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ED 033 55E EF 003 651

TITLF Proposed Capital Program 1970-1975, the School District of Philadelphia. INSTITUTION Philadelphia School District, Pa. Pub Date [69] Note 109p.; Prepared by the Superintendent and staff of the School District for the period July 1, 1969 to June 30, 1975 and submitted to the Board of Education for presentation to the public fcr review. Available from School District of Philadelphia, Office of Informational Services, Rcom 224, Administration Puilding, 21st St. South of the Parkwy, Philadelphia, Pa. 19103

EDES Price EDRS Price MF-0.50 HC-$5.55 Descriptors Budgets, Capital Outlay (for Fixed Assets), *Construction Programs, Educational Eccncmics, *Educational Finance, *Facility Expansion, *Financial Support, School Construction, *School Planning

Abstract This report presents the School District of Philadelphia's lcng-range plan for school facilities and, based upon it, a capital program for the fiscal years 1970 through 1975. Present conditions are reviewed, citing the "facility gap" and indicating future needs. The plan for school facilities is presented specifying--(1) the educational basis of the plan,(2) physical planning standards,(3) the design of school buildings, (4) the elements of the plan, (5) desegregF.tion aspects, and (6) community renewal aspects. The capital program is then described in regard tc--(1) general fiscal policies, (2) carrying cut the program,(3) targets for accomplishment, (4) project descriptions, and (5) the project funding schedule. (FS) a PROPOSED CAApiTAL ° °GHANA 1y0 1975THE SCHOOL DISTRICT OF PHILADELPHIA

U.S. DEPARTMENT Ot HEALTH. EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT.POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

PREPARED BY THE SUPER INTENDENT AND STAFF OF THE SCHOOLDISTRICT FOR THE PERIOD JULY 1, 1969 TO JUNE30,1975 AND SUBMITTED TO THE BOARDOF EDUCATION FOR PRESENTATION TO THE PUBLIC FORREVIEW

MEMBERS OF THE RICHARDSON DILWORTH, ESQ., President BOARD OF EDUCATION REV. HENRY H. NICHOLS, Vice President WILLIAM GOLDMAN GERALD A. GLEESON,JR., ESQ. MRS. ALBERT M. GREENFIELD GEORGE HUTT JONATHAN E. RHOADS, M.D. WILLIAM ROSS ROBERT M. SEBASTIAN, ESQ. DR. MARK R. SHEDD, Superintendent of Schools,Secretary and Treasurer

Of E EXECUTIVE DR. MAR K R. SHEDD, Superintendent of Schools CABINET ROBERT L. POINDEXTER, Executive DeputySuperintendent of Schools DR. BERNARD C. WATSON, Deputy Superintendentfor Planning DAVID A. HOROWITZ, Deputy Superintendent for instruction HARRY M. PER KS, Deputy Superintendent forAdministrative Services

IAN. 734.0

*Ns Administration Building, 21st Street South of the Parkway -11/c1 of Philadelphia, Pennsylvania 19103, Phone 215-448-3000 CREDITS SCHOOL DISTRICT STAFF PRIMARILY RESPONSIBLE FOR DEVELOPMENT OF 1970-75 CAPITAL PROGRAM

OFFICE OF MICHAEL P. MARCASE, Associate Superintendent SCHOOL FACILITIES HAROLD W. FREEMAN, Director of School Planning WALTER E. AR RISON, Assistant Director, School Facilities

OFFICE OF FINANCE MARIO NASCATI, Assistant Director, Capital Budget and Subsidies ALFRED C. KEIL, Chief of Capital Budget

OFFICE OF MARCIA J. ROGERS, Programming Specialist PLANNING MRS. CAROLE SCHOENBACH, Development Coordinator COURT DASPIT, Development Coordinator

OFFICE OF RESEARCH DR. JOHN L. HAYMAN, JR., Executive Director AND EVALUATION DANIEL R. FASCIONE, Director, for Administrative and Survey Research WILLIAM P. HERRON, Research Associate for Population Studies

Consultants to Division of Administrative and Survey Research on Layout and Graphics SYLVIA A. BAR KAN EDITH JAFFY KAPLAN PHOTOGRAPHY CHARLES TREEN, Office of Instructional Services

The District Superintendents contributed significantly to the development of this Capital Program.

Copies of this report are available from the Office of Informational Services. Inquiries should be directed to that office, Room 224, telephone 448-3491.

Printed by Louis Neibauer Co., Inc. CD CO CD -,-...

C4 Letter from This report presents myrecommendations for a Capital Program for the School District ofPhiladelphia for the years the Superintendent 1970-1975, including the Capital Budgetfor the fiscal year beginning July 1,1969 and endingJune 30, 1970. to the President In transmitting this proposal to youI would like to point out and Members that we are beginning to feel tangibleresults of our Capital of the Board Programs during the last several years,both in reduced of Education overcrowding and in improved learningenvironments for the children in our charge. Under yourleadership, we have opened seven more new schools andhave completed 18 additions or major alterations toexisting buildings in the current year. Another17 schools and 12 school additions are Respectfully now underconstruction; many serviceable facilitiesin all submitted administrative districts are also beingrenovated and improved. Mark R. Shedd As you know, we have been able to make this progress only with the assistance of Philadelphia voters, who in the last three years have indicated their support of our schoolbuilding aims by their votes to increase our borrowing capacity and to approve sizable bond issues. The 1970 Capital Budget again depends on citizen support of a bond issue.

The proposed six-year program provides notonly for the construction of new and expanded facilities togreatly reduce overcrowding throughout the city, but also for adrastic further reduction of the number ofold, non-fire-resistant schools. Despite the financial problems that havebeset us, we feel that a continuation of the progressachieved in previous Capital Programs is absolutely necessary. Allpossible steps must be taken to find new sourcesof both capital and operating funds so that we can build and expandurgently needed schools, and staff and operate them whilecontinuing our efforts to improvethe quality of education for all children.

On behalf of theadministration of theSchool District of Philadelphia, I urge you toadopt this programand I pledge our completesupport in meetingits vital objectives. Table of Contents

Page

LETTER FROM THESUPERINTENDENT 3 INDEX OF CAPITAL PROGRAMPROJECTS 6 1INTRODUCTION AND SUMMARY 9 ILLUSTRATIONS 15 2PRESENT CONDITIONS ANDFUTURE NEEDS33 33 SUMMARY OF PRESENT CONDITIONS 33 Age and Condition of ExistingSchools 33 Lack of Specialized Facilitiesand Open Space 33 Overcrowding 34 Racial Distribution and Changein Existing Schools 34 THE FACILITY GAP 35 Feeder Patterns 35 School Capacities 36 Enrollment Projections 37 Area-by-Area Comparison ofExpected Enrollments and Planned Capacities 3THE PLAN FOR SCHOOLFACILITIES 41 41 THE EDUCATIONAL BASISOF THE PLAN 41 Lower Schools 41 Middle Schools 42 High Schools 42 PHYSICAL PLANNING STANDARDS 43 THE DESIGN OF SCHOOLBUILDINGS 43 The House Plan 43 Design Criteria 46 THE ELEMENTS OF THE PLAN 46 Lower Schools 47 Middle Schools 47 High Schools 47 Community Schools 47 Magnet Schools 48 Facilities for Handicapped Children 48 Intensive Learning Center 48 Athletic Facilities 48 Instructional Materials Centers(Libraries) 49 Alterations and Improvements 51 The Education Park 52 Other Planning Studies 53 Administrative Facilities 53 Space-Stretching 54 THE PLAN ANDDESEGREGATION 55 THE PLAN ANDCOMMUNITY RENEWAL

s 4THE CAPITAL PROGRAM JULY 1, 1969 TO JUNE30, 1975 58 60 GENERAL FISCALPOLICIES 60 Debt Policy 60 Project Subsidies 60 Cost Factors 61 Components ofTotal Cost 61Consolidation of Past Budgets 61 GETTINGTHE JOB DONE 61 TheConstruction Industry and ProgramAdministration I the Operating Budget 61The Effect of the Program upon 62 Site Selection L ndLand Acquisition 62 Making theNew Schools WorkEffectively 62 TARGETS FORACCOMPLISHMENT 65 PROJECT DESCRIPTIONS 94 PROJECT FUNDINGSCHEDULE THE CAPITAL BUDGET AND CAPITAL PROGRAM

Tables

Existing Schools Building Projects Plannedfor the 1970-1975 c Capital Program o January 1, 1963 003 T.;o Building Projects Completed 0 u)Q.) to June 30, 1969 34 Table 1 Overcrowded Schools Number and Percent, by District and SchoolLevel Lower (Elementary) School 35Table 2 Classroom Capacity by Type, / . 37Table 3 Expected Enrollments Standards 43Table 4 Present and Proposed New Site Spaces 46Table 5 Capacities of Various Instructional 58Table 6 Borrowing Capacity, LoanAuthorization V 0 Available for Appropriation,and Debt Service the Operating Budget 62 Table 7 Impact of the Capital Program on 63Table 8 Targets for Accomplishment V 1 64Table 9 Schools under Construction/

I Schools under Study andDesign, 1968-1969

Illustrations

Examples of the house plan areshown on page 44. . Photographs of new schools andaddition projects completed in the last year are on pages2, 8, V 39, 40, 50, 56, 57, 81, and93. All other illustrations(maps and charts) appear on Pages 17 to 31,and are listed on Page 15. See ERRATA, page 104.

5 Index of CapitalProgram Projects

--6 g :62 NEW SCHOOLS LOWER 2 8 NEWSCHOOLS HIGH '- 8a. c a. ts 47."Sa c 68 94135Longstreth 66 94103 West Philadelphia UniversityCity 68 94138 Morton 66 94104 West Philadelphia Area 68 94145 Samuel H. Daroff 66 94105 Eastwick 94149 Owen J. Roberts 70 94204 North Philadelphia Area 68 69 94150 J. Barry 70 94205 Christopher Columbus 69 94192 Cary 70 94207 South of Vine Street 69 94193 T. B. Read 74 96403 West of Schuylkill River 71 94226 Childs CommunitySchool 78 96502 Vicinity Edison High School 71 94233 Bache 78 96503 William Penn 72 94250 Eugene V. Alessandroni 78 96504 Vicinity Kensington HighSchool 76 96429 Hanna 82 98606 Northwest 76 96437 Overbrook 84 98708 Between Olney &Frankford High Schools 77 96438 T. M. Peirce 87 100807 Northeast Philadelphia Area 77 96442 Walton 87 100808 To Serve District 8 77 96444 Lehigh NEW SCHOOLS MIDDLE 79 96526 Elkin 79 96533 Hunter 79 96535 McKinley 67 94114 Jeannette MacDonald 79 96537 Moffet 67 94115 George W. Pepper 80 98541 Sheppard 67 94117Dr. John P. Turner 80 98546 2nd & Berks Vicinity 67 94121West Philadelphia Area 83 98637 Upper Roxborough 70 94214 Fairmount Area 84 98639 Steel 71 94215 To Serve District 2 84 98646 West Oak Lane Area 72 96312 Stoddart 85 98732 Howe 74 96 415 Connie Mack 98733 Lawton 74 96 416 North of DiamondStreet 85 86 98740 Olney 75 96417 James L. McDevitt 86 98748 Wright-Muhr 75 96418 Betsy Ross 89 100855 To Serve District 8 75 96419 Parkside Area 75 96420 West of Schuylkill River ADDITIONS HIGH 76 96421South of Lehigh Avenue 76 96422 Tioga Area 66 94101 Bartram 78 96514 East of Broad Street 80 98601Central 79 96515 Vicinity of 2nd & BerksStreets 82 98603 Roxborough 82 98612 West Mt. Airy Area 84 98701Frankford 82 98614 Clarence Pickett 83 98615 AWbury Tract JUNIOR HIGH ADDITIONS 83 98616 West Oak Lane Area AND MIDDLE Area 83 98617East Falls-Manayunk-Roxborough 67 94112 Sulzberger Jr. High 85 98712 East Oak Lane Area 84 98710 Cooke Jr. High 85 98713 Logan Area 100813 Austin Meehan ELEMENTARY 87 ADDITIONS 87 100815 Between Washington & AND LOWER Northeast High Schools 68 94132 Holmes, O. W. 88 100816 To Serve District 8 69 94153 Bryant 88 100817 To Serve District 8 88 100818 Somerton Area

6 71 94214Poe 90100 060Athletic Facilities 72 94245Stanton 90100 070Administrative Facilities 72 94251Bregy 91100 090Capital Program Administration Cost 73 96326Hawthorne 73 96330Kearny NEW SCHOOLS PROPOSED FOR INITIAL 73 96342Spring Garden FUNDING AFTER JUNE 30, 1975 73 96344Taggart 74 96347Wister, M. C. HIGH SCHOOL 77 96443Whittier 80 98549Brown, H. A. 91 106To Serve District 1 83 98630Logan 85 98727Finletter MIDDLE SCHOOLS 86 98735Lowell 86 98742Smedley 91 819To Serve District 8 86 98746Ziegler 91 820To Serve District 8 88 100827Holme, T. 88 100837Comly LOWER SCHOOLS

MISCELLANEOUS PROJECTS 91 156To Serve District 1 92 451To Serve District 4 89 WO001Supportive Facilities 92 851To Serve District 8 89 100010Alterations and Improvements 92 852To Serve District 8 89 100020Furniture and Equipment 92 853To Serve District 8 90 100030Special Education Facilities 92 854To Serve District 8 90 100040Site Expansion and Development 93 856To Serve District 8

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7th ST. NORTH OF YORK

NEW COMPLETED DECEMBER 1968

8 1Introduction and Summary

This report presents the School District'slong-range Plan for School Facilities, and based upon it, a Capital Program fol. thefiscal years 1970 through 1975 (July 1,1969 to June 30, 1975). Upon adoption of the program,scheduled expenditures for the first year are fixed as the 1970Capital Budget. Those in the remaining five years aresubject to annual review and revision.

