# Presentation: 436462

## Design Issues for 21st. Century Schools

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**U.S. Department of Education**

- Date: Dec. 2000

**Archived Information**

## Slide 2

**Notes:**
summarize the latest data on schools and students
overview of historic educational trends found in this country

look at school facility design trends for the 21st. Century

## Slide 3

## Summary:Schools, StudentsStatistics

**Notes:**
The source of some of this material is not yet available in print form but will be available shortly

## Source of Revenues for Public Elementary and Secondary Schools 1997-98

**Public Elementary and Secondary School Revenues  by source:**
**Federal - 6.8%**
**State -    48.4%**
**Local -   42.3%**
**Other*     2.5%**
**Total **_***Estimated ***_**Expenditures, 1999-00**
**	****	**** ****$389.0 billion**
**	****	****($360.6 billion Public Schools)**
**	****	****($  27.4 billion Private Schools)**
*** *****Includes revenues from gifts, tuition and fees from patrons***

- Source: U.S. Department of Education, NCES, Digest of Education Statistics, 1999

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
note the level of  Federal support. About 1/3 of this amount comes from other Federal agencies such as  HHS (head Start) and Argi (school Lunch).
In 1978-80 the Federal level of support was 9.8% of all revenues and has slowly declined to the present level.
NEA is projecting a Federal support level of 6.9% for the current year 
Note the expenditure amount is estimated

##   Distribution of  Expenditures for Public Elementary and Secondary Schools1997-98

**	****	****	****	****	****      ****Amount****	****	****        Percent**
** ****Instruction****	****	****	****  $176.5 billion                            52.8%**
**Other current expenditure****	****    $63.9 billion                            19.1%**
**Capital Outlay****	****	****	****    $36.2 billion                            10.8%**
**Plant operation & Maintenance****	****    $28.0 billion                              8.4%**
**Administration****	****	****	****    $22.0 billion                              6.6%**
**Interest on School Debt****	****	****      $7.8 billion                              2.3%**
**Total Expenditures****	****	****  $334.3 billion**
**Current Expenditure per  Pupil*              $6, 662**
**  ****(Based on average daily attendance)**

- There are 14,883 local school districts.
- 61% of them educate 96.9% of all students.

- Sources: U.S. Department of Education, NCES, The Digest of Education Statistics, 2000

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
plant operations and maintenance witnessed a steady  decline from a high of about 14% in 1920 to 8.6% in 1970 
Spending for this activity rose to 10.2 %in 1980 before declining again to 8.6% in 1997 
Expenditures per student rose significantly during the late 1980’s  (the increase from 1988 to 1989 was 9.6%) but increased more slowly during the first part of the 1990’s (average 4% a year) 

## TYPES OF K-12 SCHOOLS 1998-99

-                          # of Schools            # of Students
- Public			91,062     46,535,000
- Private			27,402	5,924,000*
- Charter **                     1,484          252,000
- Home School Students             1,230,000***
-  *Estimated
- ** The number of schools is for fall 1999, and the enrollment is for the school year 1998-99. Charter schools and their enrollment are included in the figures for public schools shown above
- ***Data are from a fall 1996 survey by the Home School Legal Defense Association

- Source: U.S. Department of Education, NCES, Digest of Education Statistics, 2000

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
The number of charter schools as well as the number of students taught at home continues to increase
A later slide will show the steady decline in the number of public schools mostly due to a consolidation of one room schools beginning after World War 1
Catholic schools enroll about half  of the private school students and account for about 1/3 of all private schools

## U.S. Elementary and Secondary Schools1998-99

** ****School Type ****	****	****Public****	****	****	****Private****
**Elementary****	****	****63,574****	****	****	****16,623**
**Secondary****	****	****22,103****	****	****	**** 2,487**
**Combined****	****	**** 3,770****	****	****	**** 8,292**
**Other (ungraded) ****	****	**** 1,615****	****	****	****------**
**Total****	****	****               91,062****	****	****	****27,402**
**Total All Schools                                         118,464**
**Total Charter Schools *                                 1,484**
- *Number operating in fall 1999. Charter schools are included, as appropriate, in the public school categories above
- **  1997-1998 Data

- There are 14,883 local school districts.
- 61% of them educate 96.9% of all students.

- Sources: U.S. Department of Education, OERI The State of Charter Schools; The Digest of Education Statistics, 2000

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
Note that private schools have a much larger concentration of combined elementary and secondary schools

Note also the the charter  schools are already counted in the public school levels. 

