DISTRICT COLUMBIA
DISTRICT COLUMBIA
DISTRICT COLUMBIA
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2013 PUBLIC EDUCATION<br />
MASTER FACILITIES PLAN for the<br />
<strong>DISTRICT</strong> of<br />
<strong>COLUMBIA</strong><br />
Ayers sAint Gross Architects + PlAnners | FieldinG nAir internAtionAl
TABLE OF CONTENTS<br />
EXECUTIVE SUMMARY .................................................................................1<br />
High Quality Education for all DC Children ................................................................. 2<br />
Strategies to Address Needs ....................................................................................... 6<br />
CHAPTER 1: MASTER FACILITY PLAN VISION ..........................................11<br />
Background ................................................................................................................ 12<br />
The Problem ............................................................................................................... 12<br />
Mission Statement ..................................................................................................... 13<br />
Vision .......................................................................................................................... 13<br />
Guiding Principles ....................................................................................................... 15<br />
Learning from Research and Best Practices ................................................................ 16<br />
CHAPTER 2: MASTER FACILITY PLAN PROCESS .....................................19<br />
Project Communications and Outreach ..................................................................... 20<br />
Developing the Guiding Principles ............................................................................. 22<br />
Prioritized List of Guiding Principles ........................................................................... 24<br />
Relationship to Previous Studies ................................................................................ 25<br />
Geographic Assessment ............................................................................................. 26<br />
Data Sets..................................................................................................................... 26<br />
Facility Grade Banding ................................................................................................ 30<br />
CHAPTER 3: ENROLLMENT, CAPACITY AND UTILIZATION ...................31<br />
Premise ...................................................................................................................... 32<br />
Purpose ...................................................................................................................... 32<br />
Space Per Student ...................................................................................................... 34<br />
Enrollment .................................................................................................................. 36<br />
Utilization ................................................................................................................... 38<br />
Findings ...................................................................................................................... 41<br />
CHAPTER FOUR: POPULATION AND ENROLLMENT FORECAST .........47<br />
Premise ....................................................................................................................... 48<br />
Purpose ...................................................................................................................... 48<br />
Population Forecast .................................................................................................... 50<br />
Enrollment Forecast ................................................................................................... 56<br />
Projected Unmet Need ............................................................................................... 56<br />
Findings ...................................................................................................................... 56
TABLE OF CONTENTS<br />
CHAPTER FIVE: FACILITY CONDITION, QUALITY AND EFFICACY .....63<br />
Premise ....................................................................................................................... 64<br />
Purpose ...................................................................................................................... 64<br />
Facility Condition ........................................................................................................ 65<br />
Educational Facilities Effectiveness Instrument (EFEI) ................................................ 66<br />
EFEI Patterns to Measure School Facility Efficacy ....................................................... 67<br />
Findings ...................................................................................................................... 78<br />
CHAPTER SIX: PRIORITIZATION FRAMEWORK .......................................93<br />
Understanding Facility Need ...................................................................................... 94<br />
Current Fit Need Assessment ..................................................................................... 96<br />
2017 Projected Fit ...................................................................................................... 99<br />
1998-2012 DCPS Modernization Equity ..................................................................... 102<br />
Neighborhood Cluster Characteristics ........................................................................ 105<br />
Facility Condition and Quality .................................................................................... 108<br />
CHAPTER SEVEN: RECOMMENDATIONS ..................................................113<br />
Strategic Investments ................................................................................................. 114<br />
Areas of Greatest Need .............................................................................................. 114<br />
Strategies to Address Needs ....................................................................................... 117<br />
ACKNOWLEDGEMENTS ...............................................................................123<br />
APPENDIX A: SCHOOL LISTING ..................................................................127<br />
Cover Photograph: Capital City Public Charter School by Drew Angerer
EXECUTIVE<br />
SUMMARY
2<br />
HIGH QUALITY EDUCATION FOR<br />
ALL CHILDREN IN DC<br />
Every young person deserves a high quality public<br />
education in a state of the art facility. Great schools and<br />
great facilities go hand-in-hand. Buildings and their sites<br />
are the “hardware” that run the “software” of quality<br />
education programming. Just as advanced software runs<br />
better on great hardware, great teaching and learning<br />
are enhanced by great facilities.<br />
More significantly, great facilities offer opportunities to<br />
develop teaching and learning approaches that simply<br />
are not possible in buildings designed for a different era.<br />
In much the same way as tablet computers have ushered<br />
in a new universe of “apps,” a new era of modernized<br />
facilities offers teachers and students the opportunity to<br />
engage in modern ways of teaching and learning, as well<br />
as to develop the pedagogical approaches of the future.<br />
The District of Columbia has made enormous strides<br />
towards bringing all public school facilities to a level<br />
of quality that supports great teaching and learning.<br />
Since 2008, the District has spent nearly $1.5 billion<br />
and completed work at 64 schools, encompassing 7.3<br />
million square feet. This unprecedented investment in<br />
facilities was matched by a proliferation of high quality<br />
educational options throughout the city. As a result<br />
of these efforts, more families are choosing DC public<br />
education than at any point in the past 12 years.<br />
Future progress in public education requires that<br />
the District continue to invest in high quality public<br />
education facilities. This Master Facilities Plan (MFP) will<br />
help to ensure that such investments are strategic and<br />
efficient and that we prioritize neighborhoods with the<br />
greatest need for capital investment. It is, however, only<br />
a starting point. The MFP will inform the District’s Capital<br />
Improvement Plan, which includes detailed plans for<br />
individual schools.<br />
A PROCESS INFORMED BY DATA AND<br />
STAKEHOLDER INPUT<br />
The MFP brings together an unprecedented range of<br />
data sets to create a comprehensive fact base that<br />
policy makers can use to make strategic decisions about<br />
facilities allocation over the next five years. Data was<br />
collected for all District of Columbia Public School (DCPS)<br />
and public charter school facilities open during the 2011-<br />
2012 and 2012-2013 school years, with the exception of<br />
alternative and special education facilities.<br />
Data was collected to assess need in five key areas:<br />
» Capacity and Utilization<br />
» Population Forecast/Predicted Enrollment<br />
» Facility Condition and Quality<br />
» Neighborhood Characteristics (Density of<br />
children per acre and average travel distance)<br />
» Modernization Equity<br />
This fact base was then shared extensively with<br />
stakeholders and with a working group of District agency<br />
officials and DCPS and charter school leaders. The<br />
working group determined priorities for assessing data<br />
as well as guiding principles for development of the<br />
plan. Based on these priorities and guiding principles,<br />
a prioritization framework and a needs model were<br />
developed to assess need across all data sets for each<br />
neighborhood cluster.
4<br />
VISION<br />
Through the process of extensive stakeholder<br />
engagement and data analysis with the working group,<br />
the following vision emerged:<br />
“Every student in the District of Columbia will have<br />
access to high quality facilities and school choices both<br />
within his or her neighborhood and throughout the<br />
District.”<br />
AREAS OF HIGH NEED<br />
To meet the vision of equitable access to facilities of<br />
quality, it is essential to identify the areas where the<br />
needs for high quality facilities are most significant.<br />
The findings of greatest need are categorized by<br />
neighborhood cluster. The neighborhood cluster was<br />
used as an apolitical geographic unit large enough to<br />
include multiple schools (both DCPS and charter) across<br />
wards, and small enough to analyze the District at a<br />
level that reveals patterns of need across the city. Since<br />
the neighborhood cluster has also been used by other<br />
studies conducted by the District, the findings of this<br />
study can be considered alongside that other work.<br />
Neighborhood clusters were deemed to have high<br />
facility needs based on a composite score from all<br />
measures of need, weighted and analyzed according to<br />
the prioritization framework. This framework and data<br />
synthesis is described in detail in Chapter 6. The clusters<br />
of greatest need are illustrated in a map on page 5. For a<br />
full list of all DCPS and charters included in the clusters of<br />
greatest need, see page 7.<br />
NEIGHBORHOOD CLUSTERS ASSESSED<br />
WITH THE HIGHEST NEED<br />
Cluster 2 | Columbia Heights, Mt. Pleasant, Pleasant<br />
Plains, Park View<br />
Cluster 7 | Shaw, Logan Circle<br />
Cluster 18 | Brightwood Park, Crestwood, Petworth<br />
Cluster 25 | Union Station, Stanton Park, Kingman Park<br />
Cluster 33 | Capitol View, Marshall Heights, Benning<br />
Heights<br />
Cluster 36 | Woodland/Fort Stanton, Garfield Heights,<br />
Knox Hill<br />
Cluster 39 | Congress Heights, Bellevue, Washington<br />
Highlands
ASSESSMENT OF NEED<br />
ASSESSMENT OF NEED<br />
COMBINED ASSESSMENT OF NEED<br />
Determining the Combined Facility Needs<br />
Data Weighting and Ranking of:<br />
» Existing Fit<br />
› Average GSF per Student Capacity<br />
› Average GSF per Student Enrollment<br />
› Average Facility Utilization<br />
» 2017 Projected Fit<br />
› Enrollment Change<br />
› Unmet Need<br />
› Pre-School Unmet Need<br />
» 1998-2012 Modernization Equity<br />
› Dollars Spent per Enrolled Student<br />
› Dollars Spent per Student Capacity<br />
› Dollars Spent per GSF<br />
» Neighborhood Characteristics<br />
› Average Travel Distance<br />
› 2012 School Aged Children per Acre<br />
› 2017 School Aged Children per Acre<br />
» Facility Condition and Quality<br />
› Facility Condition<br />
› Facility Quality<br />
» Magnitude of Cluster<br />
Figure E-1<br />
13<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
2<br />
18<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No DCPS or PCS Schools in Cluster<br />
High Need<br />
Moderate High Need<br />
Moderate Need<br />
Moderate Low Need<br />
Low Need<br />
Public Charter Schools (PCS)<br />
District of Columbia Public<br />
Schools (DCPS)<br />
DCPS Schools to be<br />
Consolidated at the end of<br />
2012/2013 and 2013/2014<br />
School Years<br />
Public Education MastEr FacilitiEs Plan<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
26<br />
38<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
5
6<br />
STRATEGIES TO<br />
ADDRESS NEEDS<br />
SHORT-TERM STRATEGIES<br />
The following are recommended strategies to address<br />
the needs outlined in this plan over the next five years<br />
through adjustments to the Capital Improvement Plan<br />
(CIP). Some require relatively small investments for<br />
short-term gains as follows:<br />
ST1: Target capital resources in clusters with<br />
the greatest facility need and large, school-aged<br />
populations, but low enrollment.<br />
This recommendation focuses on providing a quality<br />
school facility for parents and students to choose from<br />
in every neighborhood. Investing in DCPS and charter<br />
facilities in clusters where students are choosing to<br />
enroll outside of the cluster may increase enrollment,<br />
while alleviating over-enrollment pressures on other<br />
school clusters.<br />
ST2: Prioritize modernization of school facilities<br />
that serve middle school grades in clusters of<br />
greatest need.<br />
Currently, the greatest loss in enrollment for both<br />
DCPS and charters is in middle schools. Building the<br />
community’s confidence that there will be quality<br />
school facilities to serve the surge of students currently<br />
enrolled in elementary schools is critical to the growth<br />
of the city’s schools. A well-executed modernization<br />
program for middle schools would send a clear message<br />
to families of the city’s commitment to quality middle<br />
school education and may contribute to reversing the<br />
current, negative trend.<br />
ST3: Pilot facility solutions to support innovative<br />
programming.<br />
Throughout both DCPS and charter schools, many school<br />
leaders and educators are developing and executing<br />
cutting-edge education programs in facilities that do not<br />
support innovation. A fund, available to both DCPS and<br />
charter schools, should be set up to respond to proposals<br />
for facility improvements that support innovative<br />
education programming. These small-scale renovations<br />
would then be observed and measured for their<br />
effectiveness and, if successful, would be used as a model<br />
for future modernizations.<br />
ST4: In clusters forecasted to have school-aged<br />
population increases, share underutilized space in<br />
DCPS facilities with charter schools, community<br />
organizations and others that use space to provide<br />
students with access to workforce training.<br />
Demographic projections forecast an increase in schoolaged<br />
population. Facilities that are currently underutilized<br />
may provide much needed capacity in as little as the<br />
next five years. To maximize the facility asset until that<br />
need arises, underutilized space could be leased to<br />
organizations that support the community and its youth.<br />
This form of co-location may also serve to enhance the<br />
student experience and provide workforce development<br />
opportunities.<br />
ST5: Develop best practices and design guidelines<br />
for all public education facilities.<br />
The DCPS Design Guidelines were last updated in<br />
2009. Since then, the guidelines have been revised to<br />
accommodate school-based health centers, production<br />
kitchens in high schools, and centers for teens with<br />
families. These guidelines should be revised to further
Cluster<br />
Number<br />
2<br />
Cluster Name DCPS Schools Charter Schools Category of Highest Need<br />
Columbia Heights,<br />
Mt. Pleasant,<br />
Pleasant Plains,<br />
Park View<br />
7 Shaw, Logan Circle<br />
18<br />
25<br />
33<br />
36<br />
39<br />
Brightwood<br />
Park, Crestwood,<br />
Petworth<br />
Union Station,<br />
Stanton Park,<br />
Kingman Park<br />
Capitol View,<br />
Marshall Heights,<br />
Benning Heights<br />
Woodland/Fort<br />
Stanton, Garfield<br />
Heights, Knox Hill<br />
Congress Heights,<br />
Bellevue,<br />
Washington<br />
Highlands<br />
• Bancroft Elementary School<br />
• Benjamin Banneker Senior High School<br />
• Bruce-Monroe Elementary School at<br />
Park View<br />
• Cardozo Senior High School<br />
• Columbia Heights Education Campus<br />
• Meyer Elementary School<br />
• Tubman Elementary School<br />
• Garrison Elementary School<br />
• Seaton Elementary School<br />
• Shaw Junior High School<br />
• Barnard Elementary School<br />
• Brightwood Education Campus<br />
• MacFarland Middle School<br />
• Powell Elementary School<br />
• Raymond Education Campus<br />
• Roosevelt Senior High School<br />
• Sharpe Health School<br />
• Truesdell Education Campus<br />
• West Education Campus<br />
• Capitol Hill Montessori at Logan<br />
• Eliot-Hine Middle School<br />
• J.O. Wilson Elementary School<br />
• Ludlow-Taylor Elementary School<br />
• Miner Elementary School<br />
• Peabody Elementary School (Capitol<br />
Hill Cluster)<br />
• Prospect Learning Center<br />
• School-Within-A-School at Logan<br />
• Stuart-Hobson Middle School (Capitol<br />
Hill Cluster)<br />
• Washington Metropolitan High School<br />
• C.W. Harris Elementary School<br />
• Davis Elementary School<br />
• Fletcher-Johnson Education Campus<br />
• Nalle Elementary School<br />
• Plummer Elementary School<br />
• Garfield Elementary School<br />
• Stanton Elementary School<br />
• Ballou Senior High School<br />
• Ferebee-Hope Elementary School<br />
• Hart Middle School<br />
• Hendley Elementary School<br />
• King Elementary School<br />
• M.C. Terrell/McGogney Elementary<br />
School<br />
• Patterson Elementary School<br />
• Simon Elementary School<br />
Figure E-2: Neighborhood Clusters with the Highest Facility Need<br />
• AppleTree Early Learning PCS:<br />
Columbia Heights<br />
• Carlos Rosario International PCS<br />
• Cesar Chavez PCS: Bruce Prep Campus<br />
• Creative Minds PCS<br />
• DC Bilingual PCS: Columbia<br />
• DC Bilingual PCS: 14th Street<br />
• E.L. Haynes PCS: Georgia Avenue<br />
• LAYC Career Academy PCS<br />
• Shining Stars Montessori Academy PCS<br />
• The Next Step: El Proximo Paso PCS<br />
• YouthBuild LAYC PCS<br />
• Center City PCS: Shaw Campus<br />
• Community Academy PCS: Butler<br />
Bilingual<br />
• KIPP DC: Grow, Lead, WILL<br />
• Bridges PCS<br />
• Center City PCS: Petworth Campus<br />
• Community Academy PCS: Amos I<br />
• Community Academy PCS: Amos II<br />
• Community Academy PCS: Online<br />
• E.L. Haynes PCS: Kansas Avenue<br />
• Hospitality Senior High PCS<br />
• Washington Latin PCS: Middle School<br />
Campus (Decatur)<br />
• Washington Latin PCS: Upper School<br />
Campus (Upshur)<br />
• AppleTree Early Learning PCS:<br />
Oklahoma Ave.<br />
• Friendship PCS: Blow-Pierce<br />
Elementary & Middle<br />
• Options PCS: Middle and High School<br />
• Two Rivers PCS: Upper and Lower<br />
• KIPP DC: KEY, LEAP, Promise<br />
• Maya Angelou PCS: Evans High School<br />
• Maya Angelou PCS: Evans Middle<br />
• Maya Angelou PCS: Young Adult<br />
Learning Center<br />
• Achievement Preparatory Academy<br />
PCS<br />
• Center City PCS: Congress Heights<br />
Campus<br />
• Eagle Academy PCS: The Eagle Center<br />
at McGoney<br />
• Early Childhood Academy PCS: Walter<br />
Washington Campus<br />
• Friendship PCS: Southeast Elementary<br />
Academy<br />
• Friendship PCS: Technology<br />
Preparatory Academy<br />
• Imagine Southeast PCS<br />
• National Collegiate Preparatory PCS<br />
• Current capacity significantly<br />
below 2017 projected enrollment<br />
• Modernization Equity<br />
• Neighborhood children travelling<br />
long distances to go to school<br />
• Facility quality and condition need<br />
to be improved<br />
• Current capacity significantly<br />
below 2017 projected enrollment<br />
• Modernization Equity<br />
• Facility quality and condition need<br />
to be improved<br />
• Current capacity significantly<br />
below 2017 projected enrollment<br />
• Modernization Equity<br />
• Facility quality and condition need<br />
to be improved<br />
• Current capacity significantly<br />
below 2017 projected enrollment<br />
• Modernization Equity<br />
• Facility quality and condition need<br />
to be improved<br />
• Modernization Equity<br />
• Neighborhood children travelling<br />
long distances to go to school<br />
• Facility quality and condition need<br />
to be improved<br />
• Modernization Equity<br />
• Neighborhood children travelling<br />
long distances to go to school<br />
• Facility quality and condition need<br />
to be improved<br />
• Modernization Equity<br />
• Neighborhood children travelling<br />
long distances to go to school<br />
• Facility quality and condition need<br />
to be improved<br />
7
8<br />
address standards for pre-K space and to reflect changes<br />
in teaching and learning practices required by the DC<br />
Common Core Standards. The revision of the DCPS<br />
Design Guidelines should draw on lessons learned from<br />
the DCPS modernization program, charter school design<br />
strategies and best practices in school design.<br />
ST6: Create environments for professional<br />
educator collaboration within each school and<br />
across DCPS and charter schools.<br />
High quality space for professional collaboration among<br />
educators will help create physical environments that<br />
attract and retain the best teachers, and support a<br />
culture of collaboration and innovation.<br />
ST7: Establish a consistent and streamlined data<br />
collection and management process.<br />
This MFP gathers comprehensive data on the capacity,<br />
building conditions and demographic changes of schools<br />
and their facilities. Collecting the facilities-related data<br />
necessary for the development of this plan showed<br />
that data related to school facilities is dispersed across<br />
several agencies, not updated regularly and difficult to<br />
access. The DC Department of General Services, DCPS,<br />
individual charter schools, Public Charter School Board,<br />
Office of Planning and Office of the State Superintendent<br />
of Education all manage a facet of the data, and each<br />
agency collects, stores and maintains its data differently.<br />
This data must be consolidated and updated on a regular<br />
basis to provide decision makers with the tools to allocate<br />
resources more effectively and efficiently.<br />
ST8: Upgrade the main entrance of every school<br />
that is yet to be modernized.<br />
The entrance of a school sets the tone for creating a<br />
positive or negative school environment. An entrance<br />
that is transparent to the street communicates a<br />
welcoming and open atmosphere. An entrance that<br />
celebrates student achievement and school culture instills<br />
pride in students and the school community. Currently,<br />
among the DCPS schools yet to be modernized, facilities<br />
consistently received low scores in a category titled<br />
“Welcoming Entrance” in the qualitative assessment used<br />
in this study. For a relatively small investment, the face of<br />
every school yet to be modernized could be transformed,<br />
ushering a new era of student and community<br />
engagement.
LONG-TERM STRATEGIES<br />
Some of the recommended strategies for addressing the<br />
needs outlined in this MFP reach beyond the five-year<br />
horizon of this report. These strategies may demand<br />
longer-term planning and may require more interagency<br />
coordination in order to be implemented. However, all of<br />
them are essential to addressing the systemic issues that<br />
have led to some of the most acute needs identified in<br />
this report.<br />
LT1: Reassess the phased modernization approach.<br />
The phased modernization approach has successfully<br />
improved the quality of the learning environments of<br />
a majority of DCPS facilities in a short period of time.<br />
Since no Phase 2 modernizations have been completed,<br />
there is an opportunity to redefine the phased approach<br />
to focus on facility modernizations in clusters of greatest<br />
need. Many of these schools are forecasted to have<br />
strong enrollment pressure; the building systems, access<br />
for people with disabilities and building enclosures must<br />
be addressed to accommodate the increased demand.<br />
LT2: Allow for a school development approach that<br />
can include additional site or facility uses.<br />
Where conditions allow, school construction could<br />
incorporate additional site or facility uses such as health<br />
clinics, co-working space for startup businesses, libraries<br />
or senior services. A mixed-use development approach<br />
would create opportunities for co-location of uses that<br />
support students before and after schools, and enhance<br />
learning. It would also help to alleviate some of the<br />
financial burden of school construction and maintenance<br />
and would maximize the use of facilities outside of the<br />
school calendar, such as during the summer months.<br />
LT3: As part of each subsequent MFP, convene<br />
a working group of stakeholders to assess and<br />
refresh the principles that guide the plan.<br />
The working group was an invaluable asset in the<br />
formulation of this MFP. In the future, it will be<br />
important to continue to have a dialogue with objective<br />
stakeholders representing all aspects of public education<br />
in the District.<br />
9
CHAPTER 1<br />
Master Facility<br />
Plan Vision
12<br />
BACKGROUND<br />
As part of the reform effort, the District has undertaken<br />
a substantial rehabilitation program to modernize the<br />
physical infrastructure for our public schools since 2008.<br />
The District has spent nearly $1.5 billion and completed<br />
work at 64 schools, encompassing 7.3 million square<br />
feet.<br />
The Office of the Deputy Mayor for Education<br />
conducted individual and small group meetings with<br />
public education stakeholders from September 2012 to<br />
January 2013 in order to understand the needs for public<br />
education facilities. Based on this stakeholder input, the<br />
Deputy Mayor’s office developed a series of priorities for<br />
schools.<br />
The stakeholder meetings brought forth a range of<br />
smart, thoughtful and urgent recommendations. Many<br />
stakeholders, from students and school leaders to<br />
community activists, said we need to do a better job of<br />
allocating resources equitably for all students regardless<br />
of the ward where a student lives or attends school,<br />
and regardless of whether a student attends a District<br />
of Columbia Public School (DCPS) school or a charter<br />
school. It is the responsibility of the District government<br />
to provide access to high quality school facilities to each<br />
student residing in the District.<br />
Stakeholders also expressed an urgent desire for<br />
more community involvement both in the planning<br />
process and in the schools themselves. They want to<br />
see more integrated services such as community uses<br />
and complementary services in school buildings. The<br />
stakeholders also would like the facilities to be available<br />
for community use after school hours and mixed-use<br />
development placed in and around the schools.<br />
Most importantly, stakeholders insisted that facility<br />
development should follow the demands of educational<br />
programs and funding should be more flexible. They<br />
want better oversight of spending and easier-to-access<br />
financing and facility resources for charter schools. They<br />
suggested developing a more supportive framework for<br />
DCPS facility modernization, in that DCPS schools needing<br />
full renovations and upgrades should receive them at one<br />
time rather than through a phased approach over many<br />
years.<br />
THE PROBLEM<br />
At present, there is little coordination of school facilities<br />
needs with expenditures across all public schools, for<br />
both DCPS and charter schools. Currently DCPS is<br />
midway through an extensive modernization program<br />
that has no direct link to a citywide education program<br />
plan.<br />
Enrollment is uneven across the District and, as a result,<br />
DCPS has now completed a closures and consolidation<br />
plan, which will close as many as 15 schools. Additionally,<br />
several schools in the DCPS inventory have sat vacant<br />
since they were closed in 2008 without a long-term plan<br />
for future use or an interim plan for the reuse of these<br />
facilities. Many of the schools that remain open are often<br />
closed to the broader community.<br />
At the same time, the network of charter schools is<br />
growing haphazardly. Charter schools open wherever<br />
they can find space that is both affordable and sufficient<br />
for their needs, and many remain in substandard<br />
facilities. Charter schools’ facility needs are not<br />
coordinated with DCPS facility plans and conflict at times.
