DISTRICT COLUMBIA

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96 CURRENT FIT NEED ASSESSMENT How well does an existing DCPS and charter school facility accommodate the current needs of the enrolled student body? The following measures were applied to answer that question. AVERAGE GROSS SQUARE FOOTAGE PER ENROLLED STUDENT This measurement considers the average square footage per actual student in the facility. The schools with the lowest gross square footage (GSF) per enrolled student are determined to have the highest need. Three scales were developed for elementary, middle and high schools. Each scale is loosely connected to the DCPS guideline of 150 GSF for elementary schools, 170 GSF for middle schools and 190 GSF per student for high schools with 80 percent being a targeted utilization rate of enrollment to facility capacity for all schools. For each neighborhood cluster, the school scores were averaged. The scales for this measure are as follows: High School and Education Campus (MS/ HS) GSF/Enrolled Student (Weight 4) Score < 100 GSF per Enrolled Student 5 100 – 124 GSF per Enrolled Student 4 125 – 149 GSF per Enrolled Student 3 150 – 174 GSF per Enrolled Student 2 175 – 249 GSF per Enrolled Student 1 >= 250 GSF per Enrolled Student 0 Middle School & Education Campus (MS/ EC1/EC2) GSF/Enrolled Student (Weight 4) Score < 75 GSF per Enrolled Student 5 75 – 99 GSF per Enrolled Student 4 100 – 124 GSF per Enrolled Student 3 125 – 149 GSF per Enrolled Student 2 150 – 219 GSF per Enrolled Student 1 >= 220 GSF per Enrolled Student 0 Elementary School (ES) GSF/Enrolled Student (Weight 4) Score < 50 GSF per Enrolled Student 5 50 – 74 GSF per Enrolled Student 4 75 – 99 GSF per Enrolled Student 3 100 – 124 GSF per Enrolled Student 2 125 – 189 GSF per Enrolled Student >= 190 GSF per Enrolled Student 1 AVERAGE GROSS SQUARE FOOTAGE OF STUDENT CAPACITY What is the average space designed for each student when the school is at full capacity? The schools with the lower GSF per student capacity are determined to have a higher need. Again, the scale is loosely connected to the DCPS guideline of 150 GSF for elementary schools, 170 GSF for middle schools and 190 GSF per student for high schools with 80 percent being a targeted utilization rate of enrollment to facility capacity for all schools. For each neighborhood cluster, the school scores were averaged. The scales for this measure is as follows:
High School and Education Campus (MS/ HS) GSF/Enrolled Student (Weight 2) Score < 100 GSF per Student Capacity 5 100 – 124 GSF per Student Capacity 4 125 – 149 GSF per Student Capacity 3 150 – 174 GSF per Student Capacity 2 175 – 199 GSF per Student Capacity 1 >= 200 GSF per Student Capacity 0 Middle School & Education Campus (MS/ EC1/EC2) GSF/Enrolled Student (Weight 2) Score < 75 GSF per Student Capacity 5 100 – 124 GSF per Student Capacity 4 100 – 124 GSF per Student Capacity 3 125 – 149 GSF per Student Capacity 2 150 – 174 GSF per Student Capacity 1 >= 175 GSF per Student Capacity 0 Elementary School (ES) GSF/Enrolled Student (Weight 4) Score < 50 GSF per Student Capacity 5 50 – 74 GSF per Student Capacity 4 75 – 99 GSF per Student Capacity 3 100 – 124 GSF per Student Capacity 2 125 – 149 GSF per Student Capacity >= 150 GSF per Student Capacity 1 AVERAGE UTILIZATION Utilization is determined by dividing the actual student enrollment by the designed student capacity. Facilities that have high utilization are determined to have the highest need. The scale use 80 percent as a target utilization rate of enrollment to facility capacity for all schools. Any school with less than 50 percent utilization receives a score of zero (0). The scale for this measure is as follows: Utilization (Weight 4) Score >= 90% Utilization 5 80% – 89% Utilization 4 70% – 79% Utilization 3 60% – 69% Utilization 2 50% – 59% Utilization 1 < 50% Utilization 0 CURRENT FIT AND ITS RELATIONSHIP TO THE GUIDING PRINCIPLES GP1: Focus on equity planning. The amount of GSF should be equitably distributed so that all students have access to schools that are not overcrowded. GP2: Build facilities around quality educational programs. A neighborhood cluster that exhibits a high indication of need for current fit may show that it lacks sufficient space for programming options beyond standard classroom space. To support specialty programming like the arts, technology and physical education, more space per student is needed than in typical classrooms. GP3: Align Investments with Projected Student Demand. Clusters that are designated as high need are at their designed capacity or over capacity and, therefore, cannot support additional demand. 97
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2013 PUBLIC EDUCATION MASTER FACILI
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TABLE OF CONTENTS CHAPTER FIVE: FAC
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2 HIGH QUALITY EDUCATION FOR ALL CH
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ASSESSMENT OF NEED ASSESSMENT OF NE
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Cluster Number 2 Cluster Name DCPS
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LONG-TERM STRATEGIES Some of the re
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12 BACKGROUND As part of the reform
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KEY MAP DCPS & CHARTER SCHOOL DCPS
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16 LEARNING FROM RESEARCH AND BEST
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18 slightly different approach, all
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20 PROJECT COMMUNICATION AND OUTREA
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GUIDING PRINCIPLES “What matters
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RELATIONSHIP TO PREVIOUS STUDIES 20
Page 31 and 32:
KEY MAP DCPS & CHARTER SCHOOL DCPS
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FACILITY CONDITION The information
Page 35 and 36:
CHAPTER 3 Enrollment, Capacity and
Page 37 and 38:
CAPACITY BY CLUSTER CAPACITY BY CLU
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GSF GSF per per Enrolled Student v.
