster Address 39 908WahlerPlace,SE2ndFloor20032 2008DCPSFacility 20122013DCPS ConditionIndex FacilityCondition Index** (SeeAppendixG)
SchoolName AchievementPreparatoryAcademyPCS
AitonElementarySchool
AmidonBowenElementarySchool
AnacostiaSeniorHighSchool
AppleTreeEarlyLearningPCSLincolnPark
AppleTreeEarlyLearningPCSOklahomaAve.
AppleTreeEarlyLearningPCSParkland
AppleTreeEarlyLearningPCSAmidon
AppleTreeEarlyLearningPCSColumbiaHeights
AppleTreeEarlyLearningPCSDouglasKnoll
AppleTreeEarlyLearningPCSRiverside
Arts&TechnologyAcademyPCS
BallouSeniorHighSchool
BancroftElementarySchool
BarnardElementarySchool
BASISDCPCS
BeersElementarySchool
BenjaminBannekerSeniorHighSchool
BookerT.WashingtonPCSfortheTechnicalArts
BrentElementarySchool
BridgesPCS
BrightwoodEducationCampus
Brookland
BrooklandEducationCampusatBunkerHill
BrowneEducationCampus
BruceMonroeElementarySchoolatParkView
BurroughsEducationCampus
BurrvilleElementarySchool
C.W.HarrisElementarySchool
CapitalCityPCS
CapitolHillMontessoriatLogan
CardozoSeniorHighSchool
CarlosRosarioInternationalPCS
CenterCityPCS:BrightwoodCampus
CenterCityPCS:CapitolHillCampus
CenterCityPCS:CongressHeightsCampus
CenterCityPCS:PetworthCampus
CenterCityPCS:ShawCampus
CenterCityPCS:TrinidadCampus
CesarChavezPCS:BrucePrepCampus
CesarChavezPCS:CapitolHillCampus
CesarChavezPCS:ParksideCampus
ClevelandElementarySchool
ColumbiaHeightsEducationCampus
CommunityAcademyPCSAmosI
CommunityAcademyPCSAmosII
CommunityAcademyPCSAmosIII
CommunityAcademyPCSButlerBilingual
*Scheduled to close per the DCPS Consolidation and Reorganization Plan **2008 and 2013 FCI Studies were conducted by different organizations using different methodologies.
GrossSquare Footage(GSF) Capacity Utilization 0 n/a n/a 547 105 184 n/a 353 332 410 280 183 1,014 181 517 593 394 403 450 160 135 248 303 415 495 742 350 438 59,000 193,800 302,000 95,100 62,994 80,660 151,558 47,000 67,600 21,482 54,908 60,200 77,700 85,709 275,000 180,700 116,872 170,000 550 400 1,284 410 685 758 1,058 553 382 477 365 356 712 440 1,000 1,000 650 912 457 395 348 350 n/a 401 239 n/a 233 641 765 1,110 547 498 378 240 237 n/a 396 810 67 412 530 41% 103% 54% 99% 72% 66% 127% 54% 99% 28% 110% 80% 47% 100% n/a 73% 60% n/a 57% 94% 101% 105% 99% 130% 79% 66% 67% n/a 90% 81% n/a 63% 58% 93% 92% 93% 96% n/a n/a n/a Full Phase1 FutureFull FutureFull n/a n/a n/a n/a n/a n/a Full None n/a None n/a n/a n/a Phase1 n/a None n/a n/a n/a n/a n/a n/a None None n/a Full Full None Full Phase1 46% n/a 104% n/a n/a n/a 41% None 100% n/a n/a n/a n/a n/a n/a n/a n/a n/a Good Unsatisfactory Unsatisfactory Unsatisfactory n/a n/a n/a n/a n/a n/a Good Unsatisfactory n/a Unsatisfactory n/a Unsatisfactory n/a n/a Unsatisfactory Unsatisfactory