School Facilities: America's Schools Not Designed or Equipped for 21st
Century (Letter Report, 04/04/95, GAO/HEHS-95-95).
Pursuant to a congressional request, GAO reviewed whether America's
schools: (1) provide the key facilities requirements and environmental
conditions for education reform and improvement; (2) have appropriate
technologies and the facility infrastructure to support new
technologies; and (3) have the physical capacity to support learning
into the 21st century.
GAO found that: (1) most schools are unprepared for the 21st century;
(2) at least three-quarters of schools have sufficient computers and
televisions, although they do not have the infrastructure to fully use
these technologies; (3) one-third of schools with sufficient computers
are not networked, limiting their access to available electronic
information; (4) about 40 percent of schools cannot adequately meet the
functional requirements for laboratory science or large-group
instruction; (5) about 54 percent of schools have unsatisfactory
instructional space to implement effective teaching strategies; (6)
schools in the same district often differ because the construction of
new facilities takes precedent over maintaining and renovating existing
facilities; (7) air-conditioning affects learning because it is
necessary for schools to operate effectively in hot weather or use
computers; (8) the majority of schools with air-conditioning are
satisfied with its quality, although only about 50 percent of schools
have air-conditioning in classrooms; and (9) schools in central cities
or schools with a minority population of over 50 percent are more likely
than others to have insufficient technology elements and unsatisfactory
environmental conditions.
--------------------------- Indexing Terms -----------------------------
REPORTNUM: HEHS-95-95
TITLE: School Facilities: America's Schools Not Designed or
Equipped for 21st Century
DATE: 04/04/95
SUBJECT: Public schools
Elementary education
Secondary education
Minority education
Computer networks
Educational media centers
Computers
Telecommunications equipment
Educational facilities
Aid for education
IDENTIFIER: National Education Goals
New York (NY)
Richmond (VA)
JASON Project
Ramona (CA)
Montgomery County (AL)
District of Columbia
Chicago (IL)
Raymond (WA)
New Orleans (LA)
Pomona (CA)
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Cover
================================================================ COVER
Report to Congressional Requesters
April 1995
SCHOOL FACILITIES - AMERICA'S
SCHOOLS NOT DESIGNED OR EQUIPPED
FOR 21ST CENTURY
GAO/HEHS-95-95
21st Century Schools
Abbreviations
=============================================================== ABBREV
CD-ROM - compact disk read-only memory
NCES - National Center for Educational Statistics
SASS - Schools and Staffing Survey
SMSA - Standard Metropolitan Statistical Area
TV - television
VCR - video cassette recorder
Letter
=============================================================== LETTER
B-259609
April 4, 1995
The Honorable Carol Moseley-Braun
The Honorable Edward M. Kennedy
The Honorable Claiborne Pell
The Honorable Paul Simon
The Honorable Paul Wellstone
United States Senate
A skilled workforce is necessary to increase productivity so that a
society can maintain and enhance its standard of living. Therefore,
education and future employment opportunities for our nation's
children and teenagers is a concern that transcends traditional
geographic, economic, and political boundaries. Towards that end, in
your letter of February 15, 1994, you requested information on the
physical condition of the nation's public elementary and secondary
schools. We presented national-level information on the physical
condition of the nation's school facilities in School Facilities:
Condition of America's Schools (GAO/HEHS-95-61, Feb. 1, 1995). In
that report, on the basis of estimates by school officials in a
national sample of schools, we estimated that the nation's schools
need about $112 billion\1 to repair or upgrade America's multibillion
dollar investment in school facilities to good overall condition.
In addition, you asked us to document the extent to which America's
80,000 schools are designed and equipped to meet the needs of today's
students and tomorrow's workers. Specifically, can America's schools
provide the key facilities requirements and environmental conditions
for education reform and improvement? Do America's schools have
appropriate technologies, such as computers, and the facility
infrastructure to support the new technologies? In short, do
America's schools have the physical capacity to support learning into
the 21st century?
To answer these questions, we surveyed a nationally representative
stratified random sample of about 10,000 schools and augmented the
survey with visits to 10 selected school districts. Our analyses are
based on responses from 78 percent of the schools sampled. Unless
otherwise noted, sampling errors do not exceed 2 percent. (See app.
VI for a discussion of methodology.) We conducted our study between
January 1994 and March 1995 in accordance with generally accepted
government auditing standards.
--------------------
\1 Sampling error is � 6.61 percent.
RESULTS IN BRIEF
------------------------------------------------------------ Letter :1
School officials in a national sample of schools reported that
although most schools meet many key facilities requirements\2 and
environmental conditions\3 for education reform and improvement, most
are unprepared for the 21st century in critical areas:
Most schools do not fully use modern technology. Although at least
three-quarters of schools report having sufficient computers and
televisions (TV), they do not have the system or building
infrastructure to fully use them. Moreover, because computers
and other equipment are often not networked or connected to any
other computers in the school or the outside world, they cannot
access the information super highway.
Over 14 million students attend about 40 percent of schools that
reported that their facilities cannot meet the functional
requirements of laboratory science or large-group instruction
even moderately well.
Over half the schools reported unsatisfactory flexibility of
instructional space necessary to implement many effective
teaching strategies.
Although education reform requires facilities to meet the
functional requirements of key support services--such as private
areas for counseling and testing, parent support activities,
social/health care, day care and before- and after-school
care--about two-thirds of schools reported that they cannot meet
the functional requirements of before- or after-school care or
day care.
Moreover, not all students have equal access to facilities that can
support education into the 21st century, even those attending school
in the same district. Overall, schools in central cities and schools
with a 50-percent or more minority population were more likely to
have more insufficient technology elements and a greater number of
unsatisfactory environmental conditions--particularly lighting and
physical security--than other schools.
--------------------
\2 Small-group instruction, teacher planning, private areas for
student counseling and testing, and library/media centers.
\3 Ventilation, heating, indoor air quality, and lighting.
BACKGROUND
------------------------------------------------------------ Letter :2
EDUCATION REFORM
---------------------------------------------------------- Letter :2.1
Education reform is a national movement to raise standards for all
students at all schools. It focuses on changes designed to improve
student outcomes by (1) determining what students should know and be
able to do and (2) ensuring that the key components of the
educational system are directed to achieving those outcomes.\4 To
accomplish these objectives, education reform efforts are introducing
new teaching methods, assessments, curricula, instructional
materials, and technology into school buildings.
To improve instruction, reform advocates recommend that a school use
new techniques for teaching and evaluating students and involve
teachers in developing curricula, redesigning instruction, and
planning staff development. To help achieve desired educational
outcomes, advocates also recommend that schools enlist parents to
monitor their children's progress and participate in school
activities, in part by volunteering as tutors and acting as teacher
aides. Finally, to further ensure the success of educational reform,
advocates recommend that schools help provide health and social
services to students as well as before- and after-school care and day
care.\5
For example, when teachers evaluate students in new ways, they need
space to display and store student projects and journals. Likewise,
changes in instructional programs or techniques--such as adopting an
ungraded primary system or creating a school-within-a-school--require
space for large-group and small-group instruction. Adding an all-day
kindergarten, extended-day programs, or even new computer courses\6
also call for special or dedicated space. Therefore, school
facilities that can support education reform activities and
communications technologies will not resemble or operate as schools
built in the 1950s.
Rather than uniform-sized classrooms with rows of desks, a
chalkboard, and minimal resources such as textbooks and
encyclopedias, schools prepared to support 21st century education
would have
flexible space, including space for small- and large-group
instruction;
space to store and display alternative student assessment
materials;
facilities for teaching laboratory science, including demonstration
and student laboratory stations, safety equipment, and
appropriate storage space for chemicals and other supplies; and
a media center/library with multiple, networked computers to access
information to outside libraries and information sources.
In addition, such schools would also have space for a variety of
support activities: private areas for student counseling and testing
and for parent support activities, such as tutoring, planning, making
materials, and the like; social and health care services; day care;
and before- and after-school care.
Schools would also have the capacity to operate year round, 24-hours
per day if necessary, providing a safe and well-lit environment with
satisfactory heating, air-conditioning, ventilation, and air quality
and with appropriate acoustics for noise control. In addition,
schools would have enough high-quality computers, printers, and
computer networks for instructional use; modems; telephone lines for
modems and telephones in instructional areas; TVs; laser disk
players/video cassette recorders (VCR); cable TV; fiber optic cable;
conduits/raceways for computer and computer network cables; electric
wiring; and power for computers and other communications
technology.\7 Networking capability in the classroom allows for use
of a wide range of teaching and learning strategies that are not
possible with stand-alone computers. For example, networks allow
groups of students simultaneous access to large data sources;
students to communicate with each other and with teachers in their
own school, and with teachers and students in other schools; and
teachers to interact with students by computer as students
work--engaging in online dialogs, referring to additional
resources--or students to engage in group projects.
--------------------
\4 See Systemwide Education Reform: Federal Leadership Could
Facilitate District-Level Efforts (GAO/HRD-93-97, Apr. 30, 1993).
\5 See School-Linked Human Services: A Comprehensive Strategy for
Aiding Students at Risk of School Failure (GAO/HEHS-94-21, Dec. 30,
1993).
\6 See Regulatory Flexibility in Schools: What Happens When Schools
Are Allowed to Change the Rules? (GAO/HEHS-94-102, Apr. 29, 1994)
and Education Reform: School-Based Management Results in Changes in
Instruction and Budgeting (GAO/HEHS-94-135, Aug. 23, 1994).
\7 Experts have identified other key components affecting the
implementation of technology in schools, such as sufficient teacher
training and computer support services. However, because our focus
was on school facilities, these components were not included in our
survey.
COMMUNICATIONS TECHNOLOGY IN
SCHOOLS
---------------------------------------------------------- Letter :2.2
Although technology is changing constantly and quickly becoming
defined by complex interactive and multimedia\8
technologies and standards are only beginning to emerge,\9 it is
helpful to regard school communications technology as comprising four
basic electronic systems: technology infrastructure, data, voice,
and video. These systems transmit data--by computer networks,
voice--by phone lines, and video--by TV, within the school, among
different school buildings, to the outside world, and even to outer
space.
--------------------
\8 Multimedia uses a single communication system (cable) to transmit
voice, data, and video, currently by digitizing voice and video.
\9 See, for example, The National Information Infrastructure:
Requirements for Education and Training, National Coordinating
Committee on Technology in Education and Training, (Alexandria, Va.:
1994).
TECHNOLOGY INFRASTRUCTURE
-------------------------------------------------------- Letter :2.2.1
Of the four systems, technology infrastructure may be the most
important and least understood. Data, voice, and video systems
cannot operate without the supporting building or system
infrastructure. Building infrastructure consists of what needs to be
built into the facility to make any technology operate effectively in
the school: the conduits/raceways through which computer and
computer network cables are laid in the school, the cables and
electrical wiring for computers and other communications technology,
and the electrical power and related building features such as
electric outlets. Although designing a new building with this
infrastructure included is relatively easy and inexpensive,
installing it in existing school buildings can be expensive and
disruptive.
The other type of infrastructure--system infrastructure--links up
various technology components. For example, computer network
infrastructure consists of the software that runs the networking
function. It links all computers in a class or in the school or the
computers in the school with computers in the outside world--as well
as special pieces of hardware such as servers (computers with large
information storage capabilities that allow many users to share
information) whose purpose is to run the network. Besides the
network infrastructure, modems--small electrical devices that allow
computers to communicate with each other through the phone lines--are
another basic component of systems infrastructure that links data,
voice, video, and even multimedia systems.
This technology infrastructure, although initially more costly than
the basic computer/printer, may have substantially more value.
Educationally, it can link even the most remote or poor school with
vast resources, including the finest libraries and the best teachers,
for a wide range of courses or course enhancements, such as "virtual"
field trips. Financially, according to the North Central Regional
Educational Laboratory, the Internet and the emerging video and
imaging technologies could be used to change the economic basis of
schooling by drawing upon the free or low-cost resources and services
to replace textbooks and other costly instructional materials,
software, and other programs. Those funds could then be used for
additional staffing, local curriculum development, developing
technology staff, ongoing local staff development, and the like.\10
--------------------
\10 Beau Fly Jones et al., Learning, Technology and Policy for
Educational Reform, July 1994, Version 1.0, North Central Regional
Educational Laboratory (Oak Brook, Ill.: 1994).
