alliance report

8/22/2019 Alliance Report

1/9

July 22nd, 2013

Fargo Public Schools, Board Members and Superintendent415 N 4th StFargo, ND 58102

Dear Fargo Public School District Board Members and Superintendent,

Thank you for your tireless service in support of our school children, staff, and District. We acknowledge

the complicated role you fulfill as stewards of public resources and decision makers among many,

sometimes competing, interests.

TheAlliance for Neighborhood Schools formed in February 2013 with the goal of organizing citizenparticipation in the Districts long-range facilities planning process. A diverse representation of citizens

from many neighborhoods and stages of life gravitated toward the issue and this grassroots group in

particular. Members of theAlliance served on the Task Force this spring, and others attended regularly as

observers. We commend the Board and Dr. Schatz for taking action to redirect the task force process so

that resulting recommendations were an authentic reflection of participants.

As you begin to finalize the next long-range facilities plan for our District, we are providing you with this

report as an additional source of information. We offer this information in support of maintaining Fargo's

existing neighborhood schools. This collection of research demonstrates why neighborhood schools are

fiscally responsible, both for the District and taxpayers, as well as a valued approach to academic

excellence. We also wish to emphasize support for the formation of neighborhood schools in newlydeveloping areas within the District.

With the financial uncertainties of the next few years, including a likely upcoming mill levy vote, the

Alliance for Neighborhood Schools stands as an ally in communicating with the public. We remain ready

to collaborate with you further in identifying additional information or professionals with expertise that

may be needed. Thank you for considering these very important elements as you move forward.

Sincerely,

Members from theAlliance for Neighborhood Schools who represent:

Ben Franklin Middle School PTAClara Barton Neighborhood AssociationClara Barton Hawthorne PTA

Downtown Neighborhood AssociationHorace Mann Roosevelt PTA

Horace Mann Area Neighborhood AssociationHawthorne Neighborhood AssociationMadison PTA

McKinley PTARoosevelt Neighborhood Association


2/9

Report on Educational and Economic Benefits of Neighborhood SchoolsAlliance for Neighborhood Schools, July 2013, pg. 1

Report on Educational and Economic

Benefits of Neighborhood SchoolsA neighborhood school is central to the long [term] vitality of the communityandshould not beundervalued.-Go2030 Fargo Comprehensive PlanPeople from across Fargo recognize that schools and neighborhoods are interwoven.They understand that children benefit from schools close to where they live, and that thevalue of their property and quality of life is connected to the existence and health ofpublic schools.

Though Fargo has grown geographically and in types of neighborhoods, schools remaina bedrock of community throughout our city. This is particularly true in the coreneighborhoods of Fargo where schools also reflect historical, cultural, and architecturalvalues. In these areas, revitalization has been a focus of public and private investment.These efforts have been undertaken in part because of confidence in the vitality of coreneighborhood schools.

The uncertainties facing six elementary buildings identified by consultants as candidatesfor closure inspired this report. We refer to core neighborhoods as those with closeproximity to downtown Fargo: Clara Barton, Hawthorne, Roosevelt, and Horace Mann.The term core has been used previously by the City of Fargo and neighborhood

associations. Fargos core neighborhoods are characterized by older buildings andsmall scale. Other neighborhoods such as Madison and McKinley in particular sharecharacteristics of the core neighborhoods mentioned previously. We recognize thatother schools and neighborhoods may also fit the definitions forcore.

The Long Range Planning Task Force discussed What is a neighborhood school?without reaching conclusion. We dont propose to settle that question here. Inspecifying core neighborhoods and neighborhood schools we wish to highlightsimple distinctions that exist in neighborhoods where children can easily walk to schooland in buildings where the entire staff knows every child.

We acknowledge that many people feel pride and attachment to their school regardless

of building size, age, or location. We applaud and encourage all efforts at strengtheningcommunity whether through institutional or grassroots action (newly formed KennedyNeighborhood Association for example). Small neighborhood schools in Fargos corehave differences however from large schools that cultivate a neighborhood feel.


3/9


TheAlliance for Neighborhood Schools shares the priorities of the Fargo Public SchoolDistricts Board of Education: fiscal responsibility and quality education. The followingfive central themes and supporting data offer reasons to maintain existing schools and

avoid consolidation or closures. As the Board finalizes the upcoming or future long-range facilities plans, we ask you to consider these points in your deliberations.