n/a n/a n/a n/a n/a n/a Unsatisfactory Unsatisfactory Unsatisfactory Good Good n/a Fair Unsatisfactory 50% FutureFull Unsatisfactory n/a n/a n/a 271,300 17,808 71,100 12,000 11,000 70,090 50,000 39,746 19,500 181,000 72,800 167,500 343,400 46,000 83,000 86,000 12,000 15,600 12,000 250 1,100 250 126 680 557 398 1,100 500 445 1,090 200 300 426 720 339 n/a 449 105 1,105 195 111 57% n/a n/a n/a n/a Fair n/a TBD n/a n/a n/a n/a n/a n/a TBD TBD TBD TBD n/a n/a n/a n/a n/a n/a TBD Fair n/a Fair n/a TBD n/a TBD TBD Good n/a n/a n/a n/a n/a n/a Fair TBD TBD TBD TBD TBD TBD Good
Enrollment (SY201112)
Modernization Type
SchoolName CommunityAcademyPCSOnline PCS DCPS PCS DCPS PCS PCS PCS PCS PCS PCS DCPS DCPS DCPS DCPS PCS PCS PCS PCS PCS PCS DCPS DCPS PCS DCPS PCS DCPS PCS DCPS DCPS DCPS PCS PCS PCS PCS PCS PCS DCPS DCPS DCPS DCPS DCPS DCPS DCPS DCPS DCPS DCPS PK6 PK5 15 39 68 39 68 4 18 23 912 11 PS5 1 38 PS5 7 PS5 36 68 39 PS8 24 PS5 39 912 30 645MilwaukeePl.,SE,Washington,DC20032 2959CarltonAve.,NE,Washington,DC20018 620MilwaukeePl.,SE,Washington,DC20032 2435AlabamaAve.,SE,Washington,DC20020 1200SSt.,NW,Washington,DC20009 1500MississippiAve.,SE,Washington,DC20020 252517thSt.,NW,Washington,DC20001 4650BenningRd.,SE,Washington,DC20019 1401BrentwoodPrkwy.,NE,Washington,DC20002 181935thSt.,NW,Washington,DC20002 601MississippiAve.,SE,Washington,DC20032 395037thSt.,NW,Washington,DC20008 425ChesapeakeSt.,SE,Washington,DC20032 PS8 26 1345PotomacAve.,SE,Washington,DC20002 4095MinnesotaAve.,NE,Washington,DC20019 PS8 25 72519thSt.,NE,Washington,DC20002 PS8 5 2425NSt.,NW,Washington,DC20037 33 4650BenningRd.,SE,Washington,DC20019 PS6 39 39998thSt.,SE,Washington,DC20032 PS4 37 2501M.L.King,Jr.,Ave.,SE,Washington,DC20020 21 17201stStreetNE PK6 20 3700OakviewTerrace,NE,Washington,DC20010 33,000 63,800 78 25 1830ConstitutionAve.,NE,Washington,DC20002 155,100 Ungraded 1 2333OntarioRd.,NW,Washington,DC20009 9,190 PK5 15 3301LowellSt.,NW,Washington,DC20008 49,100 12 26 1700EastCapitolSt.,NE,Washington,DC20003 288,800 PS3 39 PS3 29 43019thSt.SE,Washington,DC20032 PS1 27 1017NewJerseyAvenue,SE20003 PS3 39 3400WheelerRoad,SE20032 PS10 18 4501KansasAvenue,NW20011 48 2 3600GeorgiaAvenue,NW,WashingtonDC20010 912 21 1301NewJerseyAve.,NW,Washington,DC20001 912 4 3500RSt.,NW,Washington,DC20007 PS5 31 5600EadsSt.,NE,Washington,DC20019 78 11 3815FortDr.,NW,Washington,DC20016 PS3 18 5601ECapitolStreet,SE20011 48 21 701EdgewoodSt.,NE,Washington,DC20017 PK3 21 707EdgewoodSt.,NE,Washington,DC20017 PS3 32 10041stSt.,NE,Washington,DC20019 PK5 2 1420ColumbiaRd.,NW,Washington,DC20009 302914thStreetNW PS5 33 4430HSt.,SE.Washington,DC20019 PS2 2 332416thStreet,NW20010 PS8 17 63155thSt.,NW,Washington,DC20011 PK5
