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34 SPACE PER STUDENT To understand the fit between student enrollment and the space available in facilities, the gross square feet per student based on current enrollment and capacity was analyzed (Figure 3.2). Gross square feet (GSF) was used as opposed to net square feet (NSF) or assignable square feet (ASF) so that a comparison could be made between the total space available in facilities, regardless of the efficiency of design or use of space. The significance of GSF per student is both programmatic and financial. If GSF per student is too low, facilities may not have the space to support education programming, particularly specialties like art, music, science and athletics. If GSF per student is too high, the District of Columbia is paying to maintain and operate more building area than is needed. Given the specialized space needs of DCPS special education and adult education facilities, this analysis focuses on DCPS elementary schools, middle schools, high schools and the few education campuses. For charter schools, the analysis focuses on elementary schools, middle schools, high schools, PK/K-8 education campuses and PK/K-12 education campuses, and it excludes special education and adult education facilities given their specialized space needs. When looking at GSF per student, it is important to note that the GSF per student tends to increase for middle school and high schools, as spaces like large gymnasiums and associated support spaces become more prevalent. Gymnasiums require more GSF although they do not tend to increase a school’s capacity because of their occasional use. Charter schools typically do not have access to such large spaces, so the GSF per student tends to be based on more efficient spaces like classrooms. Additionally, given the wide range of education programming in the District in both DCPS and charter schools, there is not a single GSF per student that is ideal or appropriate for every school. However, GSF per student puts all schools on equal footing regardless of academic program, how they were designed or are being used currently. Furthermore, benchmark data is available for GSF per student from the DCPS Design Guidelines and other school districts, allowing for comparisons. DCPS The average GSF per enrolled student breaks down by school type as follows (Figure 3.3): » Elementary School: 243 SF/student: › DCPS Standard for New Construction and Modernization 1 150 SF/ student › National Average 2 : 77-147 SF/ student » Middle School: 436 SF / student: › DCPS Standard for New Construction and Modernization : 170 SF/ student › National Average 114-212 SF/ student › ES-MS Education Campus: 256 SF/student › ES-HS Education Campus: 270 SF/ student » High School: 408 SF / student › DCPS Standard for New Construction and Modernization : 192 SF/ student › National Average 123-211 SF/ student 1 Design Guidelines | District of Columbia Public Schools, 2009, pg 2000-1 2 Wohlers, Art. “Gross Square Feet per Student”, Council of Education Facilities Planners, Issuetrak, November 2005.
GSF GSF per per Enrolled Student v. GSF per Student Capacity 650 600 550 500 450 400 350 300 250 200 150 100 50 0 Figure 3.2 DCPS Analysis DCPS SF per Enrolled Student SF per Student Capacity All school types on average are well above the GSF per student identified in DCPS design guidelines. This finding suggests that either the inventory is unaligned with current enrollment or there are significant issues with the efficiency of building designs. This issue is particularly acute for middle schools. Although DCPS has only 13 middle schools and only 4,759 DCPS students enrolled in these stand alone middle schools (grades 6-8), it dedicates 1.8 million GSF to middle school education. There is more space per student in middle schools than any other type of school. PCS CHARTER SCHOOLS Given the range of space needed to support the wide variety of charter education programs, it is difficult to develop a meaningful average GSF per student nationally. However, it is useful to examine the amount of space available per student for reference. The statistical average (mean) SF per enrolled student by grade configuration is as follows (Figure 3.3): » Elementary School: 114 SF/student » Middle School: 121 SF / student » ES-MS Education Campus: 143 SF/student » ES-HS Education Campus: 202 SF/ student » High School 155 SF / student 35
Page 1 and 2: 2013 PUBLIC EDUCATION MASTER FACILI
Page 3: TABLE OF CONTENTS CHAPTER FIVE: FAC
Page 6: 2 HIGH QUALITY EDUCATION FOR ALL CH
Page 9 and 10: ASSESSMENT OF NEED ASSESSMENT OF NE
Page 11 and 12: Cluster Number 2 Cluster Name DCPS
Page 13: LONG-TERM STRATEGIES Some of the re
Page 16 and 17: 12 BACKGROUND As part of the reform
Page 18 and 19: KEY MAP DCPS & CHARTER SCHOOL DCPS
Page 20 and 21: 16 LEARNING FROM RESEARCH AND BEST
Page 22 and 23: 18 slightly different approach, all
Page 24: 20 PROJECT COMMUNICATION AND OUTREA
Page 27 and 28: GUIDING PRINCIPLES “What matters
Page 29 and 30: RELATIONSHIP TO PREVIOUS STUDIES 20
Page 31 and 32: KEY MAP DCPS & CHARTER SCHOOL DCPS
Page 33 and 34: FACILITY CONDITION The information
Page 35 and 36: CHAPTER 3 Enrollment, Capacity and
Page 37: CAPACITY BY CLUSTER CAPACITY BY CLU
Page 41 and 42: 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 100 and 101:
96 CURRENT FIT NEED ASSESSMENT How
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
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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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