Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com
The Red Balloon Project Re-Imagining Undergraduate Educationleadchangeagent
“ The Red Balloon contest serves as a metaphor for the newly-networked world. This new way of generating, aggregating and disseminating information has profound implications for higher education. It challenges long-held practices of teaching and learning, institutional organization and structure, and the very notion of expertise. The Red Balloon contest also serves as an analogy for how a community of higher education institutions and their national association can work together to promote and support change in higher education.” http://www.aascu.org/programs/redballoon/
Policy Brief on US Educational Reform recommends a 5% multi-age, interdisciplinary, technology-infused "test-bed" in public K-12 schools. Eliminating the "industrial age" age-based grades and grade level expectations.
The Red Balloon Project Re-Imagining Undergraduate Educationleadchangeagent
“ The Red Balloon contest serves as a metaphor for the newly-networked world. This new way of generating, aggregating and disseminating information has profound implications for higher education. It challenges long-held practices of teaching and learning, institutional organization and structure, and the very notion of expertise. The Red Balloon contest also serves as an analogy for how a community of higher education institutions and their national association can work together to promote and support change in higher education.” http://www.aascu.org/programs/redballoon/
Policy Brief on US Educational Reform recommends a 5% multi-age, interdisciplinary, technology-infused "test-bed" in public K-12 schools. Eliminating the "industrial age" age-based grades and grade level expectations.
Edu 657 Education Redefined - snaptutorial.comDavisMurphyC89
For more classes visit
www.snaptutorial.com
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
EDU 657 Week 1 Reflective Journal
A system wide turnaround transformational blueprint(schooling) National FORUM...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief (Since 1983) See: www.nationalforum.com
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
Edu 657 Education Redefined - snaptutorial.comDavisMurphyC89
For more classes visit
www.snaptutorial.com
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
EDU 657 Week 1 Reflective Journal
A system wide turnaround transformational blueprint(schooling) National FORUM...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief (Since 1983) See: www.nationalforum.com
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
Texas National Association for Multicultural Education Honors Dr. William All...William Kritsonis
NAME Honors Dr. Kritsonis as Professork, Scholar, and Pioneer Publisher for Distinguished Services to Multicultural Research Publishing
Ceremony held on the campus of Texas A&M University, College Station, Texas
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Allan Kritsonis & Donald Brown & Desiree Skinner
Dr. Fred C. Lunenburg[1]. environmental hazards in america's schools focus v4...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com
This is a presentation where I used Friedman's reasons for changing the way we use energy in this world as delineated in his book Hot, Flat, and Crowded. When giving the presentation, I attempt to show how all the methods to effect change in an inertia laden and frozen organization really boils down to using clear communication of compelling reasons for change. These reasons must be compelling enough for an audience to essentially convince themselves of the necessity for change. Friedman certainly does an excellent job of doing this in that he certainly convinced me that I need to change the way I use energy. As a corollary, I also attempted to give compelling reasons for changing the system of education in America. Hopefully I was convincing to my audience.
Case StudyThis chapter provided a general summary of the missi.docxmichelljubborjudd
Case Study
This chapter provided a general summary of the mission of the community colleges in light of current and emerging trends facing these institutions (e.g., minority student initiatives, part-time faculty, bachelor’s degrees, and Obama administrations initiatives). Our goal has been to convey to leaders that all trends, in one way or another, relate directly to the mission of these institutions. These trends challenge community college leaders to serve as mavericks in realizing and advancing the mission of the community college.