CommunityAcademyPCSRand
CoolidgeSeniorHighSchool
CreativeMindsPCS
DavisElementarySchool*
DCBilingualPCS14thSt
DCBilingualPCSColumbia
DCPrep:BenningCampus
DCPrep:EdgewoodElementaryCampus
DCPrep:EdgewoodMiddleCampus
DCScholars
DealMiddleSchool
DrewElementarySchool
DukeEllingtonSchooloftheArts
DunbarSeniorHighSchool
E.L.HaynesPCSGeorgiaAvenue
E.L.HaynesPCSKansasAvenue
EagleAcademyPCSTheEagleCenteratMcGoney
EagleAcademyPCSNewJerseyAvenue
EarlyChildhoodAcademyPCSJohenningCampus
EarlyChildhoodAcademyPCSWalterWashington Campus
EasternSeniorHighSchool
EatonElementarySchool
EducationStrengthensFamilies(Esf)PCS
EliotHineMiddleSchool
ElsieWhitlowStokesCommunityFreedomPCS
Emery
ExcelAcademyPCS
FerebeeHopeElementarySchool*
FletcherJohnson
FrancisStevensEducationCampus
FriendshipPCSBlowPierceElementary&Middle
FriendshipPCSChamberlainElementary&Middle
FriendshipPCSCollegiateAcademy
FriendshipPCSSoutheastElementaryAcademy
FriendshipPCSWoodridgeElementary&Middle
FriendshipPCSTechnologyPreparatoryAcademy
GarfieldElementarySchool
GarrisonElementarySchool
Green
H.D.CookeElementarySchool
H.D.WoodsonSeniorHighSchool
Hamilton(YouthServicesCenter)*
HardyMiddleSchool
HartMiddleSchool
HearstElementarySchool
17,400 73,200
180 515
257 341
143% 66%
Phase1 None
Unsatisfactory Unsatisfactory
TBD Unsatisfactory
HendleyElementarySchool
129
*Scheduled to close per the DCPS Consolidation and Reorganization Plan **2008 and 2013 FCI Studies were conducted by different organizations using different methodologies.
130
GrossSquare Footage(GSF) Capacity Utilization 76,000 0 30,000 59,900 4,500 37,000 5,600 39,600 41,329 100,000 32,000 50,000 0 98,900 84,400 109,000 182,500 115,000 57,100 88,300 50,000 83,400 65,500 137,000 100,000 86,000 154,000 113,600 101,400 110,100 63,000 8,653 21,755 15,500 65,000 66,900 65,528 112,000 110,000 110,800 45,800 21,903 162,700 3100FortLincolnDr.,NE,Washington,DC20018 1404JacksonSt.,NE,Washington,DC20017 1250ConstitutionAve.,NE,Washington,DC20002 33 5600EastCapitolSt.,NE,Washington,DC20019 103,800 24,243 46,800 37,333 517 1,500 1,000 1,000 550 516 500 530 400 200 121 125 400 412 350 400 610 520 300 270 470 480 368 325 700 398 320 465 402 600 328 178 256 386 313 345 1,069 531 1,032 277 707 404 375 290 184 79 121 361 258 293 211 200 261 109 290 357 161 327 292 210 1,015 252 570 263 570 548 400 382 550 142 26% 96% 96% 46% 25% 55% 44% 55% 121% 79% 67% 71% 53% 103% 50% 137% 81% 71% 73% 92% 65% 97% 90% 63% 84% 53% 33% 50% 36% 107% 76% 34% 89% 90% 30% 608 553 91% 281 272 97% 302 359 119% 292 308 105% Full n/a n/a n/a n/a Phase1 Full None Phase1 Full None Phase1 Full(Pre2008) None Phase1 n/a n/a n/a None None None Phase1 Phase1 n/a n/a n/a Phase1 None n/a None None None None Phase1 