School Siting

Noreen C. McDonald

Journal of the American Planning Association, 2010, vol. 76, issue 2, 184-198

Abstract: Problem: The United States is embarking on an unprecedented era of school construction even as debate continues over where schools should be located and how much land they should occupy. Purpose: My three goals for this study were to trace the evolution of school siting standards, to explain the factors currently influencing school facility location decisions, and to identify what local and regional planners could contribute to school siting decisions. Methods: I reviewed the land use planning and educational facilities literatures on school siting and conducted in-depth interviews with school facility planners from 10 counties in Maryland and northern Virginia to assess their perspectives on the school planning process. Results and conclusions: I discovered that different groups use very different definitions of community school . Smart growth proponents advocate community schools that are small and intimately linked to neighborhoods, while school facility planners expect community schools to meet the needs of entire localities. I recommend that individual communities consider the tradeoffs associated with different school sizes and make choices that meet local preferences for locations within walking distance of students, potential for sports fields, school design, and connections to neighborhoods. State school construction and siting policies should support flexibility for localities. Takeaway for practice: Local and regional planners should work with school facility planners to conduct exercises and charettes to help each community determine how to realize its own vision of community schools. Research support: The School of Architecture at the University of Virginia and the Department of City and Regional Planning at the University of North Carolina at Chapel Hill supported this research.

Date: 2010
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DOI: 10.1080/01944361003595991

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