Furthermore, charter schools often raise concerns about<br />
their lack of access to facilities, but there is no single<br />
District entity or mechanism for collecting information<br />
about charter school facility conditions or needs.<br />
For both DCPS and charter schools, the data for facilities<br />
is inconsistent, inaccessible or both. Facility planning and<br />
development for schools is fragmented across several<br />
District agencies.<br />
All of these challenges speak to the central problem: it is<br />
nearly impossible to make strategic facility investments<br />
without a comprehensive fact base for DCPS and charter<br />
school facility needs and without coordination between<br />
facilities needs and educational programming. This<br />
lack of coordination around facilities perpetuates the<br />
conflict between DCPS and charter schools, and requires<br />
the District to spend money inefficiently on capital<br />
improvements to schools.<br />
MISSION STATEMENT<br />
To address these problems, this Master Facilities<br />
Plan builds a decision framework for allocating funds<br />
efficiently and equitably to meet the needs of every<br />
student and family, and every community in the District.<br />
To meet this mission, the plan provides policymakers<br />
with a comprehensive fact base of school facilities needs<br />
across the District and a framework for coordinating<br />
and allocating resources strategically based on needs<br />
and the priorities of the city and stakeholders. Rather<br />
than suggesting how resources could be allocated to<br />
building projects, this plan provides guidance on how to<br />
use resources for schools based on where they are most<br />
needed and will do the most good.<br />
VISION<br />
Through the process of extensive stakeholder<br />
engagement and the analysis of the data with the<br />
working group, the following vision emerged:<br />
“Every student in the District of Columbia will have<br />
access to high quality facilities and school choices both<br />
within his or her neighborhood and throughout the<br />
District.”<br />
Critical to this vision are improved access and quality.<br />
In this plan, access is considered in terms of both<br />
geography and capacity. In terms of geography, every<br />
student should be able to enroll in a high quality school<br />
facility, whether charter or DCPS, preferably in the<br />
neighborhood where he or she lives. In terms of capacity,<br />
the public education system must have enough facilities<br />
to provide all students with access to high quality learning<br />
environments.<br />
Additionally, high quality public education facilities should<br />
serve as resource centers in every community, providing<br />
programs and activities for those residents with and<br />
without children in the public education system to come<br />
together, learn and recreate.<br />
Quality is considered as both the capabilities of school<br />
buildings to support top-tier programming and the<br />
architectural character of the facilities. Every student<br />
should have access to quality educational programming<br />
and facilities supportive of these great programs.<br />
All students, no matter where they live, should have<br />
access to a school that is an inspiring place to learn and<br />
represents the District’s commitment to education and<br />
its pride in its future generations.<br />
13
KEY MAP<br />
DCPS & CHARTER SCHOOL<br />
DCPS & CHARTER SCHOOL FACILITY LOCATIONS<br />
FACILITY LOCATIONS<br />
Cluster<br />
Number<br />
Cluster Name<br />
Kalorama Heights, Adams Morgan, Lanier<br />
1<br />
Heights<br />
Columbia Heights, Mt. Pleasant, Pleasant<br />
2<br />
Plains, Park View<br />
Howard University, Le Droit Park, Cardozo/<br />
3<br />
Shaw<br />
4 Georgetown, Burleith/Hillandale<br />
5 West End, Foggy Bottom, GWU<br />
Dupont Circle, Connecticut Avenue/K<br />
6<br />
Street<br />
7 Shaw, Logan Circle<br />
Downtown, Chinatown, Penn Quarters,<br />
8<br />
Mount Vernon Square, North Capitol Street<br />
Southwest Employment Area, Southwest/<br />
9<br />
Waterfront, Fort McNair, Buzzard Point<br />
10 Hawthorne, Barnaby Woods, Chevy Chase<br />
Friendship Heights, American University<br />
11<br />
Park, Tenleytown<br />
North Cleveland Park, Forest Hills, Van<br />
12<br />
Ness<br />
Spring Valley, Palisades, Wesley Heights,<br />
13 Foxhall Crescent, Foxhall Village,<br />
Georgetown Reservoir<br />
Cathedral Heights, McLean Gardens,<br />
14<br />
Glover Park<br />
Cleveland Park, Woodley Park,<br />
15 Massachusetts Avenue Heights, Woodland-<br />
Normanstone Terrace<br />
Colonial Village, Shepherd Park, North<br />
16<br />
Portal Estates<br />
17 Takoma, Brightwood, Manor Park<br />
18 Brightwood Park, Crestwood, Petworth<br />
Lamont Riggs, Queens Chapel, Fort Totten,<br />
19<br />
Pleasant Hill<br />
North Michigan Park, Michigan Park,<br />
20<br />
University Heights<br />
Edgewood, Bloomingdale, Truxton Circle,<br />
21<br />
Eckington<br />
Figure 1.1<br />
13<br />
11<br />
14<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
2<br />
18<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
22 Brookland, Brentwood, Langdon<br />
23<br />
Ivy City, Arboretum, Trinidad, Carver<br />
Langston<br />
24 Woodridge, Fort Lincoln, Gateway<br />
25 Union Station, Stanton Park, Kingman Park<br />
26 Capitol Hill, Lincoln Park<br />
27 Near Southeast, Navy Yard<br />
28 Historic Anacostia<br />
29 Eastland Gardens, Kenilworth<br />
30 Mayfair, Hillbrook, Mahaning Heights<br />
31<br />
Deanwood, Burrville, Grant Park, Lincoln<br />
Heights, Fairmont Heights<br />
32<br />
River Terrace, Benning, Greenway, Dupont<br />
Park<br />
33<br />
Capitol View, Marshall Heights, Benning<br />
Heights<br />
34<br />
Twining, Fairlawn, Randle Highlands, Penn<br />
Branch, Fort Davis Park, Fort Dupont<br />
35<br />
Fairfax Village, Naylor Gardens, Hillcrest,<br />
Summit Park<br />
36<br />
Woodland/Fort Stanton, Garfield Heights,<br />
Knox Hill<br />
37 Sheridan, Barry Farm, Buena Vista<br />
38 Douglas, Shipley Terrace<br />
39<br />
Congress Heights, Bellevue, Washington<br />
Highlands<br />
40 Walter Reed<br />
41 Rock Creek Park<br />
42 Observatory Circle<br />
43 Saint Elizabeths<br />
44 Joint Base Anacostia-Bolling<br />
45 National Mall, Potomac River<br />
46 National Arboretum, Anacostia River<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Schools Present in Cluster<br />
Schools Present in Cluster<br />
Public Charter Schools (PCS)<br />
District of Columbia Public<br />
Schools (DCPS)<br />
DCPS Schools to be<br />
Consolidated at the end of<br />
2012/2013 and 2013/2014<br />
School Years<br />
The District of Columbia<br />
14 14<br />
Public Education MastEr FacilitiEs Plan<br />
9<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33
GUIDING PRINCIPLES<br />
Extensive stakeholder engagement included<br />
approximately 40 stakeholder meetings with City<br />
Council members, District agency officials, community<br />
groups, parents and students, and an intensive, threemonth<br />
brainstorming process with a working group of<br />
stakeholders. From this public process, the following<br />
principles emerged to guide this Master Facilities<br />
Plan. They served as the lens through which need was<br />
assessed and recommendations were made.<br />
GUIDING PRINCIPLE ONE: EQUITY-<br />
FOCUSED PLANNING.<br />
» Provide equitable access to capital resources to<br />
meet student needs.<br />
» Provide both facility and program resources<br />
where needed and tie these resources to clear<br />
and enforceable accountability measures.<br />
» Provide full, not phased, modernizations for<br />
some DCPS facilities.<br />
» Encourage mixed-use development to make<br />
school modernizations and new construction<br />
easier to finance.<br />
GUIDING PRINCIPLE TWO: BUILD<br />
FACILITIES AROUND QUALITY<br />
EDUCATIONAL PROGRAMS.<br />
Ensure school facility design supports educational<br />
programs while maximizing flexibility, sustainability,<br />
security and community involvement.<br />
GUIDING PRINCIPLE THREE: ALIGN<br />
INVESTMENTS WITH PROJECTED<br />
STUDENT DEMAND.<br />
Schedule facility planning and modernization, and<br />
locate new schools to inspire confidence in a student’s<br />
continuous access to quality schools throughout his or<br />
her time in public schools (i.e., feeder patterns). These<br />
investments should align with regularly updated student<br />
enrollment forecasts and other trends, including schoolaged<br />
children population projections.<br />
GUIDING PRINCIPLE FOUR: INVEST IN<br />
OUR COMMITMENT TO CRADLE-TO-<br />
CAREER EDUCATIONAL OPPORTUNITIES.<br />
Expand access to quality early childhood programs and to<br />
workforce training opportunities.<br />
GUIDING PRINCIPLE FIVE: INCREASE<br />
COLLABORATION AND PARTNERSHIP<br />
AMONG SERVICE PROVIDERS.<br />
Strengthen collaboration among District public schools<br />
and charter schools through sharing space, knowledge<br />
and best practices to improve quality. Embrace<br />
partnerships with outside groups, such as museums,<br />
universities, community-based organizations and privatesector<br />
partners, to increase opportunities for students.<br />
GUIDING PRINCIPLE SIX: DESIGN<br />
COMMUNITY-CENTERED SCHOOLS.<br />
Design and operate schools as centers of the community<br />
that support high quality educational outcomes and<br />
encourage a mix of community use, services and<br />
programs.<br />
15
16<br />
LEARNING FROM<br />
RESEARCH AND BEST<br />
PRACTICES<br />
The District of Columbia is certainly not alone in facing<br />
the difficulties of uneven enrollment, more buildings<br />
than needed for the current school population, an<br />
aging facility inventory and a desire to provide facilities<br />
for both public and charter schools. Numerous school<br />
districts across the United States face the same<br />
challenges.<br />
Therefore, this Master Facilities Plan is shaped by<br />
approaches to school planning and design that have<br />
succeeded in other parts of the country. These national<br />
best practices include the following:<br />
RIGHT-SIZE SCHOOLS TO SUPPORT<br />
ENROLLMENT AND CONTEMPORARY<br />
TEACHING AND LEARNING METHODS.<br />
The average American school is more than 42 years<br />
old. Most facilities in many urban school districts were<br />
built at the start of the 20th century and after World<br />
War II. During both of these periods of intense school<br />
building, facilities were sized to support growing student<br />
populations and a walkable neighborhood access to<br />
facilities. Since then, the school-aged population has<br />
declined, high school enrollments have decreased, and<br />
neighborhood demographics have changed. All of these<br />
changes have left many school districts, like the District<br />
of Columbia, burdened with too much space overall<br />
and many facilities that are no longer located where the<br />
strongest student demand resides.<br />
In addition, older schools were designed to support<br />
lecture-based teaching. Classroom size was minimized to<br />
maximize the number of classrooms in a single building<br />
and schools had few specialized spaces to support the<br />
variety of enhancement programs and pedagogies now<br />
offered to students.<br />
Today, students don’t only learn from a teacher<br />
lecturing in front of a classroom. They learn through<br />
collaborating together in small groups, working on<br />
independent projects, conducting research and building<br />
learning skills online (just to name a few present-day<br />
methods). Therefore, in many cases, District public<br />
school facilities are facing a problem where they have<br />
a lot of space, but they have the wrong types of space<br />
to address contemporary educational models. Public<br />
school facilities have too many classrooms and corridors,<br />
and not enough places for contemporary learning. By<br />
reconfiguring the interior organization of buildings to<br />
reduce circulation and increase space for learning, many<br />
schools built during the early and mid- 20th century can<br />
support 21st-century learning.<br />
CREATE A VARIETY OF SPACE SIZES AND<br />
TYPES IN MODERNIZED SCHOOLS.<br />
Given the range of learning activities in which students<br />
are now engaged, a wider variety of space types and<br />
sizes is needed. Planning of school facilities must be<br />
more nuanced than simply a classroom count multiplied<br />
by student-teacher ratio. There must be space for<br />
small group collaboration, project-based work, student<br />
presentations to groups larger than 20 or 30, individual<br />
consultations with resource teachers and paraprofessionals<br />
and, of course, interaction with computer<br />
technology.<br />
In addition, there must be places to celebrate student
work, both complete and in progress; and to “think out<br />
loud” in public on both physical writing surfaces and in<br />
digital space. All of these spaces are most useful when<br />
they are integrated rather than segregated, just as<br />
subject matter is becoming more integrated throughout<br />
the curriculum.<br />
Schedules are changing from short, regimented periods<br />
to longer blocks that allow students to become more<br />
immersed in learning and engaged in multiple learning<br />
activities. Students and teachers want to be able to<br />
move seamlessly from one activity to another.<br />
Rather than becoming masters of content, students<br />
are being asked to become master learners with<br />
deep understanding of key concepts used to absorb<br />
knowledge throughout their life. All of this learning<br />
cannot be done at a desk in a 600-square-foot or even a<br />
900-square-foot classroom.<br />
SUPPORT LEARNING IN COMMUNITIES.<br />
Research has shown that students perform better in<br />
smaller schools. But in large urban school districts, small<br />
schools in stand-alone buildings, particularly at the<br />
middle school and high school level, are not economically<br />
feasible. Even so, the most important aspects of<br />
these schools can be replicated by creating smaller<br />
communities of learners, both student and teacher,<br />
within larger schools. These smaller communities are<br />
variously called “schools within schools,” “academies,”<br />
“small learning communities,” “personal learning<br />
communities,” “educational houses,” or simply “learning<br />
communities.” Although each of these types embraces a<br />
17
18<br />
slightly different approach, all are based on the idea that<br />
students learn best when they have a strong connection<br />
to educators, strong relationships with fellow students<br />
and feel known and valued - all hallmarks of small<br />
schools.<br />
Moreover, teachers also excel when they feel known and<br />
valued, and can collaborate with peers and learn from<br />
them. A recent study in the Stanford Journal of Social<br />
Innovation showed a tremendous increase in teacher<br />
performance when teachers could collaborate with highperforming<br />
peers.<br />
The DCPS Design Guidelines call for student learning<br />
communities in various forms at all grade levels<br />
and professional learning communities. This plan<br />
recommends that these communities should be<br />
supported by the design of the school building and<br />
given a physical presence. The Educational Facilities<br />
Effectiveness Instrument (EFEI) measured the extent to<br />
which learning communities are supported by facilities<br />
and have a physical presence in the school.
CHAPTER 2<br />
Master Facility<br />
Plan Process
20<br />
PROJECT COMMUNICATION<br />
AND OUTREACH<br />
The nearly year-long process of this Master Facilities Plan<br />
was designed to meet three goals:<br />
» Assemble a comprehensive fact base for all<br />
public education facilities, both DC Public<br />
Schools (DCPS) and charter schools, to inform<br />
strategic decisionmaking.<br />
» Seek the input, values and priorities of as many<br />
public education stakeholders as possible.<br />
» Develop a regular, ongoing process for assessing<br />
facility needs and establishing funding priorities.<br />
To meet the first goal, the Master Plan team worked<br />
closely with the Office of the Deputy Mayor for<br />
Education (DME), DC Office of Planning (OP),<br />
DC Department of General Services (DGS) and<br />
representatives of DCPS and charter schools to<br />
assemble previously disparate sets of data into a unified,<br />
comprehensive fact base. The data collected, methods<br />
of analysis and limitations of the data are all discussed in<br />
this chapter under the heading Data Sets.<br />
To meet the second goal, an extensive communications<br />
and outreach strategy was developed to notify<br />
stakeholders of the planning process and provide<br />
accurate information about the plan. This process also<br />
solicited feedback on the values and priorities that<br />
should drive the plan and is described in this chapter<br />
under Project Communications and Outreach.<br />
To meet the third goal of a regular process, a thorough<br />
prioritization framework and needs model were<br />
designed to assess need based on 14 different measures.<br />
The needs model includes measures from the data<br />
available in the current fact base and also outlines data<br />
points that should be gathered and measured in future<br />
plans. The needs model can also be used as a tool by<br />
decisionmakers to regularly assess need and the progress<br />
of the District in meeting the vision of the plan. The<br />
prioritization framework and needs model is discussed in<br />
greater detail in Chapter 6.<br />
The Master Facilities Plan involved collaboration among<br />
educational stakeholders for both DCPS and charter<br />
schools, elected officials, District residents and non-profit<br />
organizations. The planning team also worked closely<br />
with an Executive Committee comprised of leaders from<br />
the DC Department of General Services, Public Charter<br />
School Board and District of Columbia Public Schools<br />
who offered guidance, support and vision. Five meetings<br />
were held with the Interagency Working Group in order<br />
to review the data and establish guiding principles for the<br />
Master Facilities Plan.<br />
STAKEHOLDER MEETINGS<br />
The Deputy Mayor for Education (DME) engaged<br />
community stakeholders at the onset of the process<br />
to disseminate accurate information about the Master<br />
Facilities Plan, generate dialogue about the plan and<br />
increase stakeholder investment in the process. Through<br />
these stakeholder meetings, the DME collected an<br />
extensive list of criteria that the community deems<br />
important to facilities decisions. In addition to<br />
community stakeholders, the DME and Master Plan<br />
team consulted individual District of Columbia Council<br />
members at the onset of the process to understand the<br />
key issues the plan should address and the priorities of<br />
their constituents.
22<br />
WORKING GROUP<br />
The DME organized an Interagency Working Group<br />
to help prioritize the criteria generated during the<br />
stakeholder meetings and to provide clear and sound<br />
advice throughout the plan development process. This<br />
group was comprised of representatives from the State<br />
Board of Education, DCPS, PCSB and DME’s Executive<br />
Committee for Capital Investments (which includes<br />
representatives from OP, DGS, Office of Budget and<br />
Finance, and DME).<br />
Ginnie Cooper, Chief Librarian of DC Public Library,<br />
chaired the group, bringing her wealth of experience<br />
overseeing library capital investment projects. The group<br />
met five times from September to December 2012<br />
to review project data, consider the criteria collected<br />
during the meetings and establish guiding principles for<br />
the Master Facilities Plan.<br />
DEVELOPING THE<br />
GUIDING PRINCIPLES<br />
FRAMEWORK<br />
Members of the Interagency Working Group<br />
collaborated to generate a framework of proposed areas<br />
for the District to focus on over the next five years in its<br />
effort to improve public schools.<br />
BRAINSTORMING “WHAT’S THE VISION”<br />
During the first meeting, the DME tasked the working<br />
group to think about a grand vision for DC public<br />
education. The working group divided into three groups<br />
for this brainstorming exercise and each shared their<br />
best answers to the question, “What might our network<br />
of public schools (DCPS and charter) look like in 2020 and<br />
how do we get there?”<br />
This phase of the process focused on attaining the<br />
following outcomes:<br />
» Identifying a Shared Value Proposition – Through<br />
small group discussion, the members of the<br />
newly established and diverse working group<br />
realized they shared many ideas on what an<br />
improved DC public education system could look<br />
like.<br />
» Sparking Creativity and Innovation – By offering<br />
initial ideas in a free flow manner, each group<br />
of stakeholders felt its view point was heard,<br />
not crowded out. This method also gave<br />
stakeholders the flexibility to be creative in<br />
solving a large-scale problem. It helped extend<br />
their views beyond the current plans and<br />
processes to focus on key recommendations for<br />
the future . The suggestions became a critical<br />
element of long-range, five-year planning, as<br />
opposed to immediate short-term tactical<br />
solutions.<br />
» Establishing a Solution-Oriented Mindset – A<br />
portion of the discussion focused on answering,<br />
“How do we get there?” This question helped<br />
to orient the group towards its objective of<br />
answering, “What could/should the District be<br />
doing?”<br />
» Enhancing Team Dynamics – The small groups<br />
opened the lines of communication and<br />
understanding among members who were<br />
unfamiliar with each other. They helped<br />
engender trust and respect as a part of<br />
collaborative decisionmaking.<br />
CLUSTERING<br />
Ideas captured from the first working group meeting<br />
were consolidated and analyzed by the consulting team<br />
to identify clusters of similar themes expressed by the<br />
larger group. The themes were evaluated for linkages to<br />
facilities planning. This effort was structured to narrow<br />
and capture ideas that a Master Facilities Plan could<br />
suggest in an effort to improve DC public education.
GUIDING PRINCIPLES<br />
“What matters most?” “What does the data tell us?”<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
THE LENS THE FACTS<br />
DATA SETS GEOGRAPHIC<br />
ASSESSMENT<br />
FACILITY CONDITION & QUALITY<br />
Facility<br />
Condition<br />
Modernization<br />
Equity Indicator<br />
of Need<br />
Forecast<br />
Enrollment<br />
Change<br />
Mobility<br />
Rate<br />
Avg GSF per<br />
Enrolled<br />
Student<br />
Charter<br />
Facility<br />
Ecacy<br />
Survey<br />
$ per<br />
Enrolled<br />
Student<br />
DEMOGRAPHICS<br />
CAPACITY<br />
Avg GSF per<br />
Student<br />
Capacity<br />
EFEI<br />
$ per GSF<br />
Forecast<br />
Unmet Need<br />
$ per<br />
Student<br />
Capacity<br />
No. of School<br />
Aged Children<br />
per Acre<br />
Average<br />
Utilization<br />
Figure 2.1: Guiding Principles establish a framework to view the data in a certain way.<br />
DEFINING AND REFINING THE GUIDING<br />
PRINCIPLES<br />
During the second meeting, the working group had the<br />
opportunity to review and react to an initial Straw Man<br />
Decision Framework. The idea behind this decisionmaking<br />
concept is to develop an initial set of ideas to<br />
solve a problem and subject them to critical analysis<br />
and testing. The feedback received during this meeting<br />
helped to develop a much stronger set of principles to<br />
guide the next stage of the planning process.<br />
Working group members collectively agreed that<br />
“language matters” when addressing a topic as nuanced<br />
as public education and they requested an opportunity<br />
“Where are the needs greatest?”<br />
THE NEEDS ACROSS<br />
THE CITY<br />
to discuss and address key topics of relevance up front<br />
to be sure all participants were starting with a common<br />
understanding of the issues. As a result, the meeting<br />
structure was amended to encourage deeper discussion<br />
among the working group members to define and<br />
shape the principles behind the Master Facilities Plan,<br />
from improving classrooms to transforming schools into<br />
community assets.<br />
INTEGRATING THE TECHNICAL MEMOS<br />
Working group members were also tasked with reviewing<br />
a series of technical memos during their second, third<br />
and fourth meetings. These reports and maps helped<br />
articulate the current state of school facilities and current<br />
23
24<br />
and future population trends in DC. Working group<br />
members reviewed and discussed each memo, then<br />
responded to select questions. They also refined the<br />
principles guiding the Master Facilities Plan.<br />
INTEGRATING THE STAKEHOLDER<br />
MEETING COMMENTS<br />
Before the third meeting, working group members<br />
were provided notes from the extensive stakeholder<br />
meetings. They were provided an opportunity to ask<br />
clarifying questions and incorporate additional ideas and<br />
criteria. Specific language was refined to capture and<br />
effectively articulate the ideas of the working group.<br />
Finally, working group members agreed upon and<br />
validated a final version of the guiding principles (see full<br />
list in Chapter 4). With this task completed, the group<br />
transitioned into the process of prioritizing the guiding<br />
principles.<br />
PRIORITIZING THE GUIDING PRINCIPLES<br />
During the fifth and final meeting, the working group<br />
integrated use of a software program called Decision<br />
Lens into the process to help prioritize the guiding<br />
principles of the Master Facilities Plan.<br />
Decision Lens allows multiple and diverse stakeholders<br />
to come together and evaluate key decisions through<br />
a transparent process. This software assists with<br />
group decisionmaking even when it is more strategic,<br />
subjective or intangible than a simple “yes” or “no.”<br />
The software applied the Analytic Hierarchy Process<br />
(AHP), a decisionmaking technique that helped<br />
participants prioritize the guiding principles. This<br />
structured and rational framework allows working group<br />
members to set priorities using a tool called “pairwise<br />
comparisons.” By placing two guiding principles sideby-side,<br />
this tool allowed working group members to<br />
evaluate which principle is more important to them and<br />
how strongly they feel about its importance. Evaluations<br />
were marked using a rating scale of 1 to 9, 1 being equal<br />
and 9 being extreme.<br />
The working group members’ ratings were translated<br />
through the software into numerical values used to<br />
prioritize the guiding principles.<br />
PRIORITIZED LIST OF<br />
GUIDING PRINCIPLES<br />
The prioritized guiding principles can be leveraged as<br />
a reference point for future decisions around facilities<br />
planning, including:<br />
» Identifying geographic areas most in need of<br />
attention and resources.<br />
» Determining the types of solutions or capital<br />
investments to target.<br />
» Capturing and integrating the perspectives of<br />
both DCPS and Public Charter School working<br />
group members within the planning framework.
RELATIONSHIP TO<br />
PREVIOUS STUDIES<br />
2008 AND 2010 DCPS FACILITY MASTER<br />
PLANS<br />
The DCPS’s 2010 Master Plan builds on the foundations<br />
established in the 2008 master plan. It sets forth a<br />
continuous, phased approach to school modernization<br />
with the goal of tending to every school as quickly as<br />
possible so that learning environments are improved.<br />
The guiding principles from the 2008/2010 DCPS Master<br />
Facilities Plans are:<br />
» Modernize and enhance classrooms.<br />
» Ensure buildings support programs.<br />
» Accommodate emerging or existing feeder<br />
patterns and enrollment trends.<br />
» Leverage the school as a community asset.<br />
CAPITAL IMPROVEMENT PLAN (CIP)<br />
Based on the 2010 Master Plan, the District<br />
government began a phased approach to DCPS school<br />
modernizations to accelerate construction and maximize<br />
impact on the learning environment. This phased<br />
approach continues today. The modernization program<br />
is funded through the annual Capital Improvement Plan,<br />
which selects projects to move forward and funds them.<br />
Phase One - Academic Spaces<br />
The basic areas to be updated during a Phase One<br />
modernization include core academic classrooms,<br />
corridors, entry lobbies and rest rooms.<br />
Phase Two - Support Spaces<br />
The second phase of modernizations focuses on<br />
strengthening the support components within a<br />
school, including computer labs, auditoriums, grounds,<br />
gymnasiums and locker rooms. These spaces must be<br />
renovated to support a full range of extra-curricular<br />
offerings that help create a well-rounded educational<br />
environment.<br />
Phase Three - Facility Components<br />
This phase extends the life of each school facility through<br />
upgrades to building systems, such as electrical wiring<br />
and heating and cooling equipment.<br />
High School Modernizations<br />
All high schools and other select facilities are upgraded<br />
through comprehensive modernization, which combines<br />
all three phases within one effort.<br />
IFF STUDY<br />
In 2011, the Deputy Mayor for Education commissioned<br />
IFF, a non-profit consultant and community finance<br />
organization, to assess the quality of education options<br />
available to families in different parts of the District.<br />
This study analyzed the gap between enrollment and<br />
access to high performing schools to understand<br />
where additional capacity in high quality schools was<br />
needed most. The results of the analysis highlighted 10<br />
neighborhood clusters of the District with the greatest<br />
need for high quality seats.<br />
The study is a point-in-time analysis and provides a<br />
starting point for looking at student needs through a<br />
geographic lens. It is not the foundation for the Master<br />
Facilities Plan, but provides a basis for comparing the<br />
capital needs of District schools with the areas of greatest<br />
need for more high quality programs.<br />
25
26<br />
DCPS CONSOLIDATION AND<br />
REORGANIZATION PLAN<br />
The District of Columbia Public Schools (DCPS) began<br />
a reevaluation of their boundaries and consolidation<br />
needs in November 2012. The DCPS planning process is<br />
separate from this Master Facilities Plan. DCPS and DME<br />
have worked together to share data and maintained<br />
open lines of communication to make effective decisions<br />
to support quality educational outcomes in the District.<br />
The consolidations are reflected in the prioritization<br />
framework (Chapter 6) of this master plan.<br />
GEOGRAPHIC<br />
ASSESSMENT<br />
NEIGHBORHOOD CLUSTER LEVEL<br />
ANALYSIS<br />
The geographic unit for the Master Facilities Plan fact<br />
base is the neighborhood cluster. These 46 clusters,<br />
defined by the District of Columbia Office of Planning<br />
(OP), are used for community planning purposes by the<br />
District and generally define recognizable neighborhoods<br />
(Figure 2.2). The Master Facilities Plan relies on the<br />
neighborhood cluster as the key geographic unit to<br />
provide consistency between this study and others<br />
undertaken by the District; to examine the entire city<br />
at a scale that is small enough to determine meaningful<br />
differences in the data sets across the neighborhood<br />
clusters; and to utilize politically neutral geographic<br />
boundaries and geographic units that are not unique to<br />
DCPS or charter schools.<br />
ELEMENTARY SCHOOLS<br />
Throughout this report, elementary schools in the DCPS<br />
and charter school inventory are used for comparison<br />
because they are represented more evenly throughout<br />
the District, their capacity is more consistent between<br />
DCPS and charters, and they represent the entry point<br />
into the public education system.<br />
DATA SETS<br />
The Master Facilities Plan is based on data collected from<br />
all over the District. The plan considers the priorities<br />
set forth by the guiding principles and working group<br />
in assessing need to improve DCPS and charter school<br />
facilities across the District at the neighborhood cluster<br />
level.<br />
CAPACITY<br />
School capacity numbers were obtained from DCPS and<br />
charter schools. When unavailable, a proxy for charter<br />
school capacity numbers was created by combining the<br />
charter enrollment numbers plus the additional open<br />
seats available for each school (as reported by each<br />
individual charter school).<br />
ENROLLMENT<br />
Enrollment data for both DCPS and charters was gathered<br />
from the Office of the State Superintendent of Education<br />
(OSSE) October 2011 Audited Enrollment.<br />
UTILIZATION<br />
Cluster utilization was determined by averaging each<br />
school’s utilization rate within the cluster. Each school’s<br />
utilization rate was determined by dividing its enrollment<br />
by its capacity.
KEY MAP<br />
DCPS & CHARTER SCHOOL<br />
DCPS & CHARTER SCHOOL FACILITY LOCATIONS<br />
FACILITY LOCATIONS<br />
Cluster<br />
Number<br />
Cluster Name<br />
Kalorama Heights, Adams Morgan, Lanier<br />
1<br />
Heights<br />
Columbia Heights, Mt. Pleasant, Pleasant<br />
2<br />
Plains, Park View<br />
Howard University, Le Droit Park, Cardozo/<br />
3<br />
Shaw<br />
4 Georgetown, Burleith/Hillandale<br />
5 West End, Foggy Bottom, GWU<br />
Dupont Circle, Connecticut Avenue/K<br />
6<br />
Street<br />
7 Shaw, Logan Circle<br />
Downtown, Chinatown, Penn Quarters,<br />
8<br />
Mount Vernon Square, North Capitol Street<br />
Southwest Employment Area, Southwest/<br />
9<br />
Waterfront, Fort McNair, Buzzard Point<br />
10 Hawthorne, Barnaby Woods, Chevy Chase<br />
Friendship Heights, American University<br />
11<br />
Park, Tenleytown<br />
North Cleveland Park, Forest Hills, Van<br />
12<br />
Ness<br />
Spring Valley, Palisades, Wesley Heights,<br />
13 Foxhall Crescent, Foxhall Village,<br />
Georgetown Reservoir<br />
Cathedral Heights, McLean Gardens,<br />
14<br />
Glover Park<br />
Cleveland Park, Woodley Park,<br />
15 Massachusetts Avenue Heights, Woodland-<br />
Normanstone Terrace<br />
Colonial Village, Shepherd Park, North<br />
16<br />
Portal Estates<br />
17 Takoma, Brightwood, Manor Park<br />
18 Brightwood Park, Crestwood, Petworth<br />
Lamont Riggs, Queens Chapel, Fort Totten,<br />
19<br />
Pleasant Hill<br />
North Michigan Park, Michigan Park,<br />
20<br />
University Heights<br />
Edgewood, Bloomingdale, Truxton Circle,<br />
21<br />
Eckington<br />
Figure 2.2<br />
13<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
2<br />
18<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
22 Brookland, Brentwood, Langdon<br />
23<br />
Ivy City, Arboretum, Trinidad, Carver<br />
Langston<br />
24 Woodridge, Fort Lincoln, Gateway<br />
25 Union Station, Stanton Park, Kingman Park<br />
26 Capitol Hill, Lincoln Park<br />
27 Near Southeast, Navy Yard<br />
28 Historic Anacostia<br />
29 Eastland Gardens, Kenilworth<br />
30 Mayfair, Hillbrook, Mahaning Heights<br />
31<br />
Deanwood, Burrville, Grant Park, Lincoln<br />
Heights, Fairmont Heights<br />
32<br />
River Terrace, Benning, Greenway, Dupont<br />
Park<br />
33<br />
Capitol View, Marshall Heights, Benning<br />
Heights<br />
34<br />
Twining, Fairlawn, Randle Highlands, Penn<br />
Branch, Fort Davis Park, Fort Dupont<br />
35<br />
Fairfax Village, Naylor Gardens, Hillcrest,<br />
Summit Park<br />
36<br />
Woodland/Fort Stanton, Garfield Heights,<br />
Knox Hill<br />
37 Sheridan, Barry Farm, Buena Vista<br />
38 Douglas, Shipley Terrace<br />
39<br />
Congress Heights, Bellevue, Washington<br />
Highlands<br />
40 Walter Reed<br />
41 Rock Creek Park<br />
42 Observatory Circle<br />
43 Saint Elizabeths<br />
44 Joint Base Anacostia-Bolling<br />
45 National Mall, Potomac River<br />
46 National Arboretum, Anacostia River<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Schools Present in Cluster<br />
Schools Present in Cluster<br />
Public Charter Schools (PCS)<br />
District of Columbia Public<br />
Schools (DCPS)<br />
DCPS Schools to be<br />
Consolidated at the end of<br />
2012/2013 and 2013/2014<br />
School Years<br />
Public Education MastEr FacilitiEs Plan<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
27
28<br />
POPULATION AND ENROLLMENT<br />
FORECAST<br />
The District of Columbia Office of Planning (OP) provided<br />
multiple sources of demographic data described below:<br />
Historical 2000 and 2010 US Census data was provided,<br />
including information on population, race and ethnicity,<br />
gender, age cohorts, households, families, income,<br />
educational attainment, birth and fertility rates, death<br />
and survival rates. OP updated the population and age<br />
cohort estimates to 2012 to reflect post-US Census<br />
interim survey projections.<br />
Population forecasts for the 46 neighborhood clusters<br />
in the District of Columbia from 2012 to 2022 were<br />
prepared by the DC Office of Planning’s State Planning<br />
Center with assistance from its citywide planning<br />
division. The population forecasts were based on<br />
the combination of extrapolating population cohort<br />
changes and adding projected changes in residential<br />
development activity (housing units) planned through<br />
2022.<br />
The cohort component method forecasts population<br />
change as a function of the present (baseline) population<br />
and factors for three components of demographic<br />
change over time, focusing on fertility, mortality and<br />
migration.<br />
Tracking future development activity (housing) by<br />
cluster as an added stimulant to population change was<br />
categorized in four stages of development: 2010 to 2015<br />
data records completed or under construction projects;<br />
2015 to 2020 are projects in the planning pipeline<br />
expected to deliver by 2020; 2020 to 2025 include<br />
conceptual projects; and 2020 to 2030 project conditions<br />
comprising larger neighborhood conceptual projects (i.e.<br />
St. Elizabeths, Hill East, McMillan Reservoir, etc.). Each<br />
project was coded based on specific characteristics,<br />
primarily being single family houses versus, multifamily<br />
housing and rental versus ownership, and assigned an<br />
estimated number of children and adults.<br />
DEFINITION OF SCHOOL-AGED<br />
CHILDREN<br />
To get a sense of the number of children who may attend<br />
public schools in the future, this report utilizes population<br />
forecasts for “school-aged children.” School-aged<br />
children are defined as children from ages 3-18 years old.<br />
Within this group, cohorts for each school type have been<br />
defined as follows:<br />
» Elementary school: ages 3-11<br />
» Middle school: ages 12-14<br />
» High school: ages 15-18<br />
The population forecasts predict only the number<br />
of children ages 3-18 that will reside in the District of<br />
Columbia based on a number of indicators, including<br />
but not limited to: fertility rates, birth rates, mortality<br />
rates, infant deaths, life expectancy, migration patterns,<br />
life-style characteristics, etc. It should be noted that<br />
historical data for school-aged children from 2000 and<br />
2010 is based on past available cohort age groups, which<br />
have been defined as 5-9, 10-14 and 15-17.<br />
Notwithstanding that the vast majority of potential<br />
school enrollment is derived from traditionally defined<br />
neighborhood-based age cohorts, actual total enrollment<br />
often differs to a degree from population forecasts.<br />
Total enrollment includes groups unaccounted for in the<br />
population forecast as follows:<br />
» Students in adult education programs.<br />
» Children who may not be permanent DC<br />
residents or, in some cases, do not reside in the<br />
District, but are enrolled in DCPS or charters.