The central objective of the CapitalPro ijram is to provide a suitable learning environment forallchildrenin the Philade!p:sfa public school system.It fully rec05:1i7es that school buildings alone are notenough. Without skilled teachers and good educational programs, no luxuryof school faciiities can prepare a studentfor effective participationinhis society. But facilities are important.Desperately overcrowded, obsolete schools not onlymake it physically hard for a child tolearn; they also suggest to him thathis community does not value educationand does not care about the conditionsin which he spends much of his dailylife.

By approving bond issues for s:hoolconstruction in each of the past three years, Philadelphia voters have shown that theydo indeed care. In 1966, with their support, the new Board of Education responded to acrisis caused by decades of neglect and increased the previous rate of capitalinvestment in Philadelphia's public schoolsby 400 percent. Since that time great monentumhas been achieved in the effort to provide a good learning environmentfor all children. The 1970-75 CapitalProgram, if successfully carried out, will continuethat momentum and will greatlyreduce overcrowding and improve obsoletefacilities throughout the city. However, ithas become even more clear that theability of the School District to executeits plans as scheduled in the Capital Program isendangered by shortages of both capitalfunds and operating revenues.

9 THE PROGRESS OF THE PAST THREE YEARS

The scale of the building program has increased annually, as shown on page 26. Capital expenditures were raised to over $70 million in fiscal 1966-67 from their previous yearly average of approximately $15 million; for 1968-69 an encumbrance of $90 million is expected.

The results of this major investment are becoming evident in all parts of the city. As illustrated on page 29, 11 new lower schools, one middle school and one conversion, with a total capacity of over 9700, have opened since June 1967 (seven of them in the 1968-69 academic year). Capacity in the school system as a whole has been furtherincreased by the completion of 33 school additions. The number of non-fire-resistant buildings in regular school use has been reduced from 64 in 1966 to 42 at present. Seventeen new schools and 12 additions are now under construction; 19 more new schools are in planning or design.

WHAT MUST BE DONE

Despite recent progress, half of all elementary schools and 70 percent of all secondary schools in the Philadelphia public system today are overcrowded. Total enrollment (including pre-school) now exceeds the total optimum capacity of existing permanent facilities by almost 50 percent. Enrollment is expected to increase by approximately 14 percent more than 40,000 students nver the next ten years. A tremendous effort is necessary not only to end the capacity deficit and catch up with rising enrollments, but also, as a second priority, to replace non-fire-resistant schools and modernize others which are structurally sound but functionally inadequate. In addition to those projects which have recently been completed, the Plan for School Facilities for 1980 (on which the 1970-75 Capital Program is based) calls for the construction of 16 new high schools, 31 new middle schools, 36 new lower schools and 34 school additions. All but ten of these projects are either already funded, or included in the 1970-75 Capital Program (see illustration, page 25).

The Plan for School Facilities has been slightly revised this year on the basis of a refined method of analysis. First, enrollment projections were adjusted once again to reflect the latest information on expected residential development, plans of the Archdiocesan system, and current estimates of fertility rates and migration patterns. For planning purposes the city was divided into 21 areas; expected enrollments for each area are shown graphically on page 21. A procedure was then devised for allocating the capacities of existing and planned schools among these 21 areas on the basis of assumed feeder patterns (attendance boundaries and school-to-school feeding systems), so that the relationship of capacity to enrollment could be determined area by area. The new method of analysis will continue to be developed so that alternative feeding systems may be evaluated and the most desirable locations for programmed schools may be established.

10 SPACE-STRETCHING

Even at the high rate of construction demanded by the Capital Program, it will be many years before the full need for school space canbe met in permanent facilities. A number of interim measures have been taken to obtain additional space and to mitigate the effects of crowding in existing schools. Renovation of the Innovative Center, a former factory at 5th and Luzerne Streets, is progressing rapidly. When complete, the Innovative Center will house over 1000 pupils.

Nine hundred Olney High School students will be accommodated in the Wyoming Building, which was purchased from the federai government and is now being renovated. Many children, especially at the kindergarten and pre-kindergarten level, will continue to be housed in space rented through the Operating Budget; 800 Germantown High School students are attending classes in buildings leased from Temple University. Transfer of district offices to non-school buildings will eventually make space available for approximately 1,500 elementary and junior high school students. A dual-school organization, which has been used in some junior high schools for several years, is now in operation at Gratz, Bartram, and South Philadelphia high schools; the change has permitted these schools to accommodate approximately 5,600 more students than under the previous staggered-shift schedule.Finally, administrative steps are being taken to equalize the number of rooms for art, music, and other activities in all schools, thus providing a little more classroom space for the present. The Parkway Program, a unique venture supported by foundation funds, will have the incidental benefit of contributing to space-stretching efforts as it serves increasing numbers of high school students in future years. The Benjamin Franklin Parkway is the "campus" of this school-without-walls, which opened in February 1969. It will harness the combined resources of many of Philadelphia's cultural, civic, and business organizations, and will use space in their buildings in the Parkway area. Students in the program will have highly individual training and work opportunities in areasof interest to them, and will also benefit from the varying experiences of others in their group.

PUTTING EDUCATIONAL PROGRAMS INTO NEW BUILDINGS The Plan for School Facilities continues to provide for the gradual evolution of a 7-4-4 pattern of grade organization throughout the system. All new schools are designed to fit this pattern, which is believed to have definite educational advantages. It includes lower schools for young children (pre-kindergarten, kindergarten, and grades 1-4); middle schools for older children through the age of puberty (grades 5-8); and four-year high schools (grades 9-12) for teenage youth. The planned conversion to the 7-44 system has the effect of reducing pressure on existing elementary schools and of concentrating new construction at the secondary level, where there is greatest need for highly specialized types of facilities which cannot readily be provided in older schools, and where there is somewhat more opportunity to foster desegregation through choice of site and feeding system.

11 All new schools are designed to provide an environment which isadaptable to a variety of educational programs and which enhances the opportunity foreach student to pursue his individual learning goals. Tominimize the impersonal, institutional qualities of large secondary schools, and to permit teachers to work asmembers of an instructional team, the house plan or school-within-a-school design isbeing used in all new middle and high schools.

Strong efforts are being made to provide for the development andtraining of the people who will staff the new schools. If full benefit is to be derivedfrom innovative school designs and special facilities, these people must have theopportunity to plan, experiment with and assess educational programs and to gainfamiliarity with new instructional resources. To increase the coordination of program planning andfacilities design, a coordinator of new school planning has now been appointed; principalshave been placed on special assignment to work on program development for theirfuture schools; and more effective means of involving parents and othercommunity people in the planning process are being explored and used.

DESEGREGATION

While the School District remains committed to the goal of qualityintegrated education, it is hindered from achieving a desirable racial balance in all schoolsby the boundaries between school districts in the region, by the racially segregatedresidential pattern of Philadelphia itself, and by the overridingneed to improve the quality of educational programs for every child.

The Capital Program reflects certain limited measures which are currentlyused in furtherance of desegregation. Whenever possible, new schools are locatedwhere they will draw a racially diverse student population. Because ofresidential patterns and the relative size of attendance areas, this is more often feasible at thesecondary than at the elementary level. Efforts indirectly related to the Capital Program enhance prospects for desegregation: the creation of magnet schools, theplanning of facilities to be shared with other school systems, and the development offeeder patterns. The magnet school program is in operation; several new schools are beingdesigned as magnets. Cooperative efforts which have begun with the Archdiocese of Philadelphia andwith suburban school districts will hopefully lead to the developmentof joint programs. Finally, a city-wide realignment of attendance boundaries andschool-to-school feeding systems offers promise both for improved racialbalance in schools in some areas and for partial relief of localized overcrowding until more newfacilities are built. The considerations involved in developing feeder patterns have been very carefully investigated, and suggested boundary changes have been worked out for some parts of the city. However, the technical process of analyzingalternative combinations of feeder pattern changes is so cumbersome that city-widerecommendations cannot be developed until funds become available to make the feeder study acomputer-assisted operation.

12 SCHOOL BUILDING ANDCOMMUNITY DEVELOPMENT

must occur as partof The Capital Programrecognizes that planning for schools that planning for the totalhuman and physical upliftingof neighborhoods, and earliest stages of such community respresentatives mustbe involved fully in the planning. School sites arechosen in close cooperationwith the City Planning Commission, and local Commission, RedevelopmentAuthority, Human Relations redevelopment areas, where citizens. Coordinated planningis especially evident in some the city, and in the Model school construction providesimportant non-cash credits to Cities area of NorthPhiladelphia.

Many parts of the city withthe most acute developmentproblems and the greatest shortage ofland are also those in which newschools are most urgently needed. adverse impact of school Several approaches have beenmade toward reducing the construction in such areasand making ita potentialcatalyst for community betterment. The possibility ofdeveloping schools together withbusiness premises, industrial facilities, or housing,of building on under-usedland near railroad tracks or of small on air rights overthem, and of designing aschool as a dispersed cluster facilities rather than a singlelarge structure is beingseriously considered. A consultant has been retained to devise atotal plan for improvedrecreation and physical education facilities, which are extremelydifficult to provide in denselypopulated inner-city areas. And a proposed newsystem of site standardshas been developed with the Planning Commission; unlike currentstandards (which often cannotbe met), they recognize differences in buildingconfiguration, in the cost andquality of land to be acquired, in proximity to recreation areas,and in the density and typeof surrounding development.

PROBLEMS FACING THEBUILDING PROGRAM

There are both physical andeconom!c obstacles tosuccessful completion of the 1970-75 Capital Program. Thelocal construction industryhas demonstrated its ability to perform at theproposed rateof development, and theSchool District has proven its experienced, however, in capacity to administer the program.Great difficulty has been have been taken to obtaining the necessary sitesfor some projects. Various steps coordinate site selection with theactions of other governmentalagencies, to respond to the wishes of local citizens,and to minimize the amountof land-taking required for school construction. But thehardest problems of site selectionresult simply from the effort to carry out a large-scalebuilding program in adensely-developed city with diverse and multi-racial communities;these problems wild remain.

More ominous than thedifficulties of site acquisition arethe two related financial problems which will make itimpossible to build schools asscheduled unless additional which rose by six percent in resources can beobtained. First, construction costs in 1969-70; the total sum 1968-69 are expected toincrease by a further nine percent available for carrying out the CapitalProgram, however, is limited to a fixed percentage of a relatively stagnant tax base.Programmed expenditures for each projecthave been adjusted to reflect expected 1969-70 costlevels. On this basis, the borrowing power needed to carry out the six-yearCapital Program will be$521 million$28.7 million more than theborrowing capacity available under presentlaw. Furthermore, if cost escalation continues beyond 1970,adherence to the program schedule willrequire still greater expenditures.