## National Distribution of Educational Institutions

- <date/time>

- Source: U.S. Department of Education, NCES, Digest of ED. Statistics, 2000

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
As this chart shows a little over 92% of all the nation’s educational institutions are at the K-12 level
Public & private K-12 schools will continue to enroll an increasing number of students reaching a record level of 54.5 million by the year 2006. Between 1997 and 2009 total enrollment is projected to increase in the South by 5% and West 11% but decrease slightly in the Northeast and Midwest

## U.S. Elementary and Secondary EnrollmentFall1998

** ****Level of Enrollment                   Public****	****	****	****Private****(Est.)**
**Kindergarten through grade 8     33,344,000****	****	****	****4,597,000**
**Grade 9 through 12                        13,191,000****	****	****	****1,327,000**
**Total****	****	****	****          46,535,000****	****	****	****5,924,000**
**Total All Schools                                                   52,459,000**
**Total Charter Schools*                              252,000 (1998)**
*** ****Enrollments in charter schools are included, as appropriate, in the public school categories above** **                                                                 **

- There are 14,883 local school districts.
- 61% of them educate 96.9% of all students.

- Sources: U.S. Department of Education, OERI The State of Charter Schools; The Digest of Education Statistics, 2000

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
Secondary school enrollments (grades 9 to 12) are projected to increase by 11%for  both public and private schools between 1998 and 2000 

while enrollment for pre kindergarten through grade 8 is projected to decrease slightly.

## Educational Attainment of the  U.S. population age 25 years and above 1999

**Percent with less than 5 years of school                            1.6%**
**Percent who completed High School                                83.4%**
**Percent with a bachelor’s degree or more                       25.2%**

- There are 14,883 local school districts.
- 61% of them educate 96.9% of all students.

- Sources: U.S. Department of Commerce, Bureau of the Census, Educational Attainment in the United States: March 1999

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
The current dropout rate is about 12% and drops slightly as individuals complete GED programs. 

while student achievement has improved in a number of areas, there remain significant gaps in performance between racial/ethnic subgroups as well as males and females.

## Public School Construction At The National Level

**In 1998 school construction totaled $19.4 billion**
- 		$7.7 billion = Primary School
- 		$3.9 billion = Middle Schools
- 		$7.5 billion = High Schools
- 		$  .4 billion= Vocational Schools
**In 1999 school construction totaled $23.8 billion**
-  		$ 8.8 billion = Primary Schools
-  		$ 3.5 billion = Middle Schools
- 		$11.1 billion = High Schools
-    		$    .4 billion = Vocational Schools
**In 2000 school construction forecast total $26.6 billion **
-       		 $10.0 billion = Primary Schools
- 		   $3.5 billion = Middle Schools
- 		 $12.7 billion = High Schools
-          	 $   .4 billion = Vocational Schools
- 	**In 2001 school construction forecast total $27.0 billion**
**         ****	**** **$10.2 billion =Primary Schools
-           	 $ 4.1 billion = Middle Schools
-           	$12.0 billion = High Schools
-          	 $  .6 billion = Vocational Schools** **
- Source: National Clearinghouse for Education Facilities

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
There were 412  K-12 school construction projects in 1999. 47 new primary schools were built with an average cost of 7.6 million,
 41 new middle schools were built with an average cost of 17.2 million 
32 new high school were built with an average cost of 12.4 million and
 8 new vocational schools were built with an average cost of 12.4 million

##  National K-12 School Construction Trend

- Source:National Clearinghouse for Education Statistics

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
A typical school today is likely to have more than one building. It  will also include some permanent additions to the original building and a mix of other permanent and temporary buildings.

The 1995 GAO estimate of school construction need was $112 billion, the recent NEA state by state survey was $322 billion. This figure includes $54 billion for technology.

## Energy Use in Educational Facilities

- <date/time>

- Source:K-12 Public Education industry Sector Profile, Aspen Systems, 5/1/98

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
As you can see about 75% of the energy requirements of a typical school are concentrated in space heating and lighting.

Some researchers have indicated that up to 25% savings in energy costs can be found through conservation efforts

## Historic Trend

- John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**U.S. K-12 Facilities**

- Date:May 2000

## Why are School Buildings Important

- Serve  multiple purposes in a community
- 	-Learning centers for our children
- 	-Gathering places for community events and 		fundraisers
- 	-Meeting places for clubs, community and 		religious organizations
- 	-Accommodate a range of social services
- 	-Public shelters for emergencies

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
A school is where the knowledge of one generation is passed on to another.

	and

Whether we like it or not much of the social and cultural morays are also learned

## Changes in U.S. Public School Facilities1918-1999

**School Year      Total #           ****One Teacher Schools**
**                          ****Schools            Number           Percent              Enrollment                                      **
- 1917-18            277,734              196, 037             70.6                   20,854,000
- 1927-28            254,726              156,066              61.3                   25,180,000
- 1937-38            247,127              121,178              49.0                   25,975,000
- 1947-48            172,244                75,096              43.6                   23,945,000
- 1957-58            120,953                25,341              21.0                   33,529,000
- 1967-68              94,197                  4,146                4.4                   43,891,000
- 1978-79              84,816                   1,056               1.2                   42,551,000
- 1987-88              83,248                     729                 .9                    40,008,000
- 1997-99              91,063                     476                 .5                    46,535,000

- There are 14,883 local school districts.
- 61% of them educate 96.9% of all students.