FACILITY CONDITION<br />
The information regarding the physical state of schools<br />
reflects the average state of repair of DCPS facilities on a<br />
neighborhood cluster basis. It is derived from the facility<br />
assessments in the 2008 Master Plan, which was the last<br />
reliable data point for all DCPS facilities at the time of<br />
printing.<br />
FACILITY QUALITY<br />
The information about the average suitability<br />
and architectural quality of school facilities on a<br />
neighborhood cluster basis comes from a detailed<br />
survey of facility quality for charters and the<br />
modernization phase of the DCPS schools. Given that<br />
the focus of Phase 1 modernizations was improvement<br />
of the learning environment, this study assumed that<br />
modernization improved facility quality. For a more<br />
detailed discussion of the data and methodology of the<br />
facility condition and quality studies, see Chapter 5.<br />
FACILITY EFFICACY<br />
Part of the plan studies the adequacy of select DCPS<br />
and charter school facilities in supporting educational<br />
programming. This sample of schools offers a way<br />
to identify patterns of need that could guide future<br />
investments in modernization. For a more detailed<br />
discussion of the data and methodology of the facility<br />
efficacy study, see Chapter 5.<br />
Facility efficacy was analyzed together with the facility<br />
condition and quality studies to provide an overall view of<br />
the characteristics of current public education facilities in<br />
the District, based on the data available.<br />
In addition to questions about the relative state of repair<br />
and quality of facilities, the average distance student<br />
travel to school and the distribution of modernization<br />
funding were analyzed across the District on a<br />
neighborhood cluster basis. This study was undertaken<br />
to determine the relationship of facility quality and<br />
condition to enrollment patterns and to understand<br />
funding patterns to date.<br />
29
30<br />
CLUSTER ENROLLMENT PARTICIPATION<br />
Facility condition and quality affect the safety and<br />
comfort of students and educators, and can limit<br />
programming. They may also influence parent and<br />
student perceptions about school quality. In this<br />
context, an analysis of the number of students who<br />
enroll in schools in the neighborhood cluster where<br />
they live was undertaken by comparing the number<br />
of students enrolled in the cluster to the number of<br />
students who live in the cluster and are enrolled in public<br />
education.<br />
EQUITY<br />
The working group stressed the importance of<br />
understanding how modernization has been funded<br />
to date and ensuring that funding is equitable moving<br />
forward. To that end, both the dollars spent on DCPS<br />
facility improvements (modernization, stabilization,<br />
new construction) from the start of the modernization<br />
program in 1998 to 2012 was mapped by neighborhood<br />
cluster.<br />
Unfortunately, no data was available on charter facility<br />
improvement expenditures. The facility allowance<br />
provided by the District to charters was an unreliable<br />
data point over the time period 1998 to 2012, since<br />
the allowance is tied to enrollment and enrollment<br />
fluctuates over time. In addition, facility allowances may<br />
be used in many different ways by charters.<br />
FACILITY GRADE<br />
BANDING<br />
For the purposes of this Facilities Master Plan both DCPS<br />
and charters will be described with the following types:<br />
» Elementary School (ES) - Grades Pre-School (PS),<br />
Pre-K (PK) to Fifth Grade<br />
» Middle School (MS) - Sixth to Eighth Grade<br />
» High School (HS) - Ninth to Twelfth Grade<br />
» Education Campus 1 (EC1) - PS to Eighth Grade<br />
» Education Campus 2 (EC2) - PS to Twelfth Grade
CHAPTER 3<br />
Enrollment, Capacity<br />
and Utilization
32<br />
ADEQUATE SPACE TO SUPPORT<br />
QUALITY EDUCATION PROGRAMS<br />
PREMISE<br />
The Master Facilities Plan is meant to guide strategic<br />
facilities improvements so the District can provide<br />
families with a choice of high quality schools close to<br />
their homes. Currently, District families have many<br />
school choices outside of their neighborhoods, including<br />
charter schools and a variety of DC Public Schools<br />
(DCPS). This aim of the Master Facilities Plan is aligned<br />
with many existing District policies, including the<br />
following:<br />
» The Mayor’s initiative of “One City, One Future,”<br />
ensuring every child in every neighborhood has<br />
access to high quality facilities.<br />
» The policy of high quality school facilities<br />
contributing to the quality of the neighborhood.<br />
» The concept of high quality school facilities,<br />
both DCPS and charter schools, supporting high<br />
quality education programs and offering parents<br />
more choices regardless of their income or<br />
access to transportation.<br />
PURPOSE<br />
This chapter on Capacity and Utilization concentrates<br />
on how much space is available, how many students are<br />
in the public education system and how much space<br />
is utilized by students. Specifically, the Capacity and<br />
Utilization chapter answers the following questions:<br />
» Where and how many students attend DCPS and<br />
charter schools?<br />
» What is the current capacity of charter and DCPS<br />
school facilities?<br />
» Is there alignment between facility capacity and<br />
student enrollment?<br />
» How much space is being utilized to support<br />
current enrollment?<br />
» How many students could be served in the<br />
current space?<br />
» Is space located appropriately to meet current<br />
demand?
CAPACITY BY CLUSTER<br />
CAPACITY BY CLUSTER<br />
COMBINED Combined DCPS AND and CHARTER Charter SCHOOLS: Elementary, ES, MS Middle AND HSand<br />
High Schools and Educational Campus<br />
DCPS school capacity numbers were obtained from DCPS.<br />
Charter School capacity numbers were obtained from PCSB.<br />
When not available, a proxy for Charter School capacity<br />
numbers was created by combining the Charter<br />
School enrollment numbers plus the addi onal<br />
open seats available for each school (as<br />
reported by each individual charter school).<br />
Figure 3.1<br />
13<br />
11<br />
14<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
The District of Columbia<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Schools Present in Cluster<br />
1-1000 Students<br />
1001-2000 Students<br />
2001-3000 Students<br />
3001-4000 Students<br />
4001-5000 Students<br />
>5001 Students<br />
33
34<br />
SPACE PER STUDENT<br />
To understand the fit between student enrollment and<br />
the space available in facilities, the gross square feet per<br />
student based on current enrollment and capacity was<br />
analyzed (Figure 3.2). Gross square feet (GSF) was used<br />
as opposed to net square feet (NSF) or assignable square<br />
feet (ASF) so that a comparison could be made between<br />
the total space available in facilities, regardless of the<br />
efficiency of design or use of space.<br />
The significance of GSF per student is both programmatic<br />
and financial. If GSF per student is too low, facilities may<br />
not have the space to support education programming,<br />
particularly specialties like art, music, science and<br />
athletics. If GSF per student is too high, the District<br />
of Columbia is paying to maintain and operate more<br />
building area than is needed.<br />
Given the specialized space needs of DCPS special<br />
education and adult education facilities, this analysis<br />
focuses on DCPS elementary schools, middle schools,<br />
high schools and the few education campuses. For<br />
charter schools, the analysis focuses on elementary<br />
schools, middle schools, high schools, PK/K-8 education<br />
campuses and PK/K-12 education campuses, and it<br />
excludes special education and adult education facilities<br />
given their specialized space needs.<br />
When looking at GSF per student, it is important to note<br />
that the GSF per student tends to increase for middle<br />
school and high schools, as spaces like large gymnasiums<br />
and associated support spaces become more prevalent.<br />
Gymnasiums require more GSF although they do not<br />
tend to increase a school’s capacity because of their<br />
occasional use. Charter schools typically do not have<br />
access to such large spaces, so the GSF per student tends<br />
to be based on more efficient spaces like classrooms.<br />
Additionally, given the wide range of education<br />
programming in the District in both DCPS and charter<br />
schools, there is not a single GSF per student that is<br />
ideal or appropriate for every school. However, GSF per<br />
student puts all schools on equal footing regardless of<br />
academic program, how they were designed or are being<br />
used currently. Furthermore, benchmark data is available<br />
for GSF per student from the DCPS Design Guidelines and<br />
other school districts, allowing for comparisons.<br />
DCPS<br />
The average GSF per enrolled student breaks down by<br />
school type as follows (Figure 3.3):<br />
» Elementary School: 243 SF/student:<br />
› DCPS Standard for New Construction and<br />
Modernization 1 150 SF/ student<br />
› National Average 2 : 77-147 SF/ student<br />
» Middle School: 436 SF / student:<br />
› DCPS Standard for New Construction and<br />
Modernization : 170 SF/ student<br />
› National Average 114-212 SF/ student<br />
› ES-MS Education Campus: 256 SF/student<br />
› ES-HS Education Campus: 270 SF/ student<br />
» High School: 408 SF / student<br />
› DCPS Standard for New Construction and<br />
Modernization : 192 SF/ student<br />
› National Average 123-211 SF/ student<br />
1 Design Guidelines | District of Columbia Public Schools, 2009, pg<br />
2000-1<br />
2<br />
Wohlers, Art. “Gross Square Feet per Student”, Council of Education<br />
Facilities Planners, Issuetrak, November 2005.
GSF GSF per per Enrolled Student v. GSF per Student Capacity<br />
650<br />
600<br />
550<br />
500<br />
450<br />
400<br />
350<br />
300<br />
250<br />
200<br />
150<br />
100<br />
50<br />
0<br />
Figure 3.2<br />
DCPS Analysis<br />
DCPS<br />
SF per Enrolled Student SF per Student Capacity<br />
All school types on average are well above the GSF per<br />
student identified in DCPS design guidelines. This finding<br />
suggests that either the inventory is unaligned with<br />
current enrollment or there are significant issues with<br />
the efficiency of building designs. This issue is particularly<br />
acute for middle schools. Although DCPS has only 13<br />
middle schools and only 4,759 DCPS students enrolled<br />
in these stand alone middle schools (grades 6-8), it<br />
dedicates 1.8 million GSF to middle school education.<br />
There is more space per student in middle schools than<br />
any other type of school.<br />
PCS<br />
CHARTER SCHOOLS<br />
Given the range of space needed to support the wide<br />
variety of charter education programs, it is difficult to<br />
develop a meaningful average GSF per student nationally.<br />
However, it is useful to examine the amount of space<br />
available per student for reference. The statistical<br />
average (mean) SF per enrolled student by grade<br />
configuration is as follows (Figure 3.3):<br />
» Elementary School: 114 SF/student<br />
» Middle School: 121 SF / student<br />
» ES-MS Education Campus: 143 SF/student<br />
» ES-HS Education Campus: 202 SF/ student<br />
» High School 155 SF / student<br />
35
36<br />
GSF per Enrolled Student<br />
DCPS AND CHARTER SCHOOLS<br />
COMBINED AND COMPARED<br />
Charter facilities range from purpose-built new schools<br />
to leased commercial space and former DCPS schools<br />
to meet a wide range of educational programming with<br />
differential spatial needs. However, charter schools on a<br />
GSF per student basis are operating between 25 percent<br />
to 50 percent less space per student than is the case<br />
with DCPS schools.<br />
1000<br />
900<br />
800<br />
700<br />
600<br />
500<br />
400<br />
300<br />
200<br />
100<br />
Figure 3.3<br />
0<br />
DCPS Elementary<br />
DCPS Middle<br />
ENROLLMENT<br />
Between 2001 and 2008, total enrollment decreased<br />
by more than 2,000 students but increased by more<br />
than 5,000 students from 2009 to 2011. From 2001 to<br />
2011, the charter schools’ share of total enrollment has<br />
increased from 14 percent to more than 38 percent in<br />
2011 (Figure 3.4).<br />
DCPS has the greatest share of elementary and high<br />
school students, while charter schools have the greatest<br />
share of ES-MS education campuses (Figure 3.5).<br />
School Types by Space per Enrolled Student<br />
Average GSF per Enrolled Student<br />
DCPS High<br />
DCPS Education Campus 1<br />
DCPS Education Campus 2<br />
PCS Elementary<br />
PCS Middle<br />
PCS High<br />
PCS Education Campus 1<br />
High Low Range<br />
Average<br />
PCS Education Campus 2
Comparison of Enrollment between DCPS and Charter Schools<br />
Figure 3.4<br />
Figure 3.5<br />
Comparison of Enrollment by Grade between DCPS<br />
and Charter Schools<br />
37
38<br />
From Grade 5 to Grade 6, DCPS enrollment significantly<br />
dips according to the October 2011 Enrollment Audit<br />
in contrast to an increase in charter school enrollment<br />
for the same grades (Figure 3.5). There are 668 fewer<br />
students enrolled in DCPS Grade 6 than in Grade 5 and<br />
469 more students enrolled in charters Grade 6 than in<br />
charters Grade 5.<br />
This data suggests that there is a noticeable shift<br />
from DCPS to charter schools at the transition from<br />
elementary to middle school. This shift may account<br />
for part of the under-utilization of DCPS middle school<br />
inventory and the over-utilization of charter schools’<br />
middle school inventory. Together, DCPS and charters<br />
lost nearly 200 students between Grades 5 and 6 in<br />
2011.<br />
Enrollment significantly jumps from Grade 8 to Grade<br />
9 in both DCPS and charter schools. The increase is<br />
considerable in DCPS schools, where there were 1,349<br />
more students in Grade 9 than in Grade 8. For charter<br />
schools, there were 146 more students in Grade 9 than<br />
in Grade 8.<br />
UTILIZATION<br />
Although average utilization for both DCPS and charters<br />
shows a reasonable match between capacity and<br />
enrollment District-wide, at 75 percent and 85 percent<br />
respectively, there is wide variation among school types<br />
and neighborhood clusters. Figure 3.8 demonstrates<br />
the wide variation in utilization between neighborhood<br />
clusters in the District’s schools to suggest there are<br />
enough seats in total, but the seats are not located in the<br />
right places to meet current demand.<br />
Given the excess capacity in the DCPS middle school<br />
inventory, utilization drops dramatically in DCPS middle<br />
schools. Interestingly, DCPS utilization for middle schools<br />
drops to 53 percent and charter school utilization jumps<br />
to 82 percent. Correlating this misalignment between<br />
facility capacity at the middle school level and enrollment<br />
with a grade cohort analysis, the data suggests that there<br />
is a shift from DCPS to charters during the middle school<br />
years.<br />
Elementary and middle schools are well utilized for both<br />
DCPS and charter schools, at 78 percent utilization and<br />
91 percent utilization respectively. The combination of<br />
elementary and middle schools in (combined) ES-MS<br />
campuses is also more efficient on SF/student basis.
ENROLLMENT BY CLUSTER<br />
ENROLLMENT BY CLUSTER<br />
COMBINED Combined DCPS AND and CHARTER Charter SCHOOLS: School ES, MS AND HS<br />
Total Enrollments<br />
Enrollment data for both DCPS and Charter Schools was<br />
gathered from the Offi ce of the State Superintendant of<br />
Educa on (OSSE) October 2011 Audited Enrollment.<br />
Figure 3.6<br />
13<br />
11<br />
14<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Schools Present in Cluster<br />
1-750 Students<br />
751-1500 Students<br />
1501-2250 Students<br />
2251-3000 Students<br />
3001-3750 Students<br />
>3751 Students<br />
The District of Columbia<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
39
UTILIZATION BY CLUSTER<br />
UTILIZATION BY CLUSTER<br />
COMBINED Combined DCPS AND and CHARTER Charter SCHOOLS: Elementary, ES, MS Middle AND HSand<br />
High Schools and Educational Campuses<br />
Cluster u liza on was determined by taking each school’s<br />
enrollment and dividing by the facility’s capacity.<br />
DCPS enrollment numbers are from the Offi ce of the<br />
State Superintendant of Educa on (OSSE) and<br />
Charter School Enrollment numbers obtained<br />
from Public Charter School Board (PCSB).<br />
DCPS school capacity numbers obtained<br />
from DCPS. Charter School capacity<br />
10<br />
numbers obtained from PCSB.<br />
When not available, a proxy<br />
for Charter School capacity<br />
numbers was created by<br />
combining the Charter<br />
School enrollment<br />
12<br />
13<br />
numbers plus<br />
the addi onal<br />
open seats<br />
available for each<br />
school (as reported by<br />
each individual charter<br />
school).<br />
Figure 3.7<br />
11<br />
14<br />
4<br />
42<br />
15<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Schools Present in Cluster<br />
1-25% U liza on<br />
26-50% U liza on<br />
51-75% U liza on<br />
76-100% U liza on<br />
>100% U liza on<br />
The District of Columbia<br />
40 40<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
9<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33
GSF Utilization<br />
FINDINGS<br />
ENROLLMENT<br />
Enrollment is fluid and dynamic. Although enrollment<br />
has decreased in recent years, enrollment trends<br />
projected for the next three to eight years may put new<br />
pressures on both DCPS and charter schools.<br />
DCPS and charter enrollment dips considerably between<br />
Grades 5 and 6, suggesting that students and families are<br />
leaving the public education system at the middle school<br />
level.<br />
Charter capacity and enrollment are condensed within<br />
the central and northern parts of the city (clusters 21, 18,<br />
170<br />
150<br />
140<br />
130<br />
120<br />
110<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
DCPS Elementary<br />
Figure 3.8<br />
DCPS Middle<br />
2, and east of the Anacostia River), even as school-aged<br />
population is expected to grow citywide.<br />
CAPACITY<br />
Utilization School Types by School by Utilization Types<br />
DCPS High<br />
DCPS Education Campus 1<br />
DCPS Education Campus 2<br />
There is an excess of approximately 17,600 seats in the<br />
active DCPS inventory. This number includes buildings<br />
that have recently been proposed for consolidation, but<br />
does not include buildings that are currently used for<br />
non-instructional purposes. Adding the capacity from<br />
buildings that are vacant or used for some other purpose,<br />
there is a total of 23,500 seats in the total DCPS inventory<br />
(based on 2011 audited enrollment data).<br />
PCS Elementary<br />
PCS Middle<br />
PCS High<br />
PCS Education Campus 1<br />
High Low Range<br />
Average<br />
PCS Education Campus 2<br />
41
42<br />
Figure 3.9<br />
There is capacity for approximately 7,300 students<br />
in charter schools (based on charter self-reported<br />
capacities and available slots).<br />
A challenge is to find more strategic ways to distribute<br />
capacity geographically and between DCPS and charters<br />
so that capacity aligns with demand, while also preparing<br />
for future increases in enrollment.<br />
UTILIZATION<br />
Enrollment v. Capacity with Utilization Average<br />
Although average utilization for both DCPS and charters<br />
shows a reasonable match between capacity and<br />
enrollment District-wide, at 75 percent and 85 percent<br />
respectively, utilization on a school-by-school basis<br />
varies widely. This data suggests that there are more<br />
than enough seats in total, but they are not in the right<br />
places or do not align with current demand. For example,<br />
some neighborhood clusters are well over capacity – as<br />
much 137 percent utilized, while others are as low as 35<br />
percent utilized.<br />
Among the most common school types (elementary<br />
schools, middle schools, K-8 education campuses, and<br />
high schools), middle school utilization is the lowest at 52<br />
percent for DCPS and 86 percent for charter schools.<br />
The highest DCPS utilization among the most common<br />
school types is elementary schools at 81 percent and the<br />
highest charter school utilization is high schools at 94<br />
percent.
OPPORTUNITIES<br />
Meetings with the working group examined the<br />
possibility of a framework developed for the strategic<br />
matching of charter schools with available DCPS space<br />
around the city, where charter school education<br />
programming and grade configuration complement a<br />
DCPS need.<br />
Discussions with community members and the working<br />
group also focused on encouraging more mixed-use<br />
facility planning, development, and operation to take<br />
advantage of community and education-related building<br />
uses outside of DCPS and charter schools. Creative<br />
short-term leases for partner agencies, community<br />
organizations, or even small businesses would absorb<br />
excess building area while activating the facility outside<br />
of traditional school hours. This approach to facilities<br />
could enrich DCPS or charter school programming,<br />
offset facility costs and help absorb excess capacity now,<br />
without relinquishing capacity permanently, so that<br />
capacity is available when enrollment increases.<br />
Some community members and even students<br />
requested a focus on job training and skill development.<br />
Organizations that lease space could be required to<br />
consider internships and mentoring opportunities for<br />
public education students. These types of partnerships<br />
could create jobs and economic opportunity in local<br />
communities. When enrollment increases, the lease can<br />
be terminated and capacity recaptured.<br />
43
44<br />
Summary Table of Enrollment, Capacity and Utilization by School Type<br />
Figure 3.10
CHAPTER 4<br />
Population and<br />
Enrollment Forecast
48<br />
UNDERSTANDING THE FUTURE OF<br />
STUDENT ENROLLMENT IN THE <strong>DISTRICT</strong><br />
PREMISES<br />
The following premises and assumptions frame the data<br />
that was collected, methods of analyses and questions<br />
explored in this chapter:<br />
» Both charter schools and DCPS are best<br />
located in the areas where there is an existing<br />
or forecasted high concentration of children.<br />
Based on this premise, this report analyzes<br />
school-age demographics geographically to<br />
understand their potential impact on school<br />
facilities.<br />
» The forecasted enrollment is assumed at today’s<br />
share of the total school-aged population.<br />
» The Master Facilities Plan analyzes whether<br />
sufficient capacity in high quality facilities exists<br />
for all children, whether in DCPS or charter<br />
schools. Therefore, the total capacity of DCPS<br />
and charter schools combined is compared<br />
to the total number of school-aged children<br />
expected in future years. This analysis does not<br />
forecast the future enrollment share between<br />
DCPS and charters.<br />
» The Master Plan’s first priority is to address<br />
current school capacity. The second and parallel<br />
priority is to consider near-term anticipated<br />
changes in demand. In this analysis, these<br />
shifts respond to demographic patterns that<br />
are forecast through the next five years (to<br />
2017). The third priority is to study potential<br />
longer term demographic patterns, which, by<br />
definition, become more speculative as they<br />
shift from historically anchored characteristics.<br />
» Finally, while the demand for school facilities<br />
relates to parental decisions about educational<br />
experiences and services, this Master Facilities<br />
Plan does not address such school choices.<br />
PURPOSE<br />
This part of the Master Facilities Plan further establishes a<br />
baseline of neighborhood cluster data points and outlines<br />
future demand scenarios for school facilities. This<br />
chapter on Population and Enrollment Forecasts answers<br />
the following questions:<br />
» What are the key demographic changes that<br />
could influence school-aged population in the<br />
future?<br />
» How many school-aged children are forecasted<br />
to live in the District in the next five years? The<br />
next 10 years?<br />
» In what neighborhood clusters is the population<br />
of school-aged children expected to change in<br />
five and 10 years?<br />
» How does the existing capacity at DCPS and<br />
charter schools relate to the forecasted schoolaged<br />
population?
POPULATION CHANGE BY CLUSTER<br />
DEMOGRAPHICS<br />
2000-2012 CHANGE IN SCHOOL-AGED CHILDREN<br />
2000-2012 School Aged Children<br />
Population Changes<br />
Popula on data was gathered from the Offi ce of Planning (OP).<br />
School Age Popula on for this map includes children<br />
a ending DCPS, Charter Schools, and private schools<br />
aged 3 to 18 years.<br />
Figure 4.1<br />
13<br />
11<br />
14<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Popula on Present in Cluster<br />
1-500 Increase<br />
1-200 Decrease<br />
> 200 Decrease<br />
The District of Columbia<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
49
50<br />
Figure 4.2<br />
POPULATION<br />
FORECAST<br />
The District of Columbia’s Office of Planning October<br />
2012 Phase 2 population forecasts suggest that between<br />
2012 and 2017, the overall population for the District<br />
will increase by 8.2 percent, coupled with a 20.5 percent<br />
increase in the school-aged population associated<br />
children (5-17 year old consolidated cohorts). This<br />
growth translates into an average annual increase of<br />
approximately 2,850 additional school-aged children per<br />
year (Figure 4.2).<br />
Forecast data from the DC Office of Planning suggests<br />
that between 2017 and 2022, the overall population for<br />
the District will increase by 7.3 percent, coupled with<br />
a 28.7 percent increase in the school-aged population<br />
associated children (Figure 4.3).<br />
Figures 4.4 and 4.5 show how the forecasted population<br />
growth is applied across the neighborhood clusters in<br />
2017 and 2022. Figures 4.10 and 4.11 show the studentaged<br />
population density per neighborhood cluster in<br />
2012 and in 2017.<br />
For the period of 2017 to 2022, an average of 4,810<br />
additional school-aged children will be added per year.<br />
By 2022, the OP forecast suggests that the percentage of<br />
school-aged children as a component of total population<br />
will be 14.7 percent or approximately back to the level<br />
that prevailed in 2000.