Below, we present a case study that requires leaders to utilize their understanding of the historical, current, and future trajectory of these institutions in responding to a leadership dilemma. In addressing the case study scenario, pay particular attention to the role of emerging trends (presented in this chapter) in resolving the case. President Cathryn Addy Tunxis Community College Farmington, Connecticut Converging Issues as an Opportunity for Change Background Doe Community College, located in an eastern city of 100,000, was founded in 1952. It has an enrollment of 6,780 FTE (full-time equivalent) and a headcount enrollment of slightly over 8,000 in credit classes. Noncredit enrollment is around 3,000 annually. There are 100 full-time faculty who ← 286 | 287 → teach a 12 credit load on average, 280 adjunct faculty, and approximately 60 other professionals and administrators. There is one campus of approximately 300,000 square feet on 10 acres of land, and one satellite campus 50 miles away in a rural area that opened in a renovated high school 20 years ago. Doe CC is one of 14 publicly supported community colleges in the state but gets one-third of its funding locally, drawn proportionately from each of the 17 school districts in its service area. Another one-third comes from the state according to a long established allocation formula, and the remaining one-third comes from tuition, fees, and auxiliary income from grants, noncredit enrollments, and other enterprises such as the bookstore and a small restaurant on campus run by the culinary students. Over the last three years, the local districts have become more and more vocal about no longer being able to afford to provide funding to Doe, and have been threatening to withdraw from the partnership. The college has just been given an 18-month window in which to develop an alternate plan for the funding its needs at the local level. The state has made it clear that it does not intend to make up the difference, and has also limited the amount that can be raised from a tuition increase. Programmatically, Doe CC has always been strong in the applied technology and science areas, and its students have reflected that: 80 percent (60 percent male) are enrolled in Associate of Applied Science programs, while the remaining 20 percent (80 percent female) are in Associate of Arts program areas. Recently the college has struggled to maintain its enrollment levels ...
Corbin Kentucky Profile / Effects of Budget Cuts on Small Townsguestf0b90e
This is a photo essay of my hometown. I'm doing an English project at UK, and I took a few pictures showing what a small town in southeastern Kentucky is like, and I also took a few pictures of other schools including my own high school.
Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
On March 11, 2015, Gary Sebach, OHM Advisors' Director of Architectural Services and Marysville ECHS Principal Kathy McKinnis, presented a landmark STEM education project at the Buckeye Association of School Administrators (BASA) conference: “STEM in Motion” Ohio’s first grant-funded STEM Early College High School.
Cloud Computing and Higher Education Financial Crisisijtsrd
With the Financial crisis and being challenged by growing needs, universities face problems providing necessary information technology IT support for educational, research, and development activities. This paper aims to find alternatives to the use of IT while leading universities to improve awareness and funds. The model matured and consisted of a rigorous analysis of the latest research on Cloud Computing as an alternative to IT provision, management, and protection. The results are encouraging and supportive use of Cloud solutions in universities by improving knowledge and providing a practical guide adjustable to the university structure. The proposed model considers the university architecture and criteria such as goal, availability, and importance of applications and the datas mission, understanding, privacy, reliability, and accessibility. Latifa Rahman | Muhammad Shahidullah "Cloud Computing and Higher Education Financial Crisis" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51727.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/51727/cloud-computing-and-higher-education-financial-crisis/latifa-rahman
The U.S. Bureau of labor Statistics projects STEM (Science, Technology, Engineering, and Mathematics) related careers will grow to more than 9 million between 2012 and 2022, an increase of 1 million jobs in the 10-year time span. To meet this growing trend, school districts are adopting STEM-based curriculums to better prepare students for the 21st Century workforce demand through the development of specialized skills, critical thinking, and creative problem solving techniques. This session will explore how the recently completed Marysville STEM Academy has transformed the educational environment and discuss the inclusion of public and private partnerships to promote business and industry engagement in STEM education. Diane Mankins, Superintendent, and Kathy McKinniss, Principal, of Marysville Exempted Village Schools, will join Gary Sebach, OHM Advisors’ Director of Architecture, to discuss how a vacant school in the Marysville EVS District was converted into a creative, collaborative, and unique learning environment to support STEM related education
Luke Buchanan wrote this piece for an Environmental Studies course, while attending Tulane University. The paper examines various Universities that demonstrate exceptional sustainable practice on campus and also proposes ways that Tulane can become a greener campus over the next ten years.