1. Maintaining and/or renovating schools saves money2. School closures reduce property values and District tax revenue3. Transportation and other costs increase with larger schools4. Smaller schools contribute to stronger educational outcomes5. Closing schools conflicts with stable or growing enrollment

1) Maintaining and/or renovating schools saves money

The big advantage of renovation is the building is already there, saving 20-25 percentNewsystems can be applied to existing buildings without much trouble.1-Larry Williams, Denver Schools Project Manager

Schools were once thought of as important civic landmarks built to last and inspire prideand public participation. In Fargo, this continues to be true, particularly in coreneighborhoods where heritage and community are entwined with school buildings. Thatvalue is obvious, especially when considering the preservation and renovation ofhistoric buildings in downtown Fargo. The renovation of NDSUs Renaissance Hall, theHotel Donaldson, the Ford Building, and St. Marys Cathedral school building are allexamples that have been catalysts to the areas revitalization.

With District debt exceeding $80 million dollars, decisions to incur additional debt mustbe considered cautiously. One or more new buildings are needed to serve the citysgrowing southside. Meanwhile, Fargos older schools are paid for. Any closure orconsolidation will result in additional expenditures in order to expand remainingneighborhood schools to accommodate more students.

Cities across the country have faced similar decisions with regard to renovating,repurposing, or abandoning existing schools. Research and outcomes from othercommunities experiences offer useful examples and guideposts for the Districtsplanning process.

It is generally less expensive to renovate a school. New construction is nearlytwice the cost of renovations when all costs are considered.2

Despite their age, many historic schools are better built than newer buildings andcan be adapted to meet building codes and educational program needs.3 Thequality of the materials (old-growth woods resistant to decay and non-recycled


4/9


American steel resistant to corrosion) and high-quality workmanship arehallmarks of older buildings like the schools in Fargos core neighborhoods.

The life expectancy for contemporary buildings is often as little as 30-40 years,

considerably less than the life expectancy for the average restored building.

4

We would not choose to demolish our home because the windows or furnace

need replacing or the electrical system needs to be updated. Replacing orupgrading buildings mechanical systems is an obvious need for older buildings.This is a minor investment however, relative to the value of solid construction.5

The renovations locally at Agassiz school building offer an illustration of thisconcept.

Architects experienced in rehabilitation and renovation can retrofit older schoolsto achieve the same level of safety and accessibility as a new building. They arealso able to estimate these costs more accurately. Unfortunately, architectsinexperienced in rehabilitation regularly overestimate costs. This often leads

school districts to opt for new construction, even though renovation can be theless expensive option.6 As a society we are beginning to understand more fully the costs of our waste.

Demolishing older buildings is not cheaper from an environmental perspective,given that 35 percent of the contents in landfills is building material waste.7

2) School closures reduce property values and District tax revenue

You take out the school, and thats the beginning of the decline of the neighborhood.-Darrell Rud, President, National Association of Elementary School Principals

These neighborhood schoolsare cornerstones of every community and ours should bepreserved and promoted.

-Go2030 Fargo Comprehensive Plan

Neighborhoods across the United States have witnessed a marked decrease in propertyvalues following school closings. In Fargo, not only would that impact homeowners(whether they have school-age children or not) but the resulting reduction in tax revenuewould further strain the Fargo School Districts budget in the coming years.

Property values decrease measurably as residents perceive disinvestment incommunity.8

Closing neighborhood schools has been shown to reduce home values as muchas 9.9 percent.9 In the case of Clara Barton and Hawthorne this would reduce theDistricts annual tax revenue by $340,000 (using 2012 valuations and mill rates).In the case of Horace Mann and Roosevelt neighborhoods, this would reduce theDistricts annual tax revenue by more than $320,000.


5/9


Property values elsewhere have been shown to rise at a 3 percent higher annualrate in neighborhoods with stable schools than in similar neighborhoods whereschools have been closed.10

According to the National Association of Realtors, 27 percent of home buyerslisted school quality, and 21 percent listed proximity to schools as decidingfactors in their home purchase.11 A Fargo-Moorhead area realtor reported thatlocal buyers first question is nearly always, Where is the nearest school?, evenby those who are not parents as they are aware of the connection betweenschool proximity and the value of their property.12

It is worth noting that three of the school buildings (McKinley, Madison, andRoosevelt) whose value and viability were questioned by the consultants arelocated in areas with the most affordable homes for first-time buyers. Theconnection between the stability of housing values in these neighborhoods andthe existence of schools cannot be overemphasized.