FORECAST RANGES<br />
Figures 4.6 - 4.7 shows two population forecasts.<br />
Figure 4.6 is an extrapolated forcast based on data<br />
obtained from the Metropolitan Washington Council<br />
of Governments (COG). The second table is from the<br />
DC Office of Planning (OP). OP's forecast data set is<br />
based on the 2012 Census estimates (recently released)<br />
as the starting point where as the COG extrapolated<br />
forecast is based on the 2011 Census data set and 2015<br />
and 2020 COG estimates. Both are suitable forecasts<br />
to predict the District population in the years to come.<br />
They are different because of different assumptions and<br />
methodologies, and, therefore, are two forecasts for two<br />
possible futures.<br />
The OP population forecast is being used for the<br />
purposes of this Master Facilities Plan. Understanding<br />
90,000<br />
85,000<br />
80,000<br />
75,000<br />
70,000<br />
65,000<br />
60,000<br />
55,000<br />
50,000<br />
45,000<br />
40,000<br />
35,000<br />
30,000<br />
25,000<br />
20,000<br />
15,000<br />
10,000<br />
5,000<br />
0<br />
Age Cohort Forecast Trends<br />
3‐11 yrs 12‐14 yrs 15‐18 yrs<br />
2012 2017 2022<br />
Source: Office of Planning Forecast Phase 1, 2000 and 2010 Census, 1/13<br />
Figure 4.3<br />
that in applying OP’s population forecasts to school<br />
facility planning, there are a number of caveats to<br />
consider, ranging from the prospects for and capacity to<br />
absorb in-migration, to probabilities of family households<br />
starting out and staying in a given location, and to the<br />
influence of school proximity and quality regarding<br />
household location choice.<br />
Against a backdrop of uncertain national and regional<br />
economic conditions, combined with an array of<br />
location options for families in other jurisdictions close<br />
to the District of Columbia, the facility planning process<br />
must balance school investment commitments in such<br />
a manner that resources are channeled to support<br />
known needs as well as possible new demands. A key<br />
test regarding possible school facility investment, be it<br />
51
52<br />
POPULATION FORECAST<br />
POPULATION FORECAST<br />
2012-2017 SCHOOL-AGED CHILDREN POPULATION CHANGES<br />
2012-2017 School Aged Children<br />
Population Changes<br />
Popula on forecasts were prepared by the DC Offi ce of<br />
Planning’s State Planning Center with assistance from its<br />
citywide planning division.<br />
School Age Popula on for this map includes children<br />
a ending DCPS, Charter Schools, and private<br />
schools aged 3 to 18 years.<br />
Figure 4.4<br />
13<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
Water<br />
No Popula on Present in Cluster<br />
>2000 Increase<br />
1501-2000 Increase<br />
1001-1500 Increase<br />
501-1000 Increase<br />
1-500 Increase<br />
1-300 Decrease<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
31<br />
33
POPULATION FORECAST<br />
POPULATION FORECAST<br />
2012-2022 SCHOOL-AGED CHILDREN POPULATION CHANGES<br />
2012-2022 School Aged Children<br />
Population Changes<br />
Popula on forecasts were prepared by the DC Offi ce of<br />
Planning’s State Planning Center with assistance from its<br />
citywide planning division.<br />
School Age Popula on for this map includes children<br />
a ending DCPS, Charter Schools, and private<br />
schools aged 3 to 18 years.<br />
Figure 4.5<br />
13<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
Water<br />
No Popula on Present in Cluster<br />
>2000 Increase<br />
1501-2000 Increase<br />
1001-1500 Increase<br />
501-1000 Increase<br />
1-500 Increase<br />
1-200 Decrease<br />
> 200 Decrease<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
31<br />
33<br />
53
54<br />
2,012 2,017 2,022<br />
3-11 12-14 15-18 3-11 12-14 15-18 3-11 12-14 15-18<br />
1 572 104 204 687 53 90 697 66 50 1<br />
2 3,522 798 1,451 4,288 714 897 4,988 786 844 2<br />
3 350 151 267 476 115 432 499 162 301 3<br />
4 614 166 424 867 222 655 799 276 706 4<br />
5 173 17 122 440 161 155 422 942 1,715 5<br />
6 248 27 199 272 16 32 296 20 23 6<br />
7 1,042 207 348 1,410 157 189 1,822 225 142 7<br />
8 794 148 385 1,275 121 145 1,817 212 151 8<br />
9 715 192 372 875 133 181 963 185 152 9<br />
10 1,844 457 581 1,675 599 529 1,520 498 633 10<br />
11 1,403 320 455 1,314 411 503 1,245 399 603 11<br />
12 514 115 255 563 89 119 537 121 92 12<br />
13 1,375 648 845 1,225 807 1,979 1,050 302 1,553 13<br />
14 743 148 364 778 144 271 754 174 255 14<br />
15 779 139 386 871 113 121 825 153 99 15<br />
16 497 106 128 501 164 134 522 134 201 16<br />
17 2,020 543 820 2,386 596 710 2,578 711 777 17<br />
18 3,815 1,091 1,728 4,558 992 1,352 5,168 1,298 1,268 18<br />
19 1,158 322 541 1,448 342 387 1,678 455 397 19<br />
20 679 282 534 679 237 556 688 229 430 20<br />
21 1,593 492 863 1,894 393 654 2,248 535 495 21<br />
22 1,201 370 670 1,365 383 487 1,460 440 505 22<br />
23 1,518 511 943 1,572 493 696 1,768 420 653 23<br />
24 566 171 279 670 171 300 754 245 287 24<br />
25 1,893 281 753 2,461 341 362 2,769 511 371 25<br />
26 1,853 372 684 2,451 395 470 3,028 476 468 26<br />
27 36 5 15 104 4 4 227 5 2 27<br />
28 852 272 292 912 194 279 868 246 242 28<br />
29 389 163 239 460 136 139 569 172 145 29<br />
30 938 280 410 1,099 315 344 1,099 315 318 30<br />
31 1,868 610 939 2,010 535 779 2,110 714 746 31<br />
32 1,502 506 874 1,622 502 581 1,719 521 664 32<br />
33 2,292 741 1,191 2,583 692 888 2,775 842 842 33<br />
34 1,559 540 797 1,619 474 717 1,669 546 566 34<br />
35 534 191 254 534 164 189 534 164 166 35<br />
36 1,212 353 522 1,321 347 446 1,494 384 414 36<br />
37 1,356 379 627 1,277 405 429 1,301 357 394 37<br />
38 2,119 596 950 2,207 517 620 2,154 645 586 38<br />
39 3,956 1,129 1,863 4,330 1,065 1,268 4,289 1,269 1,267 39<br />
40 0 0 0 0 0 0 0 0 0 40<br />
41 0 0 0 0 0 0 0 0 0 41<br />
42 0 0 0 0 0 0 0 0 0 42<br />
43 0 0 0 0 0 0 0 0 0 43<br />
44 615 128 199 647 94 167 623 90 114 44<br />
45 0 0 0 0 0 0 0 0 0 45<br />
46 0 0 0 0 0 0 0 0 0 46<br />
Figure 4.6<br />
Extrapolated COG Population Forecast<br />
50,709 14,074 23,776 57,725 13,804 19,256 62,330 16,244 19,637<br />
*The Po<br />
Plan
Population Forecast by DC Office of Planning*<br />
2,012 2,017 2,022<br />
15-18 3-11 12-14 15-18 3-11 12-14 15-18 3-11 12-14 15-18<br />
50 1 734 141 182 1,625 190 204 2,465 426 326<br />
844 2 3,760 933 1,275 6,014 1,122 1,333 7,868 1,593 1,718<br />
301 3 472 125 175 976 124 168 1,526 300 207<br />
706 4 959 195 241 1,382 272 291 1,931 494 425<br />
1,715 5 177 15 43 517 46 30 1,226 120 66<br />
23 6 373 62 102 976 88 88 1,727 271 157<br />
142 7 955 237 320 1,684 284 329 2,334 493 407<br />
151 8 1,067 262 402 1,682 331 404 2,264 541 524<br />
152 9 753 234 366 964 216 323 1,035 357 356<br />
633 10 1,808 507 588 1,474 642 716 1,120 538 849<br />
603 11 1,230 319 331 1,421 405 456 1,645 415 606<br />
92 12 655 171 215 825 222 246 1,189 250 305<br />
1,553 13 1,402 422 472 1,285 524 605 1,384 413 660<br />
255 14 803 170 264 1,474 252 272 2,399 350 350<br />
99 15 789 205 233 1,162 249 280 1,723 341 374<br />
201 16 410 101 143 318 142 157 228 102 205<br />
777 17 2,094 573 832 2,907 649 795 3,469 804 940<br />
1,268 18 3,727 1,084 1,593 5,512 1,084 1,505 6,837 1,483 1,605<br />
397 19 941 290 414 1,455 319 395 2,184 388 436<br />
430 20 928 275 447 1,084 272 366 1,145 388 404<br />
495 21 1,672 507 741 2,455 538 755 3,246 803 864<br />
505 22 1,209 411 671 1,624 373 529 2,051 464 541<br />
653 23 1,525 498 806 1,884 498 663 2,305 495 702<br />
287 24 536 166 260 708 186 260 879 244 302<br />
371 25 2,139 521 764 3,689 678 752 5,303 1,099 1,048<br />
468 26 2,013 410 507 3,011 573 589 3,578 1,032 883<br />
2 27 118 33 48 303 69 71 427 123 175<br />
242 28 838 280 302 979 252 379 1,113 296 361<br />
145 29 334 133 214 418 106 171 582 107 138<br />
318 30 958 281 400 1,089 295 405 1,235 381 450<br />
746 31 1,561 582 947 1,851 469 731 2,236 565 676<br />
664 32 1,398 497 784 1,519 478 613 1,715 443 661<br />
842 33 2,401 815 1,224 2,641 743 1,092 2,896 837 1,052<br />
566 34 1,504 560 790 1,815 485 730 2,087 557 646<br />
166 35 496 187 223 595 156 225 649 196 228<br />
414 36 1,154 372 519 1,232 381 515 1,354 406 489<br />
394 37 1,492 464 709 1,857 562 662 2,427 560 746<br />
586 38 2,042 613 913 2,331 623 821 2,501 746 893<br />
1,267 39 4,199 1,303 1,911 5,106 1,323 1,702 5,721 1,573 1,942<br />
0 40 0 0 0 0 0 0 50 0 0<br />
0 41 0 0 0 0 0 0 0 0 0<br />
0 42 0 0 0 0 0 0 0 0 0<br />
0 43 4 1 2 12 5 10 0 22 23<br />
114 44 708 118 120 877 181 189 607 386 325<br />
0 45 1 2 1 1 0 2 0 0 1<br />
0 46 0 0 0 0 0 0 0 0 0<br />
,637 52,340 15,078 21,494 70,734 16,407 20,829 88,662 21,402 24,067<br />
*The Population Forecast by DC Office of Planning is being used for the Facilities Master<br />
Plan<br />
Figure 4.7<br />
55
56<br />
to expand actual capacity or to maintain or upgrade<br />
existing capacity, is to seek data measures underscoring<br />
needs regardless of the actual level of realized growth.<br />
Such a hypothetical adjustment to the suggested<br />
population forecasts (at 50 percent of forecast<br />
population change estimates) is included in the Unmet<br />
Need section of this report.<br />
These projections do not account for several significant<br />
redevelopment projects in DC such as the St. Elizabeths<br />
East Campus and Walter Reed Army Medical Center.<br />
These projects are still in the planning stages and it is too<br />
early to predict the impact they may have on population<br />
changes.<br />
ENROLLMENT<br />
FORECAST<br />
There is usually some difference between actual school<br />
enrollment and the estimate of school-aged children in<br />
a given neighborhood cluster. This difference varies in<br />
degree due to numerous variables. The following maps<br />
illustrate projected enrollments by using school-aged<br />
population ratios in the population forecasts which<br />
incorporate the expected continuation of enrollment<br />
anomalies (Figures 4.8 - 4.9).<br />
PROJECTED UNMET<br />
NEED<br />
Figures 4.10 - 4.11 provide a visual reference for the<br />
potential interplay between forecasted school-aged<br />
enrollment changes and the impact on existing school<br />
capacity.<br />
FINDINGS<br />
2000-2012 POPULATION CHANGES<br />
» The overall population of the District of<br />
Columbia grew from approximately 572,500<br />
residents in 2000 to 631,700 in 2012,<br />
representing an increase of 10.3 percent or<br />
an estimated 59,200 residents. Calculated on<br />
an annual basis, this increase equates to 4,930<br />
new residents each year or 0.6 percent rise<br />
per annum (Figure 4.2).<br />
» Despite overall population gains, the schoolaged<br />
children population (ages 5-17 years<br />
consolidated cohorts) decreased from<br />
approximately 82,500 in 2000 to 69,580 in<br />
2012, representing a decrease of 15.7 percent<br />
or an estimated 12,920 school-aged children.<br />
This decrease equates to an average loss of<br />
just under 1,080 school-aged children each<br />
year or an average annual 1.3 percent loss<br />
(Figure 4.2).<br />
» The overall decline in school-aged children<br />
occurred primarily prior to 2010. A gain of 2.0<br />
percent (1,375) school-aged children (ages<br />
5-17 years) occurred between 2010 and 2012.<br />
» The percentage of school-aged children as<br />
a component of total population decreased<br />
from 14.4 percent in 2000 to 11.0 percent in<br />
2012.<br />
» Of the 44 neighborhood clusters that<br />
contain school-aged children, 33 clusters<br />
(75.0 percent) posted school-aged children<br />
decreases in which Clusters 2, 18 and 21 all<br />
posted the biggest losses, amounting to more<br />
than 1,000 children total per cluster. Clusters<br />
4, 10 and 11 had the most school-aged<br />
children gains with more than 300 additional<br />
school-aged children per cluster over the 12-<br />
year time frame.
58<br />
PREDICTED ENROLLMENT<br />
ENROLLMENT FORECAST<br />
2012-2017 SCHOOL-AGED CHILDREN POPULATION CHANGES<br />
2012-2017 Changes to Public Education Enrollment<br />
(All School Types)<br />
DCPS enrollment numbers are from the Offi ce of the State<br />
Superintendant of Educa on (OSSE) and Charter School<br />
Enrollment numbers obtained from Public Charter School<br />
Board (PCSB).<br />
Figure 4.8<br />
13<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Popula on Present in Cluster<br />
1501-2000 Increase<br />
1001-1500 Increase<br />
501-1000 Increase<br />
1-500 Increase<br />
1-150 Decrease<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33
UNMET NEED<br />
PROJECTED UNMET NEED<br />
2012 NUMBER OF STUDENTS WITH UNMET NEED COMPARED AGAINST DCPS AND<br />
Number of Students with Need Unmet by Facility<br />
CHARTER SCHOOL FACILITY CAPACITY WITHIN HOME CLUSTER<br />
Capacity within Home Cluster<br />
Popula on forecasts were prepared by the DC Offi ce of<br />
Planning’s State Planning Center with assistance from<br />
its citywide planning division.<br />
School capacity numbers were obtained<br />
from DCPS and Charter schools. When<br />
unavailable, a proxy for Charter school<br />
capacity numbers was created by<br />
10<br />
combining the Charter enrollment<br />
numbers plus the addi onal<br />
open seats available for each<br />
school (as reported by<br />
each individual Charter<br />
school).<br />
12<br />
11<br />
School Age<br />
Popula on for<br />
this map includes<br />
children a ending<br />
DCPS, Charter Schools,<br />
and private schools aged<br />
3 to 18 years.<br />
Figure 4.9<br />
13<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
15<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Schools Present in Cluster<br />
>1,995 Students<br />
1,597 - 1,995 Students<br />
1,198 - 1,596 Students<br />
798 - 1,197 Students<br />
399 - 797 Students<br />
0 - 398 Students<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
59
60<br />
POPULATION FORECAST<br />
PROJECTED UNMET NEED<br />
2012 SCHOOL-AGE POPULATION STUDENTS PER ACRE<br />
School Aged Children per Acre in 2012<br />
Data was gathered from the Offi ce of the Chief Technology<br />
Offi cer (OCTO).<br />
School Age Popula on for this map includes children<br />
a ending DCPS, Charter Schools, and private schools<br />
aged 3 to 18 years.<br />
Figure 4.10<br />
13<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Schools Present in Cluster<br />
>4.47 Students per Acre<br />
3.64 - 4.47 Students per Acre<br />
2.80 - 3.63 Students per Acre<br />
1.96 - 2.79 Students per Acre<br />
1.12 - 1.95 Students per Acre<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33
POPULATION FORECAST<br />
PROJECTED UNMET NEED<br />
2017 SCHOOL-AGE POPULATION STUDENTS PER ACRE<br />
Students per Acre in 2017<br />
Data was gathered from the Offi ce of the Chief Technology<br />
Offi cer (OCTO).<br />
School Age Popula on for this map includes children<br />
a ending DCPS, Charter Schools, and private schools<br />
aged 3 to 18 years.<br />
Figure 4.11<br />
13<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Schools Present in Cluster<br />
>6.08 Students per Acre<br />
4.95 - 6.08 Students per Acre<br />
3.80 - 4.94 Students per Acre<br />
2.66 - 3.79 Students per Acre<br />
1.51 - 2.65 Students per Acre<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
61
62<br />
SNAPSHOT OF NEIGHBORHOOD<br />
CLUSTER DIFFERENTIATION AND<br />
DEMOGRAPHICS<br />
» School-aged children (5-17 yrs.): In 2012,<br />
neighborhood clusters with the most schoolaged<br />
children (3,500-plus) are 2, 18, 33 and 39.<br />
Clusters with the fewest school-aged children<br />
(less than 400) are 5, 6 and 27.<br />
» Family households are defined by one or two<br />
persons related by birth, marriage or adoption:<br />
of the estimated 257,300-plus households in the<br />
District of Columbia reported in 2010, 112,715<br />
were family households representing 43.8<br />
percent of total households (see Appendix C).<br />
» Higher family concentrations (65.0 percentplus)<br />
are in neighborhood clusters 16, 29, 33,<br />
37, 38 and 39. Conversely, the lowest family<br />
concentrations (25.2 percent or less) are in<br />
neighborhood clusters 1, 6 and 7. District-wide,<br />
the average family size is about 3.0 persons per<br />
household (see Appendix C).<br />
» Owner-occupied households: Of the estimated<br />
257,300-plus households in the District of<br />
Columbia reported in 2010, 110,410 are owneroccupied,<br />
representing 42.9 percent of total<br />
households. The neighborhood clusters with<br />
the highest housing tenure are 10, 11, 13, 16<br />
and 20. Conversely, the fewest owner-occupied<br />
households are in neighborhood clusters 28 and<br />
36-39 (see Appendix C).<br />
» Educational attainment for population of<br />
18-plus years: More than 50 percent of the<br />
population in 18 clusters (1, 3-16 and 25-27)<br />
have graduated from a higher educational<br />
institution with an associate degree or higher.<br />
All other clusters generally have less than 35<br />
percent of the population with educational<br />
attainment of an associate degree or higher (see<br />
Appendix C)<br />
UNMET NEED<br />
Depending on the assumptions employed, it can be<br />
seen that approximately one-third of the neighborhood<br />
clusters are forecasted to have a potential 200-plus seat<br />
deficit when compared with existing facility capacity by<br />
2017. By 2022 and beyond, closer to two-thirds of the<br />
neighborhood clusters are facing a potential seat deficit.<br />
In contrast, some combinations of clusters may continue<br />
to have excess school capacity; not so much because of<br />
any forecast of significant reduced demand from schoolaged<br />
children, but from a lingering capacity overage<br />
following school population declines from years past.
CHAPTER 5:<br />
Facility Condition,<br />
Quality and Efficacy
64<br />
FACILITY QUALITY AND CONDITION<br />
SHOULD SUPPORT QUALITY EDUCATION<br />
PREMISE<br />
The following premises and assumptions frame the<br />
collected data, methods of analyses and questions<br />
explored in this chapter:<br />
Facility condition and quality affect the safety and<br />
comfort of students and educators, and can limit<br />
programming. They may also influence parent and<br />
student perceptions about school quality. To better<br />
understand this impact, a mobility analysis was<br />
undertaken to understand facility quality within the<br />
context of in-boundary student attendance rates.<br />
To guide strategic capital expenditure on facilities, it<br />
is critical to understand where facility condition and<br />
quality needs are greatest in the city and the condition<br />
and quality needs that are most persistent among similar<br />
schools.<br />
Facility condition and facility quality are different, and<br />
should be measured separately. Facility condition is<br />
the state of repair of the building enclosure (roof, walls,<br />
windows, etc); interiors (walls, finishes, lighting, etc);<br />
and building systems (mechanical, plumbing, electrical).<br />
Facility quality is the suitability of the school building for<br />
learning and its architectural and aesthetic quality. A<br />
school building can be in great physical condition, but<br />
of low quality in terms of learning and architectural<br />
merit. A high quality building for learning can be in poor<br />
physical condition.<br />
DCPS facilities that have been fully modernized since<br />
2008 are assumed to be in good condition and of high<br />
facility quality, and, therefore, were assessed to have<br />
no condition or quality need over the five-year planning<br />
horizon of this master plan. DCPS facilities that were<br />
modernized before 2008 were assumed to have some<br />
condition need. Those that have yet to be modernized<br />
were assumed to have the greatest need.<br />
Since very limited data was available about the time<br />
frame and scope of charter school modernization, this<br />
report relies on survey data from charters to describe in<br />
broad terms the quality and condition of facilities.<br />
Highly effective teaching and learning, functional<br />
programming and rich student experiences are the basis<br />
of quality facilities and the design of school environments<br />
should be measured against them. This report<br />
summarizes lessons learned from assessing a sample of<br />
schools yet to be modernized through the Educational<br />
Facility Effectiveness Instrument (EFEI). The EFEI measures<br />
the effectiveness of facilities in supporting education<br />
goals outlined in the current DCPS Design Guidelines and<br />
national best practices.<br />
PURPOSE<br />
This section of the Master Facilities Plan examines the<br />
relative state of repair and quality of public education<br />
facilities across the District on a neighborhood basis. It<br />
identifies patterns of facility needs among charter and<br />
DCPS facilities that may influence the effectiveness of<br />
facilities to support quality programming. This portion of<br />
the plan answers the following questions:
» Where are the greatest facility condition needs?<br />
» Are there any significant geographic patterns in<br />
facility quality across the city?<br />
» How equitably has modernization funding for<br />
DCPS been distributed across the city?<br />
» Among DCPS facilities that have yet to be<br />
modernized and all charter schools, are there<br />
patterns of specific facility needs that should be<br />
addressed by future modernizations?<br />
FACILITY CONDITION<br />
DCPS facility condition was assessed on an “asset” or<br />
building systems basis (roof, window, mechanical system,<br />
etc.). Building assets were originally assessed on a scale<br />
from “unsatisfactory” to “good” based on the facility<br />
condition index (FCI).<br />
Although a detailed building assessments for all DCPS<br />
inventory are currently ongoing, there was not complete<br />
data for all DCPS facilities at the time of printing.<br />
Therefore, this report relies on the 2008 Master Facilities<br />
Plan for the base data for building assessments, with<br />
updates based on modernizations that have occurred<br />
from 2008 to 2011.<br />
The facility condition data on DCPS schools from 2008<br />
includes assessments of the following building elements<br />
or “assets:”<br />
» ADA Compliance<br />
» Conveying Systems<br />
» Electrical Systems<br />
» Exterior Finish<br />
» HVAC<br />
» Interior Finish<br />
» Plumbing<br />
» Roof<br />
» Structure<br />
» Technology<br />
There was no reliable data point for charter school facility<br />
condition (see Limitations of Data in Appendix G).<br />
Each of the building assets was assessed by dividing<br />
the total cost of outstanding maintenance, repair and<br />
replacement deficiencies of the asset against the current<br />
replacement value of the asset. This calculation yields<br />
what is commonly called a facility condition index or FCI.<br />
65
66<br />
In general, this index is a relative indicator of condition.<br />
The closer the cost of the outstanding maintenance and<br />
repair deficiencies are to the cost of replacement, the<br />
worse the condition of the asset is assessed to be. The<br />
index is expressed as a decimal.<br />
EDUCATIONAL<br />
FACILITIES<br />
EFFECTIVENESS<br />
INSTRUMENT (EFEI)<br />
Fielding Nair International, one of the consultants on this<br />
plan, developed the Educational Facilities Effectiveness<br />
Instrument (EFEI) to measure how well educational<br />
facilities support teaching and learning. Since 2005,<br />
the tool has been used to evaluate facilities of all grade<br />
levels throughout the world, culminating in close to $1<br />
billion worth of assets. Fielding Nair continues to develop<br />
the tool according to best practices and the highest<br />
standards in design for 21st-century learning. The EFEI<br />
does not measure education programming, educators<br />
or facility condition; rather, it focuses on the educational<br />
effectiveness of the school facility itself, based on criteria<br />
customized for each school district.<br />
For the District of Columbia public schools, the criteria<br />
were customized based on the stated goals of the DCPS<br />
Facility Design Guidelines and best practices in 21stcentury<br />
school design.<br />
The patterns are divided into three sections, relating to<br />
the areas of DCPS schools addressed in each phase of<br />
modernization. A sample of the full DCPS EFEI assessment<br />
listing all 33 patterns and supporting questions can be<br />
found in Appendix G.
n how many of the<br />
e supported by the<br />
or proposed school<br />
easier to gauge their<br />
ng needs.<br />
Breakout Area<br />
Soft Seating<br />
Active Zone<br />
Entry, storage,<br />
project work<br />
l continue in some<br />
et us look at design<br />
el is amended so that<br />
ox to a more flexible<br />
Studio is sometimes Flex Space<br />
which is, actually, Seminar, quiet individual work,<br />
t schools featuring collaborative, or presentation<br />
Learning Studios<br />
Figure Figure 5.1: A 1-4. flexible design allows for greater<br />
tka, Illinois built in<br />
differentiation Design Pattern within #1c: the Learning classroom<br />
Studio.<br />
ce its opening, the<br />
l remains relevant— Movable wall, screen, storage units<br />
ls being built today.<br />
or bookshelves<br />
sroom—A Pattern<br />
an makes a strong<br />
Breakout<br />
e classroom and its<br />
Area<br />
udio with multiple<br />
f a Learning Studio Studio A<br />
arning Studios can<br />
ite." This is further<br />
Studio B<br />
first illustrates one<br />
gure 1-6 shows the<br />
le—which is a new<br />
Outdoor Learning<br />
nd schools able to<br />
Figure 5.2: Project-Based Learning at Terrace an elementary<br />
regular plan creates<br />
school in Medford, OR<br />
zones that support Figure 1-5.<br />
modalities from the Design Pattern #1d: Learning Suite. Each studio<br />
individual students has its own entry, breakout area, and outdoor<br />
connection, and may operate as a single studio or<br />
.<br />
combined with the adjacent studio into a learning<br />
suite.<br />
Design Patterns for 21st Century Schools<br />
7<br />
EFEI PATTERNS TO<br />
MEASURE SCHOOL<br />
FACILITY EFFICACY<br />
PATTERNS ALIGNED WITH DCPS PHASE<br />
ONE MODERNIZATION<br />
1a: Differentiation<br />
How effectively do the principal learning spaces support<br />
differentiation?<br />
To help every child reach his or her potential, teachers<br />
often need to provide different avenues for acquiring<br />
content, processing concepts, constructing knowledge<br />
or making sense of ideas. Differentiated instruction<br />
requires flexible and agile learning environments<br />
suitable to a variety of learning activities and student<br />
group sizes. This adaptability is particularly critical in<br />
learning environments where there is great diversity in<br />
ability, from students with special needs to those on an<br />
accelerated learning track.<br />
1b: Project Based Learning<br />
How effectively do the principal learning areas support<br />
project-based learning?<br />
The DCPS Facility Design Guidelines state that “the middle<br />
school program is based on team teaching with a focus<br />
on a project-based interdisciplinary curriculum.” Projectbased<br />
learning (PBL) is structured, student-directed<br />
learning that develops multiple skill sets, including critical<br />
thinking, research skills and core academics. Students<br />
may work independently or in teams on multifaceted,<br />
often interdisciplinary projects, which access learning<br />
standards. This set of criteria evaluates the effectiveness<br />
of the physical environment to support this educational<br />
goal.<br />
67
68<br />
and democratically decide who gets to use which space<br />
when. That said, each teacher will have a professionally<br />
outfitted workspace alongside their colleagues in the<br />
teacher’s office, which is also part of the SLC.<br />
12 The Language of School Design<br />
Café &<br />
Project<br />
Area<br />
its own science room, its own teacher workroom with<br />
the transparency needed for the space to serve as "eyes<br />
on the street", its own toilets, its own science lab and its<br />
own central multi-purpose social space that can be used<br />
for project work, independent study, distance learning,<br />
collaborative work, technology-based work and so on.<br />
Figure 1-9 shows a simpler arrangement than the SLC<br />
described above with Learning Studios clustered around<br />
small group rooms and a café that doubles as a project<br />
area. But even at this simple level, it is possible to create an<br />
effective SLC.<br />
1c: Learning Communities<br />
How effectively do the principal learning areas support<br />
the organization of the school as a cluster of learning<br />
communities?<br />
This particular pattern could be modified to show each<br />
SLC having its own direct connection to the outdoors.<br />
Additionally, each Learning Studio itself could have<br />
an outdoor connection. The floor plan (Figure 1-10)<br />
and photograph of the Djidi Djidi Aboriginal School<br />
in Australia (Figure 1-11) feature another example of<br />
how Learning Studios can be combined with other<br />
common spaces to create self-contained Small Learning<br />
Communities.<br />
Small<br />
Group<br />
Room<br />
Learning We have utilized one more image to represent the SLC<br />
Studio<br />
model. Figure 1-12, the High Tech Middle School in San<br />
AFigure 5.3: small learning community allows for greater<br />
Figure 1-9.<br />
Diego, California illustrates how a common area shared by<br />
flexibility Design in teaching Pattern #1e: and Learning learning Studio-based groups Small an SLC might be used.<br />
Learning Community (SLC).<br />
Figure 5.4: Science Labs at Oyster-Adams Bilingual School<br />
in Washington, DC<br />
The DCPS Facility Design guidelines call for “academic<br />
clusters” (early childhood, primary and intermediate);<br />
“houses” (middle school), and “academies” (high school).<br />
These three concepts can be broadly described as<br />
learning communities –smaller units within the school<br />
comprised of students and teachers who collaborate<br />
and learn together. They use a variety of instructional<br />
Figure 1-11.<br />
strategies and grouping sizes beyond the standard<br />
classroom. Research shows that the size of a learning<br />
community should be no larger than 150 students to<br />
maintain a sense of community where all are known and<br />
feel valued.<br />
1d: Areas for Hands-On Experimentation<br />
How well equipped are spaces for hands-on<br />
experimentation of the natural world through the<br />
sciences, mathematics and other curricula?<br />
Figure 1-10.<br />
Djidi Djidi Aboriginal School d<br />
Architect: Edgar Idle Wade.<br />
Djidi Djidi Aboriginal School, a<br />
Hands-on experimentation is critical for building<br />
understanding in the sciences and mathematics. Both<br />
advanced placement (AP) and international baccalaureate<br />
(IB) programs require hands-on experimentation and lab<br />
time. In fact, AP has recently increased its requirements<br />
for lab time. The following criteria were used to evaluate<br />
the effectiveness of learning spaces to support hands-on<br />
experimentation both inside and outside of labs.
Figure 5.5: Transparency allows for passive supervision of<br />
student-directed activity at Hillel School of Tampa, FL<br />
Figure 5.6: Campfire spaces support lectures and teacherdirected<br />
learning at Harbor City International School in<br />
Duluth, MN<br />
1e: Transparency<br />
To what extent are there visual connections between<br />
spaces to ease transitions from learning activities and<br />
support passive supervision of learning activities?<br />
Transparent boundaries, such as glass walls, between<br />
spaces encourage more flexible use of those areas and<br />
dynamic learning by allowing teachers to supervise<br />
students outside of their immediate classroom.<br />
Transparent spaces also encourage chance meetings<br />
and informal discussions that can enhance collaborative<br />
learning.<br />
1f: Campfire Spaces<br />
How well do campfire spaces function?<br />
Noted educational futurist David Thornburg outlines<br />
several “Primordial Learning Metaphors” to understand<br />
the modes through which we gain information. These<br />
metaphors set the stage for the variety of ways we learn<br />
and the types of spaces needed to support these ways<br />
of learning. The first of these spatial types is called the<br />
campfire, where one learns from stories of experts,<br />
teachers or student presenters.<br />
1g: Watering Hole<br />
What is the quality of watering hole spaces?<br />
One of David Thornburg’s Primordial Learning Metaphors,<br />
the watering hole, is a space where peers share<br />
information and learn from each other.<br />
69
70<br />
Figure 5.7: Cave spaces for quiet reading at Roosevelt<br />
Elementary in Medford, OR<br />
Figure 5.8: A broad range of furnishings support student<br />
comfort and study<br />
1h: Cave Space<br />
What is the quality of cave spaces?<br />
One of David Thornburg’s Primordial Learning Metaphors,<br />
the cave, is a place for introspection and learning from<br />
oneself.<br />
1i: Universal Design<br />
To what extent does the school provide for students of all<br />
mental and physical abilities?<br />
Universal Design for Learning (UDL) principles for<br />
curriculum development offer instructional goals,<br />
methods, materials and assessments that work for<br />
students of all abilities. UDL is now included in the<br />
Common Core Standards for all District schools?<br />
The Americans with Disabilities Act (ADA) requires<br />
physical accessibility to all principal learning spaces. UDL<br />
and ADA criteria can measure to what extent the physical<br />
environment supports the delivery of curricula that<br />
meet the needs of learners of all abilities. For more on<br />
Universal Design for Learning see the National Center on<br />
Universal Design for Learning: http://www.udlcenter.org<br />
1j: Furniture<br />
Is a variety of furnishings offered throughout school?<br />
A space used for a variety of learning activities should<br />
offer flexible furnishings to best support students while<br />
they are engaged in various activities. Additionally,<br />
furniture should be sized to ergonomically support<br />
student’s bodies as they develop and allow for the sort of<br />
movement that maintains blood flow and attention.
