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While TCEF provides a cursory review of every article on the website, TCEF and the TCEF staff cannot guarantee the accuracy of the information contained in the articles. The ideas presented in the articles are not endorsed by TCEF, the Texas Center for Educational Facilities, Tarleton State University, or the US Department of Education. All articles are posted as presented in the original format.
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30 Strategies to Education Reform
Nair, P. (2003).

The 30 strategies for education reform discussed in this guidebook, taken together, represent a new, alternative, education model. The guidebook is written to close some big gaps in education -- the gap between research and action, between stated goals and policy, and between perception and reality.

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A biosecurity checklist for school foodservice programs: Developing a biosecurity management plan
United States Department of Agriculture, Food and Nutrition Service (2003). (FNS-364)

The U.S. Department of Agriculture, Food and Nutrition Service (FNS), has prepared A Biosecurity Checklist for School Foodservice Programs: Developing a Biosecurity Management Plan. This booklet presents a wide array of guidelines and suggestions on how to: 1) form a school foodservice biosecurity management team; 2) use the checklist to prioritize measures to strengthen biosecurity inside and outside the primary foodservice area; and 3) create a school foodservice biosecurity management plan.

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A Gender Perspective on Educational Facilities
Lang, S. (2010).

This article explores the planning and design of educational facilities from a gender perspective, with a view to guiding future research and policy analysis.

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A Problem Based Learning Project Analyzing State Assessment Instruments Used for School Facilities
Barnes, R. A., Chandler, J. W., & Thomsen, B. (2011).

This doctoral team project describes the findings from a problem-based learning project of school facility assessment standards. The project team reviewed literature related to facility standards in Missouri, facility standards in other states, and legislation related to facility standards. The team studied the relationship between school facilities and achievement. The focus was narrowed to the policy problem of Missouri lacking definitive facility standards. By studying the relationship between facilities and achievement, safety and liability, adequacy standards, obstacles to adequate facilities, state funding, and maintenance criteria, the team was able to have a baseline as it began to compare Missouri to other states. At the beginning, the research of other states policies relating to school facility assessments and the information studied provided a direction to make recommendations concerning Missouri and its lack of a policy for facility standards. The team answered three guiding questions which dealt with Missouri's need for a facility assessment tool and identified four recommendations. These recommendations were the State of Missouri should: (1) develop and mandate standards for school facilities, (2) develop and adopt an assessment standards tool, (3) develop an accountability system for assessing facilities and lastly, and (4) develop and mandate a financial system to help schools fund facility deficiency improvements.

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A Statewide Multiagency Intervention Model for Empowering Schools to Improve Indoor Environmental Quality
Foscue, K, & Harvey, M. (2011). 74 (2)

A multiagency consortium created and led by the Connecticut Department of Public Health has successfully implemented and continues to sustain the U.S. EPA's Tools for Schools program in the majority of Connecticut public schools. The authors present and analyze the consortium model and their efforts at evaluating the impact of Tools for Schools in Connecticut.

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A Summary of Scientific Findings on Adverse Effects of Indoor Environments on Students' Health, Academic Performance and Attendance
United States Department of Education, Office of the Under Secretary (2004). ((Doc No. 2004-06))

This paper summarizes the current state of scientific knowledge about the adverse impacts of indoor environments in schools on health and performance. Key gaps in knowledge and critical outstanding research questions are also summarized.

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Are Big Schools Bad Schools?
Steiner, J. (2011). 1

This paper presents a regression model that analyzes the effects of school enrollment and schools per district on costs per pupil and standardized test passing ates in Indiana elementary and secondary schools. This model employed data from the Indiana Department of Education and the U.S. Internal Revenue Service. The results showed that districts with more schools had higher costs per pupil and that a school’s enrollment had no significant effect on student achievement. In addition, the results suggest that school consolidation could cut costs while not necessarily lowering student achievement levels. // Steiner, J. (2011). Are big schools bad schools? Measuring the effects of the number and size of schools on district costs and student achievement. Journal of Purdue Undergraduate Research, 1, 46 – 51.

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Best practices for radon measurement in Minnesota schools and commercial buildings
Minnesota Department of Health (2013).

This document is intended to assist school oficials and consultants to design and implement a radon testing program through: • Planning • Communication • Initial measurements • Follow-up measurements • Reduction verification • Future testing

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Beyond the School Walls: Community Events and their Impact on Schools
United States Department of Education (2007).

The United States Department of Education (USDOE) noted schools are an integral part of their communities; when a community experiences a major event or crisis, schools in that community are also affected. All-hazard emergency management plans should therefore be comprehensive, focusing on crises and hazards behind school walls as well as potential community events that could also impact the school community. Schools should think beyond their immediate buildings and grounds when creating emergency management plans and procedures framed within the context of the four phases of emergency management: Prevention-Mitigation, Preparedness, Response and Recovery.

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Budgeting and Funding School Technology: Essential Considerations
Maduakolam, I (2010). 76 (7)

School districts need adequate financial resources to purchase hardware and software, wire their buildings to network computers and other information and communication devices, and connect to the Internet to provide students, teachers, and other school personnel with adequate access to technology. Computers and other peripherals, particularly, require large expenditures every three to five years, a requirement not usually considered in education planning and budgeting. School leaders should be able to estimate the total cost of purchasing and maintaining an adequate technology network in classrooms and throughout the district, including costs related to support, professional development, hardware, software, replacement, connectivity, and retrofitting. Calculating and assessing this total cost of ownership (TCO) help organizations make intelligent purchasing decisions that factor in expenses required beyond the cost of the hardware. This article discusses some essential considerations in budgeting and funding school technology.

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