- Sources: U.S. Department of Education, NCES,Statistics of State School Systems 1918 & 1928,The One Teacher School-Its Mid-century  Status; 120 years of American Education; Digest of Education Statistics, 2000  NOTE: Prior to 1967, a public school with both elementary and secondary grades was counted as two schools.

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
While considerable consolidation has taken place 37% are still located in small towns and rural areas.
 39% of students enrolled in public schools are in grades 1-5.

Of the 14, 805 Local School Districts 62% of them educate 97% of all students.
The average age of K-12 schools is 42 years.

## U.S. Historic Educational Facilities Trend

- “ Open Sky” -pre 1800-1850’s
- 		**-informal**
**	****	****-limited academic**
**	****	****-not dependent on time or place**
**	****	****-individual motivation**
- Apprentice    -pre 1860-1900
- 		**-semi formal/ self paced**
**	****	****-non academic**
**	****	****-beginning of industrial market economies**

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
To a large extent the divisions used are arbitrary and overlap because it is difficult to find a historic watermark. 
As you know the educational system was built around the agricultural needs of our society. And the summer vacation--that social contract is with us today--even if it is slowly being overtaken by the year round school concept.
Prior to the Civil War learning was haphazard.  Work life and home life were intermingled. The settlement pattern was semi-isolated and what community life there was revolved around the village
 The beginnings of our industrial society began in the Northeast and required a more formal educational process.

## U.S. Historic Educational Facilities Trend

- Shelter/One Room School House-1800-1860+
- 		**-organized**
**	****	****-formal schedule**
**	****	****-textbooks/ chalkboard used**
-  	School Facility--Classical Period   1880-1950
- 		**-  influenced by European designs**
**	****	****-  industrial revolution begins**
**	****	****- ****central corridors/symmetrical classroom wings**
**	****	****-  multistory/commercial construction standards**

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
Learning was beginning to move from  a self paced process, to a more structured setting where a common set of ideas and principals were shared.
The corporation-a new organizational form was used to pool capital and sustain a high level of individual enterprise. This type of structure required higher knowledge skills. 
Education facilities followed the urbanization of society . Constructing “factory model” schools where multiple levels of one-room schools houses were stacked one upon another.
Urban school design early in the 20th century  began to accommodate increased student populations by  providing auditoriums, cloak rooms administrative offices and specialized 

## U.S. Historic Educational Facilities Trend     Pre    1950			  Post 1950

-  Non Organic Materials
-  Natural Lighting
-  Little Insulation
-  No Indoor     Environmental Controls
-  Simplistic Design

-  Organic Materials
-  Artificial Lighting
-  Heavy Insulation
-  Indoor Systems
-  Design Specialization

- John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
Notice that after WW11 that significant shifts in the availability of new materials and technology became common. 

These changes allowed for construction designs that for the first time gave total environmental control of the facility to the designer.
We dropped the concept of one building for all grades to one of specialization
After the oil crisis of 1974 we built schools without windows  

## U.S. Historic Educational Facilities Trend

- Urbanized  Structures  -1950’s-1960’s
- 		**- open classroom spaces -blended building design**
**	****	****- cheap energy-gradual consolidation **
**	****	****- national highway system - baby boom generation**
- Utopian Design -1970s
- 		**- pursued the belief in technical efficiency to obtain ****	****	****      educational improvements**
**	****	****- environmental controls**
**	****	****- decreased maintenance**

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**

After the Second World War the significant advances in technology as well as cheap energy led to the finger design. Structures of this type greatly improved natural light, fresh air and grade separation.
Later
The increasing cost of energy and the use of air conditioning led to the building of the “windowless classroom”  Environmental control was the watchword

## U.S. Historic Educational Facilities Trend

**Diverse 1980-2000**
**	****	*****Major Outside Influences***
- 		**- ****state wide standards begin to be developed**
**	****	****- recognition that school facilities may hinder learning**
**	****	****- new technologies are developed to improve ****	****	****	****   ****	****	****	****teaching and learning. **
**	****	****- beginning  of a trend to include stakeholders in school ****	****	****	****	****	****design**
**	****	****- Student populations begin to increase**
**	****	****- Construction Costs out pace CPI**
**	****	*****Characteristics of School Construction***
**	****	****- ****economies of scale begin to influence school ****	****	****	****	****	****	****construction, leading to larger sizes**
**	****	****- beginning environmentally friendly schools ****(green)**
**	****	****-  continuation of the one type and size fits all approach ****(cookie cutter)**
**	****	****- specialized school settings are developed****(charter)****	****	****-**

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
This is the period we are most familiar with and is self explanation. Currently the average age of our K-12 schools is 42 years. We know that the tempo of changes to the learning environment is increasing and that one of the hallmarks of excellent school design is adaptability. Educators have been testing new curriculum content, trying dramatically different class schedules, reorganizing school structures and experimenting with new instructional methods and technologies such as project-based learning, team teaching, precision instruction, peer tutoring, integrated curriculums, computer simulations and Internet-based collaborations have provided limited success in boosting student academic achievement .