3) Transportation and other costs increase with larger schools

Communities are increasingly concerned about congestion, air pollution, school transportationbudgets, and childrens health and obesity. More broadly, citizens, school administrators, and

parents recognize that schools can and do have multiple roles and influences in the community.Schools can anchor communitiesThey drive home-buying decisions and traffic patterns.School size, locations, and the design of the schools neighborhood affect most of these roles

and influences.13

Decisions about the size and placement of schools have economic repercussions not

only for the District but for the City of Fargo and individual taxpayers as well. It isimportant that long-range planning include considerations of the impact of new or largerschools.

The trend toward large, dispersed and car/bus-access-only schools placesgreater burdens on infrastructure, and increases private and public transportationcosts. This design favors more expensive busing or car rides and morning trafficmay increase by as much as 30 percent due to parents driving kids to school.14

Individual Fargo homeowners initially incurred special assessment bills of morethan $50,000 to pay for street and infrastructure improvements needed forDavies High School.15

The Safe Routes to School National Partnership reports that based on nationalaverages, a school district saves an estimated $37,000 annually by eliminatingone bus route.16 Parents also save time and money when children can walk toschool.


6/9


The compact nature of small neighborhood school sites reduces infrastructurecosts related to transportation. Such schools dont require extensive bus and cardrop-off lanes or turn lanes.

One of the factors correlated with the dramatic increase in childhood obesity ischildren making fewer trips by foot.17 Students who walk to school display better academic performance.18 A survey of

20,000 children found those who walked or biked to school performedmeasurably better on tasks demanding concentration.19

The costs to community of school closures have profound quantitative andqualitative implications. Eight communities in North Dakota impacted by schoolconsolidation found community participation, retail trade, number of businessesand quality of life declined.20

4) Smaller schools contribute to stronger educational outcomes

Research on small schools conducted over the past two decades underscores thatschool size matters. There are not standard definitions for large and small schools; andschool size norms vary tremendously. However, research on small schools generallyfocuses on elementary schools of 300 or fewer students and high schools of 900 orfewer.21 Six of Fargos 14 elementary buildings fit this model.

Though small class sizes have also been proven to be beneficial, this is not our focusand should not be confused with school size. Fargo class sizes vary little amongelementary schools (with few exceptions) and align with national averages.22

A variety of positive outcomes has been attributed to small schools.

Small schools have better educational outcomes and are cost effective.23 Research demonstrates that students at small schools attend school more, earn

better grades, participate more, feel safer and more attached, and show fewerbehavioral problems.24

Positive outcomes of small schools prove even more significant when it comes toour most vulnerable children.25 Multiple studies credit small schools with thereduction of the negative effects of poverty, making school size a critical factor inour efforts to support disadvantaged children.26 The outcomes for students at

Horace Mann Roosevelt provide a local example of this academic equityfeature of small schools, as HMR has routinely ranked among our D istrictshighest test scores even though rates for low socio-economic status might havepredicted otherwise. One researcher recommended policymakers to recognizethat even average test scores can indicate great accomplishment for smallschools within an impoverished community.27


7/9


Studies show students do best in environments where the school building iscentral to the life and learning of the community. 28

Arguments in favor of consolidation focus on economies of scale. However, as

school size increases, parental involvement decreases. Even whenconsolidation may save money, the apparent savings come at the expense ofstudents achievement. 29

A study of schools that were consolidated showed a decrease in parentalinteraction, including: 12 percent less likely to respond to questionnaires from theschool; 7 percent less likely to say that their school communicated well withthem; 10 percent less likely to participate in parent-teacher organizations; 10percent less likely to attend a school open house; and 5 percent less likely tocheck their childrens homework.30

5) Closing schools conflicts with stable or growing enrollmentChanging demographics, housing trends, and economics are a few of the manyvariables affecting school enrollment trends in our area.

The diversity of housing and population demographics in core neighborhoods reinforcespredictable patterns. Such areas offer homes in a range of prices for people in variousstages of life. On the other hand, the boom-and-bust enrollment cycles that complicatelong-range planning for the District are more typical of newer developments.Regardless, the average increase of 200 new students for Fargo Public Schools incoming years demands the District respond. This population boom is a separate issuehowever and should be viewed independently of existing neighborhoods that trend

toward stability.

RSP consultants demographic study projects that enrollment at core neighborhoodschools will increase or remain steady through 2018 (no projections are offered afterthat time).31 This refutes a wide-spread perception that areas of the District facedeclining enrollment. Whether 20-year demographic trends rise or fall, existingneighborhood schools remain a viable solution for quality education. They also offer theDistrict the benefit of great flexibility to pair grades or add programs in response tofuture changes.


8/9


In conclusion

The research collected in this report provides support for maintaining Fargos existingneighborhood schools, both as a valued approach to academic excellence and fiscalresponsibility.