Similar to Dr. Fred C. Lunenburg 1]. school facilities management v27 n4 2010 (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Dr. Fred C. Lunenburg 1]. school facilities management v27 n4 2010
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL
VOLUME 27, NUMBER 4, 2010
1
School Facilities Management
Fred C. Lunenburg
Sam Houston State University
________________________________________________________________________
ABSTRACT
A key responsibility of school administrators is facilities management. School
buildings across the nation are aging and becoming a barrier to optimal learning
and teaching. This results in escalating school infrastructure costs. A case can be
made to renovate or build new facilities that maximize an effective learning
environment. This will involve allocation of funds for building renovation or new
construction. In this article I discuss these two issues: school infrastructure costs
and financing new construction.
________________________________________________________________________
The management of school facilities falls within the key duties of the school
administrator. Administrators need to embrace this responsibility as they gain greater
control and are held more accountable. Aging school buildings often create barriers that
impede effective teaching and learning. This has resulted in escalating school
infrastructure costs. A case can be made to renovate or build new facilities that maximize
an optimal learning environment. Such a choice will necessitate financing school
construction.
School Infrastructure Costs
The nation’s school infrastructure is in a state of critical disrepair. By
infrastructure is meant the basic physical facilities that underpin the school plant
(plumbing, sewer, heat, electric, roof, masonry, carpentry). Schools seem to be
deteriorating at a faster rate than they can be repaired, and faster than most other public
facilities (Lunenburg & Ornstein, 2008). Plumbing, electrical wiring, and heating
systems in many schools are dangerously out of date, roofing is below code, and exterior
materials (brickwork, stone, and wood) are chipped or cracked. The cost of deferred
expenditures currently runs to over $200 million in Los Angeles, Detroit, Chicago,
Seattle, and Miami’s Dade Country, with an enormous bill of $780 million for the New
York City schools. The accumulated cost to repair the nation’s public schools, according
2. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL
2_____________________________________________________________________________________
to knowledgeable sources, can now be conservatively placed at $60 billion and may run
as high as $150 billion (Report to Congressional Requesters, 2005). In the year 2009,
government sources estimated the nation’s school repair bill to be $2,900 per student, and
the cost per student for schools needing to make the repairs was $3,800 per student.
Approximately 76 percent of public schools needed major repair or renovation (U.S.
Department of Education, 2010a).
Although experts maintain that schools need to allocate 5% a year for repairs and
replacement, recent findings suggest that schools allocate only 3%. The investment in
new construction is equally insufficient. Whereas colleges and universities allocate 7%
annually for new construction and other public sectors allocate 8%, public schools
allocate approximately 3.5%.
Schools in small towns and suburbs are in the best shape. A majority of these
school board members report their school buildings are in either better than adequate
(43%) or adequate (35%) condition. They say this despite the fact that their schools are
aging. More than 60% report their schools are between twenty-five and fifty years old.
Nearly 25% say their schools are between ten and twenty-five years old (Moulton,
Curcio, & Fortune, 1999).
Schools in cities and in the Frostbelt suffer the greatest infrastructure problems
because they are the oldest and the most decayed. Nearly 35% of the schools in the older
industrial cities of the Northeast and Midwest were built before 1930; a large number
were constructed before 1900. For example, nearly half of Chicago’s 597 school
buildings were built before 1930, and as many as 80 schools still in existence in 1991
were built before 1900. In Akron, Buffalo, Houston, Kansas City (Missouri),
Minneapolis, and Portland, 50% or more of the schools were built before 1930 (Ornstein
& Cienkus, 1990).