DATA SYSTEMS
-------------------------------------------------------- Letter :2.2.2
Basic data systems include computers, some with compact disk
read-only memory (CD-ROM) capability, connected to printers. A
baseline data system enables instructional computers to communicate
with similar devices in the classroom or the school (local area
networks). Optimally, a data system also includes computer networks
compatible with outside resources (wide area networks) such as the
Internet;\11 computers in the central office, in other schools, and
home computers; and databases from the Department of Education or
Library of Congress.
--------------------
\11 The Internet, a global communications network, is a cooperative
effort among educational institutions, government agencies, and
various commercial and nonprofit organizations. Historically, the
Internet has contained mostly scientific research and education
information. However, more recently, the kind of information
accessible on the Internet has expanded to include library catalogs,
full texts of electronic books and journals, government information,
campuswide information systems, picture archives, and business data
and resources. The Internet allows three primary functions:
electronic mail and discussion groups (e mail), use of remote
computers (telnet), and transferring files (file transfer protocol).
VOICE SYSTEMS
-------------------------------------------------------- Letter :2.2.3
Voice systems include accessible two-way voice communication and
messaging (telephone) systems for staff members to communicate with
each other in the building and with the school community. A baseline
system includes a public address system, some outgoing lines and
telephones serving school offices and staff members, and incoming
lines to meet community and administrative needs. Optimally, it also
includes more outgoing and incoming lines and sufficient capacity to
allow for such developing technologies as voice processing and voice
mail.
VIDEO SYSTEMS
-------------------------------------------------------- Letter :2.2.4
Video systems provide accessibility to television communication and
all forms of video transmission from school locations as well as from
the outside. A baseline system includes capability to receive
instructional and teacher professional programming as well as
commercial and public television stations whether through a master
antenna or cable, microwave, or satellite. An optimal system with
today's technology also includes capability in classrooms and
teachers' offices to dial up video sources in the school media center
and to conduct two-way video-interactive classes between classrooms,
inside the school, and between schools.
ONLY A FEW SCHOOLS HAVE
STATE-OF-THE-ART
COMMUNICATIONS TECHNOLOGY
---------------------------------------------------------- Letter :2.3
Today, new schools are being designed with these changes in mind.
Yet we only have a handful of schools--mainly science high schools
like Stuyvesant High School in New York City or Thomas Jefferson High
School in Virginia--that model state-of-the-art communications
technologies. However, to prepare the nation's children and
teenagers to be competitive workers in the 21st century, experts and
business leaders say modern communication technologies should be part
of America's elementary and secondary education, not just the sole
province of a few schools.
An example of state-of-the-art technology can be found in the new
Stuyvesant High School. Serving about 3,000 students, it has over
400 computers, most of which are arranged in 15 networks, with access
to the Internet, as well as four antennae on the roof to communicate
with satellites and virtually anyone else in the outside world. This
school can directly access the latest information from the most
sophisticated scientific satellites and participate in interactive
"classes" with scientists in the field in the Amazon rain forest via
interactive, multimedia networks like the JASON Project. This allows
the students to talk with these scientists and observe them and the
rain forest on their TV screens during class, allowing them to go on
"virtual" field trips worldwide.
FEDERAL LEGISLATION SUPPORTS
REFORM AND TECHNOLOGY
---------------------------------------------------------- Letter :2.4
Recent federal legislative initiatives supporting education reform
and technology include (1) Improving America's Schools Act of 1994,
which authorized $200 million for technology education for 1995 and
an additional $200 million for the new education infrastructure
improvement grants; and (2) Goals 2000: Educate America Act, passed
in 1994, which establishes an Office of Educational Technology in the
Department of Education. Goals 2000 requires states that wish to
receive funding under the statute to develop a state improvement plan
for elementary and secondary education. This plan should include a
systemic statewide plan to increase the use of state-of-the-art
technologies that enhance elementary and secondary student learning
and staff development to support the National Education Goals and
state content standards and state student performance standards.
Central to both these acts is the idea that children are entitled to
an opportunity to acquire the knowledge and skills contained in these
standards, often referred to as "opportunity to learn."\12
Figure 1 depicts various school facilities around the country.
Figure 1: Opportunity to
Learn?
(See figure in printed
edition.)
--------------------
\12 "Opportunity to learn" refers to the sufficiency or quality of
the resources, practices, and conditions necessary to provide all
students with an opportunity to learn the material in voluntary
national content standards or state content standards. See, for
example, Andrew Porter, "The Uses and Misuses of Opportunity-to-Learn
Standards," Educational Researcher, Vol. 24, No. 1 (1995), pp.
21-27; and Faith E. Crampton and Terry N. Whitney, "Equity and
Funding of School Facilities: Are States at Risk?" State Legislative
Report, Vol. 20, No. 1 (1995), pp. 1-8.
MOST SCHOOLS HAVE COMPUTERS AND
TVS BUT LITTLE INFRASTRUCTURE
TO FULLY USE TECHNOLOGIES
------------------------------------------------------------ Letter :3
Over three-quarters of the schools reported having sufficient
computers and TVs. Two-thirds reported having sufficient printers,
laser disk players/VCRs,\13 and cable TV. However, school officials
reported that about 10.3 million students in about 25 percent of the
schools do not have sufficient computers. Although most schools
report having enough computers and other basic technology
elements,\14 they do not have the technology infrastructure to fully
use them. (See fig. 2 and table 1.)
Figure 2: Most Schools Report
Sufficient Computers and
Televisions but Lack of
Infrastructure to Fully Use
Technology
(See figure in printed
edition.)
Table 1
Millions of Students Attend Schools
Reporting Insufficient Capability to
Support Technology
Number of
Percent of Number of students affected
Technology element schools schools (in millions)
---------------------------------- ---------------- ---------------- -----------------
Fiber optics cable 86.8 66,000 35.4
Phone lines for instructional use 61.2 47,000 24.8
Conduits/raceways for computer/ 60.6 46,600 24.9
computer network cables
Modems 57.5 44,200 23.0
Phone lines for modems 55.5 42,700 22.5
Computer networks for 51.8 40,100 20.7
instructional use
Electrical wiring for computers/ 46.1 35,700 19.3
communications technology
Electrical power for computers/ 34.6 26,800 14.5
communications technology
Laser disk player/VCR 33.5 25,700 13.5
Cable TV 31.7 24,200 12.2
Computer printers for 29.3 22,700 11.9
instructional use
Computers for instructional use 25.2 19,500 10.3
TVs 15.9 12,200 6.8
Schools reporting six or more 51.9 40,400 21.3
insufficient technology elements
-----------------------------------------------------------------------------------------
Even in schools reporting enough computers, over one-third reported
insufficient electrical wiring for computers/communications
technology. Computers and other equipment that are not networked or
capable of communicating with anything else in the school or in the
outside world may be sufficient for basic or reinforcement
activities. They are limited, however, in their access to the vast
amount of electronic information available and do not allow for new
information to come into the system or for the interaction between
students, students and teachers, or the school and the outside world.
Over half of America's schools reported insufficient capability in
modems, phone lines for modems, phone lines for instruction,
conduits/raceways, and fiber optics. (See table 1 and, for more
detail, tables III.1 and III.2 in app. III.)
The following details emerged from the survey:
In central cities, over 60 percent of schools reported insufficient
networks, modems, phone lines (for modems or instruction),
conduits, and fiber optic cables. Over half reported
insufficient capability for electrical wiring for computer
technology. (For more detail, see table III.4 in app. III.)
Regional analyses show that schools in the West reported the least
sufficient technology. (For more detail, see table III.7 in
app. III.)
Schools with inadequate buildings\15 also were more likely to
report insufficient capability to support technology. In every
area of communications technology we asked about, schools with
no inadequate buildings reported greater sufficiency than
schools with one or more inadequate buildings. However, even in
schools reporting no inadequate buildings, about one-half or
more reported insufficient capability in areas related to
interconnectivity, such as networks, modems, and fiber optics.
Site visits supported the survey results:
In Ramona, California, we learned that some schools needed to
retrofit wiring to increase power for more demanding
technologies; one elementary school had only two outlets in each
classroom. Moreover, if four teachers used their outlets at the
same time, the circuit breakers tripped. This happened about
once a month.
A school official in Montgomery County, Alabama, said that new
electrical systems to accommodate computers and other
technologies were the most common renovation needed in schools.
In our site visit to Washington, D.C., officials told us that while
many schools have computer laboratories with new computer
equipment, these will need upgraded electrical systems,
lighting, and air-conditioning to provide an adequate learning
environment.
In one school we visited in Chicago, computers were still in boxes
because the school did not have sufficient power and outlets to
use them.
In looking at the uses of bond proceeds in the districts, on average,
school officials reported that only 8 percent of the most recently
passed bond was spent for purchase of computers and
telecommunications equipment. That is, for the average $6.5 million
bond issue, about $155,600 or 2 percent was provided for the purchase
of computers and about $381,100 or 6 percent for the purchase of
telecommunications equipment. (See app. II.)
--------------------
\13 Laser disk players and VCRs were rated as one item. It could be
that a sufficient number of VCRs exists but not laser disk players.
\14 The self-reports of sufficiency may be overly optimistic for
several reasons. First, in our analyses we included as "sufficient"
responses that indicated moderate and somewhat sufficient capability
as well as very sufficient capability. This could indicate a wide
range of sufficiency, including some responses that are very close to
"not sufficient." Second, our analysis of responses showed that
without any objective standards with which to anchor their responses,
schools indicating "sufficient" computers had computer/student ratios
ranging from 1:1 to 1:292 (a median of 1:11) for those schools that
had computers. About 300 schools that indicated they had no
computers said that was sufficient. (For more detail, see table
III.9 in app. III.) Finally, technology experts who regularly
consult with school systems report that the level of knowledge among
school administrators and staff of possible use and application of
technology in schools is low--further increasing the likelihood that
these sufficiency estimates are overly optimistic.
\15 We asked respondents to rate the overall condition of their
school buildings on a six-point scale: excellent, good, adequate,
fair, poor, or replace. See School Facilities: Condition of
America's Schools (GAO/HEHS-95-61, Feb. 1, 1995).
SELECTED RESPONDENT COMMENTS
---------------------------------------------------------- Letter :3.1
"Our building, built in 1948, was wired for a filmstrip
projector."
"We live in a state where we put more technology and safety in
an automobile than we do in our schools."
"We are not ready to join the information network proposed by
Vice President Gore."
"Our computers are mostly donated. What few we purchased were
bought in 1984--the kids laugh at them, they have better at
home."
"The number of computers in the buildings is limited, and we
currently have one computer bus serving all six elementary
schools. The time for students to spend on the computers is
obviously limited."
"Facility adaptation for computer networks, video networks, and
phone access is expensive and makes justifying purchase of
computer hardware more difficult."
SCHOOLS REPORTED LACKING KEY
FACILITIES REQUIREMENTS FOR
EDUCATION REFORM
------------------------------------------------------------ Letter :4
When asked how well their buildings meet the functional requirements
of specified activities related to school reform and improvement,
many survey respondents reported that they met these requirements
"not well at all." (See table 2.) For example, although 58 percent of
schools reported meeting the functional requirements of laboratory
science at least somewhat well, in fact, about 14.6 million students
are in the 42 percent of schools where officials report that the
facilities requirements for laboratory science are met not well at
all (see fig. 3 and table 2).
