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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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In 1997, colleges and universities in the United States put just less than $5.8b worth on construction in place. This report identifies new construction to be completed, starts, retrofits, additions, etc. in the college and university setting across the U.S. for 2001.
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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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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 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 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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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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The relationships between building condition and student achievement, student behavior, and student attitude were investigated by reviewing research. A synthesis of research studies from 1998 through 2008 was completed. A matrix was replicated from Lemasters’ 1997 study that identified the researchers used in each study. The matrix presented each author and the areas each author researched.
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Student participation and student performance on the Advanced Placement and International Baccalaureate exams for the 2008-2009 school year was examined to ascertain the extent to which differences were present as a function of high school size and student gender. Using Academic Excellence Indicator System data for traditionally configured high schools in Texas, statistically significant differences were yielded. In the 2008-2009 school year, girls had higher participation rates than did boys. Moreover, girls outperformed boys regardless of school size. The performance of boys and girls on these exams differed as a function of school size, with students in larger size high schools participating at a higher rate and outperforming students at smaller size high schools. Implications of the findings are discussed and suggestions for further research are made.
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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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