Decisions about public schools in Fargo lie in the hands of our School District Board ofEducation. These decisions will have long-term ramifications and impact the entirecommunity. For this reason, citizens can reasonably expect decision makers to weighthe costs, risks, and benefits from a broad perspective.

TheAlliance for Neighborhood Schools respectfully submits this document for yourconsideration. For additional copies or more information, please contact:Ken Enockson, (701) 730-5232, [email protected] Knutson, (701) 306-4190, [email protected]

Sources

1 Rubman, K., A community guide to saving older schools, A National Trust Publication, 2000.2 The Pennsylvania Historic Schools Task Force AIA Pennsylvania Renovate or replace?, 2012.

Available at:http://www.solsot.org/pdfs/RenovateorReplace/RoRMASTER.pdf3National Trust for Historic Preservation, Historic schools: renovation vs. replacement & the role of a

feasibility study, January 2010.4 Federal Heritage Buildings Review Office, Code of Practice, Government of Canada, 1993.5

Hoyt, C., More than preservation,Architectural Record, February 1994.6 Beaumont, C., Pianca, E., Why Johnny cant walk to school, National Trust for Historic Preservation,

second edition, 2002.7 Gorgolewsky, M.,of School of Architectural Science, Ryerson University, as cited in Buildings at risk

website, Architectural Conservancy of Ontario website, no date.8 Dumcombe, W. & Yinger, J., What recent research reveals about expected financial savings when

small districts merge, The School Administrator, May 2010, Number 5, Vol. 67.9 Fury, J., Travel and environmental implications of school siting. U.S. Environmental Protection

Agency, October, 2003. Available at www.epa.gov/smartgrowth/pdf/school_travel.pdf10 Michigan Land Use Institute report, Hard lessons: causes and consequences of Michigans school

construction boom, cited in Maclellan, M., & Schneider, K., Boom and Bust: Leapfrogging SuburbsMake it Difficult for Public Schools, April 2004.

11 National Association of Realtors, Profile of home buyers and sellers, 2008.12

Christensen, J., Housing trends, presentation to Long Range Facilities Task Force, June 6

th

, 2013.13 Fury, J., Travel and environmental implications of school siting. U.S. Environmental ProtectionAgency, October 2003, pg.4. Available at www.epa.gov/smartgrowth/pdf/school_travel.pdf

14Dubay, A., See Dick and Jane sit in traffic, The Press Democrat, September 7, 2003.

15 Shaffer, H., Fargo special assessment protests rejected, Fargo Forum, August 8th, 2010.

16 Safe Routes to School National Partnership, Creative and safe solutions to school bus cuts, February2009.


9/9


17 Safe Routes to School National Partnership & American Public Health Association, Promoting ActiveTransportation: An Opportunity for Public Health, 2012.

18 Grissom, J., A study of the relationship between physical fitness and academic achievement in

California using 2004 test results, California Department of Education, April 200519 Danish Science Communication, 2012 Mass Experiment, 2012, as cited at ScienceNordic website.20Sell, R. S., & Leistritz,.F., Socio-economic impacts of school consolidation on host and vacated

communities,Agricultural Economics Reports 23438, North Dakota State University, Department ofAgribusiness and Applied Economics, 2006.

21Howley, C., School reform proposals: the research evidence, Education Policy Studies Laboratory,Arizona State University, 2002.

22Elementary Sections 2012-13, Handout provided to Long Range Facilities Task Force, Spring 2013.23 Cutshall, S., Is smaller better? When it comes to schools, size does m atter.", Techniques: Connecting

Education and Careers, v78 n3, March 2003.24 Cotton, K., School size, school climate, and student performance, School Improvement Research

Series (SIRS), Closeup #20. Portland, OR: Northwest Regional Educational Laboratory, 1996.25McRobbie, J, Are small schools better?, WestEd Policy Brief, October 2001.26

Howley, Craig, B,; Bickel, R., When it comes to schooling...small works: school size, poverty, andstudent achievement,A Report from the Rural School and Community Trust Police Program, February2000.

27Howley, C., School reform proposals: the research evidence, Education Policy Studies Laboratory,Arizona State University, 2002.

28U.S. Department of Education, Schools as Centers of Community: A Citizens Guide for Planning andDesign, April 2000.

29Rubman, K., A community guide to saving older schools, A National Trust Publication, 2000.30 Hanna Skandera & Richard Sousa, Why bigger isnt better, Hoover Digest: Research and Opinion on

Public Policy, no. 3, Summer 2001.31RSP & Associates, Enrollment Report 2012-2013, January 2013.

alliance report

Documents