Table 2
Millions of Students Attend Schools
Reporting They Meet the Functional
Requirements of Some Key Education
Reform Activities Not Well at All
Number of
students
Percent of Number of affected (in
Activity schools schools millions)
---------------- ---------- ---------- ----------------
Instructional activities
----------------------------------------------------------
Laboratory 42.0 32,100 14.6
science
Large-group 38.2 29,500 14.3
instruction
Storage of 31.3 24,000 12.9
student
assessment
materials
Display student 27.6 21,200 11.1
assessment
materials
Library/media 13.4 10,400 4.2
center
Small-group 9.5 7,300 3.7
instruction
Support activities
----------------------------------------------------------
Day care 77.5 55,900 29.0
Before/after 58.8 43,100 22.4
school care
Social/health 27.0 20,900 10.5
care services
Private areas 25.7 19,900 10.1
for counseling
and testing
Parent support 23.5 18,200 9.7
activities
Teacher planning 13.1 10,200 5.1
----------------------------------------------------------
Note: Survey respondents rated the ability of their school
facilities to meet the functional requirements of key education
reform activities on the following scale: very well, moderately
well, somewhat well, and not well at all.
Figure 3: Schools Meet
Functional Requirements of Some
Key Education Reform Activities
at Least Somewhat Well
(See figure in printed
edition.)
Note: Survey respondents rated the ability of their school
facilities to meet the functional requirements of key education
reform activities on the following scale: very well, moderately
well, somewhat well, and not well at all.
Only seven states--District of Columbia, Georgia, Indiana, New
Jersey, New Mexico, Pennsylvania, and Texas--had 20 percent or more
of their schools meeting at least somewhat well the functional
requirements for some educational reform and improvement activities.
While 40 states reported that 50 percent or more of their schools had
three or more specified requirements that they met not well at all, 5
states--Arkansas, California, Maine, Ohio, and Rhode Island--reported
70 percent or more of their schools in this condition. (For more
detail, see tables IV.1 and IV.2 in app. IV.)
Nationwide, 42 percent of schools reported that their buildings met
the functional requirements of laboratory science not well at all,
affecting 14.6 million students. Forty-three states reported that
one-third or more of their schools met functional requirements for
laboratory science not well at all. Eight states--Alaska,
California, Delaware, Maine, Nevada, Ohio, Oregon, and
Washington--reported that 50 percent or more of their schools were in
this condition. (For more detail, see table IV.3 in app. IV.)
Nearly four out of five schools nationwide reported that they could
not meet at all well the functional requirements of day care. (See
fig. 3.) Forty-five states reported that two-thirds or more of their
schools were in this condition. (For more detail, see table IV.3 in
app. IV.)
Nationwide, about three out of five schools reported that they met
the functional requirements of before- and after-school care not well
at all. Forty-eight states reported that one-third or more of their
schools were in this condition.
About two out of five schools nationwide reported that they met the
functional requirements of large-group instruction not well at all, a
condition affecting 14.3 million students. Thirty states reported
that one-third or more of their schools were in this condition. Four
states--Alaska, California, Kansas, and Nebraska--reported over half
their schools in this condition. (For more detail, see table IV.1 in
app. IV.)
These problems were also demonstrated on our site visits:
Officials in Chicago told us that only one-fourth of Chicago's
schools have properly equipped science laboratories, with water,
power, gas, vacuum, and appropriate mechanisms for air and waste
removal.
At the high school in Raymond, Washington, officials said that they
need flexible space for large- and small-group instruction.
Science classes have outdated equipment, and reading areas in
the media center are noisy and poorly lighted. Officials also
say they desperately need a day care center to keep young women
with babies in school.
In New Orleans, officials told us that most secondary schools lack
science laboratories that meet current safety needs, such as
adequate air circulation, ventilation, emergency shut-offs for
gas and electricity, emergency eye washes, and showers.
SELECTED RESPONDENT COMMENTS
---------------------------------------------------------- Letter :4.1
"These schools, as others over thirty years of age, while
well-maintained, cannot provide the type and variety of
instructional space necessary for the education programs of the
21st century without major renovations."
"The buildings were built for twenty-five students per class
with no extra rooms, no small and/or large group areas, and no
planned storage space. Consequently, the facilities are
certainly not conducive to new or different class size
configurations or lesson delivery formats."
MOST SCHOOLS REPORT MOST
ENVIRONMENTAL CONDITIONS
SATISFACTORY, BUT PROBLEMS
REMAIN
------------------------------------------------------------ Letter :5
Overall, most school officials reported satisfaction with most
environmental factors associated with learning.\16 (See table 3.)
However, 22 million students are in 53.9 percent of the schools that
reported that their instructional space flexibility was
unsatisfactory. Rates of unsatisfactory environmental conditions
tend to be higher in schools where over 40 percent of the students
are approved to receive free or reduced lunch, where over 50 percent
of the students are minority students, in schools in the West. (See
app. V.)
Table 3
Millions of Students Attend Schools
Reporting Unsatisfactory Environmental
Conditions
Number of
Percent Number students
of of affected (in
Environmental factor schools schools millions)
-------------------- -------- -------- ----------------
Acoustics for noise 28.1 21,900 11.0
control
Ventilation 27.1 21,100 11.6
Physical security of 24.2 18,900 10.6
buildings
Heating 19.2 15,000 7.9
Indoor air quality 19.2 15,000 8.4
Lighting 15.6 12,200 6.7
----------------------------------------------------------
Air-conditioning is no longer a luxury for schools if they want to
effectively operate in hot weather or use computers. Moreover, in
recent years, researchers have pointed to a relationship--although
inconclusive--between certain environmental conditions and student
learning.\17 In particular, air-conditioning has been cited as
affecting learning. Of those schools noting that they had air-
conditioning, 15.4 percent (6,000 schools) reported unsatisfactory
air-conditioning, affecting about 4.2 million students.
The majority of schools reported that they were satisfied with their
air-conditioning, although only half of the schools responding to our
survey reported that they had air-conditioning in classrooms. The
geographic patterns of air-conditioning in classrooms generally
follow climate patterns. (For more detail, see fig. V.1 in app.
V.) Three-quarters of schools reported that they had air-conditioning
in their administrative areas. Only three states--New York, Oregon,
and Rhode Island--indicated that over a third of their schools had
unsatisfactory air-conditioning in their classrooms.
We found examples of problems caused by unsatisfactory
air-conditioning in our site visits. In New Orleans, nearly half of
the schools have no air-conditioning, despite the average relative
humidity in the morning of 87 percent. Faced with a similar
situation in Richmond, Virginia, school officials told us that
students with asthma get sick from the heat; schools close early in
the hot fall and spring months, decreasing instructional time.
--------------------
\16 Environmental factors associated with learning include heating,
lighting, air-conditioning, acoustics, space flexibility, and
physical security.
\17 See, for example, J. Howard Bowers et al., "Effects of the
Physical Environment of Schools on Students," (paper presented to
65th Council of Educational Facility Planners, International
Conference, 1988) and Carol S. Cash, "Building Condition and Student
Achievement and Behavior," doctoral dissertation, Virginia
Polytechnic Institute and State University, 1993.
SELECTED RESPONDENT COMMENTS
---------------------------------------------------------- Letter :5.1
"Our school district facilities are currently meeting the needs
of our students. We have not been impacted by population
growth, lawsuits, or other major problems that would force our
resources in other areas. Due to conservative spending
practices by our school board and adequate funding by the state
of Wyoming in the past decade, we have adequate carryover to
provide needs without asking for state assistance or a bond
issue."
"Building design in the 1950s and 60s did not include air-
conditioning or even windows that opened for schools, thus much
renovation is needed in our district."
"The middle school is depressing when you walk into it. We are
having to use gym dressing rooms as regular classrooms."
"The appearance and condition of school buildings is an
important factor in positively influencing urban students. The
continued neglect of the public school infrastructure at both
state and federal levels continues to subject our students and
staff to conditions which do not ensure their welfare and
safety."
BEST AND WORST SCHOOLS
SOMETIMES FOUND IN SAME
DISTRICT
------------------------------------------------------------ Letter :6
Although some children have access to facilities that can support
education in the 21st century, many do not. Schools differ
dramatically, even in the same district. Our site visits revealed
that the ability of school facilities to support education reform
ranges widely. Because of the need to ease overcrowding in some
areas, schools are constantly being built, even in impoverished
cities. These new schools are generally equipped to implement
education reform and improvement activities. However, with
construction of new facilities taking priority over maintaining and
renovating current buildings, gross inequalities may result in the
same school district. For example, in Pomona, California, officials
told us that to be ready for education in the 21st century, Pomona's
older schools need additional wiring and outlets to use new
technology and facilities for large-group instruction, storage of
student assessment materials, social and health services, teachers'
planning areas, and the like. In contrast, the newest school has a
satellite dish, an electrical system built to handle anticipated
technology, collapsible walls that facilitate team teaching or
small-group instruction, enormous amounts of storage space, and large
amounts of space for a variety of services and activities.
CONCLUSIONS
------------------------------------------------------------ Letter :7
Many education reformers say that holding students to nationwide
standards is unfair if they have not had an equal--or roughly
equal--opportunity to learn. If schools cannot provide students with
sufficient technological support or facilities for instruction and
services, they may not be providing even a roughly equal opportunity
for all students to learn. This is particularly true in central
cities and in schools that serve high percentages of minority and
poor students.
Far from the high-tech world of interactive media and virtual
reality, many of our schools are wired for no more than filmstrip
projectors. As one respondent commented,
"We need technology in the schools and teachers who can use the
equipment. The percentage of teachers who can use computers is
abysmally low, yet computers only scratch the surface of
technology that should be available to all students, not just
those who live in affluent areas. Interactive TV and
telecommunications is a must in all schools, yet the cost of
this technology remains prohibitively high for most small
schools. For those schools who can afford it, the cost of
training teachers to use it drives the costs up further."
In short, most of America's schools do not yet have key technologies
or the facilities required to support learning into the 21st century.
They cannot provide key facilities requirements and environmental
conditions for education reform and improvement. In particular,
older, unrenovated schools need infrastructure renovation to support
technology. These renovations include fundamental changes to
building structure, wiring and electrical capacity, air-conditioning
and ventilation, and security.
AGENCY COMMENTS
------------------------------------------------------------ Letter :8
We spoke with officials at the Department of Education who reviewed a
draft of our report and incorporated their comments as appropriate.
We did not ask for formal agency comments since this report does not
review any department programs.
---------------------------------------------------------- Letter :8.1
We are sending copies of this report to appropriate House and Senate
committees and other interested parties. Please call Eleanor L.
Johnson on (202) 512-7209 if you or your staff have any questions.
Major contributors to this report are listed in appendix VIII.
Linda G. Morra
Director, Education and
Employment Issues
PROJECT ADVISERS
=========================================================== Appendix I
The following individuals advised this report either by (a) serving
on our expert panel on January 31, 1994; (b) helping with the
development of our questionnaire; or (c) reviewing a draft report.
Allen C. Abend\a,b,c
Chief
School Facilities Branch
Maryland State Department of Education
Phillip T. Chen\b
Construction Technician
Division of Construction
Department of Facilities Management
Board of Education of Montgomery County (Maryland)
Greg Coleman\a,b
Capital Asset Management Administrator
Office of Infrastructure Support Services
U.S. Department of Energy
Laurel Cornish\a
Director of Facilities
U.S. Department of Education
Impact Aid
School Facilities Branch
(Mr.) Vivian A. D'Souza\b
Acting Director
Division of Maintenance
Department of Facilities Management
Board of Education of Montgomery County (Maryland)
Kenneth J. Ducote\b,c
Director
Department of Facility Planning
New Orleans Public Schools
Robert Feild\a
Director
Committee on Architecture for Education
American Institute of Architects
William Fowler\a,b,c
Education Statistician
U.S. Department of Education
National Center for Education Statistics
Lawrence Friedman\b,c
Associate Director
Regional Policy Information Center
North Central Regional Educational Laboratory
Thomas E. Glass\b
Professor
Department of Leadership and Educational Policy Studies
Northern Illinois University
Terence C. Golden\a
Chairman
Bailey Realty
Thomas Grooms\a
Program Manager
Federal Design Office
National Endowment for the Arts
Shirley J. Hansen\a
President
Hansen Associates
Alton C. Hlavin\b
Assistant Superintendent for Facilities Services
Fairfax County Public Schools
Fairfax County, Virginia
Bruce Hunter\b
Executive Director
American Association of School Administrators
Daniel Kasprzyk\b
Education Statistician
U.S. Department of Education
National Center for Educational Statistics
Steven F. Kaufman\b
Education Statistician
U.S. Department of Education
National Center for Education Statistics
Eddie L. King\b
Auditor
Inspector General
U.S. Department of Education
Andrew Lemer\a
President
Matrix Group, Inc.