None None n/a Phase1 n/a 360 307 85% n/a 163 154 94% n/a 600 522 87% n/a 120 129 108% n/a 398 223 56% None n/a n/a n/a n/a Fair n/a n/a n/a n/a Unsatisfactory Good Unsatisfactory Unsatisfactory Poor n/a Unsatisfactory Fair Unsatisfactory Unsatisfactory n/a n/a n/a Unsatisfactory Unsatisfactory Unsatisfactory n/a Unsatisfactory n/a n/a n/a Unsatisfactory Unsatisfactory n/a n/a n/a Unsatisfactory n/a Unsatisfactory Unsatisfactory n/a n/a Unsatisfactory n/a 202 196 97% n/a n/a Unsatisfactory 430 425 99% n/a n/a 399 407 102% n/a n/a n/a n/a n/a Unsatisfactory n/a n/a n/a n/a Fair n/a n/a n/a n/a TBD TBD Fair TBD TBD TBD TBD TBD Poor TBD n/a n/a n/a Fair Poor Poor Poor TBD n/a n/a n/a TBD Fair TBD Good TBD Good Poor TBD Fair Poor n/a TBD n/a Enrollment (SY201112) Modernization Type Agency Grades PCS PK8 PCS PCS DCPS PCS PCS PCS PCS DCPS PCS PCS PCS PCS DCPS DCPS DCPS DCPS DCPS DCPS DCPS DCPS DCPS DCPS PCS PCS PCS DCPS DCPS DCPS DCPS DCPS PCS PCS PCS DCPS DCPS DCPS DCPS DCPS DCPS DCPS DCPS DCPS DCPS PCS DCPS PCS 68 PS5 25 PS8 22 PS5 24 PS5 1 PK5 13 PK12 19 PS5 38 58 18 PS6 39 912 22 PS5 25 659GSt.,NE,Washington,DC20002 1001MonroeSt.,NE,Washington,DC20017 3301WheelerRd.,SE,Washington,DC20032 4400IowaAve.,NW,Washington,DC20011 1351AlabamaAve.,SE,Washington,DC20032 100GallatinSt.,NE,Washington,DC20011 4430NewarkSt.,NW,Washington,DC20016 2200ChamplainSt.,NW,Washington,DC20009 PS6 44 Ungraded 2 304715thStreet,NW20009 4201M.L.KingJr.Ave.,SW,Washington,DC20032 PS5 17 1375MissouriAve.,NW,Washington,DC20011 PSPK 30 1600TaylorSt.NE PS8 19 501RiggsRd.,NE,Washington,DC20011 PS8 21 101TStreet,NE,Washington,DC20002 PS8 22 1900EvartsSt.,NE,Washington,DC20018 PK5 10 5701BroadBranchRd.,NW,Washington,DC20015 68 34 1700QSt.,SE,Washington,DC20020 PS8 33 4801BenningRd.,SE,Washington,DC20019 PS8 7 421PStreet,NW,WashingtonDC PS12 37 2600DOUGLASROADSE PS6 39 32006thSt.,SE,Washington,DC20032 PS5 32 3375MinnesotaAve.,SE,Washington,DC PK5 13 5001DanaPl.,NW,Washington,DC20016 PS5 28 191915thSt.,SE,Washington,DC20020 PS5 29 130044thSt.,NE,Washington,DC20019 68 31 30149thSt.,NE,Washington,DC20019 68 38 1400BrucePl.,SE,Washington,DC20020 68 9 8017thSt.,NW,Washington,DC20024 PK5 11 4130AlbermarleSt.,NW,Washington,DC20016 PS5 25 660KSt.,NE,Washington,DC20002 PK4 20 1328FloridaAvenue,NW20009 PK6 39 3100MartinLutherKingJr.Ave.,SE,Washington,DC PK8 19 6130NorthCapitolSt.,NW,Washington,DC20011 712 31 102745thSt.,NE,Washington,DC20019 PK5 4 3219OSt.,NW,Washington,DC20007 68 3 405HowardPl.,NW,Washington,DC,20059 PK3 34 3000PennsylvaniaAve,.SE,Washington,DC20020 K6 37 701HowardRd.,SE,Washington,DC20020 78 37 2450M.L.KingJr.Ave.,SE,Washington,DC20020 PK5 31 110050thPl.,NE,Washington,DC20019 912 18 430113thSt.,NW,Washington,DC20011 PK8 21 29178thSt.,NE,Washington,DC20017 Neighborhood Cluster Address 19 6200KansasAve.,NE,Washington,DC20017 2008DCPSFacility 20122013DCPS ConditionIndex FacilityCondition Index** (SeeAppendixG)