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Comparison of Enrollment between DC
Page 43 and 44:
ENROLLMENT BY CLUSTER ENROLLMENT BY
Page 45 and 46:
GSF Utilization FINDINGS ENROLLMENT
Page 47 and 48:
OPPORTUNITIES Meetings with the wor
Page 51 and 52: CHAPTER 4 Population and Enrollment
Page 53 and 54: POPULATION CHANGE BY CLUSTER DEMOGR
Page 55 and 56: FORECAST RANGES Figures 4.6 - 4.7 s
Page 57 and 58: POPULATION FORECAST POPULATION FORE
Page 59 and 60: Population Forecast by DC Office of
Page 62 and 63: 58 PREDICTED ENROLLMENT ENROLLMENT
Page 64 and 65: 60 POPULATION FORECAST PROJECTED UN
Page 66 and 67: 62 SNAPSHOT OF NEIGHBORHOOD CLUSTER
Page 68 and 69: 64 FACILITY QUALITY AND CONDITION S
Page 70 and 71: 66 In general, this index is a rela
Page 72 and 73: 68 and democratically decide who ge
Page 74 and 75: 70 Figure 5.7: Cave spaces for quie
Page 76 and 77: Welcoming Entry. m left). elcoming
Page 78 and 79: a ws how the he overall ). r cafés
Page 80 and 81: 76 Figure 5.19: Students dig in the
Page 82: 78 FINDINGS These findings refer to
Page 85 and 86: FACILITY QUALITY QUALITY FACILITY Q
Page 87 and 88: EQUITY EQUITY 1998-2018 DCPS AVERAG
Page 89 and 90: TRAVEL DISTANCE TRAVEL DISTANCE AVE
Page 91 and 92: EFEI Score 50% 45% 40% 35% 30% 25%
Page 93 and 94: Persistent Areas of Need Figure 5.3
Page 95 and 96: Capital Improvement Plan Constructi
Page 97 and 98: CHAPTER 6 Prioritization Framework
Page 102 and 103: 98 ASSESSMENT OF NEED ASSESSMENT OF
Page 104 and 105: 100 2017 PROJECTED FIT AND ITS RELA
Page 106 and 107: 102 1998-2012 DCPS MODERNIZATION EQ
Page 108 and 109: 104 ASSESSMENT OF NEED ASSESSMENT O
Page 110 and 111: 106 2017 PROJECTED NO. OF SCHOOL- A
Page 112 and 113: 108 FACILITY CONDITION AND QUALITY
Page 114 and 115: 110 Facility Needs Measures and Wei
Page 117 and 118: CHAPTER 7 Recommendations
Page 119 and 120: ASSESSMENT OF NEED ASSESSMENT OF NE
Page 121 and 122: STRATEGIES TO ADDRESS NEEDS Short-T
Page 123 and 124: ST6: CREATE THE SPACE AND ENVIRONME
Page 125 and 126: Since no Phase 2 modernizations hav
Page 127 and 128: ACKNOWLEDGEMENTS
Page 129 and 130: Working Group Alternates Rosalyn Hu
Page 131 and 132: APPENDIX A: SCHOOL LISTING
Page 133 and 134: 2008 DCPS Facility 2012‐2013 DCPS
Page 135 and 136: 2008 DCPS Facility 2012‐2013 DCPS
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DISTRICT COLUMBIA

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