William H. McAfee III\b
Facilities Manager
Division of Facilities Management
District of Columbia Public Schools
Roger Scott\b,c
Program Director
Southwest Regional Laboratory
Richard L. Siegel\a
(Former) Director of Facilities Services
Smithsonian Institution
Linda Tsantis\c
Executive Vice President
America Tomorrow, Inc.
Lisa J. Walker\a
Executive Director
Education Writers Association
Tony J. Wall\b,c
Executive Director/CEO
The Council of Educational Facilities Planners International
William M. Wilder\b
Director
Department of Facilities Management
Board of Education of Montgomery County (Maryland)
(See figure in printed edition.)Appendix II
RELEVANT SURVEY ITEMS WITH OVERALL
PERCENT RESPONSE
=========================================================== Appendix I
(See figure in printed edition.)
(See figure in printed edition.)
(See figure in printed edition.)
(See figure in printed edition.)
DATA--TECHNOLOGY ELEMENTS
========================================================= Appendix III
Table III.1
Majority of States Report That at Least
50 Percent of Schools Have Six or More
Insufficient Technology Elements
Percent of schools with six
or more insufficient
technology factors States
----------------------------- -----------------------------
20-29 Nevada, South Dakota
30-39 Arkansas, Iowa, Kentucky,
Minnesota, North Dakota,
Pennsylvania, Texas, Wyoming
40-49 Arizona, Colorado, Georgia,
Indiana, Kansas, Mississippi,
Montana, Nebraska, New
Jersey, West Virginia,
Wisconsin
50-59 Alaska, Connecticut, District
of Columbia, Florida,
Louisiana, Maryland,
Missouri, New York, Oklahoma,
South Carolina, Tennessee,
Utah, Vermont, Virginia
60-69 Alabama, California, Idaho,
Illinois, Massachusetts,
Maine, Michigan, North
Carolina, New Hampshire,
Oregon, Rhode Island,
Washington
70-79 Delaware, Hawaii, New Mexico,
Ohio
------------------------------------------------------------
Note: Sampling errors range � 7.1-13.5 percent.
Table III.2
Percent of Schools Reporting
Insufficient Technology Elements--Data,
Voice, Systems Infrastructure--by State
Phone lines
Comput Printe Networ Phone lines instructional
State ers rs ks Modems for modems area
------------------ ------ ------ ------ ------ ----------------- --------------
Alabama 32.1 36.3 58.6 61.7 55.4 64.1
Alaska 35.5 36.2 56.4 56.9 53.8 60.9
Arizona 15.8 18.3 46.4 60.8 58.1 61.8
Arkansas 9.5 17.5 36.7 63.7 56.4 59.3
California 37.1 39.7 69.8 70.5 68.1 64.8
Colorado 20.9\a 23.9\a 37.0\a 61.6 56.8 45.3
Connecticut 26.5\a 29.9\a 63.6\a 55.4\a 51.9\a 52.7\a
Delaware 44.5\b 52.7\b 65.7\b 83.0\a 82.9\a 82.4\a
District of 22.0\a 31.4\a 37.1\a 49.5\b 52.7\b 52.6\b
Columbia
Florida 28.6 28.9 66.4 65.0 63.2 62.3
Georgia 11.6 13.7 33.9 48.0 53.0 71.7
Hawaii 39.0 44.7\a 72.0 75.7 79.5 74.7
Idaho 25.3 31.6 55.9 63.9 58.8 72.1
Illinois 30.2 39.0 57.7 65.7 63.4 64.2
Indiana 16.5 18.3 42.1 50.7 55.0 58.2
Iowa 15.3 16.5 43.5 48.5 43.8 55.4
Kansas 22.9 27.7 44.0 47.3 44.4 61.7
Kentucky 13.1 19.8 35.5 57.2 55.7 67.2
Louisiana 31.6 38.6 62.5 59.5 65.5 78.7
Maine 31.0\a 31.8\a 62.9\a 69.6\a 63.8\a 69.4\a
Maryland 29.1 30.4 44.1 62.3 66.7 87.0
Massachusetts \32.5\ 43.1\a 70.4 71.1 66.9 71.9
a
Michigan 36.9 38.8 63.3 64.1 58.1 63.4
Minnesota 22.5 21.7 41.5 42.7 41.0 41.4
Mississippi 16.9 20.3 37.6 53.8 55.8 62.7
Missouri 23.3 32.8 52.4 60.5 59.1 65.4
Montana 17.1 19.0 47.5 46.8 37.5 53.2
Nebraska 11.2 10.1 43.3\a 55.5\a 45.7\a 44.4\a
Nevada 14.4 15.9 26.9 28.2 26.2 27.1
New Hampshire 44.0\a 42.9\a 65.6\a 68.4 58.6\a 66.4\a
New Jersey 20.0 24.5 41.8\a 38.1\a 33.5 62.9
New Mexico 36.3 44.9 69.6 79.0 58.5 57.3
New York 20.2 24.2 44.0 48.9 55.3 57.9
North Carolina 30.1 33.3 51.1 62.2 62.6 73.8
North Dakota 17.3 19.8 36.7 40.2 36.5 46.9
Ohio 38.2 50.7 71.8 74.0 70.5 76.2
Oklahoma 22.9 33.0 50.8 63.4 57.7 60.0
Oregon 38.2 41.8 66.2 59.8 65.1 65.6
Pennsylvania 18.2 19.4 50.2\a 54.7\a 44.2\a 48.7\a
Rhode Island 37.1\a 42.7\a 49.3\a 67.3\a 52.1\a 67.3
South Carolina 33.0 35.1 56.1 55.2 50.3 61.5
South Dakota 9.8 9.9 37.0 37.0 35.4 42.0
Tennessee 20.4 22.8 48.0 62.7 65.6 68.6
Texas 12.8 15.6 31.3 38.9 38.4 44.0
Utah 6.9 7.9 28.7 54.4 71.0 77.5
Vermont 32.7\b 31.7\b 65.7\a 55.9\b 61.4\b 56.1\b
Virginia 31.3 37.7 56.5 54.1 52.9 56.0
Washington 32.0 39.8 60.5 61.8 61.1 66.3
West Virginia 16.5 17.2 32.3 56.8 51.5 71.8
Wisconsin 22.4 24.5 44.6 45.4 46.4 58.9
Wyoming 9.8 13.2 32.7 41.4\a 33.8 44.5
-------------------------------------------------------------------------------------
Note: Sampling errors are less than � 11 percent unless otherwise
noted. Responses marked with a superscript "a" have sampling errors
equal to or greater than 11 percent but less than 13 percent.
Responses marked with a superscript "b" have sampling errors equal to
or greater than 13 percent but less than 16 percent. Sampling errors
may be high for state tables because they are not adjusted for finite
population correction.
Table III. 3
Percent of Schools Reporting
Insufficient Technology Elements--Video
and Building Infrastructure--by State
Televi Laser disk Cable Condui
State sion player/VCR TV ts Cable Wiring Power
------------------ ------ ------------ ------ ------ ------ ------ ------
Alabama 15.0 34.6 33.3 61.9 74.8 44.1 33.9
Alaska 35.3 46.3 55.6 67.4 90.9 52.1 44.7
Arizona 16.8 23.1 30.4 56.0 83.5 36.3 27.6
Arkansas 6.6 21.6 12.6 43.1 85.1 34.1 19.8
California 21.0 41.2 49.9 79.7 92.8 69.1 55.6
Colorado 16.9 29.7\a 28.8 49.7\a 88.2 38.5\a 32.7\a
Connecticut 25.1 35.0\a 42.4\a 62.9\a 91.3 55.1\a 41.2\a
Delaware 32.8\b 60.9\b 45.4\b 76.9\a 93.3 69.5\b 48.8\b
District of 21.6\a 31.4\a 25.6\a 50.0\b 58.0\b 45.8\b 41.4\b
Columbia
Florida 8.6 28.9 19.7 67.6 88.0 64.3 41.9
Georgia 14.8 28.8 12.9 57.8 87.1 44.0 38.3
Hawaii 4.7 29.8 18.8 82.1 89.7 75.1 61.4
Idaho 23.0 44.5 42.7 72.3 91.0 51.2 36.8
Illinois 23.3 43.7 43.4 68.8 87.0 52.6 41.1
Indiana 12.9 24.0 27.1 52.3 82.9 43.1 32.0
Iowa 4.5 21.0 13.2 49.9 84.9 31.3 15.4
Kansas 17.9 34.9 31.2 57.3 89.0 40.7 33.6
Kentucky 3.2 23.2 8.0 49.8 75.2 35.8 25.1
Louisiana 18.4 40.4 42.7 61.6 87.7 47.2 38.6
Maine 19.7 43.7\a 46.2\a 72.6 94.0 46.7\a 35.0\a
Maryland 36.2 52.1 38.5 61.9 91.8 46.8 36.0
Massachusetts 34.9\a 48.0\a 44.2\a 73.9 88.1 60.8 49.4\a
Michigan 27.1 42.1 27.1 68.7 85.6 51.0 38.3
Minnesota 17.3 31.6 27.4 48.9 72.3 7.4 25.2
Mississippi 4.9 36.7 32.5 55.6 85.0 26.6 19.9
Missouri 6.6 26.0 17.3 53.2 87.9 33.7 26.0
Montana 14.6 25.4 42.0 62.1 81.7 38.8 24.9
Nebraska 1.7 12.5 31.0\a 62.4 83.3 33.1 21.2
Nevada 4.1 13.9 14.8 43.6 78.2 28.4 25.1
New Hampshire 27.4\a 43.7\a 26.8\a 69.4 88.8 57.7\a 35.8\a
New Jersey 11.2 24.9 32.5 55.2\a 85.8 41.2\a 34.2
New Mexico 15.4 54.8 51.6 77.3 87.1 48.5 42.1
New York 24.7 38.1 35.9 55.5 82.3 50.7 34.7
North Carolina 15.2 30.9 24.5 66.0 92.3 55.4 41.8
North Dakota 15.1 30.9 27.5 56.0 69.5 33.8 17.7
Ohio 16.0 44.1 31.3 76.6 95.0 63.0 50.6
Oklahoma 18.8 35.2 32.8 54.6 81.7 41.4 32.3
Oregon 29.9 35.6 23.3 68.0 87.6 56.0 33.7
Pennsylvania 13.9 34.7\a 27.4 41.0\a 86.6 32.2 17.4
Rhode Island 24.4 41.0\a 17.3 74.0 90.8 64.2\a 45.0\a
South Carolina 5.6 25.3 29.8 62.9 87.1 41.1 33.2
South Dakota 7.8 22.4 13.6 43.3 69.7 22.9 14.6
Tennessee 6.9 37.1 27.1 58.0 94.3 38.8 25.4
Texas 8.7 17.0 31.6 46.0 83.0 28.6 22.3
Utah 4.8 22.1 39.4 55.3 93.3 38.8 26.7
Vermont 10.0 38.1\b 57.8\b 69.3\a 95.6 48.5\b 26.2\b
Virginia 4.1 36.7 18.4 57.5 93.5 36.1 29.5
Washington 15.0 41.2 34.9 61.0 86.3 47.0 35.1
West Virginia 4.2 30.8 14.4 49.9 93.2 36.2 18.0
Wisconsin 11.3 24.2 20.5 52.5 86.3 36.5 33.4
Wyoming 11.6 21.2 40.1\b 50.9\b 83.6 29.6 15.9
--------------------------------------------------------------------------------
Note: Sampling errors are less than � 11 percent unless otherwise
noted. Responses marked with a superscript "a" have sampling errors
equal to or greater than 11 percent but less than 13 percent.
Responses marked with a superscript "b" have sampling errors equal to
or greater than 13 percent but less than 16 percent. Sampling errors
may be high for state tables because they are not adjusted for finite
population correction.
