Grade Level
ES
MS
HS
ES
MS
HS
ES
MS
HS
Required Capacity
97,593
43,631
61,677
86,112
38,498
54,421
77,047
34,445
48,693
Total
Seat Impact
-8,096 -11,356 -14,323
-3,386
-16,489 -21,580 -12,450
-20,541 -27,308
Total
202,901
179,031
160,185
-33,775
-41,454
-60,299
Desired Utilization
75%
85%
95%
Utilization Goals & Seat Impact
Currently the District’s average Utilization is around 67%. This means that for every three students the District is actually paying for enough space to accommodate four students. Guidance from the SRC is required to determine what level of increased utilization is most desirable. We have outlined the impact (i.e. the required reduction in seats) required to reach three different levels of utilization. Those levels are 75%, 85% and 95% average utilization. To achieve these higher levels of utilization requires increasingly larger reductions in the number of empty seats (excess Capacity).
District wide
Within the District we have outlined the necessary reductions related to each of the three different utilization objectives.
Please note: In addition to the reductions outlined below the annex capacity of 4,690 would also have to be either eliminated or offset by additional reductions within the main buildings in order to meet the specific 75%, 85% or 95% targets.
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Page 42 Overall Recommendations
1. It is recommended the School Reform Commission reduce the overall capacity of the District.
This study has identified an excess of over 70,000 seats in the District. This abundance of capacity has led to inefficient use of school facilities by spreading personnel resources and programs across too many facilities which allow facilities to be underutilized. Closing/consolidating these schools will substantially reduce operating cost. Many of the schools recommended for consolidation/closure are in need of major renovation or replacement. Schools that are of significant age and/or schools that are considered to be educationally inadequate should be considered as priority candidates for consolidation. Discontinuing these schools will also defer the need for future capital costs.
It is also recommended that the District set a goal of 85% utilization across the entire District. This allows the District to operate more efficiently, but will also allow for demographic fluctuations that are likely to occur.
2. It is recommended the School Reform Commission reduce the number of grade configurations in the District.
The District currently operates a system that has more than 20 different grade configurations. It is recommended that the District reduce the number of grade configurations to four [4]: K-5, 6-8, K-8, and 9-12. The number of grade configurations, while providing choice, is believed to be confusing and causes disruption, in that students often enter schools at different levels. Best practices also state that the reduction of facility transitions for students in an academic career is most desirable. Grade configurations for the School District of Philadelphia are often times neighborhood specific, and though communities should have voice in their local schools, the District should weigh the academic, social, and financial benefits when making a grade configuration decision.
This plan recognizes that there are schools that will remain outside those parameters and believes that is beneficial to the District and to the community in which these schools serve.
3. It is recommended the School Reform Commission balance utilization of facilities across the District.
This plan recognizes though a facility that is underutilized does not always mean that the building should be closed or consolidated. The plan also recognizes that gross overutilization of a facility can lead to shorter life expectancy of systems and programs may be jeopardized due to lack of space. It is recommended that the District utilize various strategies to balance enrollment. These strategies are as follows:
Grade configuration change
Boundary changes and realignment Feeder pattern change and realignment
Academic program realignment, relocation, and/or expansion
Career and Technical Special Education
Pre-Kindergarten and Early Childhood
4. It is recommended the School Reform Commission implement school capacity standards.
The size of schools is a sensitive and potentially controversial topic across the country. This plan does not choose sides regarding the small school vs. big school debate, but recommends that schools be sized appropriately to offer all academic benefits to students. Appropriate levels and types of staffing, programmatic diversity and accessibility, safety and security, and parent access to school are just a few of the factors to consider when making decisions on the size of schools.
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Schools should not be so large as to create a sense of anonymity for the student or create an atmosphere that is perceived to be unsafe. However, schools should not be so small as to limit program and resource offerings for students.
5. It is recommended the School Reform Commission implement this plan in phases.
This plan recognizes that the implementation of any long range facilities plan will likely cause some level of student disruption. Because this plan is not just about seat reduction, but also centered on making decisions that best programmatically and academically benefit students while minimizing disruption to the learning process, it is recommended that the implementation of this plan be completed in phases. Actions within the phases should be as follows:
Year 1 Focus on seat reduction through closure and consolidations.