Figure 5.9: Students use mobile laptops for group<br />
research at GATES Senior High School in Lutz, FL<br />
Figure 5.10 A good teacher workroom provides space<br />
and resources for teachers and Professional Learning<br />
Communities to work together and collaborate<br />
1k: Technology<br />
How well is technology integrated with the curriculum<br />
and principal learning spaces?<br />
In order for students to engage in inquiry and projectbased<br />
learning, and build 21st century literacies and skills,<br />
they must have access to computing and communication<br />
technology. The physical environment should enable<br />
the use of this technology in everyday curricula to<br />
be seamless and support multiple ways of engaging<br />
technology.<br />
1l: Acoustics<br />
What is the quality of acoustics in principal learning<br />
areas?<br />
The relationship between poor acoustics and lowered<br />
academic achievement is well documented by a number<br />
of studies. Appropriate acoustics are critical for students<br />
to be able engage verbal presentations and even more<br />
critical in environments where multiple learning activities<br />
are taking place simultaneously. The criteria below are<br />
consistent with best practice as set forth by Acoustical<br />
Society of America (ASA).<br />
1m: Teacher Professional Space<br />
To what extent does school create a professional<br />
environment for teachers?<br />
To support DCPS’s professional learning communities<br />
(teaching teams) and teacher professional development,<br />
teachers should have professional office space to plan<br />
coursework, collaborate with colleagues and meet with<br />
parents.<br />
71
Welcoming Entry.<br />
m left).<br />
elcoming Entry at<br />
n Koulu (Metsola<br />
l), Finland.<br />
ment<br />
viting school entry will contain some<br />
hat speaks to what makes the school<br />
discussion, please see Figure 2-1, as<br />
Local Signature."<br />
y<br />
fabric canopy or a more elaborate<br />
covered entry is valuable. Parents<br />
ool with younger siblings in strollers<br />
nder their arms and appreciate a<br />
space between the school entry and<br />
place where they might be dropped<br />
m a car or bus and wait out a heavy<br />
turally, a covered entry provides more<br />
eating a ceremonial quality to the<br />
gure 2-2).<br />
wisdom that all schools need places<br />
ity (and this includes parents) can<br />
e community should, preferably, be<br />
72<br />
“Eyes on the<br />
Street”<br />
Office<br />
Community Space<br />
(also see Pattern #24)<br />
Student Display<br />
Covered<br />
Entry<br />
Community<br />
Space<br />
Signature<br />
Element<br />
Figure 5.11: A welcoming entry should be inviting to<br />
students, families, and members of the school community<br />
incorporated as a key entrance element. This serves two<br />
purposes. First, it adds to the welcome feeling of the school<br />
entry, and second, it enhances the security of the school.<br />
Communities can be welcomed into school in a variety<br />
of spaces. Located by the entrance, a so-called "parent/<br />
community room" can be a multi-purpose space that<br />
allows parents and community members to hang up their<br />
coats, have meetings and make telephone calls, make<br />
copies, send faxes and access the Internet. Ideally such<br />
rooms should also have a mini-kitchenette where parents<br />
and community members can make coffee, obtain a soft<br />
drink or warm up lunch.<br />
Alternatively, the community room can serve as a<br />
workroom for parents and community, and there can be<br />
a separate place for informal meetings that connects the<br />
school to the outside world. In the case of Cristo Rey<br />
Jesuit High School in Minneapolis (Figure 2-3), the bright<br />
glassed-in entrance is a place for the community to meet<br />
and share ideas each morning.<br />
Figure 5.12: The library at Francis-Stevens Elementary<br />
School in Washington, DC offers books, Writeboards, and<br />
other media to students and teachers<br />
25<br />
PATTERNS ALIGNED WITH DCPS PHASE<br />
TWO MODERNIZATION<br />
2a: Welcome Entry<br />
How welcoming is the entrance to the school?<br />
Research shows student achievement increases with<br />
greater parental and community involvement. The<br />
physical environment of the school should make parents<br />
and community members feel welcome, and provide<br />
space for them to be received and learn about the school.<br />
2b: Shared Media Resources<br />
To what extent are media resources distributed for justin-time<br />
access?<br />
To support inquiry and project-based curricula, students<br />
need access to digital and print media resources on<br />
demand. This set of criteria evaluates the ways in which<br />
the Library Media Center functions as “high technology<br />
information distribution center,” as described by the<br />
DCPS Design Guidelines. It determines the ways in<br />
which the Library Media Center is a place for students to<br />
connect with the world through books, communication<br />
technology, and information technology.<br />
2c: Student Display Space<br />
How extensive are student display spaces?<br />
Student achievement and work in progress should be<br />
celebrated and presented throughout the school to<br />
provide positive reinforcement to learners and inform the<br />
community within and outside of the school. This set of<br />
criteria evaluates the extent and quality of display space<br />
and systems.
Figure 5.13: Tiered music room at Francis-Stevens<br />
Education Campus in Washington, DC<br />
Figure 5.14: One of two gyms at Francis-Stevens<br />
Education Campus in Washington, DC<br />
2d: Arts Studios<br />
How well equipped are art labs?<br />
The visual arts provide an opportunity for student<br />
creative expression and learning through making. This<br />
set of criteria evaluates the effectiveness of visual arts<br />
space in supporting student work in a variety of media –<br />
physical and digital, and the flexibility of these spaces for<br />
different modes of art instruction.<br />
2e: Music and Performance<br />
To what extent is music and performance supported?<br />
The practice and performance of music and drama offer<br />
students an opportunity to build confidence and express<br />
themselves beyond verbal and written communication.<br />
This set of criteria evaluates the quality of space for<br />
music and performance.<br />
2f: Life Skills Areas<br />
To what extent is a life skills curriculum supported?<br />
The school should provide for the practical life skills, and<br />
emotional skills needed to become a whole, productive<br />
adult. This set of criteria evaluates the extent to which<br />
the facility supports programming and experiences that<br />
help students build life skills.<br />
2g: Health and Physical Fitness<br />
To what extent are health and physical fitness<br />
supported?<br />
The school environment should support student health<br />
and well-being, and offer opportunities to develop<br />
lifelong fitness habits. This set of criteria evaluates the<br />
quality of indoor and outdoor space for supporting<br />
student health and fitness through exercise and<br />
recreation.<br />
73
a<br />
ws how the<br />
he overall<br />
).<br />
r cafés at<br />
l, India.<br />
ernational<br />
Dennis<br />
r.<br />
dy of architectural work, in<br />
ollowing the publication of<br />
g book, does not appear to<br />
ild our homes, our towns and<br />
, Alexander's work has gained<br />
esented have begun to enter the<br />
ity theory, fractals and neural<br />
e cutting edge of science. The<br />
built environment and healthy<br />
er was pointing out are now<br />
y, we know that human brains<br />
understand and respond to<br />
r life and, particularly, to those<br />
nvironments.<br />
74<br />
Service Line<br />
Café 1<br />
Round tables for 4<br />
to 6, movable seats<br />
with backs.<br />
Café 2<br />
Kitchen<br />
Café 3<br />
Figure 5.15: Smaller scale cafeterias with a sense of<br />
community can help make lunchtime more comfortable<br />
and manageable<br />
Why a Pattern Language for<br />
Schools?<br />
Vista to nature<br />
and/or community<br />
We felt the need to develop a pattern language for schools<br />
for the simple reason that while Alexander's book is now<br />
beginning to influence the planning and design of healthy<br />
communities, transformation is painstakingly slow in<br />
the world of school design. Despite the fact that the<br />
educational establishment itself has embraced a number of<br />
innovative approaches over the years, architects often hear<br />
educators speak with a vocabulary reminiscent of their<br />
own childhood experiences in school buildings designed<br />
for a different time.<br />
Why do schools look the way they do? Why is there a chasm<br />
of School Design, does not<br />
between widely acknowledged best practice principles<br />
ed. The book draws upon our<br />
Figure 5.16: and A visually the actual transparent design of a majority entrance of at school Cristo facilities?<br />
lanners and the best practice<br />
Rey<br />
Why has the connection between learning research and<br />
er 20 countries, represented High School allows administrators to more easily monitor<br />
educational structures been so difficult to repair? These<br />
school designs that we who have has access to the school<br />
are the questions that we have been grappling with over<br />
om.<br />
the past decade as school planners.<br />
13<br />
2h: Bathrooms<br />
To what extent does the design of the bathroom meet<br />
needed standards of safety, privacy and cleanliness?<br />
This set of criteria evaluates the effectiveness of the<br />
bathrooms’ location and design, to support student<br />
safety, dignity and cleanliness.<br />
2i: Student Dining<br />
How effectively does the physical environment of the<br />
school provide for student nourishment, and support<br />
positive dining etiquette and social skills?<br />
Growing students need access to healthy, nourishing<br />
food. The size, location and arrangement of dining<br />
facilities often drives the school schedule, rather than<br />
the needs of students. This set of criteria evaluates the<br />
effectiveness of the learning environment in providing<br />
for student nutrition and the quality of the environment<br />
created for dining, developing social skills and etiquette.<br />
2j: Safe Learning Spaces<br />
How effectively does the school facility provide for<br />
the safety and security of students and teachers, and<br />
community?<br />
The school building must provide a physically safe place<br />
for students to learn, as well as the security to explore,<br />
intellectually and emotionally grow, and thrive. This set<br />
of criteria evaluates the effectiveness of the school facility<br />
in support student and teacher safety, and security.
Figure 5.17: Excellent access to daylight and exterior<br />
views in the auditorium of Prospect Learning Center in<br />
Washington, DC<br />
Figure 5.18: Covered decks connect indoors and outdoors at<br />
Shorecrest Preparatory School in St. Petersburg, FL<br />
PATTERNS ALIGNED WITH DCPS PHASE<br />
THREE MODERNIZATION<br />
3a: Daylighting<br />
To what extent does natural daylight penetrate learning<br />
areas?<br />
Appropriate daylighting strategies can improve student<br />
performance as much as 20 percent. In addition,<br />
daylighting indoor learning environments is a sustainable<br />
design strategy, as it reduces electrical lighting and<br />
cooling loads. This criteria measures both the quantity<br />
and quality of daylight in the learning environment.<br />
3b: Full Spectrum Lighting<br />
What is the quality of artificial lighting?<br />
Poor indoor lighting conditions often contribute to<br />
many symptoms of “sick building syndrome,” such as<br />
tension headaches and fatigue, and reduces the legibility<br />
of learning material. Good indoor lighting creates a<br />
healthier, more pleasant learning environment.<br />
3c: Exterior Vistas<br />
To what extent do interior spaces have views and vistas?<br />
Views to the outside, particularly onto natural scenery,<br />
improve students’ emotional and intellectual well-being.<br />
3d: Indoor-Outdoor Connection<br />
What is the quality of the indoor-outdoor connections?<br />
Strong indoor-outdoor connections allow for seamless<br />
movement from indoor learning activities to outdoor<br />
learning and engagement with the natural world.<br />
These connections reduce lost learning time in moving<br />
students, and increases opportunities for students to<br />
access the outdoors safely.<br />
75
76<br />
Figure 5.19: Students dig in the school garden at Learning<br />
Gate Elementary School in Lutz, FL<br />
Figure 5.20: Rain barrel at Garrison Elementary School in<br />
Washington, DC<br />
3e: Outdoor Learning<br />
How well is outdoor learning supported?<br />
Student engagement of the outdoor urban and<br />
natural environment fosters a deep understanding<br />
of neighborhood and community, environmental<br />
stewardship and makes learning fun. This set of criteria<br />
evaluates the effectiveness of the outdoor learning<br />
spaces on the school site.<br />
3f: Natural Ventilation<br />
What is the quality of natural ventilation?<br />
Adequate fresh air contributes to a student’s readiness<br />
to learn by reducing fatigue, increasing general comfort<br />
and by making a direct connection to the outdoors.<br />
Natural ventilation can cut down on ventilation and airconditioning<br />
costs.<br />
3h: Sustainable Elements/Building as 3D<br />
Textbook<br />
To what extent has sustainability been considered in<br />
school design?<br />
Teaching students the principles, applications and<br />
purposes behind sustainable practices is made tangible<br />
and meaningful for students when eco-friendly features<br />
are utilized as artifacts and resources for study, enabling<br />
them to draw lessons from their experiences within the<br />
building.
Figure 5.21: Local architectural styles seen in Murch<br />
Elementary School in Washington, DC<br />
Figure 5.22: Parent Resource Center in Aiton Elementary<br />
School in Washington, DC encourages parents to become<br />
part of the school community<br />
3i: Local Signature<br />
To what extent does the facility design connect<br />
students to the culture, history, and ethos of the local<br />
neighborhood and the District of Columbia?<br />
This set of criteria evaluate the ways in which the school<br />
facility reflects the culture, history and ethos of the<br />
District of Columbia at large, and the local neighborhood<br />
in which the school is located, and the ways in which it<br />
contributes to the neighborhood.<br />
3j: Connected to Community<br />
To what extent is the school connected to its surrounding<br />
community?<br />
This set of criteria evaluates the ways in which the school<br />
engages the community, and its resources, as well as the<br />
ways in which it provides resources to the community.<br />
3k: Aesthetics<br />
What is the quality of aesthetics?<br />
The learning environment should be inviting, inspiring<br />
and pleasant. A school facility that invites and inspires<br />
students is more likely to encourage them to engage<br />
the school. A beautiful school becomes a point of pride<br />
for the community and encourages strong parental and<br />
community involvement and support.<br />
77
78<br />
FINDINGS<br />
These findings refer to the neighborhood cluster-based<br />
maps on the following pages. The findings of the facility<br />
efficacy study follow the map-based studies.<br />
FACILITY CONDITION<br />
The greatest facility condition need for DCPS schools<br />
are concentrated in neighborhood clusters bordering<br />
Rock Creek Park, the north point of the District, Capitol<br />
Hill, and several clusters east of the Anacostia River (see<br />
Figure 5.23).<br />
There were 14,651 DCPS students (based on the October<br />
2011 audited enrollment) enrolled in clusters that are<br />
classified in moderately high need of facility condition<br />
improvement. There are no clusters that rank at the<br />
high need category.<br />
There were 6,964 DCPS students (based on the October<br />
2011 audited enrollment) enrolled in schools in clusters<br />
that are classified in low to very low need of facility<br />
condition improvement. Those clusters classified as low<br />
to very low need of facility condition are the clusters<br />
where full modernizations have taken place at some<br />
point from 1998 to 2012.<br />
FACILITY QUALITY<br />
Facility quality needs are mixed throughout the city, but<br />
tend to be greatest in neighborhood clusters bordering<br />
Rock Creek Park and east of the Anacostia River. Facility<br />
quality needs were particularly high for elementary<br />
schools east of the Anacostia River (see Figure 5.24).<br />
EQUITY<br />
Clusters of high facility condition and quality need<br />
roughly correspond to clusters where total facility<br />
expenditure has been the lowest from 1998 to 2012.<br />
These clusters are located along the edges and through<br />
much of the core of the District (Figure 5.25).<br />
Projected facility expenditure from 1998-2018 begins<br />
to address some of the clusters of high facility condition<br />
and quality need along the northern edges and core of<br />
the district, and some clusters east of the Anacostia River<br />
(Figures 5.26 and 5.27).<br />
CLUSTER ENROLLMENT PARTICIPATION<br />
Travel distance for both Elementary and all students is<br />
lowest just west of Rock Creek Park, towards the center<br />
of the district, and many clusters east of the Anacostia<br />
River. Highest travel distances occur in clusters clusters<br />
along the northeast District boundary, while cluster 44<br />
(east of the Potomac River) has the highest travel distance<br />
in the District (Figures 5.28 and 5.29).
80<br />
FACILITY CONDITION<br />
CONDITION<br />
AVERAGE FACILITY CONDITION NEED FOR DCPS SCHOOLS BY<br />
Average Facility Condition Need for DCPS<br />
NEIGHBORHOOD CLUSTER<br />
Schools by Neighborhood Cluster<br />
Facility condi on data is derived from the facility assessments<br />
in the 2008 Master Plan, the last reliable data point for all<br />
DCPS facili es at the me of prin ng.<br />
Figure 5.23<br />
13<br />
11<br />
14<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Schools Present in Cluster<br />
5 - High Need (None represented on this map)<br />
4 - Moderate-High Need<br />
3 - Moderate Need<br />
2 - Moderate-Low Need<br />
1 - Low Need<br />
0 - Very Low Need<br />
The District of Columbia<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
Water<br />
29<br />
30<br />
31<br />
33
FACILITY QUALITY<br />
QUALITY<br />
FACILITY QUALITY NEED FOR ALL DCPS AND CHARTER SCHOOLS BY<br />
Facility Quality Need for all DCPS and Charter<br />
NEIGHBORHOOD CLUSTER<br />
Schools by Neighborhood Cluster<br />
Facility quality data is derived from the Charter Facility<br />
Eff ec veness Survey and the moderniza on phase<br />
completed for the DCPS schools.<br />
Figure 5.24<br />
13<br />
11<br />
14<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Schools Present in Cluster<br />
5 - High Need<br />
4 - Moderate-High Need<br />
3 - Moderate Need<br />
2 - Moderate-Low Need<br />
1 - Low Need<br />
0 - Very Low Need<br />
The District of Columbia<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
81
82<br />
EQUITY<br />
EQUITY<br />
1998-2012 DCPS TOTAL DOLLARS SPENT PER CLUSTER<br />
1998-2012 DCPS Total Dollars Spent Per<br />
Cluster<br />
Moderniza on dollars data supplied by 21st Century School<br />
Fund.<br />
Figure 5.25<br />
13<br />
11<br />
14<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Money Spent in Cluster<br />
>$225 Million<br />
$150 to $225 Million<br />
$75 to $150 Million<br />
EQUITY<br />
EQUITY<br />
1998-2018 DCPS AVERAGE MODERNIZATION DOLLARS PER<br />
1998-2018 DCPS Average Modernization<br />
SQUARE FOOT<br />
Dollars Per Square Foot<br />
Total dollars between 1998-2018 divided by school gross<br />
square footage (GSF).<br />
Moderniza on dollars data supplied by 21st Century<br />
School Fund.<br />
Figure 5.26<br />
13<br />
11<br />
14<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
Water<br />
No Popula on Present in Cluster<br />
$451 - $600/GSF<br />
$301 - $450/GSF<br />
$151 - $300/GSF<br />
$1 - $150/GSF<br />
The District of Columbia<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
31<br />
33<br />
83
84<br />
EQUITY<br />
EQUITY<br />
1998-2018 DCPS AVERAGE MODERNIZATION DOLLARS PER<br />
1998-2018 DCPS Average Modernization<br />
ENROLLED STUDENT<br />
Dollars Per Enrolled Student<br />
Enrollment data for both DCPS and Charter Schools was<br />
gathered from the Offi ce of the State Superintendant of<br />
Educa on (OSSE) October 2011 Audited Enrollment.<br />
Moderniza on dollars data supplied by 21st Century<br />
School Fund.<br />
Figure 5.27<br />
13<br />
11<br />
14<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No Popula on Present in Cluster<br />
>100,000<br />
$80,001 - $100,000<br />
$60,001 - $80,000<br />
$40,001 - $60,000<br />
$20,001 - $40,000<br />
$1 - $20,000<br />
The District of Columbia<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33
TRAVEL DISTANCE<br />
TRAVEL DISTANCE<br />
AVERAGE DISTANCE TRAVELED FOR ELEMENTARY STUDENTS<br />
Average Distance Traveled for Elementary Students<br />
FROM HOME TO SCHOOL BY NEIGHBORHOOD CLUSTER<br />
from Home to School by Neighborhood Cluster<br />
Travel distance data was provided by the Offi ce of the State<br />
Superintendant of Educa on (OSSE).<br />
Figure 5.28<br />
13<br />
11<br />
14<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
4.00+ Miles<br />
3.25 - 3.99 Miles<br />
2.50 - 3.24 Miles<br />
1.75 - 2.49 Miles<br />
1.01 - 1.74 Miles<br />
0.00 - 1.00 Miles<br />
The District of Columbia<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
85
86<br />
TRAVEL DISTANCE<br />
TRAVEL DISTANCE<br />
QUALITATIVE EXTENT OF TRAVEL FOR STUDENTS FROM HOME<br />
Qualitative Extent of Travel for Students from<br />
TO SCHOOL BY NEIGHBORHOOD CLUSTER<br />
Home to School by Neighborhood Cluster<br />
Travel distance data was provided by the Offi ce of the State<br />
Superintendant of Educa on (OSSE).<br />
Acceptable travel distances for elementary school<br />
students are generally less than those for high<br />
school students. Thus, rather than consider travel<br />
distance purely in miles for all grade levels,<br />
a qualita ve scale was created to re ect<br />
appropriate travel distances.<br />
10<br />
Figure 5.29<br />
13<br />
11<br />
14<br />
4<br />
42<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
18<br />
2<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
5 - High Travel Distance<br />
4 - Moderate-High Travel Distance<br />
3 - Moderate Travel Distance<br />
2 - Moderate-Low Travel Distance<br />
1 - Low Travel Distance<br />
0 - Very Low Travel Distance<br />
The District of Columbia<br />
PUBLIC EDUCATION MASTER FACILITIES PLAN<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
38<br />
26<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33
EFEI Score<br />
50%<br />
45%<br />
40%<br />
35%<br />
30%<br />
25%<br />
20%<br />
EFEI<br />
Total Scores<br />
Figure 5.30 presents the total EFEI scores for all 36 of<br />
the assessed DCPS schools that have yet to receive<br />
modernizations. The EFEI scores for DCPS schools yet<br />
to be modernized tended to be fairly low overall. While<br />
these scores reflect the quality of the educational<br />
facility, they do not necessarily represent the efforts<br />
of educational leaders in the schools and the District.<br />
During the assessment walkthroughs, the assessors<br />
found examples of school leadership working to provide<br />
a 21st-century education to its students despite facility<br />
limitations. These efforts include the following:<br />
42%<br />
» At Prospect Learning Campus, the teacher<br />
workroom was well-equipped, but was not<br />
centrally located or integrated into the learning<br />
community. To promote greater use of this<br />
amenity, teachers were encouraged to keep<br />
their work desks in the collaboration room<br />
instead of their individual classrooms.<br />
37% 39%<br />
36%<br />
40%<br />
47%<br />
32%<br />
40%<br />
36%<br />
34%<br />
45%<br />
39% 40%<br />
34%<br />
School EFEI Score<br />
42% 42%<br />
37% 39%<br />
41%<br />
School Name<br />
Figure 5.30: Total EFEI Scores for Assessed Schools That Have Not Yet Received Modernizations<br />
32%<br />
» At Langdon Education Campus, a former<br />
open classroom space was transformed into<br />
the Computer Assisted Instruction (CAI)—a<br />
multidisciplinary technology lab. While students<br />
use and benefit from this lab on a regular basis,<br />
the space itself lacks adequate daylight, visual<br />
clarity and aesthetic quality.<br />
» Kramer Middle School has just initiated a<br />
1:1 laptop-blended classroom program that<br />
provides students with a technology-rich, highly<br />
individualized learning experience. Although<br />
Kramer’s traditional facility does not provide<br />
spaces designed to support this innovative<br />
curriculum, the school is working to create a new<br />
teacher collaborative workroom and a cyber café<br />
to enrich the student experience.<br />
23%<br />
40%<br />
36%<br />
42%<br />
36%<br />
48%<br />
39%<br />
33%<br />
29%<br />
35%<br />
40%<br />
37%<br />
48%<br />
44%<br />
38%<br />
33%<br />
87
88<br />
Avg % Pattern Score<br />
Avg % Pattern Score<br />
Avg % Pattern Score<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
0<br />
Figure 5.31: EFEI Pattern Scores by Modernization Phase<br />
Phase 1 Average Scores<br />
Pattern Name<br />
Phase 2 Average Scores<br />
Pattern Name<br />
Phase 3 Average Scores<br />
Pattern Name
Persistent Areas of Need<br />
Figure 5.31 examines what patterns from the EFEI<br />
assessment reveal pervasive elements of need across<br />
DCPS schools.<br />
» Flexibility: EFEI score 29.4 percent, 11th lowest<br />
score (out of 33 patterns)<br />
Small or crowded classrooms, restrictive<br />
furnishings (such as tablet-arm desks), lack of<br />
breakout spaces and confining corridors limit<br />
the potential for flexible student activity and<br />
teacher collaboration in many DCPS schools.<br />
» Project Based Learning: EFEI score 23.2 percent,<br />
8th lowest scoring pattern<br />
Many DCPS schools scored low on PBL<br />
support spaces—a finding corroborated<br />
by teacher and principal reports of spatial<br />
impediments to implementing project-based<br />
learning curricula. In particular, students in<br />
many schools lacked space to collaborate and<br />
execute large projects.<br />
» Learning Communities: EFEI score 22.8 percent,<br />
7th lowest scoring pattern<br />
Contrary to DCPS Facility Design Guidelines’<br />
goals of establishing learning communities<br />
or academies within its schools, many<br />
of these older school buildings are<br />
departmentalized—classrooms are clustered<br />
by subject instead of by grade or student<br />
grouping. This restrictive organization and<br />
a pervasive lack of spaces for collaborative<br />
teaching and learning inhibit the potential<br />
of schools to create functioning student<br />
communities for learning.<br />
» Furniture: EFEI score 18.9 percent, 5th lowest<br />
scoring pattern<br />
Many of the examined schools had inflexible<br />
furnishings, such as tablet-arm desks and<br />
hard plastic chairs, and few or no softseating<br />
options. Furnishings can have a great<br />
impact on learning spaces and are relatively<br />
inexpensive compared to construction costs;<br />
strong efforts should be made to ensure more<br />
dynamic and flexible furnishings are provided<br />
during Phase 1 modernizations.<br />
» Sustainable Elements: EFEI score 5 percent,<br />
lowest scoring pattern of all<br />
A few of the surveyed schools showed a<br />
keen interest in increasing the sustainability<br />
of their facility and raising their students’<br />
environmental awareness; Payne Elementary<br />
School, for example, has formed a partnership<br />
with the United States Green Buildings Council<br />
to build outdoor classrooms and other green<br />
networks in the school. The modernization<br />
process is a unique opportunity for DCPS to<br />
improve the sustainability of its schools across<br />
the district.<br />
89
Title<br />
90<br />
50%<br />
45%<br />
40%<br />
35%<br />
30%<br />
25%<br />
20%<br />
20<br />
13<br />
Figure 5.32: EFEI Scores by CIP Construction Date<br />
EFEI Score<br />
50%<br />
45%<br />
40%<br />
35%<br />
30%<br />
25%<br />
20%<br />
1880<br />
1885<br />
1911<br />
1923<br />
1923 1927<br />
1928<br />
Figure 5.33: EFEI Scores by School Vintage<br />
EFEI Score by CIP Construction Date<br />
20<br />
14<br />
School Name<br />
EFEI Score by School Vintage<br />
1930 (major additions<br />
in 1950's & 1970's)<br />
1930<br />
1929<br />
1933<br />
1932<br />
1932<br />
1931<br />
1932<br />
1931<br />
1943<br />
1939<br />
1941<br />
1940<br />
1943<br />
1943 1959<br />
1959<br />
School Name<br />
20<br />
15<br />
1959<br />
1960<br />
1962<br />
1964<br />
1967<br />
20<br />
16<br />
1969<br />
1973<br />
2017<br />
2018<br />
1974<br />
1976<br />
No<br />
Date<br />
1977<br />
1978<br />
1980
Capital Improvement Plan Construction<br />
Dates<br />
This chart seeks to detect whether the Capital<br />
Improvement Plan construction dates align with facilities<br />
in urgent need (Figure 5.32). No strong correlations were<br />
found.<br />
Original School Construction Data<br />
EFEI assessors noticed strong design similarities<br />
among schools of similar “vintage” (original date of<br />
construction). This chart seeks to determine how vintage<br />
relates to EFEI scores (see Figure 5.33).<br />
» 1880s-1910s. With consistently higher EFEI<br />
scores (41 to 47 percent), school buildings of<br />
this era have unique architectural features and<br />
a tendency towards “learning community”<br />
models with academic clusters and shared<br />
common spaces. All facilities reviewed have<br />
good daylight and stimulating views to the<br />
outside.<br />
» 1920s-1940s. Schools built during these<br />
decades have a medium range of EFEI scores (29<br />
to 42 percent). They typically feature doubleloaded<br />
corridors lined with isolated small- to<br />
medium-sized classrooms. Facilities tend to have<br />
good daylight and view access in most spaces.<br />
» 1940s-1960s. With medium to higher EFEI<br />
scores (33 to 47 percent), all these facilities<br />
have double-loaded corridors with sidelight<br />
windows into classrooms that allow for a<br />
little more transparency than in most schools<br />
assessed. Construction of this era is extremely<br />
recognizable and variations in aesthetics or<br />
sense of welcome in these buildings is largely<br />
related to facility condition. Most facilities have<br />
good daylight and views to the outside.<br />
» 1970s-1980s. The open classroom-model<br />
dominates buildings of this era, with great<br />
variation in facility success and quality (both<br />
reported by school leadership and reflected in<br />
EFEI scores, which range from 23 to 47 percent).<br />
Acoustical quality, daylight and views tend to<br />
be limited in these facilities, in some instances,<br />
creating highly undesirable spaces. The more<br />
successful of these schools have common spaces<br />
within their academic clusters as well as spaces<br />
suited to a variety of student groupings and<br />
activities.<br />
CHARTER FACILITY EFFICACY ANALYSIS<br />
These charts examine what elements of need are<br />
revealed by the charter Facility Efficacy Analysis data<br />
(Figure 5.34). Scores express the level of sufficiency for<br />
each question across the surveyed charter schools.<br />
» Specialized Learning Areas (Arts and Sciences):<br />
34.8 percent<br />
Of the surveyed charter schools, 57.7 percent<br />
indicated a lack of space for any kind of<br />
specialty classrooms, messy spaces such as<br />
art and science labs in particular. Montessori<br />
and early childhood schools noted that such<br />
spaces are integrated into primary learning<br />
spaces.<br />
» Outdoor Learning: 43.5 percent<br />
Like DCPS, many charter schools have limited<br />
outdoor learning spaces. In an urban area<br />
like the District, it is increasingly important to<br />
provide students opportunities for outdoor<br />
learning on a regular basis. Of the charter<br />
schools, 54.9 percent reported no outdoor<br />
learning facilities.<br />
91
92<br />
» Space Variety: 50.0 percent<br />
Spatial variety creates greater opportunities<br />
for flexibility in program and curriculum.<br />
Many school cited multipurpose spaces and<br />
libraries essential for large gatherings, but<br />
35.2 percent found these room types lacking<br />
in their facilities.<br />
» Health & Physical Fitness: 50.0 percent<br />
1.00<br />
0.90<br />
0.80<br />
0.70<br />
0.60<br />
0.50<br />
0.40<br />
0.30<br />
0.20<br />
0.10<br />
0.00<br />
Physical activity and play are critical to<br />
students physical, mental and academic<br />
well-being. Several schools indicated<br />
multipurpose spaces and outdoor recreation<br />
facilities of various types, though 38 percent<br />
of charter schools noted they have no such<br />
spaces at their disposal.<br />
Space<br />
Variety<br />
Analysis Average Measure Scores<br />
Welcoming<br />
Entry<br />
Specialized<br />
Learning<br />
Spaces (Arts<br />
& Sciences)<br />
Health &<br />
Physical<br />
Fitness<br />
Figure 5.34: Charter Facility Average Scores by Question<br />
Daylight Outdoor<br />
Learning<br />
Indoor Air<br />
Quality &<br />
Comfort<br />
Connected<br />
to<br />
Community<br />
Technology
CHAPTER 6<br />
Prioritization<br />
Framework
94<br />
DETERMINING THE NEED<br />
UNDERSTANDING<br />
FACILITY NEED<br />
RANKING OF THE DATA<br />
No single unit of measurement can capture the total<br />
need of a school or facility. Therefore, 14 measures were<br />
identified to determine the need of DCPS and charter<br />
school facilities for this study. They were chosen based<br />
on available data from the Office of Deputy Mayor for<br />
Education, DC Public Schools and Public Charter Schools.<br />
The 14 measures are divided into five overarching<br />
themes (described in greater detail later in this chapter):<br />
» Current Fit - How well does an existing DCPS<br />
and charter school facility accommodate the<br />
current needs of the enrolled student body?<br />
» 2017 Projected Fit - How well will the existing<br />
DCPS and charter school facilities accommodate<br />
student enrollment in 2017?<br />
» 1998-2012 Modernization Equity - Where have<br />
DCPS modernization dollars been spent?<br />
» Neighborhood Cluster Characteristics - Various<br />
neighborhood characteristics influence the<br />
measurement of need. The distance traveled<br />
to school and the number of children per acre,<br />
now and in the future<br />
» Facility Condition and Quality - What is the<br />
physical condition of the facility? How does the<br />
facility encourage quality education<br />
SCORING<br />
For each measure the total range of data among all<br />
neighborhood clusters was analyzed to establish<br />
thresholds from lowest to highest need. The thresholds<br />
for each measure were then used as a relative scale of<br />
need, based on the data range. The data range is sorted<br />
into five or six thresholds ranks to determine a “score.”<br />
Scoring is based on a scale of 0 to 5 wherein zero<br />
indicates no facility need and five indicates the greatest<br />
need. For some of the measures, one (1) is the lowest<br />
score possible when the we felt there should be some<br />
need attributed to the lowest ranking.<br />
WEIGHTING<br />
The planning team has given each measure a weight that<br />
reflects the prioritization of the guiding principles and<br />
priorities expressed by the Executive Committee (see<br />
Guiding Principles in Chapter 2). Weighting increases the<br />
impact of certain measures on the total score for each<br />
neighborhood cluster. For each measure, the score is<br />
multiplied by the assigned weight of that measure to<br />
produce the index. Together, the weights add up to 70<br />
with a maximum total index of 350, which indicates the<br />
greatest facility need.<br />
RANKING<br />
All of the scores from the 14 measures are added<br />
together to produce the total index. The total index is<br />
then compared to a quintile scale that ranges from low to<br />
high facility needs.