Table III.4
Percent of Schools Reporting
Insufficient Technology Elements by
Community Type
Urban
fringe
/ Rural/
Centra large small
Technology element l city town town
------------------------------------ ------ ------ ------
Fiber optic cable 90.2 87.8 84.4
Conduits 66.9 61.9 55.6
Phone lines in instructional areas 66.8 60.6 57.8
Modems 65.0 55.9 53.5
Networks 60.9 50.6 46.5
Phone lines for modems 61.3 55.3 51.8
Electrical wiring for communications 54.8 46.7 40.1
technology
Electric power for communications 42.9 36.9 27.8
technology
Laser disk player/VCRs 38.7 32.2 30.9
Printers 38.1 26.7 25.2
Cable TV 33.0 32.8 30.0
Computers 31.7 24.5 21.2
TVs 18.6 17.1 13.3
Six or more unsatisfactory 60.0 52.0 46.5
technology elements
------------------------------------------------------------
Note: Sampling errors range � 1.7-3.5 percent.
Table III.5
Percent of Schools Reporting
Insufficient Technology Elements by
Level of School
Elemen Second Combin
Technology element tary ary ed
------------------------------------ ------ ------ ------
Fiber optic cable 88.3 82.9 84.7
Conduits 63.3 53.1 60.6
Phone lines in instructional areas 64.4 53.2 52.8
Modems 60.9 48.4 54.1
Networks 54.8 42.9 53.6
Phone lines for modems 58.4 47.8 52.3
Electrical wiring for communications 48.7 39.2 42.9
technology
Electric power for communications 36.7 29.1 30.5
technology
Laser disk player/VCRs 34.9 30.1 29.7
Printers 31.7 23.2 25.9
Cable TV 33.7 24.3 42.7
Computers 27.0 20.3 22.2
TVs 17.3 11.9 14.8
Six or more unsatisfactory 55.7 41.5 50.9
technology elements
------------------------------------------------------------
Note: Sampling errors range � 1.4-4.0 percent.
Table III.6
Percent of Schools Reporting
Insufficient Technology Elements by
Proportion of Minority Students
5.5 20.5 More
Less to to than
Technology element than 5.5 20.4 50.4 50.5
-------------------------- -------- ---- ---- --------
Fiber optic cable 85.6 86.2 88.2 88.3
Conduits 59.3 56.2 65.5 62.9
Phone lines in 60.7 59.4 60.6 64.9
instructional areas
Modems 55.9 52.7 59.9 63.1
Networks 48.9 49.6 56.2 55.0
Phone lines for modems 54.0 51.2 58.7 59.9
Electrical wiring for 42.3 44.7 46.9 53.5
communications technology
Electric power for 30.3 30.5 36.3 44.8
communications technology
Laser disk player/VCRs 31.3 29.1 37.6 38.4
Printers 27.1 28.5 30.3 33.4
Cable TV 28.2 25.7 33.9 41.4
Computers 23.5 24.9 25.6 28.0
TVs 13.1 15.4 14.7 22.3
Six or more unsatisfactory 48.7 50.0 54.4 57.4
technology elements
----------------------------------------------------------
Note: Sampling errors range � 1.8-4.0 percent.
Table III.7
Percent of Schools Reporting
Insufficient Technology Elements by
Geographic Region
Northe Midwes
Technology element ast t South West
---------------------------- ------ ------ ------ ------
Fiber optic cable 86.5 85.7 86.1 89.4
Conduits 57.2 61.5 56.0 69.0
Phone lines in instructional 59.2 60.9 62.0 61.9
areas
Modems 53.9 57.8 54.9 63.9
Networks 52.0 53.3 45.6 59.0
Phone lines for modems 51.0 55.1 54.2 61.6
Electrical wiring for 47.2 44.9 40.9 55.0
communications technology
Electric power for 33.5 34.0 30.4 42.6
communications technology
Laser disk player/VCRs 36.7 33.5 29.7 36.7
Printers 27.6 31.4 25.6 33.6
Cable TV 35.4 28.3 26.4 41.3
Computers 23.7 26.2 21.7 30.1
TVs 21.0 15.7 11.3 18.9
Six or more unsatisfactory 50.8 52.3 47.1 59.9
technology elements
------------------------------------------------------------
Note: Sampling errors range � 1.6-4.6 percent.
Table III.8
Percent of Schools Reporting
Insufficient Technology Elements by
Proportion of Students Approved for Free
or Reduced Lunch
20 to 40 to
Less less less
than than than 70 or
Technology element 20 40 70 more
---------------------------- ------ ------ ------ ------
Fiber optic cable 86.9 86.3 87.9 88.9
Conduits 59.2 60.4 64.1 62.2
Phone lines in instructional 57.9 59.9 64.3 68.2
areas
Modems 52.1 56.1 62.4 61.9
Networks 48.0 50.1 56.3 54.3
Phone lines for modems 51.7 56.2 57.4 59.5
Electrical wiring for 45.7 43.5 48.7 47.4
communications technology
Electric power for 32.2 32.0 35.5 38.1
communications technology
Laser disk player/VCRs 30.3 30.6 37.8 34.1
Printers 23.7 28.4 33.3 30.0
Cable TV 25.5 28.6 31.8 37.8
Computers 20.9 23.7 28.0 25.4
TVs 14.5 12.4 16.2 17.3
Six or more unsatisfactory 47.7 49.6 56.0 56.1
technology elements
------------------------------------------------------------
Note: Sampling errors range � 1.7-3.9 percent.
Table III. 9
Average Number of Students per Computer
by State
State Students per computer
---------------------------------- ----------------------
Alabama 16.8
Alaska 7.6
Arizona 11.9
Arkansas 12.5
California 21.1
Colorado 12.6
Connecticut 14.5
Delaware 17.7
District of Columbia 17.2
Florida 12.1
Georgia 13.4
Hawaii 15.6
Idaho 12.7
Illinois 18.9
Indiana 11.1
Iowa 10.9
Kansas 9.9
Kentucky 10.2
Louisiana 20.6
Maine 16.9
Maryland 14.9
Massachusetts 15.6
Michigan 19.9
Minnesota 10.2
Mississippi 14.5
Missouri 15.2
Montana 7.9
Nebraska 10.3
Nevada 21.4
New Hampshire 20.8
New Jersey 13.5
New Mexico 10.8
New York 15.6
North Carolina 13.4
North Dakota 8.7
Ohio 25.3
Oklahoma 13.2
Oregon 15.5
Pennsylvania 14.8
Rhode Island 21.6
South Carolina 12.4
South Dakota 9.0
Tennessee 18.7
Texas 11.4
Utah 11.7
Vermont 16.9
Virginia 12.7
Washington 13.7
West Virginia 12.9
Wisconsin 10.7
Wyoming 7.0
----------------------------------------------------------
Note: Sample errors range � 1.1-4.9 percent, except Vermont, which
was 8 percent.
DATA--FACILITIES REQUIREMENTS FOR
KEY EDUCATION REFORM AND
IMPROVEMENT ACTIVITIES
========================================================== Appendix IV
Table IV.1
Percent of Schools Reporting Meeting
"Not Well at All" Selected Functional
Requirements of Education Reform
Activities--
Small-Group Instruction, Large-Group
Instruction, Store and Display Student
Assessment Materials--by State
Small- Large- Store Display
group group student student
instruct instruct assessment assessment
State ion ion materials materials
-------------- -------- -------- ---------- ----------
Alabama 6.0 29.0 33.7 31.8
Alaska 14.5 51.0 47.2 28.6
Arizona 6.4 35.2 37.2 38.6
Arkansas 5.9 30.3 13.8 12.1
California 15.2 51.3 47.6 40.4
Colorado 4.6 37.7 25.1 23.2
Connecticut 5.3 34.1\a 26.6 19.3
Delaware 15.5\a \29.7\b 33.9\b 38.7\b
District of 5.7 30.3\a 31.1\a 21.0
Columbia
Florida 5.8 43.4 29.2 28.6
Georgia 5.6 23.3 21.2 19.7
Hawaii 2.6 36.1 39.2\a 27.7
Idaho 6.0 29.5 30.5 30.0
Illinois 13.5 46.5 32.7 35.6
Indiana 10.0 34.6 27.1 23.4
Iowa 5.8 32.8 20.4 21.4
Kansas 6.4 53.1 32.9 33.7
Kentucky 4.0 30.5 26.2 19.4
Louisiana 7.4 30.8 33.7 27.3
Maine 17.0 43.1\a 40.9\a 43.0\a
Maryland 8.3 39.3 40.6 25.8
Massachusetts 13.4 40.5\a 33.5\a 28.3
Michigan 12.6 39.4 38.1 37.5
Minnesota 6.8 37.6 28.4 26.4
Mississippi 2.3 28.3 21.7 22.8
Missouri 1.9 33.2 22.1 17.0
Montana 3.4 45.1 28.9 29.0
Nebraska 5.9 60.4 22.2 18.8
Nevada 0.3 26.7 14.2 19.7
New Hampshire 13.6 49.3\a 44.1\a 33.5\a
New Jersey 16.4 28.5 28.9 20.5
New Mexico 3.7 27.8 27.1 23.6
New York 17.9 45.1 38.0 29.1
North Carolina 5.6 26.9 27.9 26.6
North Dakota 3.5 37.0 16.0 23.2
Ohio 17.6 42.7 43.1 33.0
Oklahoma 1.6 34.6 21.6 25.2
Oregon 3.2 44.9 29.3 29.5
Pennsylvania 9.1 29.9 24.5 19.0
Rhode Island 11.3 42.9\a 37.7\a 30.0\a
South Carolina 7.2 33.3 29.7 18.9
South Dakota 9.1 29.2 26.5 20.4
Tennessee 7.5 24.9 19.4 22.3
Texas 1.5 32.1 19.0 17.4
Utah 13.9 35.3 35.2 30.9
Vermont 9.5 41.3\b 37.3\b 32.6\b
Virginia 10.0 31.9 38.3 35.8
Washington 13.9 47.1 40.7 35.7
West Virginia 19.0 49.7 40.3 38.7
Wisconsin 14.6 32.1 24.1 18.3
Wyoming 0.7 35.3\a 11.6 8.0
----------------------------------------------------------
Note: Sampling errors are less than � 11 percent unless otherwise
noted. Responses marked with a superscript "a" have sampling errors
equal to or greater than 11 percent but less than 13 percent.
Responses marked with a superscript "b" have sampling errors equal to
or greater than 13 percent but less than 16 percent. Sampling errors
may be high for state tables because they are not adjusted for finite
population correction.