A school building has five stages. It has lived its normal life the first 20 years,
especially in the Sunbelt where construction is cheaper. When it is 20 to 30 years old,
frequent replacement of equipment is needed. When it is 30 to 40 years old, most of the
original equipment and materials should have been replaced—especially roofs, lighting
fixtures, and heating equipment. Accelerated deterioration takes place when it is 40 to 50
years old. A fifty-year-old building is sometimes too new to abandon, especially in the
Frostbelt, where construction is usually good; but after sixty years, a number of buildings
are usually abandoned, reconstructed, or replaced (Lewis, 1989; Theobald, 2006).
Nationwide, 29% of all public schools are considered in “inadequate condition,”
built before 1970. Sixty-one percent have been built after 1970, but renovated since
1980, and are considered in “adequate” condition. Ten percent are considered in “good”
condition, built after 1984. A larger percentage of schools in the Midwest (36%) and
Northeast (33%) are considered inadequate and in need of major repair or renovation,
compared to the Southeast (21%) and West (25%). Only 6% of schools in the Midwest
and 5% in the Northeast are in the “new” category (“good” condition) compared to 11%
in the Southeast and 15% in the West (U.S. Department of Education, 2010b). The
differences among regions reflect in part stagnant enrollments in the Midwest and
Northeast and growing enrollments in the Southeast and West.
Small schools (fewer than 300 students) have an average age of forty-eight years
compared to large schools (1000 or more students) with an average age of thirty-nine
3. FRED C. LUNENBURG
_____________________________________________________________________________________3
years. City schools have a mean age of forty-six years compared to suburban (40 years)
and rural schools (42 years) (U.S. Department of Education, 2010c). Nationwide, 26% of
schools were built before 1950.
Interestingly, schools in poorer areas have a greater percentage of newer schools
than those in middle-class areas, which flies against the charges of reformers who often
refer to most inner-city schools as dilapidated. For example, for schools with less than
20% of students eligible for free or reduced-price lunch, 42% were built before 1950
(U.S. Department of Education, 2010c).
Leading the list of inadequate buildings are Connecticut (60%), California (55%),
Washington, D.C. (50%), Illinois (50%), and Rhode Island (40%). Of the buildings that
are inadequate, 61% need major repairs, 43% are obsolete, 25% are overcrowded, and
13% are structurally unsound (Lewis, 1989; Theobald, 2006). Many, of course, have
multiple problems.
In comparison with other public sectors, the construction and repair needs for
schools rank among the most serious in the nation. Yet it is doubtful if the public is
willing to spend sufficient money to meet these needs. A nationwide survey of the
largest 100 school districts (74% responded) identified in rank order the top three repair
items on which schools are spending money: (1) roofs, averaging $31,555 per school and
$39 per student; (2) heating and air conditioning at $27,652 per school and $34 per
student; and (3) painting at $25,101 per school and $32 per student. Other costly repair
items in descending order were plumbing and sewer repairs, electric repairs, carpentry,
brick and mortar, carpet and tile, and insulation (U.S. Department of Education, 2010b).
Government estimates for the condition of the nation’s schools are grimmer. The
top items rated as “inadequate” and in need of repair or replacement in the year 2010
were as follows: (1) heating, air, and ventilation (29%), (2) plumbing (25%), (3) exterior
walls, windows, or doors (24%), (4) roofs (22%), and electricity (22%). As much as 50%
of the nation’s schools had at least one inadequate feature (U.S. Department of
Education, 2010a).
Several factors other than age contribute to the deterioration of school buildings
and the costs for repairs and renovation (Report to Congressional Requesters, 2005).
Energy Prices
Although energy prices stabilized in the 1990s, they have dramatically increased
since 2000. K-12 schools spend more than $7 billion a year on energy costs—or
$125/student/year. Most schools, particularly in old, Frostbelt communities, continue to
be heated by inefficient boilers. Electrical costs are higher because the school design
rarely takes advantage of sunlight. The operating funds devoted to increased energy costs
and energy-saving devices have robbed schools of money for repairs and maintenance.