Second, the availability of capitalfunds is not the sole financialrequirement for successful completion of the CapitalProgram. Merely to maintain presentstandards in the face of rising costs andenrollments, operating budgets well abovethe present level will be required. The Capital Programplaces a further burden on operating revenues: the indebtedness incurred forconstruction must be retired, and the newschools must be operated and staffed(although most personnel increases are afunction of enrollment, and will be requiredwhether or not new schools arebuilt). This report contains a projection of estimatedCapital Program impact upon theOperating Budget. level of There is increasing cause for concernregarding the availability of the necessary operating revenues; yet in viewof the enormous need foreducational facilities in Philadelphia, the School District isdetermined not to cut back the scopeof the program unless it becomesclear that the necessary funds cannotbe obtained from any combination of local, state, andfederal sources. Illustrations

Page

17 Existing Schools

18 Negroes as a Percentage of Enrollment in EachSchool

19 Change in Ratio of Negro Pupils, Fall 1967 to Fall 1968

20 Twenty-one School Planning Areas

21 Expected Enrollments for 21 SchoolPlanning Areas in 1970, 1975 and 1980

23 Difference Between Expected Enrollment and Planned Capacity in 1970, 1975 and 1980

25 Building Projects Planned for 1970-1975Capital Program

26Capital Expenditures, 1963 to 1968-69

26Planned Capital Expenditures, 1969-70 to1974-75

27 Planned Allocation of Capital Expenditures,1969-70

29 Major Building Projects Completed, January 1, 1963June 30, 1969

30 Estimated Cost of Operating a Typical NewSchool for One Year

31 Philadelphia City Wards and Aciministrative School Districts

15 Existing Schools number preceding name represents administrative districtgrade organization is in parentheses 3-Kearny, Gen. Philip (K-6) 6-11Vissa*licIton (K-7) (,:-=41 2-Kelley, William D. (K-6) 6-Wister, John (K-6) C 4-Kenderton (K-6) 3-Wister, Mary C. (K-G) 3-Key, Francis S. (K-6) 1-Wolf, George (K-6) 5-Aoaire, Alexander (K-6) 6-Keyser, Daniel (K-3) 7-Wright, Richard L. (K-6) 2-Alcorn, James (K-6) 6-Kinsey, John L. (K-6) 7-Ziegler, William H. (K-6) 8-Allen, Ethan (K-8) 3-Kirkbride, Eliza B. (K-6) 1-Anderson, Add B. (K-6) 4-Lamberton, Robert E. (K-6) Junior 1-li2h 4-Arnold, Michael (K-6) 2-Landreth, David (K-6) r\.11661.,a 2-Arthur, Chester A. (K-6) 8-Lawndale (K-6) 2-Bache, Alexander D. (K-6) 7-Lawton, Henry W. (K-6) 2 -Audenried, Charles Y. (7-9) 1-Barry, Com. John (K-6) 1-Lea, Henry C. (K-9) 2-Barratt, Norris S. (7-9) 7-Barton, Clara (K-8) 4-Lehigh (K-6) 3-Bartlett, Charles E. (7-9) 1-Belmont (K-6) 4-Leidy, Joseph (K-6) 4-Beeber, Dimner (7-9) 2-Benson, Gustavus S. (K-6) 6-Levering, William (K-8) 5-Conwell, Russell H. (K, 3-8) 7-Birney, Gen. David B. (K-6) 6-Lingelbach, Anna L. (K-6) 7-Cooke, Jay (7.9) 4-Blaine, James G. (K-6) 1-Locke, Alain (K-6) 8-Fels, Samuel S. (7-9) 4-Blankenburg, Rudolph (K-6) 8-Loesche, William H. (K6) 4-FitzSimons, Thomas (7-9) 2-Bregy, F. Amedee (K-6) 6-Logan (K-6) 3-Furness, Horace H. (7-9) 7-Bridesburg (K-6) 1-Longstreth, William C. (K-6) 4-Gillespie, Elizabeth D. (7-9) 1-Brooks, George (K-6) 7-Lowell, James R. (K-8) 7-Harding, Warren G. (7-9) 5-Brown, Henry A. (K-6) 5-Ludlow, James R. (K-6) 5-Jones, John P. (7-9) 8-Brown, Joseph H. (K-8) 4-Mann, William B. (K-6) 6-Leeds, Morris E. (7-9) 1-Bryant, William C. (K-6) 7-Marshall, John (K-6) 2-Masterman (3-9) 8-Bustleton (K-6) 8-Mayfair (K-7) 5-Penn Treaty (7-9) 7- Carvell, Laura H. (K-6) 3-McCall, Gen. George A. (K-8) 8-Rush, Benjamin (5.7) 2-Carver, George W. (K-6) 6-McCloskey, John F. (K-6) 6-Roosevelt, Theodore (7-9) 4-Cassidy, Lewis C. (K-6) 7-McClure, Alexander K. (K-6) 1-Sayre, Willi: n L. (7-9) 1-Catharine, Joseph W. (K-5) 2-McDaniel, Delaplaine (K-6) 1-Shaw, Anna H. (7-9) 5-Chandler, George (K-6) 4-McIntyre, William (K-6) 4-Shoemaker, William H. (7-9) 2-Childs, George W. (K-6) 5-McKinley, William (K-4) 5-Stetson, John B. (7-9) 4-Cleveland, Grover (K-6) 1-McMichael, Morton (K-8) 3-Stoddart-Fleisher (7-9) 5-Clymer, George (K-6) 2-Meade, George C. (K-6) 4-Strawberry Mansion (7-9) 1-Comegys, Benjamin B. (K-6) 3- Meredith, William M. (K-6) 1-Sulzberger, Mayer (7-9) 8-Comly, Watson (K-6) 6-Mifflin, Thomas (K-8) 3-Thomas, George C. (7-9) 6-Cook, Joel (K-7) 5-Miller, William F. (K-6) 1-Tilden, William T. (5-8) 7-Cramp, William (K-4) 1-Mitchell, S. Weir (K-6) 2-Vare, Edwin H. (7-9) 7-Creighton, Thomas (K-8) 5-Moffet, John (K-6) 2-Vaux, Roberts (7-9) 8-Crispin, Benjamin (K-7) 3-Moore, J. Hampton (K-6) 6-Wagner, Gen. Louis (7-9) 8-Crossan, Kennedy C. (K-6) 2-Morris, Robert (K-6) 5-Wanamaker, John (. 3) 2-Darrah, Lydia (K-6) 7-Morrison, Andrew J. (K-9) 8-Wilson, Woodrow (7-9) 6-Day, Anna B. (K-6) 1-Morton, Thomas G. (PK-4) 8-Decatur, Stephen (K-4) 5-Muhr, Simon (K-6) 4-Dick, William (K-6) 3-Nebinger, George W. (K-6) IIHigh 8-Disston, Hamilton (K-8) 7-Olney (K-8) 6-Dobson, James (K-8) 4-Overbrook (K-6) 1-Bartram, John (9-12) 2-Douglass, Frederick (K-6) S-Pastorius, Francis D. (K-6) 3-Bok, Edward (9-12, AVT) 1-Drew, Charles R. (K-6) 1-Patterson, John M. (PK-4) 6-Central (9-12) 5-Dunbar, Paul Laurence (PK-6) 3-Paxson, Edward M. (K-6) 4-Dobbins, Murrell (9-12, AVT) 1-Dunlap, Thomas (K-6) 4-Peir,:e, Thomas M. (K-6) 5-Edison, Thomas A. (10-12) 4-Duckrey, Tanner G. (K-6) 2-Peirce, William S. (K-6) 7-F rankford (10-12) 2-Durham, Thomas (K-6) 6- Pennell, Joseph (K-6) 2-Franklin, Benjamin (10-12) 6-East Falls (K-6) 6-Pernypacker, Samuel W (K-6) 6-Germantown (10-12) 6-Edmonds, Franklin S. (K-6) 2-Poe, Edgar A. (K-6) 6-Girls (9-12) 7-Edmunds, Henry R. 1K-8) 3-Pollock, Robert B. (K-5) 4-Gratz, Simon (10-12) 5-Elkin, Lewis (K-6) 5-Potter (K-6) 5-Kensington 110-12) 7-Ellwood (K-6) 1Powel, Samuel (K-6) 8-Lincoln, Abraham (8-12) 5-Etverson, James, Jr. (K-6) 5-Powers, Thomas (K-6) 5-Mastbaum, Jules E. (10-12, AVT) 6-Emlen, Eleanor C. (K-6) 4-Pratt, Anna B. (K-6) 8-Northeast (10-12) 5-Fairhill (K-4) 3-Read, Francis (K-6) 7 -Olney (9-12) 8-Farrell, Louis H. (K-6) 2-Reynolds, Gen. John F. (K-6) 4-Overbrook (9-12) 3-Fell, D. Newlin (K-6) 8-Rhawnhurst (K-6) 2-Penn,William (10-12) 7-Feltonville (K-6) 1-Rhoads, James (K-8) 6-Roxborough (9-12) 5-Ferguson, Joseph C. (K-6) 5-Richmond (K-6) 6-Saul, Walter B. (9-12, AVT) 7-Firdetter, Thomas K. (K-8) 6-Rowen, William (K-6) 3-South Philadelphia (10-12) 6- Fitter, Edwin H. (K-5) 2-Sartain, John (K-6) 8-Washington, George (7-12) 8-Fi=Patrick, Aloysius L. (K-4) 3-Sharswood, George (K-6) 1-West Philadelphia (10.12) 8-Forrest, Edwin (K-7) 6-Shawmont 1K-8) 8-Fox Chase (K-6) 5-Sheppard, Isaac A. (K-6) 7-Franklin, Benjamin (K-6) 7- Sheridan. Philip H. (K-6) Special 6-Fulton, Robert (K-6) 7-Smedley, Franklin (K-6) 2-Gideon, Edward (K-6) 2-Smith, Walter G. (K-6) 3-Boone, Daniel (RDS) 2-Girard, Stephen (K-6) 8-Solis-Cohen, Solomon (K-7) 5- Carrell, Charles (RES) 4-Gompers, Samuel (K-6) 3-Southwark (K-6) 1-Cary, Alice (RES) 8-Greenberg, Joseph J. (K-6) 3-Spring Garden (K-6) 1-Catto, Octavius (RDS) 5-Hackett, Horatio B. (K-6) 8-Spruance, Gilbert (K-6) 3-Cornman, Oliver P. (RDS) 8-Hancock, John (K-6) 2-Stanton, Edwin M. (K-6) 5-Douglas, Stephen A. (RES) 4-Hanna, William B. (K-6) 4-Stanton, M. Hail (K-6) 6-Hill, Joseph E. (RT) 1-Harrington, Avery D. (K-6) 7-Stearne (K-6) 8-Jacobs, William C. (RES) 5-Harrison, William H. (K-6) 6-Steel, Edward T. (K-6) 2-Kane, Elisha K. (RES) 1-Harrity, William (K-6) 3-Stevens, Thaddeus (K-6) 2-Kennedy, John F. (AVTC) 5-Hartranft, John F. (K-2) 4-Stokley, William S. (K-6) 7-Martin, James (AVTC) 3-Hawthorne, Nathaniel (K-6) 7-Sullivan, James.). (K-6) 2-Martin, Willis & Elizabeth (HH) 6-Henry, Charles W. (K-8) 3-Taggart, John H. (K-6) 4-Miller, E. Spencer (RES) 4-Heston, Edward (K-6) 7-Taylor, Bayard (K-8) 7-Pe..na. Advancement School (EXP.) 4-Hill, Leslie P. (K-6) 5-Thomas (K-6) 8-Pennypack (RDS) 8-Holme, Thomas (K-6) 3-Vare, Abigail (K-6) 1-Read, Thomas B. (RT) 1-Holmes, Oliver W. (K-6) 4-Walton, Rudolph (K-6) 8-Shallcross, Thomas (RDS) 7-Hopkinson, Francis (K-8) 2-Waring, Laura W. (K-4) 8-Torresdale (RT) 6-Houston, Henry H. (K-8) 3-Washington, George (K-6) 6-Widener Memorial (OH) 7-Howe, Julia W. (K-6) 1-Washington, Martha (K-7) 1-Youth Development Center (5) (RDS) 1-Huey, Samuel B. (K-S) 2-Wayne, Anthony (K-6) 2-Youth Study Center (RDS) 5-Hunter, William H. (PK-4) 7-Webster, John H. (K-6) 7-Youth Development Day 3-Jackson, Andrew (K-6) 5-Welsh, John (K-6) Treatment Center (RDS) 3-Jefferson, Thomas (K-6) 4-Whittier, John G. (K-6) 8-Youth Development Center (E) (RDS) 3-Jenks, Abram S. (K-6) 5-Willard, Frances E. (K-5) Cornwell Heights 6-Jenks. John S. (K-8) 1-Wilson, Alexander (K-7) For exact location of schools listed, t der to 1968 Directory available frcm Office of Informational Services.