96<br />
CURRENT FIT NEED<br />
ASSESSMENT<br />
How well does an existing DCPS and charter school<br />
facility accommodate the current needs of the enrolled<br />
student body? The following measures were applied to<br />
answer that question.<br />
AVERAGE GROSS SQUARE FOOTAGE PER<br />
ENROLLED STUDENT<br />
This measurement considers the average square footage<br />
per actual student in the facility. The schools with the<br />
lowest gross square footage (GSF) per enrolled student<br />
are determined to have the highest need.<br />
Three scales were developed for elementary, middle<br />
and high schools. Each scale is loosely connected to the<br />
DCPS guideline of 150 GSF for elementary schools, 170<br />
GSF for middle schools and 190 GSF per student for high<br />
schools with 80 percent being a targeted utilization rate<br />
of enrollment to facility capacity for all schools. For each<br />
neighborhood cluster, the school scores were averaged.<br />
The scales for this measure are as follows:<br />
High School and Education Campus (MS/<br />
HS)<br />
GSF/Enrolled Student (Weight 4) Score<br />
< 100 GSF per Enrolled Student 5<br />
100 – 124 GSF per Enrolled Student 4<br />
125 – 149 GSF per Enrolled Student 3<br />
150 – 174 GSF per Enrolled Student 2<br />
175 – 249 GSF per Enrolled Student 1<br />
>= 250 GSF per Enrolled Student 0<br />
Middle School & Education Campus (MS/<br />
EC1/EC2)<br />
GSF/Enrolled Student (Weight 4) Score<br />
< 75 GSF per Enrolled Student 5<br />
75 – 99 GSF per Enrolled Student 4<br />
100 – 124 GSF per Enrolled Student 3<br />
125 – 149 GSF per Enrolled Student 2<br />
150 – 219 GSF per Enrolled Student 1<br />
>= 220 GSF per Enrolled Student 0<br />
Elementary School (ES)<br />
GSF/Enrolled Student (Weight 4) Score<br />
< 50 GSF per Enrolled Student 5<br />
50 – 74 GSF per Enrolled Student 4<br />
75 – 99 GSF per Enrolled Student 3<br />
100 – 124 GSF per Enrolled Student 2<br />
125 – 189 GSF per Enrolled Student<br />
>= 190 GSF per Enrolled Student<br />
1<br />
AVERAGE GROSS SQUARE FOOTAGE OF<br />
STUDENT CAPACITY<br />
What is the average space designed for each student<br />
when the school is at full capacity? The schools with the<br />
lower GSF per student capacity are determined to have a<br />
higher need.<br />
Again, the scale is loosely connected to the DCPS<br />
guideline of 150 GSF for elementary schools, 170 GSF<br />
for middle schools and 190 GSF per student for high<br />
schools with 80 percent being a targeted utilization rate<br />
of enrollment to facility capacity for all schools. For each<br />
neighborhood cluster, the school scores were averaged.<br />
The scales for this measure is as follows:
High School and Education Campus (MS/<br />
HS)<br />
GSF/Enrolled Student (Weight 2) Score<br />
< 100 GSF per Student Capacity 5<br />
100 – 124 GSF per Student Capacity 4<br />
125 – 149 GSF per Student Capacity 3<br />
150 – 174 GSF per Student Capacity 2<br />
175 – 199 GSF per Student Capacity 1<br />
>= 200 GSF per Student Capacity 0<br />
Middle School & Education Campus (MS/<br />
EC1/EC2)<br />
GSF/Enrolled Student (Weight 2) Score<br />
< 75 GSF per Student Capacity 5<br />
100 – 124 GSF per Student Capacity 4<br />
100 – 124 GSF per Student Capacity 3<br />
125 – 149 GSF per Student Capacity 2<br />
150 – 174 GSF per Student Capacity 1<br />
>= 175 GSF per Student Capacity 0<br />
Elementary School (ES)<br />
GSF/Enrolled Student (Weight 4) Score<br />
< 50 GSF per Student Capacity 5<br />
50 – 74 GSF per Student Capacity 4<br />
75 – 99 GSF per Student Capacity 3<br />
100 – 124 GSF per Student Capacity 2<br />
125 – 149 GSF per Student Capacity<br />
>= 150 GSF per Student Capacity<br />
1<br />
AVERAGE UTILIZATION<br />
Utilization is determined by dividing the actual student<br />
enrollment by the designed student capacity. Facilities<br />
that have high utilization are determined to have the<br />
highest need.<br />
The scale use 80 percent as a target utilization rate of<br />
enrollment to facility capacity for all schools. Any school<br />
with less than 50 percent utilization receives a score of<br />
zero (0). The scale for this measure is as follows:<br />
Utilization (Weight 4) Score<br />
>= 90% Utilization 5<br />
80% – 89% Utilization 4<br />
70% – 79% Utilization 3<br />
60% – 69% Utilization 2<br />
50% – 59% Utilization 1<br />
< 50% Utilization 0<br />
CURRENT FIT AND ITS RELATIONSHIP TO<br />
THE GUIDING PRINCIPLES<br />
GP1: Focus on equity planning.<br />
The amount of GSF should be equitably distributed so<br />
that all students have access to schools that are not<br />
overcrowded.<br />
GP2: Build facilities around quality<br />
educational programs.<br />
A neighborhood cluster that exhibits a high indication of<br />
need for current fit may show that it lacks sufficient space<br />
for programming options beyond standard classroom<br />
space. To support specialty programming like the arts,<br />
technology and physical education, more space per<br />
student is needed than in typical classrooms.<br />
GP3: Align Investments with Projected<br />
Student Demand.<br />
Clusters that are designated as high need are at their<br />
designed capacity or over capacity and, therefore, cannot<br />
support additional demand.<br />
97
98<br />
ASSESSMENT OF NEED<br />
ASSESSMENT OF NEED<br />
CURRENT FIT<br />
Current Fit<br />
Data Weighting and Ranking of:<br />
» Existing Fit<br />
Figure 6.1<br />
13<br />
› Average GSF per Student Capacity<br />
› Average GSF per Student Enrollment<br />
› Average Facility Utilization<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
2<br />
18<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No DCPS or PCS Schools in Cluster<br />
High Need<br />
Moderate High Need<br />
Moderate Need<br />
Moderate Low Need<br />
Low Need<br />
Public Education MastEr FacilitiEs Plan<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
26<br />
38<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33
2017 PROJECTED FIT<br />
How well will the existing DCPS and charter school<br />
facilities accommodate student enrollment in 2017?<br />
This section answers that question with scoring of<br />
neighborhood clusters based on enrollment changes and<br />
needs.<br />
ENROLLMENT CHANGE<br />
The neighborhood clusters that are projected to have<br />
the highest increase of students are determined to have<br />
the highest need.<br />
Scoring is based upon the degree of change in<br />
enrollment with the lowest being set at zero if a decline<br />
in enrollment is expected. The difference in change is<br />
divided into quintiles or fifths. If a neighborhood cluster<br />
is projected to decline in enrollment, that cluster will<br />
receive a score of zero (0). The scale for this measure is<br />
as follows:<br />
Enrollment Change (Weight 3) Score<br />
1,737 – 2,170 Enrollment Increase 5<br />
1,303 – 1,736 Enrollment Increase 4<br />
869 – 1,302 Enrollment Increase 3<br />
435 – 868 Enrollment Increase 2<br />
1 – 435 Enrollment Increase 1<br />
0 Enrollment Increase 0<br />
Unmet Need<br />
In what neighborhood clusters will extra seats be needed<br />
to accommodate the projected student population? The<br />
clusters with the highest unmet need are determined to<br />
have the highest need.<br />
Scoring is based on the greatest and lowest numbers of<br />
seats needed to meet forecasted student enrollment<br />
demand, with the lowest score set at zero (0) if the lowest<br />
number of seats is a negative number. The difference<br />
in the number of seats needed from the lowest to the<br />
highest is divided into quintiles. If a neighborhood cluster<br />
does not require any more seats, that cluster will receive<br />
a score of zero (0). The scale for this measure is as<br />
follows:<br />
Unmet Need (Weight 8) Score<br />
1,598 – 1,996 Seats Needed 5<br />
1,199 – 1,597 Seats Needed 4<br />
799 – 1,198 Seats Needed 3<br />
400 – 798 Seats Needed 2<br />
1 – 399 Seats Needed 1<br />
0 Seats Needed 0<br />
Pre-School Unmet Need<br />
In what neighborhood clusters will extra seats be needed<br />
to accommodate the forecasted pre-school student<br />
population? The clusters with the highest unmet need<br />
are determined to have the highest need.<br />
Scoring is based on the greatest and lowest numbers<br />
of seats needed with the lowest score set at zero if<br />
the lowest number of seats is a negative number. The<br />
difference in the number of seats needed from the lowest<br />
to the highest is divided into quintiles. If a neighborhood<br />
cluster does not require any more seats, that cluster will<br />
receive a score of zero (0). The scale for this measure is<br />
as follows:<br />
Pre-School Unmet Need (Weight 4) Score<br />
679 – 848 Seats Needed 5<br />
510 – 678 Seats Needed 4<br />
340 – 509 Seats Needed 3<br />
171 – 339 Seats Needed 2<br />
1 – 170 Seats Needed 1<br />
0 Seats Needed 0<br />
99
100<br />
2017 PROJECTED FIT AND ITS<br />
RELATIONSHIP TO THE GUIDING<br />
PRINCIPLES<br />
GP1: Focus on equity planning.<br />
Capital resources should be allocated to neighborhood<br />
clusters showing strong forecasted demand.<br />
GP3: Align investments with projected<br />
student demand.<br />
This guiding principle was created specifically to respond<br />
to forecasted student demand.<br />
GP4: Invest in cradle-to-career educational<br />
opportunities.<br />
Clusters designated as “low need” may have enough<br />
facility space to accommodate additional community<br />
programs, such as pre-K and work training.
ASSESSMENT OF NEED<br />
ASSESSMENT OF NEED<br />
2017 PROJECTED FIT<br />
2017 Projected Fit<br />
Data Weighting and Ranking of:<br />
» 2017 Projected Fit<br />
Figure 6.2<br />
13<br />
› Enrollment Change<br />
› Unmet Need<br />
› Pre-School Unmet Need<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
2<br />
18<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No DCPS or PCS Schools in Cluster<br />
High Need<br />
Moderate High Need<br />
Moderate Need<br />
Moderate Low Need<br />
Low Need<br />
Public Education MastEr FacilitiEs Plan<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
26<br />
38<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
101
102<br />
1998-2012 DCPS<br />
MODERNIZATION<br />
EQUITY<br />
Where have DCPS modernization dollars been spent?<br />
Where do dollars need to be spent in order to ensure<br />
all DC public schools are high quality facilities? This<br />
section looks at school needs based on funds allotted to<br />
students and facilities.<br />
DOLLARS SPENT PER ENROLLED<br />
STUDENT (DCPS ONLY)<br />
How much money per enrolled student has been spent<br />
at each facility? The facilities with the lowest dollars<br />
spent per student are determined to have the highest<br />
need.<br />
Scoring is based on the greatest and lowest amounts of<br />
money spent per enrolled student. The scale maximum<br />
is set at $65,00 per enrolled student, meaning that if<br />
more than $65,000 is spent per enrolled student, there<br />
is no need and the score is zero. The difference in the<br />
amount of money spent per enrolled student from the<br />
lowest to $65,000 is divided into quintiles. The scale for<br />
this measure is as follows:<br />
Dollars per Enrolled Student (Weight 5) Score<br />
$65,000 0<br />
DOLLARS SPENT PER STUDENT<br />
CAPACITY (DCPS ONLY)<br />
How much money has been spent in each facility based<br />
on its capacity? The facilities with the lowest dollars<br />
spent per student capacity are determined to have the<br />
highest need.<br />
Scoring is based on the greatest and lowest amounts of<br />
money spent per student capacity. The scale maximum<br />
is set at $50,000 per student capacity, meaning that it is<br />
more than $50,000 is spent per student capacity, there<br />
is no need and the score is zero. The $50,000 is about 80<br />
percent of the $65,000 maximum set for dollars spent<br />
per enrolled student. This amount is in keeping with the<br />
80 percent utilization target. Difference in the amount<br />
of money spent per student capacity from the lowest<br />
to the highest is divided into quintiles. The scale for this<br />
measure is as follows:<br />
Dollars per Student Capacity (Weight 2) Score<br />
$50,000 0
DOLLARS SPENT PER GSF (DCPS ONLY)<br />
How much money has been spent on each facility based<br />
on its size? The facilities with the lowest money spent<br />
per gross square foot (GSF) are determined to have the<br />
highest need.<br />
Scoring is based upon the greatest and lowest amounts<br />
of money spent per GSF. The scale maximum is set at<br />
$250 per GSF, meaning that if more than $250 per GSF<br />
was spent, there is no need and the score is zero. The<br />
difference in the amount of money spent per GSF from<br />
the lowest to the highest is divided into quintiles. The<br />
scale for this measure is as follows:<br />
Dollars per GSF (Weight 8) Score<br />
$250 per GSF 0<br />
MODERNIZATION EQUITY AND ITS<br />
RELATIONSHIP TO THE GUIDING<br />
PRINCIPLES<br />
GP1: Equity-focused planning<br />
It is important to the District to equitably distribute<br />
resources across the city. Central to this, analyzing<br />
equitable allocation of resources to determine<br />
where the dollars have been spent to date on facility<br />
modernizations.<br />
103
104<br />
ASSESSMENT OF NEED<br />
ASSESSMENT OF NEED<br />
1998-2012 DCPS MODERNIZATION EQUITY<br />
1998-2012 DCPS Modernization Equity<br />
Data Weighting and Ranking of:<br />
» 1998-2012 Modernization Equity<br />
Figure 6.3<br />
13<br />
› Dollars Spent per Enrolled Student<br />
› Dollars Spent per Student Capacity<br />
› Dollars Spent per GSF<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
2<br />
18<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No DCPS or PCS Schools in Cluster<br />
High Need<br />
Moderate High Need<br />
Moderate Need<br />
Moderate Low Need<br />
Low Need<br />
Public Education MastEr FacilitiEs Plan<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
26<br />
38<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33
NEIGHBORHOOD<br />
CLUSTER<br />
CHARACTERISTICS<br />
Various neighborhood characteristics influence the<br />
measurement of need. The distance traveled to school<br />
and the number of children per acre, now and in the<br />
future, are characteristics used in this study.<br />
TRAVEL DISTANCE<br />
This measure scores the average distance traveled<br />
to school for each student by neighborhood cluster<br />
for elementary, middle, and high schools. The<br />
neighborhood clusters with the greatest travel distance<br />
have the greatest need.<br />
Three scales were developed for elementary, middle,<br />
and high schools. The minimum distance traveled before<br />
a cluster is classified as having a need is different for<br />
each school type. This minimum scale is set as follows:<br />
one mile for elementary schools; two miles for middle<br />
schools; and three miles for high schools. The difference<br />
in the established minimum for each school type and the<br />
greatest distance traveled for each school type is then<br />
divided into quintiles. For each neighborhood cluster,<br />
the scores were averaged. The scales for this measure<br />
are as follows:<br />
High School Travel Distance<br />
High School Travel Distance (Weight 5) Score<br />
5.55 – 6.19 Miles Traveled 5<br />
4.91 – 5.54 Miles Traveled 4<br />
4.28 – 4.90 Miles Traveled 3<br />
3.64 – 4.27 Miles Traveled 2<br />
3.01 – 3.63 Miles Traveled 1<br />
106<br />
2017 PROJECTED NO. OF SCHOOL-<br />
AGED CHILDREN PER ACRE<br />
The 2017 projected number of school-aged children per<br />
acre is determined by dividing the projected number<br />
of school-aged children by the total acreage in the<br />
neighborhood cluster. The clusters with the greatest<br />
projected number of school-aged children per acre have<br />
the greatest need.<br />
Scoring is based upon the greatest and lowest number<br />
of school-aged children per acre. The difference in the<br />
number of children per acre is divided into quintiles. The<br />
score for this measure is as follows:<br />
Children per Acre (Weight 5) Score<br />
4.96 – 6.09 Children per Acre 5<br />
3.81 – 4.95 Children per Acre 4<br />
1.67 – 3.80 Children per Acre 3<br />
1.52 – 2.66 Children per Acre 2<br />
ASSESSMENT OF NEED<br />
ASSESSMENT OF NEED<br />
NEIGHBORHOOD CLUSTER CHARACTERISTICS<br />
Neighborhood Cluster Characteristics<br />
Data Weighting and Ranking of:<br />
» Average Travel Distance<br />
» Current No. of School Aged Children per Acre<br />
» 2017 No. of School Aged Children per Acre<br />
Figure 6.4<br />
13<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
2<br />
18<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No DCPS or PCS Schools in Cluster<br />
High Need<br />
Moderate High Need<br />
Moderate Need<br />
Moderate Low Need<br />
Low Need<br />
Public Education MastEr FacilitiEs Plan<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
26<br />
38<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
107
108<br />
FACILITY CONDITION<br />
AND QUALITY<br />
What is the physical condition of the facility? How<br />
does the facility encourage quality education? These<br />
questions are answered in this section by scoring DCPS<br />
school settings.<br />
FACILITY CONDITION<br />
What is the physical state of the facility, considering<br />
elements such as the roof, windows and heating<br />
and cooling system? The facilities with the highest<br />
physical condition score are determined to have the<br />
greatest need. This measure pertains only to the DCPS<br />
only through the 2008 FCI (see chapter 5 for further<br />
explanation). There was no relevant data for charter<br />
schools.<br />
The scale below is the result of the data collection<br />
and interpretation as outlined in the Facility Condition<br />
section of Chapter 5.<br />
Condition (Weight 5) Score<br />
>= 86% Condition Score 5<br />
51% – 85% Condition Score 4<br />
26% – 50% Condition Score 3<br />
1% – 25% Condition Score<br />
Weight = 5<br />
1<br />
FACILITY QUALITY<br />
What is the educational efficacy of the facility? Facility<br />
quality was measured differently for DCPS than for<br />
charter schools. For a thorough description, refer to<br />
Appendix G. The facilities with the highest quality<br />
score are determined to have the greatest need. The<br />
scale below is the result of the data collection and<br />
interpretation as outlined in the Facility Quality section of<br />
Chapter 5.<br />
Quality (Weight 5) Score<br />
>= 70% Efficacy Score 5<br />
54% – 69% Efficacy Score 4<br />
39% – 53% Efficacy Score 3<br />
20% – 38% Efficacy Score 2<br />
1% – 19% Efficacy Score<br />
Weight = 5<br />
1<br />
FACILITY CONDITION AND QUALITY<br />
AND ITS RELATIONSHIP TO THE GUIDING<br />
PRINCIPLES<br />
Facility condition and quality affect the safety and<br />
comfort of students and educators, and can limit<br />
programming. Facility condition and quality may also<br />
influence parent and student perceptions about school<br />
quality.<br />
GP1: Focus on equity planning.<br />
Every child in every neighborhood should have access to<br />
a high quality facility that is in good condition.<br />
GP2: Build facilities around quality<br />
educational programs.<br />
High quality facilities support high quality educational<br />
programming.<br />
GP3: Align investments with projected<br />
student demand.<br />
In areas with high student demand, it is critical that<br />
facilities are in good condition as they affect a higher<br />
percentage of students.
ASSESSMENT OF NEED<br />
ASSESSMENT OF NEED<br />
FACILITY CONDITION AND QUALITY<br />
Facility Condition and Quality<br />
Data Weighting and Ranking of:<br />
» Facility Condition and Quality<br />
Figure 6.5<br />
13<br />
› Facility Condition<br />
› Facility Quality<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
2<br />
18<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No DCPS or PCS Schools in Cluster<br />
High Need<br />
Moderate High Need<br />
Moderate Need<br />
Moderate Low Need<br />
Low Need<br />
Public Education MastEr FacilitiEs Plan<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
26<br />
38<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
109
110<br />
Facility Needs Measures and Weights in<br />
Relation to the Guiding Principles<br />
Topic and Measure Weight Equity Focused Planning<br />
Guiding Principles (in priority order)<br />
Build Facilities around<br />
Quality Educational<br />
Programs<br />
Align Investments with<br />
Projected Student<br />
Demand<br />
Existing Fit 10<br />
1. Average GSF per Enrolled<br />
Student<br />
4 X X X<br />
2. Average GSF per Student<br />
Capacity<br />
2 X X X<br />
3. Average Utilization (Enrolled<br />
Student / Student Capacity)<br />
4 X X X<br />
Invest in the<br />
Commitment to Cradle<br />
to Career Educational<br />
Opportunities<br />
2017 Projected Fit 15<br />
4. Enrollment Change 3 X<br />
5. Unmet Need 8 X<br />
6. Pre‐School Unmet Need 4 X X<br />
1998‐2012 Modernization Equity 15<br />
7. Dollars Spent per Enrolled<br />
Student<br />
5 X<br />
8. Dollars Spent per Student<br />
Capacity<br />
2 X<br />
9. Dollars Spent per GSF 8 X<br />
Increase Collaboration<br />
and Partnership among<br />
Service Providers<br />
Neighborhood Cluster Characteristics 20<br />
10. Travel Distance 5 X X X<br />
11. Current No. of School‐Aged<br />
Children per Acre<br />
10 X X<br />
12. 2017 Projected No. of School‐<br />
Aged Children per Acre<br />
5 X X<br />
Facility Condition and Quality 10<br />
13. Condition 5 X X X<br />
14. Quality 5 X X X<br />
Figure 6.6<br />
TOTAL WEIGHTS 70<br />
Community Centered<br />
Schools
ASSESSMENT OF NEED<br />
ASSESSMENT OF NEED<br />
COMBINED ASSESSMENT OF NEED<br />
Determining the Combined Facility Needs<br />
Data Weighting and Ranking of:<br />
» Existing Fit<br />
› Average GSF per Student Capacity<br />
› Average GSF per Student Enrollment<br />
› Average Facility Utilization<br />
» 2017 Projected Fit<br />
› Enrollment Change<br />
› Unmet Need<br />
› Pre-School Unmet Need<br />
» 1998-2012 Modernization Equity<br />
› Dollars Spent per Enrolled Student<br />
› Dollars Spent per Student Capacity<br />
› Dollars Spent per GSF<br />
» Neighborhood Characteristics<br />
› Average Travel Distance<br />
› 2012 School Aged Children per Acre<br />
› 2017 School Aged Children per Acre<br />
» Facility Condition and Quality<br />
› Facility Condition<br />
› Facility Quality<br />
» Magnitude of Cluster<br />
Figure 6.7<br />
13<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
2<br />
18<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No DCPS or PCS Schools in Cluster<br />
High Need<br />
Moderate High Need<br />
Moderate Need<br />
Moderate Low Need<br />
Low Need<br />
Public Charter Schools (PCS)<br />
District of Columbia Public<br />
Schools (DCPS)<br />
DCPS Schools to be<br />
Consolidated at the end of<br />
2012/2013 and 2013/2014<br />
School Years<br />
Public Education MastEr FacilitiEs Plan<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
26<br />
38<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
111
CHAPTER 7<br />
Recommendations
114<br />
STRATEGIC INVESTMENTS<br />
The recommendations of this Master Facilities Plan are<br />
grounded in stakeholder input and aimed at providing<br />
equitable access to a quality school for every student in<br />
the District.<br />
To achieve this goal, the plan proposes a number of<br />
strategic recommendations, both short-term and longterm,<br />
to address the greatest needs suggested by the<br />
data.<br />
Much of the work of the plan focused on developing<br />
a process for making strategic facility investments<br />
informed by a comprehensive set of data and extensive<br />
stakeholder engagement. The recommendations are<br />
offered in the spirit of lessons learned and opportunities<br />
revealed through our work that will make future plans<br />
even more strategic and robust.<br />
AREAS OF GREATEST<br />
NEED<br />
The findings of greatest need are geographically based<br />
on the neighborhood cluster. This apolitical geographic<br />
unit extends across wards and is large enough to<br />
include multiple schools, both DCPS and charters, and<br />
small enough to analyze the city at a grain that reveals<br />
patterns of need across the city. Since the neighborhood<br />
cluster has also been used by other studies conducted<br />
by the city, the findings of this study can be considered<br />
alongside that other work.<br />
The areas of greatest need were defined by the data<br />
synthesis of needs in the Prioritization Framework<br />
discussed in Chapter 6.<br />
Throughout the recommendations that follow, the phrase<br />
“areas of greatest need” refers to the neighborhood<br />
clusters in Figures 7.1 and 7.2.<br />
NEIGHBORHOOD CLUSTERS ASSESSED<br />
WITH THE GREATEST NEED<br />
Cluster 2 | Columbia Heights, Mt. Pleasant, Pleasant<br />
Plains, Park View<br />
Cluster 7 | Shaw, Logan Circle<br />
Cluster 18 | Brightwood Park, Crestwood, Petworth<br />
Cluster 25 | Union Station, Stanton Park, Kingman Park<br />
Cluster 33 | Capitol View, Marshall Heights, Benning<br />
Heights<br />
Cluster 36 | Woodland/Fort Stanton, Garfield Heights,<br />
Knox Hill<br />
Cluster 39 | Congress Heights, Bellevue, Washington<br />
Highlands
ASSESSMENT OF NEED<br />
ASSESSMENT OF NEED<br />
COMBINED Determining ASSESSMENT the Combined OF NEEDFacility<br />
Needs<br />
Data Weighting and Ranking of:<br />
» Existing Fit<br />
› Average GSF per Student Capacity<br />
› Average GSF per Student Enrollment<br />
› Average Facility Utilization<br />
» 2017 Projected Fit<br />
› Enrollment Change<br />
› Unmet Need<br />
› Pre-School Unmet Need<br />
» 1998-2012 Modernization Equity<br />
› Dollars Spent per Enrolled Student<br />
› Dollars Spent per Student Capacity<br />
› Dollars Spent per GSF<br />
» Neighborhood Characteristics<br />
› Average Travel Distance<br />
› 2012 School Aged Children per Acre<br />
› 2017 School Aged Children per Acre<br />
» Facility Condition and Quality<br />
› Facility Condition<br />
› Facility Quality<br />
» Magnitude of Cluster<br />
Figure 7.1<br />
13<br />
11<br />
14<br />
The District of Columbia<br />
4<br />
42<br />
10<br />
15<br />
12<br />
5<br />
41<br />
1<br />
6<br />
16<br />
40<br />
2<br />
18<br />
45<br />
7<br />
17<br />
8<br />
3<br />
44<br />
9<br />
LEGEND<br />
22 Neighborhood Cluster<br />
No DCPS or PCS Schools in Cluster<br />
High Need<br />
Moderate High Need<br />
Moderate Need<br />
Moderate Low Need<br />
Low Need<br />
Public Charter Schools (PCS)<br />
District of Columbia Public<br />
Schools (DCPS)<br />
DCPS Schools to be<br />
Consolidated at the end of<br />
2012/2013 and 2013/2014<br />
School Years<br />
Public Education MastEr FacilitiEs Plan<br />
21<br />
25<br />
19<br />
43<br />
27<br />
20<br />
39<br />
37<br />
23<br />
22<br />
28<br />
26<br />
38<br />
36<br />
46<br />
35<br />
24<br />
34<br />
32<br />
29<br />
30<br />
Water<br />
31<br />
33<br />
115
Cluster<br />
Number<br />
116<br />
2<br />
Cluster Name DCPS Schools Charter Schools Category of Highest Need<br />
Columbia Heights,<br />
Mt. Pleasant,<br />
Pleasant Plains,<br />
Park View<br />
7 Shaw, Logan Circle<br />
18<br />
25<br />
33<br />
36<br />
39<br />
Brightwood<br />
Park, Crestwood,<br />
Petworth<br />
Union Station,<br />
Stanton Park,<br />
Kingman Park<br />
Capitol View,<br />
Marshall Heights,<br />
Benning Heights<br />
Woodland/Fort<br />
Stanton, Garfield<br />
Heights, Knox Hill<br />
Congress Heights,<br />
Bellevue,<br />
Washington<br />
Highlands<br />
• Bancroft Elementary School<br />
• Benjamin Banneker Senior High School<br />
• Bruce-Monroe Elementary School at<br />
Park View<br />
• Cardozo Senior High School<br />
• Columbia Heights Education Campus<br />
• Meyer Elementary School<br />
• Tubman Elementary School<br />
• Garrison Elementary School<br />
• Seaton Elementary School<br />
• Shaw Junior High School<br />
• Barnard Elementary School<br />
• Brightwood Education Campus<br />
• MacFarland Middle School<br />
• Powell Elementary School<br />
• Raymond Education Campus<br />
• Roosevelt Senior High School<br />