Weather Conditions
The weather is severe in certain parts of the country, especially in the Frostbelt
where the 100- to 120-degree annual temperature range causes considerable contraction
and expansion of school buildings, roofs, and pavement. The intense cold makes the
4. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL
4_____________________________________________________________________________________
water and sewer systems, as well as exterior brick, vulnerable to cracks and leaks. In
addition, acid rain, common in heavily industrialized or polluted areas, causes
deterioration of all structural surfaces.
Density and Vandalism
Big-city schools are usually located in densely populated areas, resulting in
concentrated use of and greater demand for facilities. Moreover, many of these schools
are located in highly concentrated poverty areas and service youth populations that are
more often involved in property destruction and theft than youth from more affluent
areas. All this results not only in higher costs and more frequent repairs but also in
higher budgets for security measures, which depletes a system’s financial resources and
operating funds for repairs and maintenance.
Newer Buildings
Many new schools were constructed during the last twenty-five years, especially
in the Sunbelt and suburbs. Many of these schools were constructed with haste to
accommodate expanding enrollments. Quality suffered, and these buildings are now
approaching the end of their life spans. In contrast, the problems with older buildings
involve not only their quality but also their energy efficiency, their failure to meet health
and safety codes, and the results of accumulated neglect.
A Ticking Time Bomb
For the most part, educators and the public alike are unaware of the time bomb
that is ticking in U.S. schools. What catches our attention is student test scores and the
need to reform or upgrade the curriculum. The safety and operating efficiency of the
schools are not on the minds of the public unless there is a call for new taxes (Bulach,
Lunenburg, & Potter, 2008; Lunenburg & Ornstein, 2008).
Many school board officials are aware of our schools’ environmental and
structural problems, but have left them for the next generation. Ignoring our inadequate
school facilities has enormous costs and will potentially lead to inadequate schools. The
longer we wait, the greater the cost for future educational services and the more difficult
it becomes to sustain long-term educational growth and financial solvency among school
districts. Either we devote, today, a greater share of local and state revenues to the repair
and renovations of our educational facilities, or we burden our children and grandchildren
with crippling educational expenses.
Financing School Construction
Public school investment in new schools, compared to other public sectors, has
been minimal in the last 20 to 25 years because of previous taxpayer resistance and
5. FRED C. LUNENBURG
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student-enrollment declines. Nationwide, 61% of the schools were constructed during
the 1950s and 1960s, and only 6% were built in the 1980s; more than 20% were over 50
years old in 1990, and the percentage is growing about 0.5% each year (Lewis, 1989;
Theobald, 2006). As of 2009, the average age of the nation’s schools was fifty years and
the average age or year since the last renovation was 21 years (U.S. Department of
Education, 2010a).
Where will the money come from to build new schools? Although the states fund
about 50% of the revenues for the maintenance and operation of schools, they only
contribute 23% for construction. According to one study, 27 states use grant programs
(equalized, flat, or matching) to finance new schools, 12 states rely on state or local
bonds, two states use fully funded capital programs, but 16 states provide no state
financial assistance (National Association of State Directors of Education Plant Services,
1999a). Based on these numbers, some states use more than one program.
The big-spending region for building is the Southeast, comprising eight states
(Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and
Tennessee). These eight states spent more than $3.3 billion on education construction in
2009. Of that amount, 67% went for new buildings, 20% for additions, and 13% for
modernizations. School officials predict school construction will continue to rise; it has
been rising since 1985.
Public school enrollments K-12 from 2010 to 2020 are expected to increase 7.5%
in the West compared to the South (1%) and the Midwest (-3.3%) and Northeast (-4.2%).