16 Existing Schools These are schools which will be in use during the 1968-1969 school year.

Legend Elementary Lower Jr. High Middle High

Special rl,Administrative Le School Districts Boundaries of 21 school

Non Residential Areas

17 Negroes as a Percentage of Enrollment in each school. For more detailed information on composition ofenrollment, refer to report, Distribution of Pupils, Fall 1968,available from the Office of Informational Services.

Legend

Percentage of Negro Pupils

0 to 29 77 schools

30 to 69 67 schools

70 to 100 128 schools

18 Change in Ratioof Negro Pupils, t Fall 1967 to Fall1968.

* 4r *

Legend

Decrease

11 or more percentagepoints 2 schools

6 to 10 percentage points 10 schools

1 to5 percentage points 30 schools

No change 107 schools

Increase

I to 5 percentage points 73 schools 46 to 10 percentage points 28 schools 11 or more percentage points 18 schools

19 21 School PlanningAreas

The letters identify sub-areas that have beendeveloped for planning purposes. The sub-areas are aggregates of census tracts and of the tract groupsused by the Philadelphia City Planning Commission. Theyprovide relatively close correspondence withexisting and proposed school attendance areas, but are ne:trelated to the Board's existing eightadministrative school districts.

WiNGOHOCKING ST

SUSQUEHANNA AVE

Legend

Planning Districts

Non Residential Areas Extensive areas of non-residential use include parks, public utilities, Federal and municipal facilities and commercial and industrial Is Ai cri OPEN HERE

Current and expected K-12 enrollments November, 1968283,600 pupils 1970-292,000 1975-307,100 1980-316,700

2 l 5 and 1980. Figures based on January of indicated year. PLANNING If PLANNING PLANNING PLANNING PLANNING ft u AREA AREA %RI AREA Ti AREA I AREA

iii

LEGEND PLANNING ED PLANNINGa PLANNINGEr PLANNING I I Lacrz ime rer:istz'rt; 1.6C0 ch1Z.Yrcn AREA II% AREA AREA I AREA ILP,

21b Ct

LT-

rt. e th ,/

3 21 School PlanningAreas

1101G0HOCKING ST

LEHIGH AVE

L.D") 1 VAF.KET ST

22 <;r1OPEN HERE

LEGEND FOR rACfNGPAGE

1%,%.11-

1 d as surplus or deficiency in capacity.

PLANNING AREA PLANNING AREA

23 c_ 1:apacity, 1970,1975 and 1980.Expresses 1 IPLANNING AREA PLANNING AREA C.

,.;::;. N;: :V.::, ;.:.:s. ..0:.-7 11111 I=

FIND twomoor,44.1 PLANNING AREA PLANNING AREA L

PLANNING AREA

sAth.1. 3r44

11111 1111111.-.- 11111

23b Difference between euected enrollments and planned ( 75°- as (9 E)( %.'r et 41. is h(tic actv Y. M r s_ PLANNING AREA PLANNING AREA PLANNING AREA

PLANNINGAREA H PLANNINGAREA PLANNINGAREA

70 ' 70 75 80 70 75 80 . Al Lill'

. .

PLANNINGAREA 0 PLANNINGAREA PLANNING AREA

1 1

....:.- .: 1: '.:: - '..:.:f:.i.i ..... 'Z.::: ..?:.:11;

e 1 , 1

'7 2 C C %. .60 ...1- 46ID 0 CD Xtr. CD :45 iTs '6 E .6 C I;lio vi a r W -0 a- = 6,Va. = C Co CL C C Co O. C 114MacDonald, Jeanette E 132 Holmes, Oliver Wendell co 135 Longstreth, William C. 115 Pepper, George Wharton cal 138Morton, Thomas G. 117 Turner, Dr. John P. ct0 145 Daroff, Samuel H. 121 West Phila. Area co 214 Fairmount Area +0 149 Roberts, Owen J. 0. 150 Barry, Commodore John B. T 215 To Serve District 2 ca 153 Bryant, William C. 312Stoddart 415 Mack, Connie 192 Cary, Alice -. C) 193 Read, Thomas B. 416 North of Diamond Street O 226 Childs Community School 417 McDevitt, James L. C) Bache, Alexander D. 418 Ross, Betsy r-- 233 241 Poe, Edgar Allan 419 Parkside Area c/5. 245 Stanton, Edwin M. 420 West of Schuylkill River 421. South of Lehigh Avenue cu 250Atessandroni, Eugene V. . _ 251 Bregy, F. Amedee 422 Tioga Area ca 326 Hawthorne, Nathaniel B. _ 514East of Broad Street 515 Vicinity 2nd & Berks Streets +0 330 Kearny, Gen. Phillip 342Spring Garden *-; 612 West Mt. Airy Area 0 344Taggart, John H. 2614 Pickett Ct. Wister, Mary C. A615 Awbury Tract 347 ,75. 429 Hanna, William B. 616 West Oak Lane Area 437 Overbrook 617 East Falls-Manayunk-Roxborough Area 710Cooke, Jay i=ce m 438lPeirce, Thomas M. .. 442Walton, Rudolph S. 712 East Oak Lane Area rW 443 Whittier, John G. 713 Logan Area 444 Lehigh 813 Meehan Between Washington & Northeast H.S 526 Elkin, Lewis 815 533 Hunter, William H. _- 816To Serve District 8 To Serve District 8 -- 535 McKinley, William .___ 817 537 Moffet, John 818 Somerton Area 541 Sheppard, Isaac A. 546 2nd & Berks Vicinity H igh 549 Brown, Henry A. c-. 630 Logan Lower-Upper Roxborough 101 Bartram, John 637 -.-,,, 639 Steel, Edward T. 103 West Phila.-University City H.S. 646 Lower-West Oak Lane Area i;:- 104 West Phila. Area 727 Finletter, Thomas K. KT 105 Eastwick _. 732 Howe, Julia Ward 204 North Phila. Area f.-- 733 Lawton, Henry W. 205 Columbus, Christopher 735 Lowell, James R. 207 South of Vine Street 740 Olney 403 West of Schuylkill River 742 Smedley, Franklin 502 Vicinity Edison H.S. 746 Ziegler, William H. 503 Penn, William 748WrightMuhr 504Vicinity Kensington H.S. 827 Holme, Thomas , 601 Central 837 Comly, Watson III J 603 Roxborough 855 To Serve District 8 606 Northwest 701 Frankford ;7;-,.., Jr.High 708 Vicinity of Olney & Frankford H.S Middle, 807 Northeast Phila. Area To Serve District 8 112Sulzberger, Mayer 808 Building ProjectsPlanned for 1970-1975 CapitalProgr, m.

Site Unspecified Elementary. Lower 233 I 4421 537 1 546 I 646 1 855 Middle 114 121 214215 415416 417419420421422514 515612616617712713 817818

1042042074031 502 1504 708807808

For more detailed information on individual projects refer to pages

25 r.) 0 0 0 0 03 January 1 De I T- JanuaryJanuary 1 1, 1965 Decem June 30, 1966 $2 July 1, 1967July 1, 1966 June 30,June 1968 30, 1967 $80,697,000$70,268,000 July 1, 1968 June 30, 1969 (anticipated commitments) $90,000,000 *;1/4c, July11111111141111f 1, 1969 to June 30, 1970 1111.11111100F i 1 . ,,,,': , *" - 11. ,,^ SS) 14Z ,00st: ;4, l' i =Mal MIMI NM 4, A. : 4, , , ' . " 111/1/111/1111141611081111.1.1111111111111111111111111July 1, 1970 to June 30, 1971 ev6, IWIN/12. ' 1 i':'''ijii:4:'..IS' , .' ' 1. l''' :.to 44 ' .1 I 4 i':" -' C .,' ' '., . , , . , 111511#211/11 ltititiliMitniiiiMS411 =WM DiT10:6411111 OWEN 1111151111411 %WANE Efan! RAN 1 vi..;,,7,.L,,,';',..:;'; :c,' :-.;-,,,i-,,,,"L ,. , -: e July 1, 1971 to June 30, 1972 $1111011.11110 $ 3.S. ,.,' ,1'-,. rqi.,: . i 55°-5-1°°C) e ,!.44,..' .1 ,Cr;.;,1, - 4' , i ,; I Julyialbaggni 1, 1972 to Mriglinta June 30, 1973 ItIANIVINE P:Minettig JIIIMINFOINIS $ 90 i q50$3, 000MitMgi FOISIMIIII IffitiMIIII liCkifiCtIsW1 1,44v-Aiii.7.:Kt; . *ii -' , '''. 4' IL .. fr 1:,.7,,,::', WATY7' 5: .i.E :),';t4.41,;,...' -1July 1, 1973 to June 30 1974 4111111111111111.1111111 ...f 4.411047'-;6'''..1:::' ' 1 sir.4.?::''Of Aril lifiaMtn iiiiitISAMEM Illiktti. IOVIRMIS Uttt S.6 1 04-9 600 t r , s. ,,/ ,.6,.i. ii .1 July 1, 1974 to June 30, 1975 $78,072,000 " . EN c : Cc)rfcc.t-E3 0. c 0 ,' ?--c-) (-0 Planned Allocation ofCapital Expenditures, 1969-70

Total des,9.42,000

OTHER PROJECTS: r57:0,000 Supportive Facilities $5,315,000

Alterations and Improvements $12,115,000 Furniture and Equipment $2,000,000

Site Expansion and Development $1,250,000

Capital Program Administration Cost $4400,000

ADDITIONS: $2,198,000

High Schools $594,000

Lower Schools $1,604,000 NatE : aCtore);v4:to .00frokOK C.(046 cotrack 27 _. Additions and Alterations r0 s I New Facilities

Ferguson, Joseph C. .-., 1 1 Anderson, Add B. ''''' 2 Kane, Elisha Kent 2 Waring, Laura Wheelei Leidy, Joseph ....., 4 8 Pollock, Robert Blair

2 Arthur, Chester A. 2 Douglass,-Frederick 4 Hill, Leslie Pinckney 4 Overbrook High Gymnasium tr:0 r) 1 Huey, Samuel B. ,./ 1 McMichael, Morton 4 Strawberry Mansion Junior High

in 1..o 5 Clymer, George 7 Frankford High P 1-2 8 Decatur, Stephen 6 Germantown High Gymnasium 14) I..." 8 Greenberg, Joseph J. 7 Olney Transportation Shop 1 Locke, Alain

)

V....)* 2 Kelley, William D. 3 McCall, General George A. u5 2 Morris, Robert 6 Mifflin, Thomas 14, 6 Pastorius, Francis D. 01 5 Welsh, John

4 Blaine, James G. 1 Belmont 8 Hancock, John 4 Cleveland, Grover e 8 Loesche, William H. 1 Comegys, Benjamin B. 4 Miller, E. Spencer (Special) 1 6 East Falls High (Shop Annex) CO 7 Stearne 4 Gratz, Simon ki) 1 Harrington, Avery D. (Annex) 6 Henry, Charles W. QD 5 Mastbaum, Jules E. (Area Vocational-Technical) C) 8 Northeast High 1-4 7 Pennsylvania Advancement (Special) 6 Saul, Walter B. (Area Vocational-Technical) 6 Shawmont 3 South Philadelphia High 1 West Philadelphia High Cultural Center