SchoolName HopeCommunityPCS:LamondCampus
HopeCommunityPCS:TolsonCampus
HospitalitySeniorHighPCS
HoustonElementarySchool
HowardRoadAcademyMiddlePCSMLKAve
HowardRoadAcademyPCSHowardRoad
HowardRoadAcademyPCSPennAve
HowardUniversityMiddleSchoolPCS
HydeAddisonElementarySchool
IDEAIntegratedDesignandElectronicAcademyPCS
IdealAcademyPCS
ImagineSoutheastPCS
InspiredTeachingDemonstrationPCS
J.O.WilsonElementarySchool
JanneyElementarySchool
JeffersonMiddleSchool
JohnHaydenJohnsonMiddleSchool
KellyMillerMiddleSchool
KenilworthElementarySchool*
KetchamElementarySchool
KeyElementarySchool
KimballElementarySchool
KingElementarySchool
KIPPDC:AIM,CollegePrep,Discover,Heights
KIPPDC:Grow,Lead,WILL
KIPPDC:KEY,LEAP,Promise
KramerMiddleSchool
LafayetteElementarySchool
LangdonEducationCampus
LangleyEducationalCampus
LaSalleBackusEducationCampus
LeckieElementarySchool
LudlowTaylorElementarySchool
LukeC.MooreAcademySeniorHighSchool
M.C.Terrell/McGogneyElementarySchool*
MacFarlandMiddleSchool*
MalcolmXElementarySchool
MamieD.LeeSchool*
MannElementarySchool
MarieReedElementarySchool
MarshallElementarySchool*
MaryMcLeodBethuneDayAcademyPCS
MauryElementarySchool
MayaAngelouPCSEvansMiddle
*Scheduled to close per the DCPS Consolidation and Reorganization Plan **2008 and 2013 FCI Studies were conducted by different organizations using different methodologies.
GrossSquare Footage(GSF) Capacity Utilization 37,333 37,333 282,000 61,900 62,200 76,900 99,700 22,330 47,700 83,900 27,000 59,400 61,238 75,900 47,984 59,400 78,300 128,351 83,800 37,800 194,300 180,000 69,400 21,000 38,500 59,200 75,500 73,600 28,000 62,800 156,000 331,900 19,687 22,400 99,975 163,000 74,000 7,760 65,000 28,000 67,200 80,500 230,400 82,700 650 448 400 300 350 450 465 202 281 892 1,059 70 150 425 340 440 n/a 325 250 352 400 1,000 480 1,050 228 417 557 592 236 234 936 329 220 328 310 100 384 442 125 n/a 230 994 120 157 344 340 527 84 265 227 n/a 89 n/a 154 370 320 324 321 350 355 337 308 700 359 51% 91% 101% 99% 86% 106% 57% 103% 89% 51% 49% 82% 103% 29% 85% 95% 62% n/a 26% 94% 171% 105% 81% 100% 120% n/a 82% 91% n/a 22% n/a 32% 360 352 98% 309 203 66% 400 327 82% 488 556 114% None Phase1 n/a Full(Pre2008) n/a None Phase1 None Full(Pre2008) n/a None None n/a Full None n/a Phase1 None Full(Pre2008) None n/a n/a None Full n/a Phase1 Full n/a Full n/a Phase1 n/a n/a None n/a None 270 122 45% n/a 480 315 66% Phase1 550 469 85% Full(Pre2008) 736 n/a n/a n/a 622 531 85% n/a n/a n/a Fair Unsatisfactory n/a Unsatisfactory