All 13 states in the West are expected to show increases, with Idaho (17%), New Mexico
(14%), Nevada (13%), Alaska (13%), Hawaii (12%) and Arizona (10%) expected to
show the greatest amount (National Association of State Directors of Education Plant
Services, 1999b). In short, the western region of the country has replaced the South in K-
12 student growth and construction. Nationwide school construction is expected to total
approximately $30 to $40 billion per year from 2000 to 2011 and then level off, reflecting
a need to replace and renovate old buildings on the one hand and the slowdown of
increasing public schools enrollments (3.5 million students from 1993 to 2000 compared
to 125,000 students from 2000 to 2011) on the other hand (U.S. Department of
Education, 2010b)
Building a new school is no simple task. The rules are complex, the stakes are
high, and the considerations are political. Try these questions, for example: How many
students will the school accommodate? Where will the building site be located? How
will attendance boundaries be drawn? Have environmental concerns been fully
addressed? How will the cost be funded? How will voters react? Which companies will
get the contracts? How many minority contractors will be hired? The list of questions,
with the potential for vague answers is endless (Little & Rhodes, 2010).
Is it possible for one school serving the same number of students to be three or
four times more expensive than another? You bet. Consider different building
requirements (local construction codes, insulation factors, space requirements), building
designs (open-air or enclosed, horizontal or vertical), land prices, professional fees, labor
and material expenses.
A downtown Chicago or New York City attorney charges $350 to $600 an hour
compared to $150 to $250 for an attorney in New Orleans or Tampa, Florida. A union
6. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL
6_____________________________________________________________________________________
plumber costs more than $85 an hour in the Northeast or Midwest urban areas; the cost is
half in southern urban areas, and in rural areas it is even cheaper. The cost of land can be
two to ten times as high in one city (New York, Chicago, or Los Angeles) as another
(Baton Rouge, Louisiana, or El Paso, Texas). In short, where you build is important.
The cost of a school building can run from $85 to $110 a square foot in rural southern
areas to $160 to $220 per square foot in the major cities (and adjacent metropolitan areas
(Howell, 2004).
Another factor to consider regarding square footage is school level. High schools
need more square footage per student (about 1 1/2 times more) than do elementary
schools to adequately serve their clientele. The reason is related to specialization and
additional facilities for older students—larger auditoriums, pools, theatres, cafeterias,
indoor gyms, outdoor ball fields, student parking lots. Also, schools in cold climates
cannot use outdoor areas as effectively as schools in warm climates. A typical high
school serving 1000 students might comprise 100 square feet per student (at $100 per
square foot) in the rural South. Another high school serving the same number of students
might comprise 200 square feet per student (at $200 per square foot) in the urban
Northeast or Midwest. The school’s total cost in the urban Northeast or Midwest can run
three to four times as high as in the rural sites: One school costs $5000 per student, and
the other costs $20,000 per student (Case, 2004). To be sure, these differences in school
construction costs have ramifications for property tax assessments.
Schools in the future will cost more than current prices because the designs will
be more complex and built for varied functions using more sophisticated components and
materials. There will probably be more (1) technological equipment, such as computers,
videos, and satellite dishes; (2) school laboratories; (3) places for small-group and
independent study; (4) flexible spaces, module classrooms, and adaptable walls; (5)
contrasting or great spaces such as common rooms, atriums, and open courtyards; (6)
innovative spaces and materials such as underground structures and new plastic and
prefabricated materials; (7) expensive lighting, heating, and communications equipment;
(8) energy-conservation controls, solar features, heat pumps, and geothermal heating and
cooling systems; (9) earth berms and high clerestory windows; (10) curved corners and
curved furniture; (11) pitched roofs and arches; and (12) centers or wings to house child-
care, elderly, and community services (Case, 2004). Yesterday’s “boxy” classrooms and
rectangular buildings will increasingly be replaced by flexible spaces and a variety of
exterior designs.
Conclusion
A key responsibility of school administrators is facilities management. School
buildings across the nation are aging and becoming a barrier to optimal learning and
teaching. This results in escalating school infrastructure costs. A case can be made to
renovate or build new facilities that maximize an effective learning environment. This
will involve allocation of funds for building renovation or new construction.
7. FRED C. LUNENBURG
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References
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