1 West Philadelphia High Technical Center 6 Wister, John

High (Annex) 1 Bus Garage 1 Bartram, John 6 Cook-Wissahickon 7 Birney, General David B. 4 Duckrey, Tanner G. 7 Bridesburg 5 Fairhill 6 Central High 5 Hartranft, John F. 7 Ellwood 5 Potter-Thomas 7 Frankford/Baldwin Athletic Field 3 Rush, Benjamin Middle 5 Franklin/Edison Athletic Field 7 Webster, John H. 6 Germantown High CD 4 Gratz, Simon High (Athletic Field) 7 Intensive Learning Center (Special) 6 Lingelbach, Anna L. C7) r-1 7 Olney High 7 Olney High (Annex Phase I) 4 Overbrook High 4 Peirce, Thomas May (Annex) 6 iRowen, William (Annex) 6 Roxborough High 6 Roxborough High Athletic Field 5 Stetson, John B. Junior High 7 Taylor, Bayard 6 Widener Memorial (Special) 8 Wilson, WoodrowJunior High

'1, 1, 1 rli1,5 ,Jun 2(1. 1;60. r-. 1 npre,. n't,,,stqh1uvnn-or.Thr rdIron) 28 Major Building Projects Completed January 1, 1963 to June 30, 1969

t ._ J- :11T ,i71 -, t. .- 1 i:Ir.:it., 1 .,,33 1H.: L ' . j,, S,j'r,00 I CL:1:. '31 D1_,:. Cl 1:.--' ':-

1 0

3 41110

OA *-

0 A OSSOO O. Os. * , 1 ...

8 A

F, nt it it Ali, irt rfs4s r t) 4';

ElementaryJr. High Legend Lower Middle High Special New projects * Additions

29 Estimated Cost of Operating aTypical New School for One Year tbased on 1969-1970 costs) shown.) Mote: Openmc- school does not necet;s:irily the operzting budget by he full amount

EDUCATIONAL PERSONNEL $578,200 CUSTODIAL SUPPLIES $51,300 6°,;

Middle

I 17% CUSTODIAL PERSONNEL $155,100 (65%

3% EDUCATIONAL SUPPLIES S24.500

EDUCATIONAL PERSONNEL S1,318,000 CUSTODIAL SUPPLIES S123,400

360,000 CUSTODIAL PERSONNEL$292,000 SQ. FT

FRINGE BENEFITSS170,200

NAL SUPPLIES S48 500

TOTAL $1,952,100

30 Philadelphia City Wards and Administrative School Districts

It*Administrative School Districts Wards

65 53 64

£2

Public School Enrollment in each of the 34 Administrative School Districts October, 1968 District 1 43,261

5 District 2 31,956 District 3 20,284 2 District 4 44,093 District 5 29,454 District 6 40,390 District 7 28,969 District 8 42,241

Note: Excludes Area-Vocational-Technical enrollment of 6,126 pupils 255 Special Kindergarten Pupils 250 Home School Pupils 2 Present Conditionsand Future Needs

problems remain, however, with respect toexisting schools. As noted last year, experience inPhiladelphia has shown majority are on sites that overcrowding "leads totensions, anonymity, and A recent survey has shown that the which do not meet present standards.Moreover, many personal disorganization amongstudents and teachers" and ,-hools with small sites presently serve pupilpopulations of that it "strains the ... viability ofthe school system." Not geeater than optimum size.Yet in fully 75 percent of these only are most Philadelphia publicschools overcrowded, but cases, site expansionwould require the acquisitionof many also are very old orphysically obsolescent. And while private homes. Thus to satisfy the needfor additional space seeking to eliminate these presentproblems, the School for recreation, parking and specializedfacilities, both the District must also prepare toaccommodate a considerable economic and social costs of relocation mustbe overcome. growth in enrollment over the nextdecade. Problems of site expansion may bealleviated but will not proposed more flexible SUMMARY OF PRESENTCONDITIONS be eliminated by adoption of the site standards which are describedin chapter 3. The space problems confronting theSchool District of Philadelphia are clearly illustra.d bythe following critical indicators: (1) the age and conditionof existing school OVERCROWDING Overcrowding in the schools is the most criticalindicator buildings; (2) the presence or absenceof specific physical detrimental impact of facilities such as libraries, support rooms,and play areas; of present space shortages. The overcrowding on efficient pupil assignment,innovation, and and (3) the extent of overcrowding.In addition to space elsewhere.* While problems, other conditions such aschanging patterns of pupil achievement has been documented additions, a ul alterations have reduced enrollment must also be considered. new construction, overcrowding from its previous extreme,there is still substantial overcrowding atallschool levels in most AGE AND CONDITION OF EXISTINGSCHOOLS districts. Table 1 illustrates the pattern ofovercrowding in In the aggregate, Philadelphia'sschool plant is relatively Philadelphia schools at the present time.Overcrowding as old. When the current building programbegan in 1965, used here refers to a numerical excessof pupils over the there were 64 schoolswhich had been either totally or This procedure gives partially constructed prior to1906 and were non fire rated "operating" capacity of a school. degree of overcrowding in the resistant. As a result of recentbuilding activity, that a general picture of the important to note, however, that number will be reduced to4 by the end of the 1968-69 system, at each level. It is that are not overcrowded in terms of school year, and after completionof all projects in the even some schools tototalcapacity may have 1970-75 Capital Program there willbe only eleven schools totalenrollment relative overcrowded classes at certain gradelevels.Moreover, of this type remaining in regularservice. for elementary schools reflect a Another 67 schools, althoughof fire-resistant con- operatingcapacities classroom. Use of a struction, were built prior to 1925and will be more than standard of 33.5 pupils ner average-size elementary school fifty years old by 1975. Manyof these will require lower figure such as 30 pupils per classroom, which is the standard for"planning" capacity extensive modification andimprovement if they are to needs. Others, which do not lend and reflects an official goal of theSchool District, would, serve modern educational serious picture of themselves to modernization, must bereplaced or phased of course, present an even more Gut of operation as newfacilities become available. overcrowding. Enough new classroom space to eliminateovercrowding cannotbeconstructedformanyyears. LACK OF SPECIALIZED FACILITIES obviously Expedients used in the short run to reduce ormitigate its AND OPEN SPACE in chapter 3. An important part of thebuilding program is the effects are discussed under Space-Stretching selection of new-school siteslarge enough to provide external area for faculty parkingwhere needed and for play space, and toallow provision of such interiorfacilities as The First Year, A Progress Report by TaskForce Chairmen to the instructional materials centers and support rooms.Serious Board of Education, January 26, 1967.

33 TAB LE 1

OVERCROWDED SCHOOLSt NUMBER AND PERCENT BY DISTRICT AND SCHOOL LEVEL 1968-69

Vocational High** Elementary Middle & Junior High 3 & 4 Year Senior High* % of Total Over- % of Over- % of Total Over- % of Total Over- District Total Schools crowdedTotal crowded Total Schools crowded Total Schools crowdedTotal No. Schools Schools Schools Schools Schools

100 2 2 100 1 25 18 72 4 4 1 50 2 26 8 31 5 1 20 2 100 1 3 20 4 1 25 1 1 4 26 15 58 5 5 100 2 2 100 1 1 1 100 5 26 17 65 5 4 80 2 100 1 6 26 21 81 3 3 100 4 4 1 AA 1 sn 7 29 8 28 2 2 WU 2 3 100 8 24 14 58 4 3 75 3

78% 4 1 25% Total 202 101 50% 32 23 72% 18 14 tSpecial class centers are excluded. operating capacity. Many of these schools Overcrowding at this level was measured bycomparing the enrollment and the "Normal Day" * and reduces the actual overcrowding in eachclassroom. now operate on a multi-shiftbasis which expands the capacity of tne school ** There are no vocational high schools inDistricts 1, 2, 7, 8. School enrollments used were "average number onroll during month" October, 1968. Elementary school capacities used were Source: Elementary School Capacities, (October 1967)adjusted a) to include in the the operating capacities for 1968-69 from b) to take into 'kindergarten and above' capacity, the capacity of roomsallocated in that report for pre-kindergarten use and "Normal Day" operating capacities for account construction completedby 1968-69. Secondary school capacities used were 1968-69 from Secondary School Capacities, (February1968) adjusted for construction completed by 1968-69.

"facility gap" information thanhad previously been RACIAL DISTRIBUTION ANDCHANGE available. It was possible to compareexpected enrollments IN EXISTING SCHOOLS and planned capacities, at severalpoints in the future, and Provision of an integrated learningexperience is a basic in terms of smaller areas thanbefore. Three considerations goal of the School District;therefore, existing patterns of dictated this approach: (1)School facilities should be racial balance in individual schools,and changes in these provided wherever enrollmentis expected to exceed patterns over time, are importantto the development ofthe available capacity at a given schoollevel. The enrollment Plan for School Facilities. It wasnoted in last year's Capital projections used in developing lastyear's Capital Program Program report that as of October,1967, 216 schools out were for ten large areasof the City. This year,smaller of a total of 276 had enrollmentsin which 70 percent or projection areas have permitted greaterprecision (especially more of the pupils wereof one race. The remaining 60 at the lower schoollevel) in determining wherecapacities schools had racially mixedstudent bodies. By October of (2) The relative priorities among 1968 the number of schools with 70 percent ormore pupils most need to be increased. projects in the Capital Programshould reflect different of one race had declined to205 and the number of schools rates of change inenrollment in different areas.For a with racially mixed studentbodies had grown to 67*. The growing area, comparisonbetween planned capacity and naps on pages 18and 19 show percentage Negropupils in estimated enrollment at threepoints in time allows a better 1968 by school, and changein ratio of Negro pupils estimate of whether the needfor added facilities will occur between 1967 and 1968. in the early or late part ofthe next decade. (3) During the period cf intensive construction, arough parity of space THE FACILITY GAP shortage should be maintained amongthe three school timing of capital projects The number, location, and levels. Thisis especially true becauseof the gradual were reviewed this yearin the light of more detailed conversion from a K-6, 7-9, 10-12 to aK-4, 5-8, 9-12 grade organization which will occur as newmiddle and high units reported in October 1968 is The total number of school schools are built. Since theninth grade becomes a part of smaller than in the previous yearbecause combined junior-senior high schools were treated as one unitinstead of two, and enrollment the new high school level,each new middle school creates a in the total of the main schoolrather at some annexes was reported demand for additional highschool space. than separately.