Table IV.2
Percent of Schools Reporting Meeting
"Not Well at All" Selected Functional
Requirements of Education Reform
Activities--Parent Support, Social/
Health Services, Teacher Planning and
Private Areas for Counseling/Testing--
by State
Teache Private areas
Parent Social/ r for
suppor health planni counseling/
State t services ng testing
-------------- ------ ---------- ------ --------------
Alabama 30.5 41.0 10.4 20.5
Alaska 32.8 40.7 30.7 41.1
Arizona 28.8 25.5 10.9 31.2
Arkansas 11.0 11.7 4.3 8.3
California 39.1 41.4 20.8 46.0
Colorado 16.4 25.4 9.6 22.4
Connecticut 22.6 9.7 11.3 23.0
Delaware 31.6\b 34.5\b 13.7 21.0\a
District of 13.6 29.6\a 9.6 21.6\a
Columbia
Florida 24.0 23.0 15.5 25.6
Georgia 17.1 22.4 14.2 12.0
Hawaii 32.6 21.2 19.9 30.9
Idaho 15.9 28.8 12.0 19.2
Illinois 23.3 26.4 14.8 37.0
Indiana 17.8 8.9 15.2 23.9
Iowa 21.0 19.4 4.9 16.4
Kansas 21.2 24.2 13.4 30.1
Kentucky 22.4 26.8 7.8 20.1
Louisiana 24.9 26.1 12.8 32.3
Maine 34.0\a 34.6\a 14.1 23.6
Maryland 21.5 23.2 15.4 28.3
Massachusetts 20.1 23.1 13.4 26.2
Michigan 27.5 44.3 12.6 24.5
Minnesota 19.4 20.1 17.4 28.9
Mississippi 22.2 29.8 3.3 12.1
Missouri 10.4 18.9 3.6 9.6
Montana 15.8 30.7 6.1 19.5
Nebraska 23.7 24.1 13.0 29.9
Nevada 13.6 21.0 1.0 5.7
New Hampshire 37.5\a 28.3\a 28.1\a 38.2\a
New Jersey 18.5 17.4 12.2 25.6
New Mexico 13.0 25.6 9.3 26.2
New York 25.3 23.3 16.7 29.8
North Carolina 17.1 21.4 16.1 24.6
North Dakota 20.5 30.9 7.6 15.8
Ohio 30.0 31.7 17.2 31.6
Oklahoma 13.3 29.2 4.6 15.1
Oregon 30.9 39.8 13.0 18.8
Pennsylvania 14.9 15.1 10.0 15.5
Rhode Island 38.6\a 31.9\a 15.0 35.2\a
South Carolina 18.8 30.4 14.3 18.1
South Dakota 19.4 25.8 10.5 17.8
Tennessee 18.2 40.8 8.4 22.9
Texas 17.8 17.7 5.2 13.9
Utah 29.1 25.0 21.5 33.8
Vermont 22.6\a 33.5\a 21.8\b 33.9\b
Virginia 30.6 25.0 18.9 18.6
Washington 29.7 39.7 16.5 30.0
West Virginia 27.4 47.3 15.5 38.9
Wisconsin 25.2 23.9 19.9 30.2
Wyoming 6.8 18.6 1.0 17.7
----------------------------------------------------------
Note: Sampling errors are less than � 11 percent unless otherwise
noted. Responses marked with a superscript "a" have sampling errors
equal to or greater than 11 percent but less than 13 percent.
Responses marked with a superscript "b" have sampling errors equal to
or greater than 13 percent but less than 16 percent. Sampling errors
may be high for state tables because they are not adjusted for finite
population correction.
Table IV.3
Percent of Schools Reporting Meeting
"Not Well at All" Selected Functional
Requirements of Education Reform
Activities--
Laboratory Science, Library/Media
Center, Day Care, Before/After School
Care--by State
Before/
Laborato after
ry Library/ Day school
State science media center care care
-------------- -------- ------------ ------ ----------
Alabama 41.6 6.1 82.9 62.8
Alaska 61.7 31.1 89.1 63.2
Arizona 44.1 12.3 72.3 50.1
Arkansas 26.5 1.3 87.2 74.1
California 58.2 19.4 75.7 63.5
Colorado 36.6 4.8 64.8\b 45.3\a
Connecticut 43.8\a 13.3 73.2\a 53.6
Delaware 59.3\b 29.1\b 77.0\b 52.4
District of 46.1\a 12.9 46.8\b 45.9
Columbia
Florida 43.9 9.3 68.8 43.1
Georgia 38.4 0.2 64.9 43.6
Hawaii 48.9 24.6 75.9 23.7
Idaho 34.1 13.0 86.2 76.3
Illinois 46.6 18.0 79.2 69.1
Indiana 33.3 6.4 70.4 47.7
Iowa 28.9 9.2 83.5 64.3
Kansas 40.4 16.5 87.2 61.2
Kentucky 35.2 6.0 77.8 62.0
Louisiana 43.7 13.3 82.5 64.4
Maine 58.6 25.4 87.9 87.5
Maryland 45.0 15.8 57.0\a 36.9
Massachusetts 48.8\a 24.4 78.8 62.0\a
Michigan 48.6 19.0 76.4 56.5
Minnesota 45.7 12.0 73.6 50.2
Mississippi 39.1 4.8 80.5 76.3
Missouri 41.9 5.8 72.4 54.3
Montana 35.1 8.9 91.7 80.4
Nebraska 35.3 11.2 91.0 73.9
Nevada 71.8 11.5 89.9 28.8
New Hampshire 47.0\a 20.9\a 85.9 61.3\a
New Jersey 42.9\a 16.5 79.6 53.3\a
New Mexico 38.5 15.9 66.2 53.6
New York 46.1 22.4 80.0 52.5
North Carolina 38.4 7.2 69.1 33.4
North Dakota 23.7 16.0 80.9 73.0
Ohio 50.6 16.8 88.9 69.5
Oklahoma 23.9 7.0 72.2 60.5
Oregon 51.5 7.6 75.4 54.0
Pennsylvania 30.3 7.8 66.0\a 56.7\a
Rhode Island 45.9\a 26.4\a 77.9\a 63.3\a
South Carolina 47.5 1.7 83.2 63.5
South Dakota 29.2 12.0 88.0 77.5
Tennessee 43.8 7.8 79.2 52.4
Texas 25.1 9.2 73.5 50.3
Utah 40.5 24.6 75.0 74.5
Vermont 38.8\b 14.2\b 86.6 54.8\b
Virginia 40.8 13.5 88.4 56.9
Washington 51.5 15.6 75.0 67.2
West Virginia 43.1 28.4 93.9 81.1
Wisconsin 35.2 13.4 83.9 71.2
Wyoming 30.9 16.4 91.3 59.6
----------------------------------------------------------
Note: Sampling errors are less than � 11 percent unless otherwise
noted. Responses marked with a superscript "a" have sampling errors
equal to or greater than 11 percent but less than 13 percent.
Responses marked with a superscript "b" have sampling errors equal to
or greater than 13 percent but less than 16 percent. Sampling errors
may be high for state tables because they are not adjusted for finite
population correction.
Table IV.4
Percent of Schools Reporting Meeting
"Not Well at All" Selected Functional
Requirements of Education Reform
Activities by Community Type
Urban
Central fringe/ Rural/
Activity city large town small town
---------------------- -------- ------------ ----------
Small-group 12.0 9.8 7.6
instruction
Large-group 38.8 34.8 39.8
instruction
Store student 29.9 32.2 31.5
assessment materials
Display student 27.1 26.5 28.5
assessment materials
Parent support 24.2 23.3 23.1
Social/health services 27.1 24.4 28.4
Teacher planning 14.7 12.8 12.2
Private areas for 30.4 25.8 22.6
counseling/testing
Laboratory science 48.3 43.7 36.9
Library/media center 13.6 13.9 12.8
Day care 76.4 70.2 82.4
Before/after school 54.0 51.1 66.2
care
----------------------------------------------------------
Note: Sampling errors range � 1.3-3.5 percent.
Table IV.5
Percent of Schools Reporting Meeting
"Not Well at All" Selected Functional
Requirements of Education Reform
Activities by Level of School
Elemen Second Combin
Activity tary ary ed
------------------------------------ ------ ------ ------
Small-group instruction 10.5 7.0 5.6
Large-group instruction 39.3 33.9 46.9
Store student assessment materials 31.7 30.3 29.7
Display student assessment materials 27.1 28.7 28.5
Parent support 22.7 24.8 29.8
Social/health services 27.2 26.5 27.2
Teacher planning 14.0 10.5 13.8
Private areas for counseling/ 28.5 18.1 24.2
testing
Laboratory science 51.6 15.3 42.3
Library/media center 13.3 11.5 27.7
Day care 76.3 81.3 76.6
Before/after school care 53.3 73.5 67.2
------------------------------------------------------------
Note: Sampling errors range � 1.4-4.0 percent.
Table IV.6
Percent of Schools Reporting Meeting
"Not Well at All" Selected Functional
Requirements of Education Reform
Activities by Proportion of Minority
Students
20.5
5.5 to to
Less less less 50.5
than than than or
Activity 5.5 20.4 50.4 more
---------------------------- ------ ------ ------ ------
Small-group instruction 8.9 10.5 9.4 9.7
Large-group instruction 38.2 36.8 36.5 41.0
Store student assessment 30.4 30.7 32.4 32.5
materials
Display student assessment 27.3 25.6 28.4 29.0
materials
Parent support 22.2 20.7 24.8 27.0
Social/health services 25.6 24.9 27.8 31.3
Teacher planning 13.0 12.6 11.4 15.5
Private areas for 22.6 25.2 27.3 30.6
counseling/testing
Laboratory science 39.3 38.9 42.8 49.1
Library/media center 13.6 11.0 12.7 15.5
Day care 80.7 73.2 77.0 77.2
Before/after school care 63.2 52.7 57.2 58.4
------------------------------------------------------------
Note: Sampling errors range � 1.7-4.0 percent.
Table IV.7
Percent of Schools Reporting Meeting
"Not Well at All" Selected Functional
Requirements of Education Reform
Activities by Geographic Region
Northe Midwes
Activity ast t South West
---------------------------- ------ ------ ------ ------
Small-group instruction 13.8 10.7 5.5 10.5
Large-group instruction 37.4 40.7 32.3 44.5
Store student assessment 32.5 30.9 26.2 38.6
materials
Display student assessment 25.6 28.3 23.8 33.9
materials
Parent support 22.1 22.8 20.5 30.1
Social/health services 20.8 26.3 25.5 35.3
Teacher planning 14.0 13.4 10.5 16.1
Private areas for 25.3 26.8 19.6 34.1
counseling/testing
Laboratory science 42.8 41.9 36.2 50.4
Library/media center 17.8 14.0 8.7 16.0
Day care 76.9 80.9 75.7 76.4
Before/after school care 57.4 63.2 54.1 60.9
------------------------------------------------------------
Note: Sampling errors range � 1.1-4.8 percent.
Table IV.8
Percent of Schools Reporting Meeting
"Not Well at All" the Functional
Requirements of Selected Education
Reform Activities by Proportion of
Students Approved for Free or Reduced
Lunch
20 to 40 to
less less 70
Less than than or
Activity than 20 40 70 more
-------------------------- -------- ------ ------ ------
Small-group instruction 9.2 8.8 8.7 10.0
Large-group instruction 32.5 37.3 40.5 41.3
Store student assessment 29.3 31.0 31.1 34.3
materials
Display student assessment 25.8 25.0 31.3 29.3
materials
Parent support 21.3 23.8 24.6 23.0
Social/health services 20.0 26.9 32.0 30.6
Teacher planning 12.0 12.0 12.7 15.7
Private areas for 21.4 22.9 29.3 31.4
counseling/testing
Laboratory science 33.0 38.0 48.5 50.3
Library/media center 9.7 10.7 15.2 15.0
Day care 70.7 79.7 80.9 79.0
Before/after school care 54.5 60.6 61.8 59.3
------------------------------------------------------------
Note: Sampling errors range � 2.1-3.9 percent.