Dramatic as these changes have been they have largely ignored the significant influence that school design itself  as well as the classroom environment has on student learning. 

## Current Outlook for K-12 School Facility Design

## Current Issues in K-12 Education and Implications for Future Facility Design

**increasing “privatization”**
**	****	****-increase in charter schools**
**	****	****-debate will continue over tuition assistance **
**	****	****-increased private school attendance (home schooling)**
**increase in community centered schools**
**perceived increase in school violence as well as increased school security**
**increased reliance on technological aids**
**conflicts and concern over school size/class size**
**difficulty in reaching and maintaining education standards**
**increasing operational costs**
**trend to develop specialized/ magnet schools**
**increase in public/private partnerships**

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
New learning and teaching methods have change the way learning takes place. School learning no longer mainly consists lessons or classes with breaks in between but more often than not features group work situations where individual learners are responsible for assisting in the search and production of knowledge. 

## Why School Facilities must be Dynamic Tools in the Education Process

-  Studies show school facilities affect student attitudes, health, and attention span---design matters
- Once a building is built it is frozen in time, on average 42 years
- Learning is a life long process
- The teachers role and therefore the classroom model changes as students age.
- The learning environment is constantly changing

- John  B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
Renovation and new school construction will provide opportunities for future innovation. A key question will be how can the school building help not only in the learning process but in developing social skills.
Life Long Learning really means that schools will not continue to operate from 8-2

## Thematic Principals in Future School Facility Design

-  Sustainability
-  Instruction flexibility
-  Designed for possible multiple uses
-  Environmentally Responsible
-  Energy efficient
- High tech/ multi-media environments
- Designs will include open spaces for group learning as well as areas of private study

- John  B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
Dutch architect Aldo van Eyck said the house is a tiny city and the city is a huge house. Herman Hertzberger carried the theme further saying that schools are cities where the city center is like the student center, homes like classrooms, streets hallways and parks the common areas. Increasingly  the school cultures will become interdisciplinary, team planned and taught
Themes will be used to drive curriculum 

## Thematic Principals in Future School Facility Design

-   Integration into the social needs of the      	community
-  Increasing use of energy efficient systems 	(geothermal/natural lighting)
-  Community friendly
-  ADA requirements will be fully integrated 	in the design
-  Integrated into regional educational plan

- John  B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

## Some Trends in Teaching in the K-12 Environment

- - **Information Technology will increase the emphasis on collaborative learning**
**- Teachers role is changing from instructor to mentor/facilitator/guide**
- - **Educational achievement will become the increasing focus of     attention**
**- Classrooms and the entire school will increasingly be seen as learning tools and will need to be increasingly flexible**
**- Greater connection to the community for the educational experience**
** ****- Smaller schools will be built where possible and schools ****	****within schools will become more prominent**
** ****- Schools will strive to become more personal **

-                    John B. Lyons - Education Program Facilities Manager - National Library of Education - U.S. Department of Education

**Notes:**
Flexibility--it’s possible that we may not have what we know as today’s computers in schools---already wireless systems have impacted school design
Learning by Telecommuting is a real  option

## Virtual Learning Communities

- Main Library
- social Services
- Day care (All Ages)
- Leisure center
- Arts  Center
- Student business center
- Open space
- Community center
- Recreation center

- Local learning centers
- Media centers
- Gym
- Local technology center

- Regional
- Learning Center

**Virtual Learning Communities**

**Notes:**
One of the issues that must be overcome is the “smoke staking” of regional budgets.
What’s mine is mine and what's yours is mine reflects the realities to today's budget process but does not I would submit reflect varied needs to the communities in which we live, work and raise our families.
Schools with even a moderate amount of community supported activities, can decrease their operations and maintenance costs as well as their capitol outlay
The question for example is not necessarily how Park and Planning control and operate recreation centers but how they can provide services in areas that they don’t presently serve by collaborating with schools who already have the basic ingredients necessary. Would it not be more beneficial where capable to expand a local school’s facility. Why should we foster duplication of services or facilities.

## Public education is the nation’s  enterprise