34 differenceisthat operating FEEDER PATTERNS (planning). The essential population per Every school has a defined service area orfeeder area capacities allow a somewhat higher pupil normal-size elementary school from which its enrollment is drawn. Astudent is assigned to room: for example, 32.5 per planning-capacity standard of 30. Space one school or anotherdepending on which side of a feeder room as against the classrooms, rented annexes, and boundary he lives on. Obviously whether agiven set of in demountable is also schools have adequate capacity can onlybe determined non-fireproof buildings scheduled for replacement from planning with reference to their definedservice areas. For a counted in operating capacity but excluded isdefined as hypothetical example, consider elementaryschool (A) capacity.Inthis document, a school its October 1968 enrollment exceeded which has an operating capacity of900 and an enrollment overcrowded if operating capacity. However, the capacity gapestimates, of1000,andwhich,therefore,countsasbadly based on the overcrowded. The nearest school to the eastis school (B) and thus the Plan for School Facilities, are planning ca- with a capacity of 700 and only 580students. if the feeder anticipated relationship of enrollments to boundary between (A) and(B) were moved westward a pacities. The planning capacity of a lower school represents a block or two, both schools would beun-crowded. In those all schools are parts of the city that are notalmost wholly of one race, the standard of space utilization under which for required location of feeder-area boundaries can alsogreatly affect allowed closely comparable amounts of space functions. One of the capacity formulas reserves spacein integration. facilities: general Last year, an overall study of schoolfeeder patterns was each lower school for various required infirmary or authorized. For the first time, comparabledata were office, library or instructional materials center, teacher areas, available for the entire city showing thenumbers of public health suite, diagnostic and testing rooms, where such rooms school pupils of each age and race wholived in each block. and a multi-purpose room. In schools of This made it possible to analyze the impact onfeeder area have not been especially assigned, equivalent areas provide an population size and racial compositionof changing any classroom space are reserved in order to schools. school's area by adding or removing any block or groupof equitable distribution of space use among all Beyond these basic allocations, the numberof rooms for blocks. pre-kindergarten, This analysis of the effects of boundarychanges, when general classroom use, for kindergarten, special class and support purposes i:determined by a done manually,is a very slow task. Data processing determining techniques and equipment are required tomake feasible the formulc which relates it to school size. The classrooms in a testing of several alternative boundaryadjustments. The factor is the total number of standard-size For example, a standard of two pre- School District has received a proposalfrom a consulting givenschool. sessions) was used, firm for the preparation of thematerials needed to make kindergarten classrooms (four half-day except for schools with less than19 rooms. These were adjustmenta computer-assistedoperation. boundary the number of However, withthepi ;sent shortage offunds,itis allocated one such room in order that proceed impossible to proceed with this unlessit is financed by a children attending pre-school would have space to through the grades of that school.Similar allocation special grant. class, and Suggested boundary changes for somesections of the formulas were employed for kindergarten, special music room city have been completed by theOffice of Development general support rooms, such as the art room, and are under review by theDistrict Superintendents and learning center. elementary schools concerned. Additional study in these areaswill proceed at The capacity count per room type in their request. Work on suggested changesin the remaining is shown in Table 2. parts of the city has been delayeduntil additional funds can TABLE 2 be obtained. Anotherquestionrelatedtothatofboundary CLASSROOM CAPACITY BY TYPE, adjustmentsistheneedtodevelop a simplified LOWER (ELEMEITARY) SCHOOL school-to-school feeding system so thatservice areas of Standard Size Classroom Planning Capacity those of lower schools, middle schools are built up from Used for: and service areas o high schools arebuilt up from those of 30 middle schools. This problem isdiscussed in a later section, Grade classrooms Area-by-Ares Comparision of ExpectedEnrollments and Kindergarten 50 (25/class; half- Planned Capacities. day sessions)

SCHOOL CAPACITIES 40 (20/class; half- Standards we establiJied last year bywhich capacity Pre-kindergarten day sessions) was measured in eachexisting school. At each school level, basis of two distinct capacity has been determined on the Special Classes 18 standards: short-range (operating) and long-range

35 of school age children The procedure for establishing lowerschool capacities is nearly one-third of the total number fully described in a report entitledElementary School in the city. programming purposes, inaddition to Capacities (October 1967), preparedfor the Office of the Forcapital it is also necessary to Deputy Superintendent for Planning.It should be noted city-wide projections by grade level small-area basis. For the that in estimating the facility gap, theplanning capacities estimate evected enrollment on a 1970-75 Capital Program detailedestimates were prepared usedforcomparison with expected K-4enrollments related to census tracts and to exclude the capacity allocated topre-kindergarten classes in for 65 small areas which are by the Philadelphia City each school. However,inthe table of "Targets for the census tract groups used aggregated into Accomplishment" and in the description ofindividual Planning Commission. These, in turn, were 21 planning areas which generallyrelate well to existing and constructionprojects,totalcapacitiesincludingpre- proposed school feeding systems(see map, page 20). The kindergarten classes are shown. of these 21 areas. It For secondary schools, where students movefrom room facility gap was calculated in terms of the 21 planning to room for classes, thecapacities of the schools are should be noted that the boundaries boundaries and do not correspond to calculated by a different method thanfor elementary areas reflect census schools. Essentially, capacity is limited by thenumber of the boundaries of the eightadministrative districts. Program there has been pupil stations in the instructional areaof the school and by As noted in the 1969-74 Capital in the annual level of birthsin the capacity of the school's pupil diningfacilities. For each a continuing decline indications now are that secondary school, therefore, planningcapacity is estimated Philadelphia through 1967. All annual births will remain at orbelow the level of 37,000 as the lesser of thefollowing: (1) 85 percent of the pupil 1970. Thus, even the reduced 1975grade stations or (2) three times the diningcapacity of the school. per year, through year's Capital Program Standard-size general classrooms areconsidered to have 1-4 enrollment estimate used in last projections were therefore de- 25 pupil stations; pupil stations are alsocounted in shops, now appears high. New Program to reflect this laboratories, gymnasiums, and otherinstructional areas. veloped for the current Capital enrollments by Capacity is limited to 85 percent ofthe total number of continuing decline. Table 3 shows expected 1975, and 1980. pupil stations becauseitis impossible to roster every grade group and by race for 1970, instructional space fully throughout theday. Details of the revised 1980 formula are contained in a reportentitled Secondary Grades 1-12 For planning purposes the estimated at 281,200. School Capacities (February 1968),prepared for the Office city-wide school enrollment is now This is slightly lower than the estimateused in the 1969-74 of the Deputy Superintendent forPlanning. previously noted decline in For use in the preparation of the presentCapital Program Capital Program, reflecting the is divided into the tables of elementary andsecondary school capacities births. Estimated 1980 1-12 enrollment grades 1-4 at 96,300; grades 5-8 at91,600; and grades 9-12 were revised toreflect corrected room-counts. On thebasis practice adopted in the 1969-74 of the 1969-74 Capital Program andSchedule of Altera- at 93,300. Following the Program, the expected 1980 9-12enrollment tions and Improvements, the data wereupdated to show Capital implementation of programs de- planned capacities in 1969-70 and1974-75. Capacities of assumes the successful in high school through schools were not computed according to the signed to retain eligible pupils new secondary actual number of 9-12 same formula as thoseof existing schools; rather, the graduation. As noted last year the of these capacities set forth in the EducationalSpecifications for pupilsin1980 will depend on the success these schools (generally 1,650 formiddle schools and 3,000 programs. for high schools, regardless ofindividual features) were kindergarten Capacity and Enrollment Projections of accepted for planning purposes. future enrollments at these levels aredifficult to develop since attendance is voluntary and to aconsiderable degree is ENROLLMENT PROJECTIONS allocated for these purposes. The Each year since 1966 enrollment projectionshave been a function of the space Education remains firminitspolicy to prepared and updated as part of the capitalprogramming Board of accommodate all children whose parentswish them to process. New and emergingtrends have been identified and attend kindergarten. In addition tothe allocation of space their effect on fu "re enrollments assessed. and rental space has been The projections take into accountthe components of in existing schools, pre-fabricated At present approximately change that affect the total population natural increase used to expand the program. although not all will go and migration as wed as shiftsresulting from highway 25,000 children attend kindergarten public elementary schools. ThePlan for location, urban renewal and public and privatedevelopment on to attend for 26,000 activity. Moreover, an important factorwhich must be SchoolFacilities aims to provide space facilities by 1980, and an considered in estimating future public schoolenrollment in kindergarten pupils in permanent 9,500 spaces could be provided;through Philadelphia is the relative proportion ofstudents in public additional the schools of the continued use of remountable clasrroomsand selective use and in non-public schools. For years schools. Thus by 1980, Roman Catholic Archdiocese ofPhiladelphia have educated ofspaceinunder-utilized

36 revisions in the location and scheduling of someprojects. TABLE 3 - EXPECTEDENROLLMENTS The comparison was then repeated todetermine the Total capacity deficits or surpluses expected ineach area in 1970, Grades Grades Grades Grades 1-4 5.8 9-12 1-12 1975, and 1980 on the basis of the present(1970-75) graphically on page 1970 Capital Program. The results are shown 35,050 107,915 White' 37,500 35,465 23. Negro and other races 56,100 55,235 46,250 157,585 TOTAL 93,500 90,700 81,300 265,500 AREA-BY-AREA C3MPARISON OF EXPECTED 1975 ENROLLMENTS AND PLANNED CAPACITIES White 3Z760 30,805 42,535 106,100 The analysis assumes a K-4, 5-8, 9-12 gradeorganization Negro and other races 58,240 57,795 47,965 166,000 even though few schoolswill in fact be operating on this TOTAL 91,000 90,600 90,500 272,100 basis in 1970. Thus, the representati,-nof 1970 surpluses 1990 and deficits on page 23 is useful only fo,Manning purposes. 95,890 White 32,080 29,310 34,500 It should be noted that in that yearthere will actually be Negro and other races 64,220 62,290 58,800 186,310 more crowding atthe elementary level and less at the TOTAL 96,300 91,600 93,300 281,200 secondary levels than the chart suggests. Decennial For the target year 1975 the chart presents atrue change, enrollments, 1970-1980 overall relationship between capacities and White - 5,320 - 6,155 -550 - 12,025 which will holdifprojected enrollment is reasonably Negro and built as scheduled in the other races + 8,120 + 7,055 +12,550 + 27,725 accurate and if schools are the distribution of TOTAL + 2,800 +900 +12,000 + 15,700 1970-75 Capital Program. However, unrefined, preliminary as- other races" are those capacity among areas reflects 'The categories "White" and "Negro and feeding systems and thus used by the Bureau of the Census. InPhiladelphia persons of other sumptions about school-to.school races represented less than0.5 percent of the total population at the exaggerates the unequaldistribution of capacity deficits time of the 1960 census. and surpluses. Finally, the 1980comparison is based on Source: Officeof ResearchandEvaluation,Divisionof Administrative and Survey Research modified feeder assumptions and representsthe difference between expected 1980 enrollments andthe capacity that will be available upon completion ofcurrently programmed approximately 35,500 pupils couldbe accommodated in projects and those now proposed forinitial funding after public kindergarten; total K-12enrollment would then be June 30, 1975. But completion of theseprojects will occur 316,700. by 1980 onlyifthe financialconstraints described elsewhere in this document can be removed. Pre-kindergarten Capacity and Enrollment -The value shown on page 23 of pre-kindergarten education, at agesthree and four, has To develop the type of information it was necessary to allocate thecapacities computed for become increasingly apparent.At present, approximately individual schools into the geographical areasused in 5,500 childrenattend pre-kindergarten classes in enrollment projections. At the elementarylevel, total Philadelphia. Classrooms, however, arelargely in rented capacities were apportioned among the 65small projection quarters. Under the re-organized7-4-4 grade structure the the basis of ti., present official Plan for School Facilities will seek to serveapproximately areas. This was done on feeder boundary for each school(recognizing that such 20,000 pre-school children by1980. Continued use of boundaries are subject to change). Thus, ahypothetical rental space could increase this numberifnecessary; of 900, which however, the expansion of pre-kindergarten programsis lower school with a 1970 planning capacity draws an estimated 35% of its enrollmentfrom area 27 and contingent upon the availability ofoperating funds. 65% from area 33, would then represent acapacity of 315 of the allocated Special Education Capacity andEnrollment - The in area 27 and 585 in area 33. Comparison showed that in 1975 results of a study of the special needsof certain children, capacities with expected enrollments there would be a K-4 capacity deficit in morethan a dozen completed in July of 1968, arecurrently under evaluation. boundaries were maintained. In most On the basis of this study anoverall plan to meet special areas if present feeder these boundaries could be adjusted education requirements will bedeveloped. At present, cases, it was found that to take advantage of surpluscapacity in adjacent areas. approximately11,000 children are being educatedin Four additional lower schools were, however,included in specialclasses, either in regular schoolbuildings or in the Capital Program as a result of this analysis. special centers. drawn from For each of the 21 planning areasdescribed in the At the secondary level, where students are scale of the 65 small areas is too fine; preceding section on enrollmentprojections, an initial a wider territory, the therefore, all analysis was made onthe basis of the 21 comparison was made betweenexpected enrollments and planningareas.Presentsecondaryfeeder the planned capacities that wouldhave been provided under aggregated boundaries also are inappropriate forthe allocation of last year's (1969-74)Capital Program. This analysis led to