Unsatisfactory n/a Fair n/a Unsatisfactory Unsatisfactory Poor Fair n/a Unsatisfactory Unsatisfactory n/a Fair Unsatisfactory n/a Unsatisfactory n/a Fair Unsatisfactory n/a Unsatisfactory n/a Good n/a Unsatisfactory Good n/a Good n/a Unsatisfactory n/a Unsatisfactory n/a n/a n/a 800 670 84% Full(Pre2008) Fair 82 82 100% n/a n/a 200 296 148% n/a n/a n/a n/a TBD n/a TBD TBD TBD n/a Good TBD n/a TBD n/a Poor Fair TBD TBD n/a Poor Fair n/a TBD Poor n/a TBD Fair TBD Fair n/a TBD TBD Fair n/a TBD Fair n/a TBD TBD TBD n/a TBD Fair TBD Poor
Enrollment (SY201112)
Modernization Type
SchoolName MayaAngelouPCS:EvansHighSchool PCS DCPS PCS DCPS DCPS DCPS PCS DCPS DCPS PCS DCPS PCS DCPS DCPS DCPS DCPS PCS DCPS DCPS PCS 911 PS5 PK5 PS4 PS8 PS5 PS8 89 PS5 68 912 PS8 PK5 PS5 612 912 PS1 PS5 PS5 PS8 PK12 7 68 PK5 PSPK PS6 2 39 16 3 18 21 37 7 25 5 32 4300CSt.,SE,Washington,DC20019 2130GSt.,NW,Washington,DC20037 215GSt.,NE,WashingtonDC20002 150310thSt.,NW,Washington,DC20001 2501M.L.King,Jr.,Ave.,SE,Washington,DC20020 301DouglasSt.,NE,Washington,DC20002 430013thSt.,NW,Washington,DC20011 925RhodeIslandAve,NW 200110thSt.,NW,Washington,DC20001 780014thSt.,NW,Washington,DC20012 1328FloridaAv.NW 401MississippiAve.,SE,Washington,DC20032 37 6 1730RSt.,NW,Washington,DC20009 2400ShannonPl.,SE,Washington,DC20020 17 15KennedySt.,NW,Washington,DC20011 18 430113thSt.,NW,Washington,DC20011 31 4800MeadeSt.,NE,Washington,DC20019 32 42034thSt.,NE,Washington,DC20019 32 10041stStreet,NE,Washington 18 915SpringRd.,NW,Washington,DC20010 34 165030thSt.,SE,Washington,DC20020 25 920FSt.,NE,Washington,DC20002 18 1350UpshurSt.,NW,Washington,DC20011 20 44018thSt.,NE,Washington,DC20017 33 4601TexasAve.,SE,Washington,DC20019 23 70426thSt.,NE,Washington,DC20002 PK12 22 1800PerrySt.NE PSK 25 425CSt.,NE,Washington,DC20002 PS5 26 30515thSt.,SE,Washington,DC20003 69 17 58008thSt.,NW,Washington,DC20011 PS6 39 4399SouthCapitolTerrace,SW,Washington,DC20032 48 1 202019thSt.,NW,Washington,DC20008 PS3 15 2801CalvertSt.,NW,Washington,DC20008 PS5 34 2200MinnesotaAve.,SE,Washington,DC20020 712 25 1375ESt.,NE,Washington,DC20002 PS8 22 272510thSt.,NE,Washington,DC20018 911 39 908WahlerPl.,SE,Washington,DC20032 PS5 33 21950thSt.,SE,Washington,DC20019 PK5 12 481036thSt.,NW,Washington,DC20008 PS1 6 322016thSt.NW PS5 37 2330PomeroyRd.,SE,Washington,DC20020 PS5 25 60115thSt.,NE,Washington,DC,20002 2 250111thStreet,NW PK8 3 212013thAve.,NW,Washington,DC 912 21 151TSt.,NE,Washington,DC20002 Ungraded 33 5600EastCapitolSt.,NE,Washington,DC20019
MayaAngelouPCSYoungAdultLearningCenter
McKinleyTechnologySeniorHighSchool
MeridianPCS
Meyer
MinerElementarySchool
MotenElementarySchool
MundoVerdePCS
MurchElementarySchool
NalleElementarySchool
