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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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"No Cost" School Renovation
Zorn, R. L. (2006). 193 (5)

Ohio’s Poland Local School District recently completed $5.5 million in additions and upgrades at no cost to the taxpayers. How did they do it? The district entered into a multiyear energy performance contract that allows them to pay off their loan through the savings realized by the renovation itself.

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14 Severe Weather Survival Tips
Satterly, S. (2012). Retrieval Location

This article is a refresher of current best practices for tornado sheltering for schools, as well as an explanation of why they have become best practices. The process to change protocals so changes are made in a thoughtful and logical manner are described.

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A guide to school vulnerability assessments
U.S. Department of Education, Office of Safe and Drug Free Schools (2008). (ED-04-CO-0091)

This guide is intended to be a companion piece to Practical Information on Crisis Planning: A Guide for Schools and Communities, originally published by the U.S. Department of Education in 2003 as a guide for schools and districts to prepare for a variety of crises. This new guide, published by the U.S. Department of Education in 2008, emphasizes a valuable part of emergency management planning-ongoing vulnerability assessment-and is intended to assist schools with the implementation of an effective vulnerability assessment process, to include choosing an appropriate vulnerability assessment tool. This guide is not intended to be prescriptive or to give step-by-step instructions for conducting assessments, rather it is intended to describe the key elements to be considered when selecting an assessment tool appropriate for school environments and provide guidance for conducting an assessment that will inform school emergency management activities.

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A study into the effects of light on children of elementary school age - A case of daylight robbery
Hathaway, W. E., Hargreaves, J.A., Thompson, G.W., & Novitsky, D. (1992).

Based on a review of the literature and a pilot study conducted from 1981 to 1985, a study was carried out that examined physical development and school performance effects of different lighting systems on elementary students. Students’ dental health, growth and development, attendance, and academic achievement were examined under four different types of lighting: (a) full spectrum fluorescent lamps, (b) full spectrum fluorescent lamps with ultraviolet light enhancements, (c) cool white fluorescent lamps, and (d) high pressure sodium vapor lamps. Data on 327 students, in Grade 4 at the end of the 1986-87 school year, were collected at the start and at the conclusion of the study, which spanned two years. The results indicated that over the two year period, students under full spectrum fluorescent lamps with ultraviolet supplements developed fewer dental cavities and had better attendance, achievement, and growth and development than students under other lights. Students under the high pressure sodium vapor lamps had the slowest rates of growth and development as well as the poorest attendance and achievement. On the basis of the findings of this study it was concluded that lights have important non-visual effects on students who are exposed to them on a regular basis in classrooms.

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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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An accident of history: Breaking the monopoly on public school facilities
National Alliance for Public Charter Schools (2012).

Traditional public school districts hold a monopoly over the financing and ownership of public education facilities. With rare exceptions, public charter schools have no legal claim to these buildings. This monopoly is an accident of history. It would never have developed had there been substantial numbers of other public schools, not supervised by traditional districts, when public school facilities laws were written. The district model of facilities planning is not suited to a diverse portfolio of autonomous schools with distinct programs and life-cycles that require different spaces at different times.

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An Examination of the Conditions of School Facilities Attended by 10th Grade Students in 2002
Platy, M., & DeVoe, J.F. (National Center for Education Statisitcs) (2005).

The National Center for Education Statistics (NCES) Education Longitudinal Study of 2002 (ELS:2002) is a longitudinal study that follows the same individuals, a cohort of high school students, over time. The facilities instrument was administered as a part of the ELS:2002 and focused on the conditions of school facilities, including disrepair, cleanliness, safety, and security measures. The facilities instrument was administered in order to establish a baseline measurement of school conditions for students in the ELS:2002 sample. The intent was to use this baseline in the examination of student academic success and other long-term outcomes.

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Blueprint for Rebuilding
Kendler, P. B. (2005). 41 (12)

The article discusses the process of rebuilding damanaged schools after hurricanes swept through the Gulf Coast. The goal is to learn how to rebuild schools the right way, and readers are presented with a 'Lessons Learned' section.

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Building Early Childhood Facilities: What States Can Do to Create, Supply, and Promote Quality
Sussman, C., & Gillman, A. (2007).

Building Early Childhood Facilities: What States Can Do to Create Supply and Promote Quality, published by the National Institute for Early Education Research (NIEER) and LISC’s Community Investment Collaborative for Kids (CICK). To help state policymakers address the need for new facilities to house a growing number of preschool programs for 3- and 4-year-olds, LISC’s Community Investment Collaborative for Kids partnered with Rutgers University’s National Institute for Early Education and Research to produce this policy brief. The brief outlines strategies for successfully financing, designing and developing high quality preschool facilities.

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Building Minds, Minding Buildings: Our Union's Road Map to Green and Sustainable Schools
American Federation of Teachers, AFL-CIO (AFT) (2008).

Energy-efficient buildings keep skyrocketing energy costs in check, which in turn frees money for crucial academic and student support services. But “going green” is about much more than just saving money: Green schools mean healthier environments for students and staff. Research shows that better environmental quality yields more productive human beings and greater academic achievement for all students.

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