37 Parkway Program). The capacity because they do not correspond to thoseof lower Girls' High and Central, and the schools was distributed schools. At resent, one elementary school maysend its total capacity of the city-wide their graduates to several junior highs, each of whichin turn among the 21planning areas in direct proportion to feeds several senior high schools. To facilitatecontinuous total enrollment. illustrate the method I educational programs, administrative clustering,and strong The chart on Page 23 is included to used in refining the community relationshipsitisdesirable to develop a of capacity-gap analysis that has been hierarchical feeding system in which as studentsgraduate Plan for School Facilities, and toshow graphically that catch up with enrollment from one school they all proceed to oneschool at the next capacity at all levels will tend to I Program is carried out. higher level: throughout the city as the Capital Extreme caution must, however, be usedin attempting to Lower School A draw from itspecific conclusions about theprobable School Lower School8>MR:idle shortage or surplus of capacity inparticular areas six or Lower School C eleven years from now. This is true notonly because factors and future Lower SchoolD>MiddleSchool High School enrollment is affected by unpredictable Programs may add new projectsordelete Lower School E Capital currently-programmed ones. Even if enrollmentprojections Lower School F Middle School are accurate and allprojects are built as now scheduled, the Lower School exact pattern of attendanceboundaries and school-to- refined than the Secondary capacities for 1970 were allocated onthe school feeding systems will be more pattern which vas assumed inthe initial planning analysis; basis of such an idealized feeding system,which in turn was therefore the allocation of capacityby area will be based on actual present feeding patterns.The school to somewhat different than shown in thechart. which each elementary or junior highschool now assigns The chart is also misleadinginsofar as it suggests that 1 most of i'm graduating students wasconsidered to be its sole lower-school capacity, while "receiver" school. Adjustments were made sothat each there will be large surpluses of high school capacity will still be insufficientin 1980. Some school would be within the geographic areafrom which it capacity is inevitable in such areas as draws its pupils and so that attendance areaswould be excess elementary Southeast Philadelphia, where there is alarge stock of continuous. Although a givenelementary school in West public-school enrollment. Philadelphia may now, for example, send mostof its existing schools and a declining counted in the total graduates to a junior high school acrossthe Schuylkill River However, all fire-resistant schools are would be 60 to 75 this is considered to be a temporaryexpedient and is not of planning capacity; many of these in fact be phased out before reflected in the allocation of capacities toplanning areas. years old by 1980 and should other hand, the chart To allocate future capacities forthe 1975 and 1980 then. With high schools, on the Recent study has comparisons, an attempt was made todevelop plausible understates total effective capacity. currently under design feeding systems based on the mostlikelysites for suggested that the new high schools than their nominal capacity of 3000 programmed schools. The principle wasapplied that each can in fact hold more additional high middle school should have a capacityapproximately equal students without crowding. Therefore, no review has been to four times the combinedfourth-grade capacities of the schools will be programmed until a detailed typical new schools will lower schools feeding into it, and each generalhigh school made of the enrollments which should have a capacity equa's to a leastthree times the accommodate under various circumstances. adequate if all combined eighth-grade capacities of themiddle schools While total high school capacity will be Facilities are built by feeding it. (This procedure recognizes thefact That some high schools in the Plan for School high school enrollment students will drop out of high schooland others will go to 1980, it is clear from the chart that inallof North Central schools with city-wide attendance areas.) willexceedlocalcapacity Philadelphia. This reflects a decision to program someof In each target year, the total differencebetween capacity this sector in more in general high schools andexpected 9-12 enrollment was the high school capacity needed for enhancing opportunities for reduced by the total capacity inschools with city-wide distant parts of the city, thus attendance areas (includingvocational-technical schools, desegregation. -r-rr2IP."7110,-.11

'5' ...... -dc -..r...... 6.,,,..-.'.,1*...... ,...s.. .4; V... . 1 -... '. as.% . ... , ai,...i.,... id O. y ... , ., ,0 4{ _. . 4,-;,,,,, --- ,...... , . -0,P i....ae. 4". d IS -'1.:r .:'--. ' 1,- .:-. . . .4.7":17. , r, , -, 10.r .44. - *4-'1. 4.'11, 1 4)..4,4.'" .-. rlr''' , . it ,,..i. - --"" 14'. , ...... k!.'..I. *141.' -e..4. "- ' :::,,,, " ' 1.' " !Or,3%21,4,,,,1"4 . ';',I of 4., ) ..-....0 Vnlece AI. _, ..., .4...,...er,. ... -- 4 'J>P,..11,,tel0,, ,,,.., - t ,- ,.."i' --` - , -I- --, , , 2 , .4015,,,,f g..14.0.- -:..,,,,t.1. ,,,s... -1".: v; ..."t* .". li ...* .1/4-, *.1"' st :' ',":*".4. f4.0.." *-:-..X.:, ",I ltr

..- O. . ' - ,.. '' s i. ,... . -- 0 ...'w ''''''' t '4 '...711144.41/441.14ti e., 0 1.1. 4+ .4,0,,,;:;i17 *` C.f),IT7:, 4 rO.* .-., f `./4,,,, I.. .- 4.1iire./ .14, i, 1 41Pi 4{, :4 ; *..,4'°..15M14417f,t; °'; \'''' 1.*4.c`,- 'C"' :4"'- '...'rS.: , s '). ' % 1 r.,_, . , ;" s444 '.." ''SC4i; "1.4*' ''' * \,, . ., q- ...., ,,..ry- s. .... 4k. ,...,-4.- ' -", "PIK A - -.. Fs- ,..5,--. 7' . -:.4*-C-",1 L 1%.,7 ; ' ".'''' r c _, , 1,, ;.. j:4,,,:.,+.1.. :1 4 s'e-f N4, --:4.,,:sk!-;, 1; ,t4.:z:,,,,,,,A),.,.--=`-,n4 :: , Atv "%. A A.- '...:3't..2'' '. A''.:4%-,pc*,- ' :.- ,,,4; 4....".. ---; Atilt. :'''...:1::/...1 .."1.. .k7e .., ..1.-.1 . -, r ;pc "4':;.,, ,,,01 ' ....% S^ 3-...-...`4-'-',...-1, . . 0 .',:. _..t 'e.,' .... ,

GRATZ HIGH SCHOOLATHLETIC FIELD

HUNTING PARK AVE. & CLARISSAST.

NEW SEPTEMBER 1968

39 0

.v.,ftrpfu- et A , `Viiqllkiatrit-11110-ix,..i.4-- .."44'.141pt ill 9Vrialja...,.1i Cler% .f

..--vs ti.c1111Xn'Pi II h ; rig. etTiVai-*:1:Itifi, , pi vt Ili 3The Plan for School Facilities

The Capital Program is based upon an overall Plan for LOWER SCHOOLS SchoolFacilities.Section12-307 of the Educational The School District's commitment to provide an early Supplement to the Home Rule Charter requires that this start for school children is seen in current efforts toprovide Men be developed to become a component of the City of kindergarten for all and to extend the program for three- Philadelphia'sComprel.:nsivePlanforPhysical De- and four-year olds which has shown such promise in he velopment. Get Set program. The common objective of both these The continued aim of the Plan for School Facilities is to programs is to afford a rich learningexperience to children eliminateconditions of overcrowdLig, to provideall so that they can enter the regularschool years with childrenwith a proper setting for their educational increased readiness to learn and adjust. The need for greater development, and to build additional capacity sufficient for continuity between these programs and the primary grades expectedenrollment growth.Thisyear thePlanis has been documented in recent studies and has received continued from that of 1969-74 with a net increase of 14 nationwide attention. Philadelphia's $1 million, federally- new lower schools, four new middle schools, two newhigh financed Project Follow-Through is an effort to provide this schools, and four addition projects. Ten of the new schools continuity and reshape early grade education so that it may are scheduled for funding after June 30,1975. capitalize on the gains made through kindergarten and pre-kindergarten education. Lower schools, as envisioned THE EDUCATIONAL BASIS OF THE PLAN by the Plan, will provide a good environment for both a The Plan is built upon a concept of grade organization meaningful head start and a successful follow-up. or of the number of grade levels to be housed in a given Assuming that operating funds are sufficient to finance school unit. That decision, in turn, rests upon educational thecontinuedexpansionofkindergartenandpre- kindergarten -programs, the question is how best to meet considerations. So as to serve the unique quaEties of each student, the their space requirements. School District of Philadelphia places great emphasis on In the long-range Plan, the suggested answer is to individualized instruction. This emphasis is reflected in provide space for preschool and kindergarten classes in the 1 through 4 rather specialprograms of early-childhood education, in the same school units that supervise grades growth of team teactfog, in the concept of an interrelated than to leave them ..s disconnected units in rented or portablespace. This does not mean that innovative curricu:um from grade 1 to grade12, andinthe instructional materials centers which allow for a high degree approaches to facilities Iccation, such as the mini-school at or attempts to of guided, independent work. All of these steps underscore the pre-school and elementarylevel, in converted houses with the point that the individual studentnot the classroom combine preschool closes must be the central focus in the construction ofschool community activities and social services are to be dis- couraged. For long-term projections, the assumption is facilities. made that pre-school space will, as a rule, be located in the A system c" schools operating under the 744 pattern lower-school structure. However, the plan is flekibie enough of wade organization is considered most appropriate to the to permit experimentation with new approaches al.d to be goal of individualized instruction. The plan is predicated on eventual city-wide conversion to such a system, although it changed as experience dictates is evident that conversion must occur gradually zs spaceis created over a number of years. Uncle, the 7-4-4 pattern MIDDLE SCHOOLS there will be lower vivol units housing pre-kindergarten, A growing body of evidence and expert opinion kindergarten, and the first four grades; middle schools supports the ideal of a middle school for children between hr ..singgrades five1.' ,rougheight; and high schools the early grades and adolescence. Once argued as an alternative to the known inadequacies of the junior high comprb:ng-ades 9 through 12. As in last year's Capital Program, a brief explanation of the educational rationale school, the middle school is now clearly seen to have its begins for each of these school levels is given here. own rationale. It is a school where learning to read

41 to be replaced by reading to leant where the social and so many families or businesses that the economic and social emotional needs of today's faster maturing pre-adolescents costs would be unacceptable. are given full recognition; where individualized instruction For thisreason, alternativepatterns of siting and can be properly introduced through team teaching and designing schools have been considered ;n several studies. specialization; and where exposure to career opportunities The School District and City Planning Commission have and choices can begin. also undertaken a joint re-examination of current site Although testimony from individuals and community standards.If their recommendations are adopted after woups indicates general acceptance and approval of the further refinement and public discussion, the revised middle school concept, the School District is continuously standards described below will be incorporated in the Plan. monitoring progress in middle school programs to make These standards were developed from the latest data sure they are successful. provided by the Philadelphia end other school districts and by various state, federal and private sources. HIGH WHO° LS The new site standards study avoided the traditional The arguments advanced for the middle school are given "suburban" standards so prevalent in site design, which rely further support when related to the widely-acknowledged on a generous quantity of undesigned open space to meet advantages of a four-year high school. The four-year high students'recreationalneeds.Recreation and physical school offers greater opportunity and depth of instruction education areas were instead analyzed in terms of "play- for the student headed for college and career; it permits the area modules." These modules, which consist of variously fuller use of certain specialized facilities such as labora- sized turfed, paved, and apparatus areas, can be assembled tories, machine teaching and large-group instruction; and it in different ways for different new schools. The number allows increased emphasis on career development, including and combination of modules would depend on the age level occupational information and some work experience. Itshould be emphasized that conversion to the and number of pupils, economic factors, and social and proposed pattern of grade organization will take many neighborhood considerations. years to achieve and may never be completed before still The chief objective in developing the proposed new newer ideas call for fresh approaches. Nevertheless, the standards was to improve the physical education areas for 7-4-4 pattern is accepted as the best basis for construction school children. If they are adopted, however, social and of this plan and one against which progress can be judged. economic benefits will also be realized. Relocation problems will be diminished. The modular system permits more PHYSICAL PLANNING STANDARDS efficient use of space; total site requirements are reduced The Plan this year continues to reflect physical planning and, since the modules can be combined in various ways, criteria that were jointly adopted by the School District total site requirements are more flexible. and the City Planning Commission in 1963. The standards Table 4 contrasts the requirements of the present and the govern site area, size of student body, service radius, and proposed new site standards. Note that the former permit a play area.* The standards are intended both to govern the range of sitesizes b'tween specified maximum and development of new sites and to guide the improvement of minimum figures; the latter indicate a single standard size at exirting facilities. Experience has increasingly shown that it each schoollevel, with a range of specified vari-tions is virtually impossible to satisfy all criteria in all instances. appropriate to particular circumstances. These s,..adard This is expecially true with respect to middle and high sizes assume a so-called "average" layout of the play-area schools. Present standards do not recognize variation in size modules. They would apply to typical schools to be of student bodies or differences in building configuration, constructed by the School District. In cases where sites of in the cost and quality of land to be acquired, in proximity standard size cannot be obtained because of critical social ofrecreationareas, orinthe density and type of and/or economic problem, site compaction techniquescan surrounding development. To clear the amount of land be applied in the development so as to reduce the total site required for a middle or high school site under these area. However, in no case would a site provide less than a standards, it would be necessary in many areas to displace Minimum Physical Education/Recreation Area of .6 acres for a lower school, 2.2 acres for a middle school, and 4.1 acres for a high school. The total site area may exceed the standard in atypical circumstances, or where land is readily available and not required for other community uses. As it vas last year, the optimal enrollment for new middle schools is set at 1650 students. The previous standard had been 1500. This The minimum figures shown in the table are the smallest year the Plan alio ref facts a tendency away from the 960-student acreages allowed under the proposed standards for schools lower school as a fixed standard. Rather, new lower schools we being planned in a range of sizes for enrollments from 400 to 960, which do not have decked play areas or multilevel or depending on local circumstances. off-site parking.