DATA--ENVIRONMENTAL NEEDS
=========================================================== Appendix V
Table V.1
Percent of Schools Reporting
Unsatisfactory Environmental Factors--
Lighting, Heating, Ventilation, Indoor
Air Quality--by State
Indoor
air
Lighti Heatin Ventil qualit
State ng g ation y
---------------------------- ------ ------ ------ ------
Alabama 14.7 22.0 26.1 23.2
Alaska 28.1 38.9 51.9 49.9
Arizona 15.7 19.9 29.5 19.6
Arkansas 7.5 7.9 11.9 10.0
California 31.1 24.7 28.8 21.8
Colorado 21.7\a 29.3\a 37.2\a 24.0
Connecticut 9.3 23.8 35.3\a 18.5
Delaware 9.1 25.6\b 30.3\b 26.4\b
District of Columbia 40.2\b 31.0\a 33.9\a 31.5\a
Florida 16.0 17.8 34.6 30.6
Georgia 6.9 11.8 12.4 7.7
Hawaii 7.6 6.0 26.2 20.9
Idaho 13.2 19.8 36.5 25.5
Illinois 14.2 21.0 29.2 18.6
Indiana 22.8 20.7 28.8 21.2
Iowa 9.5 11.1 24.2 17.1
Kansas 21.5 22.3 35.2 24.1
Kentucky 14.6 17.7 25.6 19.2
Louisiana 18.4 17.5 7.2 6.3
Maine 9.6 19.7 28.7 30.1
Maryland 18.0 19.2 28.8 20.5
Massachusetts 19.9 32.8 41.9\a 30.9
Michigan 12.0 16.7 25.3 15.4
Minnesota 11.9 15.0 35.5 30.1
Mississippi 8.0 10.9 9.4 8.8
Missouri 4.7 10.1 12.8 8.2
Montana 4.7 9.4 20.8 12.9
Nebraska 7.4 16.9 32.9 21.4
Nevada 15.7 21.0 22.6 20.4
New Hampshire 14.0 24.8 46.8\a 27.2\a
New Jersey 11.5 10.5 21.7 8.1
New Mexico 20.9 23.9 32.7 22.7
New York 15.8 20.9 36.5 24.1
North Carolina 17.4 14.0 23.4 17.7
North Dakota 10.7 20.1 28.6 24.0
Ohio 13.9 24.9 33.3 18.6
Oklahoma 16.2 18.7 20.6 16.8
Oregon 25.8 27.4 40.1 27.0
Pennsylvania 11.0 17.1 23.3 12.4
Rhode Island 25.4 25.8 28.9 29.8\a
South Carolina 7.2 13.0 18.3 18.8
South Dakota 9.5 15.1 25.7 19.9
Tennessee 8.3 17.1 19.2 16.0
Texas 13.0 14.2 16.4 12.3
Utah 14.1 21.9 34.1 20.9
Vermont 10.5 22.7\a 32.2\a 25.4\a
Virginia 14.4 16.6 21.7 19.8
Washington 24.0 30.4 41.9 32.4
West Virginia 23.9 34.1 46.5 31.3
Wisconsin 9.6 13.9 20.5 13.3
Wyoming 5.0 11.2 24.1 15.4
------------------------------------------------------------
Note: Sampling errors are less than � 11 percent unless otherwise
noted. Responses marked with a superscript "a" have sampling errors
equal to or greater than 11 percent but less than 13 percent.
Responses marked with a superscript "b" have sampling errors equal to
or greater than 13 percent but less than 14.3 percent. Sampling
errors may be high for state tables because they are not adjusted for
finite population correction.
Table V.2
Percent of Schools Reporting
Unsatisfactory Environmental Factors--
Acoustics, Flexibility, Physical
Security--by State
Physic
al
Acoust Flexib securi
State ics ility ty
------------------------------------ ------ ------ ------
Alabama 32.8 47.6 35.7
Alaska 32.4 55.5 27.4
Arizona 26.4 52.6 25.3
Arkansas 17.5 42.4 21.2
California 34.2 70.4 41.2
Colorado 21.9 46.5\a 13.3
Connecticut 28.4\a 48.4\a 22.3
Delaware 19.3\a 48.6\b 22.3\a
District of Columbia 51.8\b 52.4\b 37.3\a
Florida 28.0 56.6 33.7
Georgia 11.9 36.2 16.8
Hawaii 37.7 54.1\a 39.7
Idaho 35.4 53.8 22.5
Illinois 29.1 55.4 23.6
Indiana 33.0 55.4 18.4
Iowa 28.2 55.3 24.1
Kansas 30.3 56.6 21.9
Kentucky 26.4 50.5 21.0
Louisiana 27.5 53.4 29.6
Maine 42.6\a 58.4\a 33.3\a
Maryland 19.6 23.1 13.4
Massachusetts 41.3\a 51.2\a 27.9
Michigan 31.0 47.2 20.2
Minnesota 20.7 55.6 27.5
Mississippi 22.0 41.2 28.2
Missouri 22.5 43.2 14.5
Montana 22.9 50.6 18.0
Nebraska 26.1 46.8\a 21.3
Nevada 7.6 53.5 13.7
New Hampshire 43.8\a 68.8\a 21.6
New Jersey 30.3 60.6\a 19.8
New Mexico 32.1 60.5 24.1
New York 30.0 64.9 21.2
North Carolina 29.5 59.0 21.8
North Dakota 32.8 41.3 18.1
Ohio 39.6 70.6 23.5
Oklahoma 27.3 48.8 26.6
Oregon 31.8 72.2 28.7
Pennsylvania 16.7 42.0\a 12.8
Rhode Island 38.6\a 63.7\a 34.7\a
South Carolina 22.7 53.8 24.6
South Dakota 23.6 38.5 11.2
Tennessee 21.5 48.6 27.9
Texas 21.3 43.7 18.3
Utah 17.8 52.2 16.1
Vermont 22.9\a 47.4\b 22.8\b
Virginia 24.0 37.5 20.6
Washington 39.7 64.8 34.6
West Virginia 44.0 68.7 34.4
Wisconsin 19.7 52.5 18.8
Wyoming 17.7 52.6 21.9
------------------------------------------------------------
Note: Sampling errors are less than � 11 percent unless otherwise
noted. Responses marked with a superscript "a" have sampling errors
equal to or greater than 11 percent but less than 13 percent.
Responses marked with a superscript "b" have sampling errors equal to
or greater than 13 percent but less than 16 percent. Sampling errors
may be high for state tables because they are not adjusted for finite
population correction.
Table V.3
Percent of Schools Reporting
Unsatisfactory Environmental Factors by
Community Type
Cent
ral Urban fringe/ Rural/
Environmental factor city large town small town
---------------------- ---- ---------------- ----------
Lighting 20.4 17.3 11.4
Heating 22.8 19.0 17.0
Ventilation 31.5 28.2 23.6
Indoor air quality 22.5 19.0 17.2
Acoustics for noise 31.6 26.3 26.8
control
Flexibility 59.7 50.8 52.0
Physical security 26.5 22.8 23.5
----------------------------------------------------------
Note: Sampling errors range � 1.6-3.5 percent.
Table V.4
Percent of Schools Reporting
Unsatisfactory Environmental Factors by
Level of School
Elemen Second Combin
Environmental factor tary ary ed
------------------------------------ ------ ------ ------
Lighting 16.3 13.8 15.0
Heating 18.8 20.6 18.6
Ventilation 26.4 29.2 27.0
Indoor air quality 19.1 19.4 21.8
Acoustics 28.3 26.8 32.2
Flexibility 54.9 51.5 51.4
Physical security 22.9 27.4 28.8
------------------------------------------------------------
Note: Sampling errors range � 1.7-3.9 percent.
Table V.5
Percent of Schools Reporting
Unsatisfactory Environmental Factors by
Proportion of Minority Students
20.5
5.5 to to
Less less less 50.5
than than than or
Environmental factor 5.5 20.4 50.5 more
---------------------------- ------ ------ ------ ------
Lighting 12.1 14.3 16.0 22.9
Heating 17.7 18.1 18.7 23.7
Ventilation 25.6 25.4 27.4 31.4
Indoor air quality 17.5 17.6 20.4 22.9
Acoustics 27.7 25.1 26.8 32.8
Flexibility 50.8 52.3 55.3 60.1
Physical security 21.6 21.3 22.7 33.3
------------------------------------------------------------
Note: Sampling errors range � 1.8-3.9 percent.
Table V.6
Percent of Schools Reporting
Unsatisfactory Environmental Factors by
Geographic Region
Northe Midwes
Environmental factor ast t South West
---------------------------- ------ ------ ------ ------
Lighting 13.8 12.8 13.7 23.8
Heating 20.3 18.2 16.3 24.3
Ventilation 31.4 27.8 20.9 32.3
Indoor air quality 19.9 18.4 16.8 23.5
Acoustics 29.6 29.3 24.4 30.9
Flexibility 55.7 54.2 47.0 62.8
Physical security 21.1 21.2 23.9 31.4
------------------------------------------------------------
Note: Sampling errors range � 1.8-4.5 percent.
Table V.7
Percent of Schools Reporting
Unsatisfactory Environmental Factors by
Proportion of Students Approved for Free
or Reduced Lunch
20 to 40 to
Less less less
than than than 70 or
Environmental factor 20 40 70 more
---------------------------- ------ ------ ------ ------
Lighting 14.3 13.2 15.8 19.1
Heating 18.9 15.5 20.6 22.1
Ventilation 26.1 23.5 28.3 30.6
Indoor air quality 15.8 15.9 22.6 22.6
Acoustics 24.1 27.0 29.4 32.8
Flexibility 49.0 53.5 59.0 57.4
Physical security 19.4 18.8 25.9 30.0
------------------------------------------------------------
Note: Sampling errors range � 2.3-3.8 percent.
Figure V.1: Percent of Schools
With Air-Conditioning in
Classrooms by State
(See figure in printed
edition.)
TECHNICAL APPENDIX
========================================================== Appendix VI
SCOPE AND METHODOLOGY OVERVIEW
-------------------------------------------------------- Appendix VI:1
To determine the extent to which America's 80,000 schools have the
physical capacity to support 21st century technology and education
reform for all students, we surveyed a national sample of public
schools and their associated districts and augmented the surveys with
visits to selected school districts. We used various experts to
advise us on the design and analysis of this project. (See app. I.)
We sent the surveys to a nationally representative sample of about
10,000 public schools in over 5,000 associated school districts. For
our sample, we used the public school sample for the Department of
Education's 1993-94 Schools and Staffing Survey (SASS), which is a
multifaceted, nationally representative survey sponsored by the
National Center for Educational Statistics (NCES) and administered by
the Bureau of the Census.
We asked about the physical condition of schools and how well schools
could meet selected functional requirements of education reform, such
as having space for small- and large-group instruction or science
laboratories. We also asked officials if their schools had
sufficient data, voice, and video technologies and infrastructure to
support these technologies. A list of the relevant survey items
appears in appendix II.\18
We directed the survey to those officials who are most knowledgeable
about facilities--such as facilities directors and other central
office administrators of the districts that housed our sampled
schools. Our analyses are based on responses from 78 percent of the
schools sampled and 75 percent of the associated districts. Analyses
of nonrespondent characteristics showed them to be similar to
respondents. Findings from the survey have been statistically
adjusted (weighted) to produce estimates that are representative at
national and state levels. All data are self-reported, and we did
not independently verify their accuracy.
In addition, we visited 41 schools in 10 selected school districts
varying in location, size, and minority composition to augment and
illustrate our survey results. We also reviewed the literature on
education reform, including the relationship between environmental
conditions and student learning. We conducted our study between
January 1994 and March 1995 in accordance with generally accepted
government auditing standards.
--------------------
\18 A full copy of the questionnaire appears in the first report in
this series, School Facilities: Condition of America's Schools
(GAO/HEHS-95-61, Feb. 1, 1995).
SCHOOL AND DISTRICT SURVEYS
-------------------------------------------------------- Appendix VI:2
For our review of the physical condition of America's schools, we
wanted to determine physical condition as perceived by the most
knowledgeable school district personnel. To accomplish this, we
mailed school and district questionnaires to superintendents of
school districts associated with a nationally representative sample
of public schools. We asked the superintendents to have district
personnel, such as facilities directors who were very familiar with
school facilities, answer the questionnaires. The questionnaires
gathered information about (1) the physical condition of schools; (2)
costs of bringing schools into good overall condition, which we
defined as needing only routine maintenance or minor repairs; and (3)
how well schools could meet the functional requirements of education
programs. For our school sample, we used the sample for the 1993-94
SASS.
SAMPLING STRATEGY
-------------------------------------------------------- Appendix VI:3
The 1993-94 SASS sample is designed to give several types of
estimates, including both national and state-level estimates. It is
necessarily a very complex sample. Essentially, however, it is
stratified by state and grade level (elementary, secondary, and
combined). It also has separate strata for schools with large Native
American populations and for Bureau of Indian Affairs schools. A
detailed description of the sample and discussion of the sampling
issues is contained in NCES' technical report on the 1993-94 SASS
sample.\19
--------------------
\19 Robert Abramson et al., 1993-94 Schools and Staffing Survey:
Sample Design and Estimation, NCES (available in July 1995).
SURVEY RESPONSE
-------------------------------------------------------- Appendix VI:4
We mailed our questionnaires to 9,956 sampled schools in 5,459
associated districts across the country in May 1994. We did a
follow-up mailing in July 1994 and again in October 1994. After each
mailing, we telephoned nonresponding districts to encourage their
responses. We accepted returned questionnaires through early January
1995.