NationalCollegiatePreparatoryPCS
NoyesEducationCampus
OptionsPCSMiddleandHighSchool
OrrElementarySchool
OysterAdamsBilingualSchool(Adams)(Upper)
OysterAdamsBilingualSchool(Oyster)(Lower)
PattersonElementarySchool
PaulPCS
PayneElementarySchool
PeabodyElementarySchool(CapitolHillCluster)
PerrySt.PrepPCS(UpperandLower)
PhelpsArchitecture,Construction,andEngineeringSenior DCPS HighSchool DCPS PCS DCPS DCPS DCPS DCPS PCS DCPS DCPS DCPS PCS DCPS DCPS PCS DCPS DCPS DCPS PCS DCPS DCPS DCPS DCPS DCPS PCS DCPS
PlummerElementarySchool
PotomacLighthousePCS
PowellElementarySchool
ProspectLearningCenter*
RandleHighlandsElementarySchool
RaymondEducationCampus
RichardWrightPCS
RiverTerraceElementarySchool
RonaldH.BrownMiddleSchool*
RooseveltSeniorHighSchool
RootsPCS
RossElementarySchool
SavoyElementarySchool
SchoolWithinASchoolatLoganAnnex
SeatonElementarySchool
SeptimaClarkPCS
ShaedEducationCampus
SharpeHealthSchool*
ShawJuniorHighSchool
ShawMiddleSchoolatGarnetPatterson*
ShepherdElementarySchool
331 53 252
ShiningStarsMontessoriAcademyPCS
SimonElementarySchool
131
*Scheduled to close per the DCPS Consolidation and Reorganization Plan **2008 and 2013 FCI Studies were conducted by different organizations using different methodologies.
132
GrossSquare Footage(GSF) Capacity Utilization 43,000 132,000 225,000 99,540 83,792 64,750 99,325 104,294 15,500 87,600 74,992 52,000 28,076 69,600 66,600 77,500 58,000 69,600 49,400 104,200 13,658 13,730 49,000 49,500 40,000 69,300 69,600 86,375 66,600 144,900 45,000 137,700 376,448 0 250 368 350 500 587 278 500 520 508 560 550 1,600 121 325 700 215 500 402 n/a 418 349 225 349 253 367 521 244 475 346 n/a 426 302 1,633 105 350 451 600 305 500 489 450 423 400 301 75% 94% 98% 51% 129% 80% n/a 60% 107% 90% 95% 72% 73% 89% 88% 95% 67% n/a 76% 55% 102% 87% 400 390 98% 320 327 102% 400 235 59% 200 158 79% n/a Phase1 Full(Pre2008) n/a n/a Phase1 Phase1 Full n/a Phase1 n/a Full n/a n/a n/a n/a n/a None None Full Phase1 n/a n/a None Full n/a 450 306 68% FutureFull 410 403 98% None 320 347 108% Full 500 355 71% Full 287 234 82% n/a n/a Unsatisfactory Good Unsatisfactory Poor n/a Unsatisfactory Fair n/a n/a Unsatisfactory Unsatisfactory Good n/a Unsatisfactory n/a Good n/a n/a n/a n/a n/a Unsatisfactory Unsatisfactory Good Unsatisfactory Unsatisfactory n/a n/a Good n/a 910 612 67% FutureFull n/a 636 348 55% Full Fair 344 242 70% None Poor Fair TBD TBD n/a TBD TBD TBD TBD n/a TBD TBD n/a n/a TBD TBD TBD n/a TBD TBD TBD n/a n/a n/a TBD n/a Unsatisfactory Good TBD TBD TBD n/a TBD TBD n/a Enrollment (SY201112) Modernization Type Agency Grades DCPS PS5 DCPS DCPS PCS DCPS DCPS DCPS DCPS PCS DCPS DCPS PCS PCS DCPS DCPS DCPS PCS DCPS DCPS DCPS PCS PCS PCS DCPS PCS DCPS DCPS