Closure and consolidation should occur at schools that can go to a receiving school that has been renovated and can accommodate the entire student population.
A parallel planning process should occur that identifies where new facilities can be constructed that will accommodate two or three schools to one new facility.
An additional parallel planning process should occur that creates an efficient academic model, providing for linear alignment of programs, feeder patterns, and grade configurations that will be implemented in Phase 3.
Year 2 Balancing capacity through grade configuration changes and boundary changes.
The District should conduct a boundary analysis, utilizing geographic information systems applications that allow for comprehensive planning of boundary changes and the demographic implications of each change.
Grade configuration changes that comply with the recommendation as previously stated should occur. Year 3 Balance capacity and utilization at the high school level through academic realignment/relocation/expansion, closures, and feeder pattern realignment.
6. It is recommended that the School Reform Commission aggressively dispose of surplus properties.
There are potentially 15 properties that are owned or used by the School District of Philadelphia that are surplus. It will not be possible to eliminate all of the buildings since some will be needed for temporary housing of students or other District purposes. However many of the buildings could and should be sold or razed.
The District is not in the business of real-estate and/or property development. Consideration should be given to developing an Request for Proposal (RFP) to hire a firm or firms to dispose of these properties. Some of these properties have high potential for redevelopment. Other properties have little value and the buildings should be sold or razed. Continuing to own surplus properties causes a financial drain on the operating budget of the District. Continuing to own and not maintain them allows for further decay and negative community relations. At the same time, care needs to be taken in the process of disposing surplus properties since these are publicly owned buildings and sites.
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Page 44 7. It is recommended the School Reform Commission continue to work in
collaboration with the Charter School network.
This plan recognizes that school choice is part of the landscape within the City of Philadelphia. The rise of charter school enrollment has had and will continue to have a significant impact on the District. This plan recommends that charter schools should be considered where it is both academically and geographically most beneficial to the District. Where the District struggles to meet the demands of enrollment with little or no capacity, charter schools should be considered. However, where the District can meet the demands for choice and capacity, charter schools should not be a part of the solution.
8. It is recommended the School Reform Commission acquire additional sites for future schools.
Based on demographic considerations the District should secure sites or engage a process of identifying future sites that would appropriately fit school facilities, with a priority toward elementary, middle or K-8 schools.
9. It is recommended the School Reform Commission update this plan a minimum of every five years.
To keep current, it is suggested that the plan be reviewed every year and be fully updated every five years. This will allow the plan to be adjusted based on unanticipated changes in demographics and building conditions.
10. It is recommended the School Reform Commission pursue community based partnerships.
Throughout this study it was evident that through public, private, and non-profit partnerships the educational program could be enhanced and financial and other resources could be maximized. These partnerships might include collaboration with area colleges and universities, private developers, corporations, the military and other community resources.
11. It is recommended that the School Reform Commission implement projects as funds become available.
This study will provide an updated listing of priority needs in the District. At the same time this study recognizes that finances to support capital projects are limited and it may take longer than desired to implement many of the projects. However, there should be an overall prioritization of projects that are followed to the extent possible.
12. It is recommended the School Reform Commission seek appropriate funding for projects.
This plan addresses the economic setting that currently exists. It also takes into account that it may take longer than desired to implement this plan. At the same time, it is important to have a plan and priorities
Financing projects, where necessary, will require significant collaboration between the City, the State and the School District of Philadelphia. Part of the financial plan should include conventional financing such as construction bonds. At the same time, the reduced cost of operating fewer schools and the proceeds from the sale of surplus property should be factored in.
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13. It is recommended the School Reform Commission continue to involve the community throughout the implementation of this plan.
The community has shown great interest in this process by offering important input at the community meetings and should continue to be informed and included in future phases of implementation.
14. It is recommended that the School Reform Commission authorize the administration to seek professional services needed in the implementation of this plan.
To implement this plan, project planners, program managers, architects and engineers will need to be hired, as well as financial and other consultants. Although the District has qualified staff to provide oversight for this long range facilities plan, it lacks the internal capacity to manage capital projects, boundary analysis, and geographic information systems analysis of this magnitude. The School Reform Commission is advised to authorize the selection and contracting with appropriate firms per District policy for selection of services.