• Sharpe Health School<br />
• Truesdell Education Campus<br />
• West Education Campus<br />
• Capitol Hill Montessori at Logan<br />
• Eliot-Hine Middle School<br />
• J.O. Wilson Elementary School<br />
• Ludlow-Taylor Elementary School<br />
• Miner Elementary School<br />
• Peabody Elementary School (Capitol<br />
Hill Cluster)<br />
• Prospect Learning Center<br />
• School-Within-A-School at Logan<br />
• Stuart-Hobson Middle School (Capitol<br />
Hill Cluster)<br />
• Washington Metropolitan High School<br />
• C.W. Harris Elementary School<br />
• Davis Elementary School<br />
• Fletcher-Johnson Education Campus<br />
• Nalle Elementary School<br />
• Plummer Elementary School<br />
• Garfield Elementary School<br />
• Stanton Elementary School<br />
• Ballou Senior High School<br />
• Ferebee-Hope Elementary School<br />
• Hart Middle School<br />
• Hendley Elementary School<br />
• King Elementary School<br />
• M.C. Terrell/McGogney Elementary<br />
School<br />
• Patterson Elementary School<br />
• Simon Elementary School<br />
Figure 7.2: Neighborhood Clusters with the Highest Facility Need<br />
• AppleTree Early Learning PCS:<br />
Columbia Heights<br />
• Carlos Rosario International PCS<br />
• Cesar Chavez PCS: Bruce Prep Campus<br />
• Creative Minds PCS<br />
• DC Bilingual PCS: Columbia<br />
• DC Bilingual PCS: 14th Street<br />
• E.L. Haynes PCS: Georgia Avenue<br />
• LAYC Career Academy PCS<br />
• Shining Stars Montessori Academy PCS<br />
• The Next Step: El Proximo Paso PCS<br />
• YouthBuild LAYC PCS<br />
• Center City PCS: Shaw Campus<br />
• Community Academy PCS: Butler<br />
Bilingual<br />
• KIPP DC: Grow, Lead, WILL<br />
• Bridges PCS<br />
• Center City PCS: Petworth Campus<br />
• Community Academy PCS: Amos I<br />
• Community Academy PCS: Amos II<br />
• Community Academy PCS: Online<br />
• E.L. Haynes PCS: Kansas Avenue<br />
• Hospitality Senior High PCS<br />
• Washington Latin PCS: Middle School<br />
Campus (Decatur)<br />
• Washington Latin PCS: Upper School<br />
Campus (Upshur)<br />
• AppleTree Early Learning PCS:<br />
Oklahoma Ave.<br />
• Friendship PCS: Blow-Pierce<br />
Elementary & Middle<br />
• Options PCS: Middle and High School<br />
• Two Rivers PCS: Upper and Lower<br />
• KIPP DC: KEY, LEAP, Promise<br />
• Maya Angelou PCS: Evans High School<br />
• Maya Angelou PCS: Evans Middle<br />
• Maya Angelou PCS: Young Adult<br />
Learning Center<br />
• Achievement Preparatory Academy<br />
PCS<br />
• Center City PCS: Congress Heights<br />
Campus<br />
• Eagle Academy PCS: The Eagle Center<br />
at McGoney<br />
• Early Childhood Academy PCS: Walter<br />
Washington Campus<br />
• Friendship PCS: Southeast Elementary<br />
Academy<br />
• Friendship PCS: Technology<br />
Preparatory Academy<br />
• Imagine Southeast PCS<br />
• National Collegiate Preparatory PCS<br />
• Current capacity significantly<br />
below 2017 projected enrollment<br />
• Modernization Equity<br />
• Neighborhood children travelling<br />
long distances to go to school<br />
• Facility quality and condition need<br />
to be improved<br />
• Current capacity significantly<br />
below 2017 projected enrollment<br />
• Modernization Equity<br />
• Facility quality and condition need<br />
to be improved<br />
• Current capacity significantly<br />
below 2017 projected enrollment<br />
• Modernization Equity<br />
• Facility quality and condition need<br />
to be improved<br />
• Current capacity significantly<br />
below 2017 projected enrollment<br />
• Modernization Equity<br />
• Facility quality and condition need<br />
to be improved<br />
• Modernization Equity<br />
• Neighborhood children travelling<br />
long distances to go to school<br />
• Facility quality and condition need<br />
to be improved<br />
• Modernization Equity<br />
• Neighborhood children travelling<br />
long distances to go to school<br />
• Facility quality and condition need<br />
to be improved<br />
• Modernization Equity<br />
• Neighborhood children travelling<br />
long distances to go to school<br />
• Facility quality and condition need<br />
to be improved
STRATEGIES TO<br />
ADDRESS NEEDS<br />
Short-Term Strategies<br />
The following are recommended strategies to address<br />
the needs outlined in this Master Facilities Plan over<br />
the next five years through adjustments to the Capital<br />
Improvement Plan (CIP). Some require relatively small<br />
investments for short-term gains.<br />
ST1: TARGET CAPITAL RESOURCES FOR AREAS OF<br />
GREATEST FACILITY CONDITION AND QUALITY NEED<br />
WITH LARGE SCHOOL-AGE POPULATIONS, BUT LOW<br />
ENROLLMENT.<br />
Areas where the most children live should receive<br />
priority for facility resources. In this way, public funds<br />
are used to benefit the greatest number of children.<br />
Many charters would like to draw enrollment from<br />
the neighborhood in which they are located. Other<br />
charters are facing enrollment pressure and do not<br />
have space to expand where they are currently located.<br />
Capital expenditures should be directed to clusters<br />
with low enrollment but large school-age populations<br />
to help redistribute enrollment by creating a greater<br />
number of facilities of high quality to serve areas of large<br />
populations. No longer will students have to travel great<br />
distances to find a school of quality.<br />
Rather than focus on a few neighborhoods where<br />
enrollment has been historically high, this redistribution<br />
of resources ensures that parents and students will have<br />
a high quality school facility to choose from in every<br />
neighborhood.<br />
ST2: PRIORITIZE FACILITY RESOURCES FOR SCHOOLS<br />
THAT SERVE MIDDLE SCHOOL GRADES IN AREAS OF<br />
GREATEST NEED.<br />
The greatest dip in enrollment has been during the<br />
middle school years for both DCPS and charter schools.<br />
Prioritizing facility resources for middle schools, whether<br />
for full modernizations, additions to provide needed<br />
capacity or support programming, or new construction,<br />
would send a clear message about the value placed by<br />
the city on middle school education and could contribute<br />
to reversing this trend.<br />
A focus on middle schools inspires confidence that there<br />
will be a school facility of quality to serve the surge of<br />
students currently in elementary school as they age.<br />
Since there are fewer stand-alone middle schools and K-8<br />
schools than elementary schools, it is feasible to have a<br />
quicker positive impact on this school type.<br />
The improvements to the Takoma Education Campus,<br />
which saw enrollment and student performance<br />
increases after a complete modernization, could be<br />
repeated. Although the “Takoma Effect” cannot be<br />
directly attributed to modernization, its example<br />
represents a worthwhile investment to better prepare<br />
students for high school.<br />
117
118<br />
ST3: PILOT FACILITY SOLUTIONS TO SUPPORT<br />
INNOVATIVE PROGRAMMING.<br />
Throughout both DCPS and charter schools, many<br />
leaders and educators are developing and executing<br />
innovative education programs in facilities that do not<br />
support the programming.<br />
For example, at DCPS Kramer Middle School, the school<br />
leadership has developed a flipped classroom model<br />
where students spend half of a 90-minute schedule<br />
block working online on a set of exercises and projects<br />
to build mastery and the other half in a traditional<br />
instruction class. But the facility is ill-equipped to<br />
support the agile movement between a digital learning<br />
arrangement and a lecture arrangement.<br />
To remedy this situation, a fund could be set up for<br />
facility improvements to support innovative education<br />
programming at both DCPS and charter schools. These<br />
small-scale renovations would then be observed and<br />
measured for their effectiveness and, if successful, used<br />
as a model for future modernizations.<br />
ST4: IN CLUSTERS FORECASTED TO HAVE SCHOOL-AGE<br />
POPULATION INCREASES, SHARE UNDERUTILIZED<br />
SPACE IN DCPS FACILITIES WITH CHARTER SCHOOLS,<br />
COMMUNITY ORGANIZATIONS, AND OTHERS THAT<br />
USE SPACE TO PROVIDE STUDENTS WITH ACCESS TO<br />
WORKFORCE TRAINING.<br />
Given the forecast for increases in school-age<br />
population, facilities that are currently underutilized may<br />
provide much needed capacity in the future, even within<br />
the five-year horizon of this plan.<br />
Therefore, to make the most of the facility asset, underutilized<br />
space could be leased to organizations that<br />
support the community in general or youth in particular.<br />
Such co-location may also enhance the student<br />
experience.<br />
ST5: DEVELOP A BEST PRACTICES AND DESIGN<br />
GUIDELINES DOCUMENT FOR ALL PUBLIC EDUCATION<br />
FACILITIES - DCPS AND CHARTER.<br />
Design guidelines for both DCPS and charter schools<br />
would establish the basic expectations for a quality public<br />
education facility, while allowing flexibility for specific<br />
programming needs of charter schools and specialized<br />
DCPS schools.<br />
Design guidelines should draw on the most effective<br />
design strategies and lessons learned from the DCPS<br />
modernization program to date, highly effective design<br />
strategies from charter schools, and best practices<br />
nationwide.<br />
Most buildings in the DCPS inventory and, by extension,<br />
many charters, were designed 40 or more years ago with<br />
only classroom spaces in mind. Therefore, many schools<br />
are not organized in ways to support the variety of space<br />
sizes and types required by contemporary teaching<br />
and learning. The design guidelines should identify the<br />
appropriate space needs for these programs so that<br />
future modernizations can properly address these needs.<br />
Design guidelines should also address the space needs<br />
for special education services as well as partnerships with<br />
other education program providers. School leaders have<br />
been creative and entrepreneurial in using underutilized<br />
space in school buildings for programs that benefit their<br />
students. However, in many of the Education Facility<br />
Effectiveness Instrument (EFEI) walkthroughs (see<br />
Chapter 4 for more details), the planning team observed<br />
special education and enhancement programs operating<br />
in formerly under-utilized spaces that were not conclusive<br />
to these activities.
ST6: CREATE THE SPACE AND ENVIRONMENT FOR<br />
PROFESSIONAL EDUCATOR COLLABORATION WITHIN<br />
EACH SCHOOL.<br />
DCPS has a professional learning community structure<br />
to support teacher collaboration and professional<br />
development, and many charters have similar programs.<br />
Research has shown that teachers are far more effective<br />
when they can collaborate with and learn from peers.<br />
To make this program even more effective, there should<br />
be high quality space for each professional learning<br />
community in every school.<br />
High quality space for professional collaboration among<br />
educators will help create a physical environment that<br />
attracts and retains the best teachers, and supports a<br />
culture of collaboration and innovation.<br />
Space needs should also be addressed for specialists,<br />
para-professionals and education partners providing<br />
enhancement programs.<br />
Professional collaboration space could also be a place for<br />
educators from both DCPS and charter schools, as well<br />
as other service providers, to meet and share knowledge<br />
and best practices.<br />
ST7: ESTABLISH A CONSISTENT AND STREAMLINED<br />
DATA COLLECTION AND MANAGEMENT PROCESS FOR<br />
FACILITIES.<br />
This Master Facilities Plan gathers comprehensive data<br />
on school facilities, including information on capacity,<br />
building conditions and demographic changes. Currently,<br />
facilities-related data is dispersed across numerous<br />
agencies, not updated regularly, if it is gathered at all,<br />
and difficult to access. As an example, the Department<br />
of General Services is in the process of updating school<br />
facilities conditions assessments for all publicly owned<br />
and operated schools, and consolidating this information<br />
into its property management database of public assets.<br />
119
120<br />
DCPS and charter schools have different ways of<br />
measuring capacity. The Public Charter School Board<br />
must establish a facilities registry, as required by law, to<br />
capture growth plans and facility conditions for public<br />
charter schools. The Office of the State Superintendent<br />
of Education collects enrollment data. The State Data<br />
Center in the DC Office of Planning develops population<br />
forecasts and tracks demographic changes. This data<br />
should be consolidated and updated on a regular basis<br />
so that decision-makers can use it to allocate resources<br />
more effectively and efficiently.<br />
ST8: THE MAIN ENTRANCE, LOBBY AND RECEPTION<br />
AREA SHOULD BE INCLUDED IN EVERY PHASE 1<br />
MODERNIZATION.<br />
Among the DCPS schools yet to be modernized, facilities<br />
consistently received low scores for the EFEI pattern<br />
called “Welcoming Entrance.”<br />
The entrance through which students and visitors<br />
pass each day sets the tone for the entire school<br />
environment. A front door that is transparent to<br />
the street communicates a degree of welcome and<br />
openness, compared to a set of solid doors without<br />
handles that raise the suspicion of danger and<br />
completely shut out the community. An entrance that<br />
celebrates student achievement and school culture<br />
instills pride in students and community.<br />
For a relatively small investment, the face of every<br />
school yet to be modernized could be transformed,<br />
ushering in a new era and welcoming students and<br />
visitors to engage in school activities.<br />
Long-Term Strategies<br />
Some of the recommended strategies for addressing<br />
the needs outlined in this Master Facilities Plan reach<br />
beyond the five-year horizon of this report. These<br />
strategies may demand longer-term planning and may<br />
require more interagency coordination in order to be<br />
implemented. However, all of the strategies are essential<br />
to addressing the systemic issues that have led to some of<br />
the most acute needs identified in this report.<br />
LT1: REASSESS THE PHASED MODERNIZATION<br />
APPROACH.<br />
The phased modernization approach has been<br />
remarkably successful in improving the quality of the<br />
learning environment in the majority of DCPS facilities<br />
within a very short period of time. However, the quality<br />
of the learning environment and the investment in<br />
lighting, finishes and furniture are often undermined<br />
by the condition of the building systems which are not<br />
addressed in the first phase of modernization.
Since no Phase 2 modernizations have been completed,<br />
there is an opportunity to carefully redefine select<br />
modernizations to include work on building systems or<br />
fully modernize certain facilities in clusters of greatest<br />
need.<br />
A Phase 1 modernization may be insufficient to fully<br />
address the needs of facilities in areas of greatest need.<br />
Many of these schools are forecast to have strong<br />
enrollment pressures and the building systems, access<br />
for people with disabilities and building enclosures<br />
should be addressed to meet the increased demand.<br />
LT2: ALLOW FOR A SCHOOL DEVELOPMENT APPROACH<br />
THAT CAN INCLUDE ADDITIONAL SITE OR FACILITY<br />
USES.<br />
Where conditions allow, encourage more co-location<br />
and mixed-use development of school facilities. Colocated<br />
uses might include other schools or other public<br />
institutions, such as public libraries and community<br />
centers. They could incorporate private institutions<br />
of allied interest, such as Boys and Girls Clubs, YMCAs<br />
or arts institutions. Private development, such as<br />
commercial space, senior residential space and marketrate<br />
housing, is another proven segment to have been<br />
successfully co-located with schools around the country<br />
and in the District of Columbia that can greatly reduce<br />
the financial burden of school development.<br />
A mixed-use development approach could reduce<br />
the capital expenditure required by the city for the<br />
construction of DCPS facilities and make the financing of<br />
charter facilities more viable. It can create opportunities<br />
for co-location of uses that could support students<br />
before and after school, enhance learning and maximize<br />
the use of facilities outside of the school calendar.<br />
Co-location of public institutions and community<br />
resources would also help position schools as community<br />
resources, even for those residents without students in<br />
the system.<br />
LT3: AS PART OF EACH SUBSEQUENT MFP, CONVENE A<br />
WORKING GROUP OF STAKEHOLDERS TO ASSESS AND<br />
REFRESH THE PRINCIPLES THAT GUIDE THE PLAN.<br />
The landscape of education programming, facilities,<br />
and student needs is changing with every passing year.<br />
While the principles noted in this facilities plan provide<br />
a valuable guide for making decisions about capital<br />
investments and improvements, over time the guiding<br />
principles will need to be refreshed based on the latest<br />
thinking and conditions around public education in the<br />
District of Columbia.<br />
The working group was an invaluable asset in the<br />
formulation of this MFP. In the future, it will be<br />
important to continue to have a dialogue with objective<br />
stakeholders representing all aspects of public education<br />
in the District. A working group made of school leaders,<br />
agencies, Board of Education members, and community<br />
stakeholders should be convened to reassess the guiding<br />
principles and provide fresh guidance for subsequent<br />
facilities planning documents.<br />
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122
ACKNOWLEDGEMENTS
124<br />
ACKNOWLEDGEMENTS<br />
WORKING GROUP<br />
The Public Education Master Facilities Plan Working Group informed and supported stakeholder groups involved in the<br />
development of a master facilities plan for public education in the District of Columbia. The Working Group provided<br />
the DC Deputy Mayor for Education (DME) with clear and sound advice on a tool to help decision makers and citizens<br />
of the District of Columbia allocate resources in an efficient and equitable manner to improve student outcomes.<br />
While the Working Group served in an advisory capacity, the DME sought specific advice from the group as to the<br />
criteria to apply when making strategic decisions about public education facilities.<br />
Working Group Chair<br />
Ginnie Cooper, Chief Librarian, DC Public Library<br />
Working Group Members<br />
Kamili Anderson, Ward 4 Representative, State Board of<br />
Education<br />
Martha Cutts, Head of School, Washington Latin Public<br />
Charter School<br />
Anthony deGuzman, Chief Operating Officer, DC Public<br />
Schools<br />
Kimberly Driggins, Associate Director for Citywide<br />
Planning, DC Office of Planning<br />
Chris Dunlavey, Department of General Services<br />
Steve Green, Director of Capital Programs and<br />
Development, DC Housing Authority<br />
Clara Hess, Director, Human Capital and Strategic<br />
Initiatives, Public Charter School Board<br />
Billy Kearney, Principal, Hart Middle School<br />
John McGaw, Director of Capital Improvements<br />
Program, Mayor’s Office of Budget and Finance,<br />
Executive Office of the Mayor<br />
Christie McKay, Director of Education, Education<br />
Strengthens Families Public Charter School<br />
Patrick Mara, Ward 1 Representative, State Board of<br />
Education<br />
David Pinder, Principal, McKinley Technical High School<br />
Wendy Scott, Chief Operating Officer, DC Prep Charter<br />
School<br />
Mary Shaffner, Executive Director, Washington Yu Ying<br />
Public Charter School<br />
Rikki Taylor, Principal, Takoma Education Campus<br />
Monica Warren-Jones, Ward 6 Representative, State<br />
Board of Education<br />
Trayon White, Ward 8 Representative, State Board of<br />
Education<br />
Stephen Zagami, Instructional Superintendent for Cluster<br />
VI, DC Public Schools
Working Group Alternates<br />
Rosalyn Hughey, Deputy Director, DC Office of Planning<br />
Joshua Ghaffari, Facilities Planner, Capital Planning, DC<br />
Office of Planning<br />
Claudia Lujan, Chief of Staff to the COO, DCPS<br />
125
126<br />
THE <strong>DISTRICT</strong> OF <strong>COLUMBIA</strong><br />
Vincent C. Gray, Mayor<br />
Jennifer Leonard, Interim Deputy Mayor for Education<br />
De’Shawn Wright, Former Deputy Mayor for Education<br />
Marc Bleyer, Capital Program Manager, Office of the<br />
Deputy Mayor for Education<br />
Scheherazade Salimi, Chief of Staff, Office of the Deputy<br />
Mayor for Education<br />
Jessica Sutter, Former Senior Advisor – School Quality,<br />
Office of the Deputy Mayor for Education<br />
CONSULTANT TEAM<br />
Ayers Saint Gross Architects + Planners, Strategic<br />
Planners and Project Direction<br />
Feilding Nair International, K-12 Education Expertise and<br />
Project Direction<br />
Reingold LINK, Public Engagement and Communications<br />
Collaborative Strategies Group, LLC, Meeting Facilitation<br />
and Communications<br />
Decision Lens, Collaborative Decision-Making<br />
Bolan Smart Associates, Inc., Demographic and<br />
Population Forecast Analsysis<br />
Cropper GIS, LLC, Cartography<br />
DC AGENCY PARTNERS<br />
District of Columbia Public Schools<br />
District of Columbia Public Charter School Board<br />
Office of the State Superintendent of Education<br />
District of Columbia Office of Planning<br />
District of Columbia Department of General Services<br />
Office of the Chief Technology Officer
APPENDIX A:<br />
SCHOOL LISTING
128<br />
2008 DCPS Facility 2012‐2013 DCPS<br />
Gross Square<br />
Enrollment<br />
Modernization<br />
Capacity<br />
Utilization<br />
Condition Index Facility Condition<br />
Neighborhood<br />
Footage (GSF)<br />
(SY2011‐12)<br />
Type<br />
(See Appendix G) Index**<br />
School Name Agency Grades Cluster Address<br />
Achievement Preparatory Academy PCS PCS 4‐8 39 908 Wahler Place, SE 2nd Floor 20032 27,000 300 202 67% n/a n/a n/a<br />
Aiton Elementary School DCPS PS‐5 31 533 48th PL., NE, Washington, DC 20019 57,100 442 269 61% None Unsatisfactory Fair<br />
Amidon‐Bowen Elementary School DCPS PK‐5 9 401 Eye St., SW, Washington, DC 20024 70,800 400 254 64% Phase 1 Poor TBD<br />
Anacostia Senior High School DCPS 9‐12 34 1601 16th St., Washington, DC 20020 207,000 1,200 784 65% Full Good TBD<br />
AppleTree Early Learning PCS ‐ Lincoln Park PCS PS‐PK 26 138 12th Street, NE 20019 8,975 160 60 38% n/a n/a n/a<br />
AppleTree Early Learning PCS ‐ Oklahoma Ave. PCS PS‐PK 25 330 21st Street, NE 20002 15,866 160 158 99% n/a n/a n/a<br />
AppleTree Early Learning PCS ‐Parkland PCS PS‐PK 38 2011 Savannah Street, SE 20020 7,484 160 80 50% n/a n/a n/a<br />
AppleTree Early Learning PCS ‐ Amidon PCS PS‐PK 9 401 I Street, SW 20024 2,200 160 41 26% n/a n/a n/a<br />
AppleTree Early Learning PCS ‐ Columbia Heights PCS PS‐PK 2 2750 14th Street, NW 20009 12,204 160 158 99% n/a n/a n/a<br />
AppleTree Early Learning PCS ‐ Douglas Knoll PCS PS‐PK 38 2017 Savannah Terrace, SE 20020 9,677 160 86 54% n/a n/a n/a<br />
AppleTree Early Learning PCS ‐ Riverside PCS PS‐PK 9 680 I Street, SW 20024 3,600 160 40 25% n/a n/a n/a<br />
Arts & Technology Academy PCS PCS PS‐5 31 5300 Blaine St., NE, Washington, DC 20019 70,000 633 602 95% n/a n/a n/a<br />
Ballou Senior High School DCPS 9‐12 39 3401 4th St., SE, Washington, DC 20032 271,300 1,400 1,830 131% Full Good TBD<br />
Bancroft Elementary School DCPS PS‐5 2 1755 Newtwon St., NW, Washington, DC 20010 79,800 563 463 82% None Unsatisfactory Fair<br />
Barnard Elementary School DCPS PS‐5 18 430 Decatur St., NW, Washington, DC 20011 72,500 520 482 93% Full (Pre 2008) Fair TBD<br />
BASIS DC PCS PCS 5‐8 8 412 8th Street, NW 20004 42,000 511 445 87% n/a n/a n/a<br />
Beers Elementary School DCPS PS‐5 34 3600 Alabama Ave., SE, Washington, DC 20020 77,500 465 386 83% None Unsatisfactory Fair<br />
Benjamin Banneker Senior High School DCPS 9‐12 2 800 Euclid St., NW, Washington, DC 20001 180,000 620 413 67% Future Full Unsatisfactory Fair<br />
Booker T. Washington PCS for the Technical Arts PCS 9‐12 3 1346 Florida Ave., NW, Washington, DC 20009 35,000 368 408 111% n/a n/a n/a<br />
Brent Elementary School DCPS PS‐5 26 301 North Carolina Ave., SW, Washington, DC 20003 47,500 325 347 107% Phase 1 Unsatisfactory TBD<br />
Bridges PCS PCS PS‐K 18 1250 Taylor Street NW 9,830 86 86 100% n/a n/a n/a<br />
Brightwood Education Campus DCPS PS‐8 18 1300 Nicholson St., NW, Washington, DC 20011 86,120 550 549 100% Full Fair TBD<br />
Brookland DCPS 20 1150 Michigan Ave., NE 98,200 332 n/a n/a n/a n/a TBD<br />
Brookland Education Campus at Bunker Hill DCPS PS‐8 20 1401 Michigan Ave., NE, Washington, DC 20017 69,400 480 304 63% Phase 1 Unsatisfactory TBD<br />
Browne Education Campus DCPS PS‐8 23 850 26th St., NE, Washington, DC 20002 215,400 804 384 48% None Poor Fair<br />
Bruce‐Monroe Elementary School at Park View DCPS PS‐5 2 3560 Warder St., NW, Washington, DC 20010 82,200 450 459 102% Phase 1 Unsatisfactory TBD<br />
Burroughs Education Campus DCPS PS‐8 22 1820 Monroe St., NE, Washington, DC 20018 63,900 450 296 66% Phase 1 Unsatisfactory TBD<br />
Burrville Elementary School DCPS PS‐5 31 801 Division Ave., NE, Washington, DC 20019 95,000 400 368 92% Phase 1 Unsatisfactory TBD<br />
C.W. Harris Elementary School DCPS PS‐5 33 301 53rd St., SE, Washington, DC 20019 56,000 438 224 51% None Poor Poor<br />
Capital City PCS PCS PK‐12 17 100 Peabody St., NW, 2nd Floor, Washington, DC 20011 168,000 950 634 67% n/a n/a n/a<br />
Capitol Hill Montessori at Logan DCPS PS‐5 25 215 G St., NE, Washington DC 20002 47,200 330 211 64% n/a n/a TBD<br />
Cardozo Senior High School DCPS 9‐12 2 1200 Clifton St., NW, Washington, DC 20009 355,400 1,100 477 43% Full Fair TBD<br />
Carlos Rosario International PCS PCS Ungraded 2 1100 Harvard St., NW, Washington, DC 20009 78,990 2,389 1,808 76% n/a n/a n/a<br />
Center City PCS: Brightwood Campus PCS PK‐8 17 6008 Georgia Ave., NW, Washington, DC 20011 37,000 238 231 97% n/a n/a n/a<br />
Center City PCS: Capitol Hill Campus PCS PK‐8 26 1503 East Capitol St., SE, Washington, DC 20003 40,000 265 222 84% n/a n/a n/a<br />
Center City PCS: Congress Heights Campus PCS PK‐8 39 220 Highview Pl., SE, Washington, DC 20032 27,000 261 244 93% n/a n/a n/a<br />
Center City PCS: Petworth Campus PCS PK‐8 18 510 Webster St., NW, Washington, DC 20011 31,000 241 232 96% n/a n/a n/a<br />
Center City PCS: Shaw Campus PCS PK‐8 7 711 N St., NW, Washington, DC 20001 29,000 238 237 100% n/a n/a n/a<br />
Center City PCS: Trinidad Campus PCS PK‐8 23 1217 West Virginia Ave., NE, Washington, DC 20002 23,000 249 215 86% n/a n/a n/a<br />
Cesar Chavez PCS: Bruce Prep Campus PCS 6‐9 2 770 Kenyon St., NW, Washington, DC 20009 36,059 450 320 71% n/a n/a n/a<br />
Cesar Chavez PCS: Capitol Hill Campus PCS 9‐12 26 709 12th St., SE, Washington, DC 20003 40,000 430 392 91% n/a n/a n/a<br />
Cesar Chavez PCS: Parkside Campus PCS 6‐12 30 3701 Hayes St., NE, Washington, DC 20019 66,860 1,100 674 61% n/a n/a n/a<br />
Cleveland Elementary School DCPS PS‐5 3 1825 8th St., NW, Washington, DC 20001 53,000 320 301 94% Full (Pre 2008) Poor TBD<br />
Columbia Heights Education Campus DCPS 6‐12 2 3101 16th St., NW, Washington, DC 20010 325,217 1,400 1,203 86% Full (Pre 2008) Fair TBD<br />
Community Academy PCS ‐ Amos I PCS PS‐5 18 1300 Allison St., NW, Washington, DC 20011 50,000 519 461 89% n/a n/a n/a<br />
Community Academy PCS ‐ Amos II PCS PS‐K 18 1351 Nicholson St., NW, Washington, DC 20011 55,000 285 137 48% n/a n/a n/a<br />
Community Academy PCS ‐ Amos III PCS PS‐8 21 1400 1st St., NW, Washington, DC 20001 140,000 900 488 54% n/a n/a n/a<br />
Community Academy PCS ‐ Butler Bilingual PCS PS‐5 7 5 Thomas Circle, NW, Washington, DC 20005 30,000 300 303 101% n/a n/a n/a<br />