Of the 9,956 schools in the original sample, 393 were found to be
ineligible for our survey.\20 Subtracting these ineligible schools
from our original sample yielded an adjusted sample of 9,563 schools.
The number of completed, usable school questionnaires returned was
7,478. Dividing the number of completed, usable returns by the
adjusted sample yielded a school response rate of 78 percent. Of the
5,459 associated districts in the original sample, 28 were found to
be ineligible for our survey mainly because they were no longer
operating. Subtracting these ineligible districts from our original
sample of 5,459 associated districts yielded an adjusted district
sample of 5,431 districts. The number of completed, usable district
questionnaires returned was 4,095. Dividing the number of completed,
usable returns by the adjusted district sample yielded a district
response rate of 75 percent.\21
We compared school and district nonrespondents with respondents by
urbanicity, location, state, race and ethnicity, and poverty. There
were few notable differences between the groups. On the basis of
this information, we assumed that our respondents did not differ
significantly from the nonrespondents.\22 Therefore, we weighted the
respondent data to adjust for nonresponse and yield national and
state-level estimates.
--------------------
\20 Reasons for ineligibility included school no longer in operation,
entity not a school, private rather than public school, and
post-secondary school only.
\21 Detailed sample and response information for each sample stratum
is available upon request from GAO. See appendix VIII for
appropriate staff contacts.
\22 We did not poll nonrespondents, so we have no way to verify this
assumption.
SAMPLING ERRORS
-------------------------------------------------------- Appendix VI:5
All sample surveys are subject to sampling error, that is, the extent
to which the results differ from what would be obtained if the whole
population had received the questionnaire. Since the whole
population does not receive the questionnaire in a sample survey, the
true size of the sampling error cannot be known. However, it can be
estimated from the responses to the survey. The estimate of sampling
error depends largely on the number of respondents and the amount of
variability in the data.
For this survey, sampling errors for all school-level estimates at
the national level is estimated to be � 2 percent or less at the
95-percent confidence level. Sampling errors for school-level
estimates at the state level are generally within � 10 percent at the
95-percent confidence level. Sampling errors for a few state-level
estimates may go as high as � 12-15 percent. These are indicated on
the tables in the appendixes. Sampling errors for district-level
estimates are not available. With the exception of the information
on recent bond issues passed by districts, all estimates discussed in
this report are school-level estimates at national or state-levels.
NONSAMPLING ERRORS
-------------------------------------------------------- Appendix VI:6
In addition to sampling errors, surveys are also subject to other
types of systematic error or bias that can affect results. This is
especially true when respondents are asked to answer questions of a
sensitive nature or inherently subject to error. Lack of
understanding of the issues can also result in systematic error.
Bias can affect both response rates and the way that respondents
answer particular questions. It is not possible to assess the
magnitude of the effect of biases, if any, on the results of a
survey. Rather, possibilities of bias can only be identified and
accounted for when interpreting results. This survey had two major
possible sources of bias: (1) bias inherent in all self-ratings or
self-reports and (2) sensitivity of compliance issues.
Bias inherent in self-ratings may impact results of this survey in
two major areas. First, the self-ratings or self-reports of
technological sufficiency may be overly optimistic for several
reasons. In our analyses, we included as "sufficient" responses that
indicated moderate and somewhat sufficient capability as well as very
sufficient capability. This could indicate a wide range of
sufficiency, including some responses that are very close to "not
sufficient." In addition, our analyses showed that without any
objective standards with which to anchor their responses, schools
indicating "sufficient" computers had computer/student ratios that
ranged from 1:1 to 1:292 (a median of 1:11) for those schools that
had computers. About 300 schools that indicated they had no
computers for instructional use said that was sufficient. (See table
III.9 for more details.) Finally, technology experts who regularly
consult with school systems report that the level of knowledge among
school administrators and staff of possible use and application of
technology in schools is low--further increasing the likelihood that
these sufficiency estimates are overly optimistic.
Second, assessing the physical condition of buildings is a very
complex and technical undertaking. Moreover, many facilities
problems, particularly the most serious and dangerous, are not
visible to the naked eye. Further, any dollar estimates made of the
cost to repair, retrofit, upgrade, or renovate are just that,
estimates, unless the school has recently completed such work. The
only way school officials actually know what such work costs is to
put it out for bid. Even then, cost changes may occur before the
contracted work is completed. Therefore, estimates and evaluations
reported are subject to inaccuracies.
A second kind of bias that may occur results from the sensitivity of
compliance issues. In this case, our interest in securing
information related to compliance with federal mandates, life-safety
codes, and physical security put us in a highly sensitive area. For
example, respondents may perceive that accurately reporting problems
in providing access for disabled students could make the school
vulnerable to lawsuits, despite assurances of confidentiality.
Consequently, in sensitive areas schools may tend toward
underreporting or making conservative estimates.
In general, survey results were consistent with what we saw in our
site visits.
SITE VISITS
-------------------------------------------------------- Appendix VI:7
To illustrate and augment our survey results, we conducted site
visits in 10 districts: Chicago, Illinois; Grandview, Washington;
Montgomery County, Alabama; New Orleans, Louisiana; New York, New
York; Pomona, California; Ramona, California; Raymond, Washington;
Richmond, Virginia; and Washington, D.C. Selected to represent key
variables, they varied in location, size, and ethnic composition.
During these site visits, we interviewed central office staff, such
as district superintendents, facilities directors, and business
managers; and school staff, such as principals and teachers. We
asked the central office staff about their district demographics,
biggest facilities issues, facilities financing, assessment,
maintenance programs, resources, and barriers to reaching facilities
goals.
In addition, in each district we asked district officials to show us
examples of "typical," "best," and "worst" schools and verified
reliability of these designations with others. In some small
districts, we visited all schools. We spoke with administration and
staff in the schools we toured. We asked the school staff about
their school's condition, repair and renovation programs, and
facilities needs for educational programs.
CLASSIFICATION VARIABLES
-------------------------------------------------------- Appendix VI:8
COMMUNITY TYPE
------------------------------------------------------ Appendix VI:8.1
CENTRAL CITY
---------------------------------------------------- Appendix VI:8.1.1
A large central city (a central city of a Standard Metropolitan
Statistical Area (SMSA)) with population greater than or equal to
400,000 or a population density greater than or equal to 6,000 per
square mile ) or a mid-size central city (a central city of an SMSA
but not designated a large central city).
URBAN FRINGE/LARGE TOWN
---------------------------------------------------- Appendix VI:8.1.2
Urban fringe of a large or mid-size central city (a place within an
SMSA of a large or mid-size central city and defined as urban by the
Bureau of the Census) or a large town (a place not within an SMSA but
with a population greater than or equal to 25,000 and defined as
urban by the Bureau of the Census).
RURAL/SMALL TOWN
---------------------------------------------------- Appendix VI:8.1.3
Rural area (a place with a population of less than 2,500 and defined
as rural by the Bureau of the Census) or a small town (a place not
within an SMSA, with a population of less than 25,000 but greater
than or equal to 2,500 and defined as urban by the Bureau of the
Census).
SCHOOL LEVEL
------------------------------------------------------ Appendix VI:8.2
ELEMENTARY
---------------------------------------------------- Appendix VI:8.2.1
A school that had grade six or lower or "ungraded" and no grade
higher than eighth.
SECONDARY
---------------------------------------------------- Appendix VI:8.2.2
A school that had no grade lower than the seventh or "ungraded" and
had grade seven or higher.
COMBINED
---------------------------------------------------- Appendix VI:8.2.3
A school that had grades higher than the eighth and lower than the
seventh.
MINORITY ENROLLMENT
------------------------------------------------------ Appendix VI:8.3
The percentage of students defined as minority using the following
definition for minority: American Indian or Alaskan Native; Asian or
Pacific Islander; Hispanic, regardless of race (Mexican, Puerto
Rican, Cuban, Central or South American, or other culture or origin);
Black (not of Hispanic origin).
GEOGRAPHIC REGION
------------------------------------------------------ Appendix VI:8.4
NORTHEAST
---------------------------------------------------- Appendix VI:8.4.1
Maine, New Hampshire, Vermont, Massachusetts, Rhode Island,
Connecticut, New York, New Jersey, Pennsylvania.
MIDWEST
---------------------------------------------------- Appendix VI:8.4.2
Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa,
Missouri, North Dakota, South Dakota, Nebraska, Kansas.
SOUTH
---------------------------------------------------- Appendix VI:8.4.3
Delaware, Maryland, District of Columbia, Virginia, West Virginia,
North Carolina, South Carolina, Georgia, Florida, Kentucky,
Tennessee, Alabama, Mississippi, Arkansas, Louisiana, Oklahoma,
Texas.
WEST
---------------------------------------------------- Appendix VI:8.4.4
Montana, Idaho, Wyoming, Colorado, New Mexico, Arizona, Utah, Nevada,
Washington, Oregon, California, Alaska, Hawaii.
PROPORTION OF STUDENTS
RECEIVING FREE OR REDUCED
LUNCH
------------------------------------------------------ Appendix VI:8.5
Calculation based on survey question 4 ("What was the total number of
Full Time Equivalent (FTE) students enrolled in this school around
the first of October 1993?") and survey question 25 ("Around the
first of October 1993, how many applicants in this school were
approved for the National School Lunch Program?").
STUDENT/COMPUTER RATIO
------------------------------------------------------ Appendix VI:8.6
Calculation based on survey question 4 ("What was the total number of
Full Time Equivalent (FTE) students enrolled in this school around
the first of October 1993?") and question 18 ("How many computers for
instructional use does this school have?").
DATA SUPPORTING FIGURES IN THE
REPORT
========================================================= Appendix VII
Table VII. 1
Data for Figure V.1--Percent of Schools
With Air-Conditioning in Classrooms--by
State
Percent of schools with air-
State conditioning in classrooms
---------------------------- ----------------------------
Alabama 97.8
Alaska 4.9
Arizona 68.2
Arkansas 95.9
California 67.2
Colorado 28.5
Connecticut 21.7
Delaware 42.0\b
District of Columbia 47.4\a
Florida 97.8
Georgia 92.9
Hawaii 18.1
Idaho 26.0
Illinois 26.8
Indiana 53.5
Iowa 22.0
Kansas 63.1
Kentucky 92.3
Louisiana 96.0
Maine 2.0
Maryland 55.3
Massachusetts 11.8
Michigan 18.9
Minnesota 19.2
Mississippi 97.3
Missouri 51.1
Montana 13.4
Nebraska 37.9\a
Nevada 70.1
New Hampshire 00.0
New Jersey 21.8
New Mexico 70.4
New York 10.2
North Carolina 87.8
North Dakota 18.1
Ohio 15.6
Oklahoma 94.5
Oregon 17.0
Pennsylvania 28.9
Rhode Island 5.8
South Carolina 100.0
South Dakota 10.9
Tennessee 95.2
Texas 98.4
Utah 34.4
Vermont 1.4
Virginia 77.8
Washington 31.8
West Virginia 58.1
Wisconsin 25.7
Wyoming 13.4
----------------------------------------------------------
Note: Sampling errors are less than � 11 percent unless otherwise
noted. Responses marked with a superscript "a" have sampling errors
equal to or greater than 11 percent but less than 13 percent.
Responses marked with a superscript "b" have sampling errors equal to
or greater than 13 percent but less than 14.2 percent.
GAO CONTACTS AND STAFF
ACKNOWLEDGMENTS
======================================================== Appendix VIII
GAO CONTACTS
Eleanor L. Johnson, Assistant Director, (202) 512-7209
Ella Cleveland, Project Manager, (202) 512-7066
Kathleen Ward, Senior Analyst, (313) 256-8078
STAFF ACKNOWLEDGMENTS
D. Catherine Baltzell, Supervisory Social Science Analyst
Nancy Kintner-Meyer, Evaluator
Deborah L. McCormick, Senior Social Science Analyst
Edna M. Saltzman, Subproject Manager
Diane E. Schilder, Senior Evaluator