DCPS DCPS DCPS PCS DCPS DCPS PCS Ungraded 2 301414thStreet,NW20009 912 11 PK8 35 3100ErieSt.,SE,Washington,DC20020 4340ConnecticutAve.,NW,Building52,Washington,DC20016 PS8 21 705EdgewoodSt.,NE,Washington,DC20017 28 2330PomeroyRd.,SE,Washington,DC20020 PK8 17 62015thSt.,NW,Washington,DC20011 PS8 23 1299NealSt.,NE,Washington,DC20002 PS8 18 1338FarragutSt.,NW,Washington,DC20011 PS4 26 42012thSt.,SE,Washington,DC20003 PK5 20 220TaylorSt.,NE,Washington,DC 912 25 300BryantSt.,NW,Washington,DC20002 912 23 1920BladensburgRd.,NE,Washington,DC20002 912 18 471516thSt.,NW,Washington,DC20011 58 18 411516thSt.,NW,Washington,DC20011 PS8 8 1125NewJerseyAve.,NW,Washington,DC20001 27 11505thStreet,SE PS5 26 1001GSt.,SE,Washington,DC20003 PS8 25 12344thSt.,NE,Washington,DC20002 PS5 38 1500MississippiAve.,SE,Washington,DC20020 PS5 2 310113thSt.,NW,Washington,DC20010 PS8 18 800IngrahamSt.,NW,Washington,DC20011 PK3 22 231518thPl.,NE,Washington,DC20018 912 37 2427M.L.KingJr.Ave.,SE,Washington,DC20020 PS5 8 1200LSt.,NW,Washington,DC20005 PS5 30 650AnacostiaAve.,NE,Washington,DC20019 912 2 304715thStreet,NW20009 PS8 17 7010PineyBranchRd.,NW,Washington,DC20012 58 25 410ESt.,NE,Washington,DC20002 PK5 14 4001CalvertSt.,NW,Washington,DC20007 PS5 36 2701NaylorRd.,SE,Washington,DC20020 PK12 26 1901IndependenceAve.,SE,Washington,DC20003 912 23 2500BenningRd.,NE,Washington,DC20002 68 32 3650ElyPl.,SE,Washington,DC20019 Neighborhood Cluster Address 30 4400BrooksSt.,NW,Washington,DC20019 2008DCPSFacility 20122013DCPS ConditionIndex FacilityCondition Index** (SeeAppendixG)
SchoolName SmothersElementarySchool
SousaMiddleSchool
SpingarnSeniorHighSchool*
St.ColettaSpecialEducationPCS
StantonElementarySchool
StoddertElementarySchool
StuartHobsonMiddleSchool(CapitolHillCluster)
TakomaEducationCampus
TheNextStepElProximoPasoPCS
ThomasElementarySchool
ThomsonElementarySchool
ThurgoodMarshallAcademyPCS
TreeofLifeCommunityPCS
TruesdellEducationCampus
TubmanElementarySchool
TurnerElementarySchool
TwoRiversPCSUpperandLower
TylerElementarySchool
VanNess
WalkerJonesEducationCampus
WashingtonLatinPCS:MiddleSchoolCampus(Decatur)
WashingtonLatinPCS:UpperSchoolCampus(Upshur)
WashingtonMath,Science&TechnologyPCS(WMST)
WashingtonMetropolitanHighSchool
WashingtonYuYingPCS
WatkinsElementarySchool(CapitolHillCluster)
WestEducationCampus
WheatleyEducationCampus
WhittierEducationCampus
Wilkinson
WilliamE.DoarJuniorPCS:NECampus
WinstonEducationCampus*
WoodrowWilsonSeniorHighSchool*
YouthBuildLAYCPCS
*Scheduled to close per the DCPS Consolidation and Reorganization Plan **2008 and 2013 FCI Studies were conducted by different organizations using different methodologies.
133
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