*Scheduled to close per the DCPS Consolidation and Reorganization Plan<br />
**2008 and 2013 FCI Studies were conducted by different organizations using different methodologies.
2008 DCPS Facility 2012‐2013 DCPS<br />
Gross Square<br />
Enrollment<br />
Modernization<br />
Capacity<br />
Utilization<br />
Condition Index Facility Condition<br />
Neighborhood<br />
Footage (GSF)<br />
(SY2011‐12)<br />
Type<br />
(See Appendix G) Index**<br />
School Name Agency Grades Cluster Address<br />
Community Academy PCS ‐ Online PCS PS‐8 18 1351 Nicholson St., NW, Washington, DC 20011 0 195 111 57% n/a n/a n/a<br />
Community Academy PCS ‐ Rand PCS PK‐5 n/a n/a n/a n/a n/a n/a<br />
Coolidge Senior High School DCPS PS‐8 17 6315 5th St., NW, Washington, DC 20011 271,300 1,105 547 50% Future Full Unsatisfactory Fair<br />
Creative Minds PCS PCS PS‐2 2 3324 16th Street, NW 20010 17,808 105 105 100% n/a n/a n/a<br />
Davis Elementary School* DCPS PS‐5 33 4430 H St., SE. Washington, DC 20019 71,100 449 184 41% None n/a TBD<br />
DC Bilingual PCS ‐ 14th St PCS 3029 14th Street NW 12,000 n/a n/a n/a n/a n/a n/a<br />
DC Bilingual PCS ‐ Columbia PCS PK‐5 2 1420 Columbia Rd., NW, Washington, DC 20009 11,000 339 353 104% n/a n/a n/a<br />
DC Prep: Benning Campus PCS PS‐3 32 100 41st St., NE, Washington, DC 20019 70,090 720 332 46% n/a n/a n/a<br />
DC Prep: Edgewood Elementary Campus PCS PK‐3 21 707 Edgewood St., NE, Washington, DC 20017 50,000 426 410 96% n/a n/a n/a<br />
DC Prep: Edgewood Middle Campus PCS 4‐8 21 701 Edgewood St., NE, Washington, DC 20017 39,746 300 280 93% n/a n/a n/a<br />
DC Scholars PCS PS‐3 18 5601 E Capitol Street, SE 20011 19,500 200 183 92% n/a n/a n/a<br />
Deal Middle School DCPS 7‐8 11 3815 Fort Dr., NW, Washington, DC 20016 181,000 1,090 1,014 93% Full Good TBD<br />
Drew Elementary School DCPS PS‐5 31 5600 Eads St., NE, Washington, DC 20019 72,800 445 181 41% Phase 1 Unsatisfactory TBD<br />
Duke Ellington School of the Arts DCPS 9‐12 4 3500 R St., NW, Washington, DC 20007 167,500 500 517 103% Future Full Unsatisfactory TBD<br />
Dunbar Senior High School DCPS 9‐12 21 1301 New Jersey Ave., NW, Washington, DC 20001 343,400 1,100 593 54% Future Full Unsatisfactory TBD<br />
E.L. Haynes PCS ‐ Georgia Avenue PCS 4‐8 2 3600 Georgia Avenue, NW, Washington DC 20010 46,000 398 394 99% n/a n/a n/a<br />
E.L. Haynes PCS ‐ Kansas Avenue PCS PS‐10 18 4501 Kansas Avenue, NW 20011 83,000 557 403 72% n/a n/a n/a<br />
Eagle Academy PCS ‐ The Eagle Center at McGoney PCS PS‐3 39 3400 Wheeler Road, SE 20032 86,000 680 450 66% n/a n/a n/a<br />
Eagle Academy PCS‐ New Jersey Avenue PCS PS‐1 27 1017 New Jersey Avenue, SE 20003 12,000 126 160 127% n/a n/a n/a<br />
Early Childhood Academy PCS ‐ Johenning Campus PCS PS‐3 29 4301 9th St. SE, Washington, DC 20032 15,600 250 135 54% n/a n/a n/a<br />
Early Childhood Academy PCS ‐ Walter Washington<br />
PCS PS‐3 39 12,000 250 248 99% n/a n/a n/a<br />
Campus<br />
Eastern Senior High School DCPS 12 26 1700 East Capitol St., NE, Washington, DC 20003 288,800 1,100 303 28% Full Good TBD<br />
Eaton Elementary School DCPS PK‐5 15 3301 Lowell St., NW, Washington, DC 20008 49,100 415 457 110% None Unsatisfactory Fair<br />
Education Strengthens Families (Esf) PCS PCS Ungraded 1 2333 Ontario Rd., NW, Washington, DC 20009 9,190 495 395 80% n/a n/a n/a<br />
Eliot‐Hine Middle School DCPS 7‐8 25 1830 Constitution Ave., NE, Washington, DC 20002 155,100 742 348 47% None Unsatisfactory Fair<br />
Elsie Whitlow Stokes Community Freedom PCS PCS PK‐6 20 3700 Oakview Terrace, NE, Washington, DC 20010 33,000 350 350 100% n/a n/a n/a<br />
Emery DCPS 21 1720 1st Street NE 63,800 438 n/a n/a n/a Unsatisfactory TBD<br />
Excel Academy PCS PCS PS‐4 37 2501 M. L. King, Jr., Ave., SE, Washington, DC 20020 59,000 550 401 73% n/a n/a n/a<br />
Ferebee‐Hope Elementary School* DCPS PS‐6 39 3999 8th St., SE, Washington, DC 20032 193,800 400 239 60% Phase 1 n/a TBD<br />
Fletcher‐Johnson DCPS 33 4650 Benning Rd., SE, Washington, DC 20019 302,000 1,284 n/a n/a n/a Unsatisfactory TBD<br />
Francis‐Stevens Education Campus DCPS PS‐8 5 2425 N St., NW, Washington, DC 20037 95,100 410 233 57% None Unsatisfactory Good<br />
Friendship PCS ‐ Blow‐Pierce Elementary & Middle PCS PS‐8 25 725 19th St., NE, Washington, DC 20002 62,994 685 641 94% n/a n/a n/a<br />
Friendship PCS ‐ Chamberlain Elementary & Middle PCS PS‐8 26 1345 Potomac Ave., SE, Washington, DC 20002 80,660 758 765 101% n/a n/a n/a<br />
Friendship PCS ‐ Collegiate Academy PCS 9‐12 30 4095 Minnesota Ave., NE, Washington, DC 20019 151,558 1,058 1,110 105% n/a n/a n/a<br />
Friendship PCS ‐ Southeast Elementary Academy PCS PS‐5 39 645 Milwaukee Pl., SE, Washington, DC 20032 47,000 553 547 99% n/a n/a n/a<br />
Friendship PCS ‐ Woodridge Elementary & Middle PCS PS‐8 24 2959 Carlton Ave., NE, Washington, DC 20018 67,600 382 498 130% n/a n/a n/a<br />
Friendship PCS‐ Technology Preparatory Academy PCS 6‐8 39 620 Milwaukee Pl., SE, Washington, DC 20032 21,482 477 378 79% n/a n/a n/a<br />
Garfield Elementary School DCPS PS‐5 36 2435 Alabama Ave., SE, Washington, DC 20020 54,908 365 240 66% None Unsatisfactory Fair<br />
Garrison Elementary School DCPS PS‐5 7 1200 S St., NW, Washington, DC 20009 60,200 356 237 67% None Unsatisfactory TBD<br />
Green DCPS 38 1500 Mississippi Ave., SE, Washington, DC 20020 77,700 712 n/a n/a n/a Unsatisfactory TBD<br />
H.D. Cooke Elementary School DCPS PS‐5 1 2525 17th St., NW, Washington, DC 20001 85,709 440 396 90% Full Good TBD<br />
H.D. Woodson Senior High School DCPS 9‐12 11 4650 Benning Rd., SE, Washington, DC 20019 275,000 1,000 810 81% Full Good TBD<br />
Hamilton (Youth Services Center)* DCPS 1‐8 23 1401 Brentwood Prkwy., NE, Washington, DC 20002 180,700 1,000 67 n/a None n/a TBD<br />
Hardy Middle School DCPS 6‐8 4 1819 35th St., NW, Washington, DC 20002 116,872 650 412 63% Full Fair TBD<br />
Hart Middle School DCPS 6‐8 39 601 Mississippi Ave., SE, Washington, DC 20032 170,000 912 530 58% Phase 1 Unsatisfactory Good<br />
Hearst Elementary School DCPS PK‐5 15 3950 37th St., NW, Washington, DC 20008 17,400 180 257 143% Phase 1 Unsatisfactory TBD<br />
Hendley Elementary School DCPS PK‐6 39 425 Chesapeake St., SE, Washington, DC 20032 73,200 515 341 66% None Unsatisfactory Unsatisfactory<br />
*Scheduled to close per the DCPS Consolidation and Reorganization Plan<br />
**2008 and 2013 FCI Studies were conducted by different organizations using different methodologies.<br />
129
2008 DCPS Facility 2012‐2013 DCPS<br />
Gross Square<br />
Enrollment<br />
Modernization<br />
Capacity<br />
Utilization<br />
Condition Index Facility Condition<br />
Neighborhood<br />
Footage (GSF)<br />
(SY2011‐12)<br />
Type<br />
(See Appendix G) Index**<br />
School Name Agency Grades Cluster Address<br />
Hope Community PCS: Lamond Campus PCS PK‐8 19 6200 Kansas Ave., NE, Washington, DC 20017 76,000 399 407 102% n/a n/a n/a<br />
Hope Community PCS: Tolson Campus PCS PK‐8 21 2917 8th St., NE, Washington, DC 20017 0 430 425 99% n/a n/a n/a<br />
Hospitality Senior High PCS PCS 9‐12 18 4301 13th St., NW, Washington, DC 20011 30,000 202 196 97% n/a n/a n/a<br />
Houston Elementary School DCPS PK‐5 31 1100 50th Pl., NE, Washington, DC 20019 59,900 398 223 56% None Unsatisfactory Unsatisfactory<br />
Howard Road Academy Middle PCS ‐ MLK Ave PCS 7‐8 37 2450 M. L. King Jr. Ave., SE, Washington, DC 20020 4,500 120 129 108% n/a n/a n/a<br />
Howard Road Academy PCS ‐ Howard Road PCS K‐6 37 701 Howard Rd., SE, Washington, DC 20020 37,000 600 522 87% n/a n/a n/a<br />
Howard Road Academy PCS ‐ Penn Ave PCS PK‐3 34 3000 Pennsylvania Ave,. SE, Washington, DC 20020 5,600 163 154 94% n/a n/a n/a<br />
Howard University Middle School PCS PCS 6‐8 3 405 Howard Pl., NW, Washington, DC, 20059 39,600 360 307 85% n/a n/a n/a<br />
Hyde‐Addison Elementary School DCPS PK‐5 4 3219 O St., NW, Washington, DC 20007 41,329 292 308 105% Full Fair Fair<br />
IDEA‐ Integrated Design and Electronic Academy PCS PCS 7‐12 31 1027 45th St., NE, Washington, DC 20019 100,000 302 359 119% n/a n/a n/a<br />
Ideal Academy PCS PCS PK‐8 19 6130 North Capitol St., NW, Washington, DC 20011 32,000 281 272 97% n/a n/a n/a<br />
Imagine Southeast PCS PCS PK‐6 39 3100 Martin Luther King Jr. Ave., SE, Washington, DC 50,000 608 553 91% n/a n/a n/a<br />
Inspired Teaching Demonstration PCS PCS PK‐4 20 1328 Florida Avenue, NW 20009 0 550 142 26% n/a n/a n/a<br />
J.O. Wilson Elementary School DCPS PS‐5 25 660 K St., NE, Washington, DC 20002 98,900 400 382 96% Phase 1 Unsatisfactory TBD<br />
Janney Elementary School DCPS PK‐5 11 4130 Albermarle St., NW, Washington, DC 20016 84,400 570 548 96% Full Good TBD<br />
Jefferson Middle School DCPS 6‐8 9 801 7th St., NW, Washington, DC 20024 109,000 570 263 46% None Unsatisfactory Fair<br />
John Hayden Johnson Middle School DCPS 6‐8 38 1400 Bruce Pl., SE, Washington, DC 20020 182,500 1,015 252 25% Phase 1 Unsatisfactory TBD<br />
Kelly Miller Middle School DCPS 6‐8 31 301 49th St., NE, Washington, DC 20019 115,000 600 328 55% Full Poor TBD<br />
Kenilworth Elementary School* DCPS PS‐5 29 1300 44th St., NE, Washington, DC 20019 57,100 402 178 44% None n/a TBD<br />
Ketcham Elementary School DCPS PS‐5 28 1919 15th St., SE, Washington, DC 20020 88,300 465 256 55% Phase 1 Unsatisfactory TBD<br />
Key Elementary School DCPS PK‐5 13 5001 Dana Pl., NW, Washington, DC 20016 50,000 320 386 121% Full (Pre 2008) Fair TBD<br />
Kimball Elementary School DCPS PS‐5 32 3375 Minnesota Ave., SE, Washington, DC 83,400 398 313 79% None Unsatisfactory Poor<br />
King Elementary School DCPS PS‐6 39 3200 6th St., SE, Washington, DC 20032 65,500 517 345 67% Phase 1 Unsatisfactory TBD<br />
KIPP DC: AIM, College Prep, Discover, Heights PCS PS‐12 37 2600 DOUGLAS ROAD SE 137,000 1,500 1,069 71% n/a n/a n/a<br />
KIPP DC: Grow, Lead, WILL PCS PS‐8 7 421 P Street, NW, Washington DC 100,000 1,000 531 53% n/a n/a n/a<br />
KIPP DC: KEY, LEAP, Promise PCS PS‐8 33 4801 Benning Rd., SE, Washington, DC 20019 86,000 1,000 1,032 103% n/a n/a n/a<br />
Kramer Middle School DCPS 6‐8 34 1700 Q St., SE, Washington, DC 20020 154,000 550 277 50% None Unsatisfactory Fair<br />
Lafayette Elementary School DCPS PK‐5 10 5701 Broad Branch Rd., NW, Washington, DC 20015 113,600 516 707 137% None Unsatisfactory Poor<br />
Langdon Education Campus DCPS PS‐8 22 1900 Evarts St., NE, Washington, DC 20018 101,400 500 404 81% None Unsatisfactory Poor<br />
Langley Educational Campus DCPS PS‐8 21 101 T Street, NE, Washington, DC 20002 110,100 530 375 71% Phase 1 n/a Poor<br />
LaSalle‐Backus Education Campus DCPS PS‐8 19 501 Riggs Rd., NE, Washington, DC 20011 63,000 400 290 73% Phase 1 Unsatisfactory TBD<br />
Latin American Montessori Bilingual PCS (LAMB) ‐<br />
PCS PS‐PK 30 1600 Taylor St. NE 8,653 200 184 92% n/a n/a n/a<br />
Michigan Park Campus<br />
Latin American Montessori Bilingual PCS (LAMB) ‐<br />
PCS PS‐5 17 1375 Missouri Ave., NW, Washington, DC 20011 21,755 121 79 65% n/a n/a n/a<br />
Missouri Ave<br />
LAYC Career Academy PCS PCS Ungraded 2 3047 15th Street, NW 20009 15,500 125 121 97% n/a n/a n/a<br />
130<br />
Leckie Elementary School DCPS PS‐6 44 4201 M. L. King Jr. Ave., SW, Washington, DC 20032 65,000 400 361 90% Phase 1 Unsatisfactory TBD<br />
Ludlow‐Taylor Elementary School DCPS PS‐5 25 659 G St., NE, Washington, DC 20002 66,900 412 258 63% None Unsatisfactory Fair<br />
Luke C. Moore Academy Senior High School DCPS 9‐12 22 1001 Monroe St., NE, Washington, DC 20017 65,528 350 293 84% n/a n/a TBD<br />
M.C. Terrell/McGogney Elementary School* DCPS PS‐6 39 3301 Wheeler Rd., SE, Washington, DC 20032 112,000 400 211 53% None n/a Good<br />
MacFarland Middle School* DCPS 5‐8 18 4400 Iowa Ave., NW, Washington, DC 20011 110,000 610 200 33% None n/a TBD<br />
Malcolm X Elementary School DCPS PS‐5 38 1351 Alabama Ave., SE, Washington, DC 20032 110,800 520 261 50% None Unsatisfactory Good<br />
Mamie D. Lee School* DCPS PK‐12 19 100 Gallatin St., NE, Washington, DC 20011 45,800 300 109 36% None n/a Poor<br />
Mann Elementary School DCPS PK‐5 13 4430 Newark St., NW, Washington, DC 20016 21,903 270 290 107% Phase 1 Unsatisfactory TBD<br />
Marie Reed Elementary School DCPS PS‐5 1 2200 Champlain St., NW, Washington, DC 20009 162,700 470 357 76% None Unsatisfactory Fair<br />
Marshall Elementary School* DCPS PS‐5 24 3100 Fort Lincoln Dr., NE, Washington, DC 20018 103,800 480 161 34% None n/a Poor<br />
Mary McLeod Bethune Day Academy PCS PCS PS‐8 22 1404 Jackson St., NE, Washington, DC 20017 24,243 368 327 89% n/a n/a n/a<br />
Maury Elementary School DCPS PS‐5 25 1250 Constitution Ave., NE, Washington, DC 20002 46,800 325 292 90% Phase 1 Unsatisfactory TBD<br />
Maya Angelou PCS ‐ Evans Middle PCS 6‐8 33 5600 East Capitol St., NE, Washington, DC 20019 37,333 700 210 30% n/a n/a n/a<br />
*Scheduled to close per the DCPS Consolidation and Reorganization Plan<br />
**2008 and 2013 FCI Studies were conducted by different organizations using different methodologies.
2008 DCPS Facility 2012‐2013 DCPS<br />
Gross Square<br />
Enrollment<br />
Modernization<br />
Capacity<br />
Utilization<br />
Condition Index Facility Condition<br />
Neighborhood<br />
Footage (GSF)<br />
(SY2011‐12)<br />
Type<br />
(See Appendix G) Index**<br />
School Name Agency Grades Cluster Address<br />
Maya Angelou PCS: Evans High School PCS 9‐12 33 5600 East Capitol St., NE, Washington, DC 20019 37,333 200 296 148% n/a n/a n/a<br />
Maya Angelou PCS‐Young Adult Learning Center PCS Ungraded 33 5600 East Capitol St., NE, Washington, DC 20019 37,333 82 82 100% n/a n/a n/a<br />
McKinley Technology Senior High School DCPS 9‐12 21 151 T St., NE, Washington, DC 20002 282,000 800 670 84% Full (Pre 2008) Fair TBD<br />
Meridian PCS PCS PK‐8 3 2120 13th Ave., NW, Washington, DC 61,900 622 531 85% n/a n/a n/a<br />
Meyer DCPS 2 2501 11th Street, NW 62,200 736 n/a n/a n/a n/a TBD<br />
Miner Elementary School DCPS PS‐5 25 601 15th St., NE, Washington, DC, 20002 76,900 550 469 85% Full (Pre 2008) Fair TBD<br />
Moten Elementary School DCPS PS‐5 37 2330 Pomeroy Rd., SE, Washington, DC 20020 99,700 480 315 66% Phase 1 Unsatisfactory TBD<br />
Mundo Verde PCS PCS PS‐1 6 3220 16th St. NW 22,330 270 122 45% n/a n/a n/a<br />
Murch Elementary School DCPS PK‐5 12 4810 36th St., NW, Washington, DC 20008 47,700 488 556 114% None Unsatisfactory Good<br />
Nalle Elementary School DCPS PS‐5 33 219 50th St., SE, Washington, DC 20019 83,900 400 327 82% Phase 1 Unsatisfactory TBD<br />
National Collegiate Preparatory PCS PCS 9‐11 39 908 Wahler Pl., SE, Washington, DC 20032 27,000 309 203 66% n/a n/a n/a<br />
Noyes Education Campus DCPS PS‐8 22 2725 10th St., NE, Washington, DC 20018 59,400 360 352 98% Full (Pre 2008) Fair TBD<br />
Options PCS ‐ Middle and High School PCS 7‐12 25 1375 E St., NE, Washington, DC 20002 61,238 700 359 51% n/a n/a n/a<br />
Orr Elementary School DCPS PS‐5 34 2200 Minnesota Ave., SE, Washington, DC 20020 75,900 337 308 91% None Unsatisfactory Poor<br />
Oyster‐Adams Bilingual School (Adams) (Upper) DCPS PS‐3 15 2801 Calvert St., NW, Washington, DC 20008 47,984 350 355 101% Phase 1 Unsatisfactory Fair<br />
Oyster‐Adams Bilingual School (Oyster) (Lower) DCPS 4‐8 1 2020 19th St., NW, Washington, DC 20008 59,400 324 321 99% None Poor TBD<br />
Patterson Elementary School DCPS PS‐6 39 4399 South Capitol Terrace, SW, Washington, DC 20032 78,300 370 320 86% Full (Pre 2008) Fair TBD<br />
Paul PCS PCS 6‐9 17 5800 8th St., NW, Washington, DC 20011 128,351 557 592 106% n/a n/a n/a<br />
Payne Elementary School DCPS PS‐5 26 305 15th St., SE, Washington, DC 20003 83,800 417 236 57% None Unsatisfactory Poor<br />
Peabody Elementary School (Capitol Hill Cluster) DCPS PS‐K 25 425 C St., NE, Washington, DC 20002 37,800 228 234 103% None Unsatisfactory Fair<br />
Perry St. Prep PCS (Upper and Lower) PCS PK‐12 22 1800 Perry St. NE 194,300 1,050 936 89% n/a n/a n/a<br />
Phelps Architecture, Construction, and Engineering Senior<br />
DCPS 9‐11 23 704 26th St., NE, Washington, DC 20002 180,000 650 329 51% Full Fair TBD<br />
High School<br />
Plummer Elementary School DCPS PS‐5 33 4601 Texas Ave., SE, Washington, DC 20019 69,400 448 220 49% None Unsatisfactory Poor<br />
Potomac Lighthouse PCS PCS PK‐5 20 4401 8th St., NE, Washington, DC 20017 21,000 400 328 82% n/a n/a n/a<br />
Powell Elementary School DCPS PS‐4 18 1350 Upshur St., NW, Washington, DC 20011 38,500 300 310 103% Phase 1 Unsatisfactory TBD<br />
Prospect Learning Center* DCPS PS‐8 25 920 F St., NE, Washington, DC 20002 59,200 350 100 29% None n/a Fair<br />
Randle Highlands Elementary School DCPS PS‐5 34 1650 30th St., SE, Washington, DC 20020 75,500 450 384 85% Full (Pre 2008) Fair TBD<br />
Raymond Education Campus DCPS PS‐8 18 915 Spring Rd., NW, Washington, DC 20010 73,600 465 442 95% None Unsatisfactory Fair<br />
Richard Wright PCS PCS 8‐9 32 100 41st Street, NE, Washington 28,000 202 125 62% n/a n/a n/a<br />
River Terrace Elementary School DCPS PS‐5 32 420 34th St., NE, Washington, DC 20019 62,800 281 n/a n/a n/a Unsatisfactory TBD<br />
Ronald H. Brown Middle School* DCPS 6‐8 31 4800 Meade St., NE, Washington, DC 20019 156,000 892 230 26% None n/a TBD<br />
Roosevelt Senior High School DCPS 9‐12 18 4301 13th St., NW, Washington, DC 20011 331,900 1,059 994 94% Full Good Fair<br />
Roots PCS PCS PS‐8 17 15 Kennedy St., NW, Washington, DC 20011 19,687 70 120 171% n/a n/a n/a<br />
Ross Elementary School DCPS PK‐5 6 1730 R St., NW, Washington, DC 20009 22,400 150 157 105% Phase 1 Unsatisfactory TBD<br />
Savoy Elementary School DCPS PS‐5 37 2400 Shannon Pl., SE, Washington, DC 20020 99,975 425 344 81% Full Good Fair<br />
School for Educational Evolution and Development (SEED)<br />
PCS 6‐12 32 4300 C St., SE, Washington, DC 20019 163,000 340 340 100% n/a n/a n/a<br />
PCS<br />
School Without Walls Senior High School DCPS 9‐12 5 2130 G St., NW, Washington, DC 20037 74,000 440 527 120% Full Good TBD<br />
School‐Within‐A‐School at Logan Annex DCPS PS‐1 25 215 G St., NE, Washington DC 20002 7,760 n/a 84 n/a n/a n/a TBD<br />
Seaton Elementary School DCPS PS‐5 7 1503 10th St., NW, Washington, DC 20001 65,000 325 265 82% Phase 1 Unsatisfactory TBD<br />
Septima Clark PCS PCS PS‐5 37 2501 M. L. King, Jr., Ave., SE, Washington, DC 20020 28,000 250 227 91% n/a n/a n/a<br />
Shaed Education Campus DCPS PS‐8 21 301 Douglas St., NE, Washington, DC 20002 67,200 352 n/a n/a n/a Unsatisfactory TBD<br />
Sharpe Health School* DCPS PK‐12 18 4300 13th St., NW, Washington, DC 20011 80,500 400 89 22% None n/a Fair<br />
Shaw Junior High School DCPS 7 925 Rhode Island Ave, NW 230,400 1,000 n/a n/a n/a n/a TBD<br />
Shaw Middle School at Garnet‐Patterson* DCPS 6‐8 3 2001 10th St., NW, Washington, DC 20001 82,700 480 154 32% None n/a Poor<br />
Shepherd Elementary School DCPS PK‐5 16 7800 14th St., NW, Washington, DC 20012 79,700 342 331 97% None Unsatisfactory Poor<br />
Shining Stars Montessori Academy PCS PCS PS‐PK 2 1328 Florida Av. NW 7,554 120 53 44% n/a n/a n/a<br />
Simon Elementary School DCPS PS‐6 39 401 Mississippi Ave., SE, Washington, DC 20032 66,200 325 252 78% Phase 1 Unsatisfactory TBD<br />
*Scheduled to close per the DCPS Consolidation and Reorganization Plan<br />
**2008 and 2013 FCI Studies were conducted by different organizations using different methodologies.<br />
131
2008 DCPS Facility 2012‐2013 DCPS<br />
Gross Square<br />
Enrollment<br />
Modernization<br />
Capacity<br />
Utilization<br />
Condition Index Facility Condition<br />
Neighborhood<br />
Footage (GSF)<br />
(SY2011‐12)<br />
Type<br />
(See Appendix G) Index**<br />
School Name Agency Grades Cluster Address<br />
Smothers Elementary School DCPS PS‐5 30 4400 Brooks St., NW, Washington, DC 20019 43,000 344 242 70% None Poor Fair<br />
Sousa Middle School DCPS 6‐8 32 3650 Ely Pl., SE, Washington, DC 20019 132,000 636 348 55% Full Fair TBD<br />
Spingarn Senior High School* DCPS 9‐12 23 2500 Benning Rd., NE, Washington, DC 20002 225,000 910 612 67% Future Full n/a TBD<br />
St. Coletta Special Education PCS PCS PK‐12 26 1901 Independence Ave., SE, Washington, DC 20003 99,540 287 234 82% n/a n/a n/a<br />
Stanton Elementary School DCPS PS‐5 36 2701 Naylor Rd., SE, Washington, DC 20020 83,792 500 355 71% Full Unsatisfactory TBD<br />
Stoddert Elementary School DCPS PK‐5 14 4001 Calvert St., NW, Washington, DC 20007 64,750 320 347 108% Full Good TBD<br />
Stuart‐Hobson Middle School (Capitol Hill Cluster) DCPS 5‐8 25 410 E St., NE, Washington, DC 20002 99,325 410 403 98% None Unsatisfactory TBD<br />
Takoma Education Campus DCPS PS‐8 17 7010 Piney Branch Rd., NW, Washington, DC 20012 104,294 450 306 68% Future Full Poor TBD<br />
The Next Step ‐ El Proximo Paso PCS PCS 9‐12 2 3047 15th Street, NW 20009 15,500 200 158 79% n/a n/a n/a<br />
Thomas Elementary School DCPS PS‐5 30 650 Anacostia Ave., NE, Washington, DC 20019 87,600 400 235 59% Phase 1 Unsatisfactory TBD<br />
Thomson Elementary School DCPS PS‐5 8 1200 L St., NW, Washington, DC 20005 74,992 320 327 102% Full (Pre 2008) Fair TBD<br />
Thurgood Marshall Academy PCS PCS 9‐12 37 2427 M. L. King Jr. Ave., SE, Washington, DC 20020 52,000 400 390 98% n/a n/a n/a<br />
Tree of Life Community PCS PCS PK‐3 22 2315 18th Pl., NE, Washington, DC 20018 28,076 400 301 75% n/a n/a n/a<br />
Truesdell Education Campus DCPS PS‐8 18 800 Ingraham St., NW, Washington, DC 20011 69,600 450 423 94% Phase 1 Unsatisfactory TBD<br />
Tubman Elementary School DCPS PS‐5 2 3101 13th St., NW, Washington, DC 20010 66,600 500 489 98% Phase 1 Unsatisfactory TBD<br />
Turner Elementary School DCPS PS‐5 38 1500 Mississippi Ave., SE, Washington, DC 20020 77,500 600 305 51% Full Good TBD<br />
Two Rivers PCS ‐ Upper and Lower PCS PS ‐8 25 1234 4th St., NE, Washington, DC 20002 58,000 350 451 129% n/a n/a n/a<br />
Tyler Elementary School DCPS PS‐5 26 1001 G St., SE, Washington, DC 20003 69,600 500 402 80% Phase 1 Unsatisfactory TBD<br />
Van Ness DCPS 27 1150 5th Street, SE 49,400 215 n/a n/a n/a n/a TBD<br />
Walker Jones Education Campus DCPS PS‐8 8 1125 New Jersey Ave., NW, Washington, DC 20001 104,200 700 418 60% Full Good TBD<br />
132<br />
Washington Latin PCS: Middle School Campus (Decatur) PCS 5‐8 18 4115 16th St., NW, Washington, DC 20011 13,658 325 349 107% n/a n/a n/a<br />
Washington Latin PCS: Upper School Campus (Upshur) PCS 9‐12 18 4715 16th St., NW, Washington, DC 20011 13,730 250 225 90% n/a n/a n/a<br />
Washington Math, Science & Technology PCS (WMST) PCS 9‐12 23 1920 Bladensburg Rd., NE, Washington, DC 20002 49,000 368 349 95% n/a n/a n/a<br />
Washington Metropolitan High School DCPS 9‐12 25 300 Bryant St., NW, Washington, DC 20002 49,500 350 253 72% n/a n/a TBD<br />
Washington Yu Ying PCS PCS PK‐5 20 220 Taylor St., NE, Washington, DC 40,000 500 367 73% n/a n/a n/a<br />
Watkins Elementary School (Capitol Hill Cluster) DCPS PS‐4 26 420 12th St., SE, Washington, DC 20003 69,300 587 521 89% None Unsatisfactory Unsatisfactory<br />
West Education Campus DCPS PS‐8 18 1338 Farragut St., NW, Washington, DC 20011 69,600 278 244 88% None Unsatisfactory Good<br />
Wheatley Education Campus DCPS PS‐8 23 1299 Neal St., NE, Washington, DC 20002 86,375 500 475 95% Full Good TBD<br />
Whittier Education Campus DCPS PK‐8 17 6201 5th St., NW, Washington, DC 20011 66,600 520 346 67% Phase 1 Unsatisfactory TBD<br />
Wilkinson DCPS 28 2330 Pomeroy Rd., SE, Washington, DC 20020 144,900 508 n/a n/a n/a Unsatisfactory TBD<br />
William E. Doar Junior PCS: NE Campus PCS PS‐8 21 705 Edgewood St., NE, Washington, DC 20017 45,000 560 426 76% n/a n/a n/a<br />
Winston Education Campus* DCPS PK‐8 35 3100 Erie St., SE, Washington, DC 20020 137,700 550 302 55% None n/a TBD<br />
Woodrow Wilson Senior High School* DCPS 9‐12 11 4340 Connecticut Ave., NW, Building 52, Washington, DC 20016 376,448 1,600 1,633 102% Full Good TBD<br />
YouthBuild LAYC PCS PCS Ungraded 2 3014 14th Street, NW 20009 0 121 105 87% n/a n/a n/a<br />
*Scheduled to close per the DCPS Consolidation and Reorganization Plan<br />
**2008 and 2013 FCI Studies were conducted by different organizations using different methodologies.
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