42 TABLE 4 PRESENT AND ?ROPOSED NEW SITESTANDARDS

Site Area Site Area Service Radius Type of School (Present Standards) (Proposed Standards) Minimum Maximum Minimum Standard 5.6 axes 3/8 to lh mile; Lower School (designed 3 acres 7 acres 2.1 acres walking distance for approximately 960 students)

7.9 acres 14 to 1'h miles; Middle School (designed 10 acres 20 acres 4.4 acres not more than 30 min. for approximately travel time. 1650 students)

9.3 acres 17.7 acres 1 to 2 miles High School (designed 20 acres 35 acres easily accessible by for approximately public transit 3000 students)

THE DESIGN OF SCHOOLBUILDINGS DESIGN CRITERIA all school Design criteria are prepared for each newschool in order Flexibility of use is a primary requirement in construction. It is essential to assure thatbuildings designed to translate educationalgoals into spatial and architectural and teaching terms. Each building constructed aspart of the Plan for today may be adapted easily to the curriculum by the use of School Facilities will reflect advanced conceptsof school techniques of the future. It is obtained largely long-span construction with non-bearing partitionwalls. At design. Design criteria have beendeveloped by a team of achieved by School District personnel, supportedby nationally recog- the same time, construction economies are building materials, and nized consultants. Before a start is made on a newbuilding, compact design, careful selection of non-educational spaces such as intensive efforts are made to anticipatethe educational drasticreductionsin program that will takeplace within it. With every new corridors and boiler rooms. obtaining building, lessons are learned and, therefore,the design Research is constantly directed to new ways of Following an initial criteria continue to evolve year by year. the be facilities atleastcost. The two chief features of theEducational Specifications exploration of the advantages of the systems approach to Educational for new schools are the adoption of thehouse plan for all school construction, the School District and middle and high schools, and therequirement that school Facilities Laboratories, Inc. have co-sponsored an engineer- building better designs provide for the maximumflexibility consistent with ing study which suggests the feasibility of and more flexible schools with an ?dvanced systemof economical construction. matched, factory-made components. The resultsof this THE HOUSE PLAN study are now under review. the The house plan of school design hasbeen chosen as a Below is a complete list of the criteria which govern for School way to minimize theimpersonal, institutional qualities of design of all new construction under the Plan large secondary schools and to create alearning environ- Facilities. These criteria have withstood continuing review. ment of more intimate scale.Under the house plan, the total enrollment of a school is dividedinto four or six 1. Maximum Flexibility Current trends instaff smaller groups of students. Students ineach group spend utilization and teaching techniques have implications for much of their time in one area of theschool their own interior space allocatiolS 'and their arrangement.One consistent trend is toward varied grouping of pupils inorder "house" with their own general classrooms,teachers' office, counseling office, individual study areas,and dining to tailor the course of instruction to theindividual student. School area. On the other hand,the whole school is served by The design of such flexible spaces is a challenge the centralized laboratories, food preparationkitchen, gymnasi- District presents to its architects. ums and other specialfacilities. The human scale of a Classrooms arranged in clusters with open areas between them make it possible to form instructional groupsof smallerschoolis thus combined with theoperating efficiency and unique resources of a largerschool. The varying size for differing educational programs.Team clusters possibility of developing esprit de corpsis enhanced; the teaching is greatly facilitated by an arrangement of teaching likelihood of administrative remoteness andconfusion is which encourage teachers to confer and plan their reduced. Some typical new houseplandesigns are time as well as to use their individual talents. Flexibility is increased by compact building design. A illustrated on the following page.

43 THE HOUSE PLAN

OWEN J. ROBERTS Lower School

63rd and Locust Streets

Architect: Montgomery, Bishop and Arnold

BETSY ROSS Middle School

29th and ClearfieldStreets

Architect: Howell Lewis Shayand Associates

NORTHWEST High School

Stenton and Haines Streets

Architects: Warnecke Associates George Ewing Associates building that u. ntains a minimum of permanent interior 5. Provision for Specialized Teaching Anus in All walls can more readily be adapted to educational changes of Schools Separate teaching areas for art, choral and the future. instrumental music, science, mathematics, and physical education are provided in all lower schools to facilitate 2. Provision fo Variable Group Instruction Four basic instructionin these disciplines.In addition to highly classifications of space are required in new facilities to developed facilities for the above disciplines, the middle accommodate the educational program: and high school also contain laboratories for practical arts, * General purpose classrooms designed to accommodate vocational and industrial education, and commerce. Fur- approximately 25-30 students each. These spaces ther, little theaters are specified in some lower schools to should be grouped together in complexes of four or enhance instruction in dramatics, interpretive reading, a d more classrooms. similar activities. * Large -group lecture rooms to accommodate activities carried out in groups of 75-150, such as illustrated 6. Provision for Community Use of Plant The lectures, special demonstrations, testing, presentation multi-purpose rooms, gymnasium-recreation room, instruc- by guest speakers,televisedlessons, and motion tionalmaterials center, instrumental and choral music pictures. room, and conference room at planned for use by the * Seminar spaces to accommodate 10-15 students and a community as well as for school purposes. These facilities, teacher engaged in exploration of concepts, analytical together with nearby men's, women's, boys', and girls' discussions, conferences, reporting, and panel discus- toilets are provided with means for isolation from the sions. balance of the building. * Laboratory spaces to accommodate groups of 24-28 students for courses such as science, shop, home- 7. Provisionfor Kindergarten and Pre-Kindergarten making, and business. Facilities in Lower Schools In order to accommodate the proposed 7-4-4 plan of organization, specialized facilities to 3. Provision for Central Instructional Materials Centers house kindergarten and pre-kindergarten programs have in Each School The instructional materials center serves been specified in all lower schools. Although initially some in four principal ways: new schools will open as K-4 or K-6 elementary schools, * As acenter forrequiredreading,research and these buildings can easily be converted to-accommodate reference projects. programs for younger students when the organizational * As a location for independent study and research by plan is fully implementer!. both pupils and teachers. * As a resource center which contains professional material and supplies for teacher use 8. Provision for Food Service in All Schools Facilities * As a materials center which houses all types of for food service have been specified in all new schools. audio-visual materials and equipment needed for good These facilities will complement a comprt.hensive city-wide teaching and productive learning. school food services plan. Through the use of a wealth of selected materials in both printed and audio-visual media, pupils can be expected to 9. Provision for Complete Thermal, Acoustical, and secure both depth and breadth of information and perhaps Visual Control The physical environment of any school to discover new bobbies, be stimulated toward wider building helps shape its educational efficiency. Research recreational reading, and pursue independent investigations indicates that proper contro! of the thermal, acoustical, and in scientific, historical, mathematical, and kindred fields. visualenvironmentwillenhance the teaching-learning The instructional materials center is zoned for various process. activities.Its designisintended to create an inviting Envimmr,ent: atmosphere conducive to serious study and reading. Health, comfort, and efficiency can be impaired by such factors as high and low temperatures, too much draft, high 4. Provision forInstructional Planning Activities humidity, stale air, and obnoxious odors. A proper thermal Instructional offices are provided as the focal port of each environmentis obtained through adequately controlled cluster of classrooms. The office is conceived as open space mechanical ventilation with heating and cooling agents. subdivided by furniture, bookcases, and movable partition's Acoustical Environment: into semi-private enclosures for each two staff members. In The educational opportunities lost because of unwanted addition, middle and high schools include offices for such and uncontrolled sounds are often re_valed by restlessness, specialized instructional areas as physical education and distraction from the lesson at hand, and often poor home economics; an office for instructional coordination behavior. Sound control measures such as carpeting and and a conference room for team planning or teacher- ceiling treatments, Pre being used in all new schools to meet student conferences are provided in each house. varied requirements.

45 elementary level. Visual Environment: variety of special support facilities at the Prom lighting, the reduction of glare, anddecoration The space standardsreflect a set of assumptions through the use of soothing and relaxing colorshave a concerning the student population ofvarious instructional positive effect oa people both physicallyand psycho- spaces. Table 5 showsboth optimum and maximum logically.Visual comfortisenhanced by design that capacity figures. The optimum numbersof students are to minimizes such distracting features asreflections from be achieved when the building programis substantially shiny surfaces and points of high brightness atlight sources. completed and the capacity gap hasbeen eliminated. The A good visual environment can improvethe rate and quality maximum numbers are these that mayhave to be absorbed of learning. in a facility before that time.

10. Provision for the Latest in ElectronicInstructional TABLE 5 CAPACITIES OF and Communications Equipment In new construction, VARIOUS INSTRUCTIONAL SPACES provisions are made for the following: Number of Pupils in each * A complete,fully-integrated instructional television Optimum Maximum system with capacity for both openand closed circuit 1. Elementary Schools 30 35-37 broadcasts. Classroom Small Classroom 10 19 * A one-way public addresssystem with capacity for all Educational Improvement 30 30 calls emanating from the generaloffice area. Program Classroom .sindergarten 25t 35t * A signal and tone systemwith automatic program. The Nursery 20t 20t control panel for this unit is generallylocated in the Total School 960 2. Secondary Schools general office. Classroom Laboratory -- Shop 25 30 50 75 * A master clock andcontrol system which is installed Gymnasium Choral Instrumental Room 75 75 in the general office under thesupervision of the Large Group Lecture Hall 300 300 1650 switchboard-receptionist. Middle School Total High School Total 3000 * A fire and disasteralarm system. 3. Special Schools 18 * A telephoneintercommunication system for oral Retarded Educable Class 18 Remedial Disciplinary Class 18 18 communications among and between themajor areas Retarded Trainable Class 12 12 8 8 of the school plant. Hearing Handicap Class Visual Handicap Class 12 12 * Outside-access telephoneswhicV are installed in each Orthopedic Handicap Class 12 12 in the central offices, and in Emotionally Disturbed Class s 8 instructionaloffice, 10 10 enable personnel Blind Class certain auxiliary and service spaces to Special English Class 25 25 to make outside calls. t At each of two sessions.

INTERNAL SPACE STANDARDS THE ELEMENTS OF THE PLAN In order to conform to the spacerequirements of the State Department of PublicInstruction, upon which educational, and design reimbursement is based, and in order to meetthe special The application of physical, describing each type curricular needs of the childrenof Philadelphia, archi- criteria to the Plan is best grasped by requirements of the tectural space standards have beenestablished for all new of facility and by summarizing the schools. The maximum permitted ratioof building area to Plan. capacity is as follows: 88 square feet per pupil LOWER SCHOOLS Lower schools in the Plan. 110 square feet per pupil Thirty-one new lower schools are specified Middle schools these schools are 120 square feet per pupil To accommodate local enrollments, High schools 960 students. The Architects must not only keep withir. thistotal limit, but planned for capacities of 400 to full-sized schools are to be built on sitesof three to seven also restrict non educational space to28 percent of the acres,* depending on the building intensityand other total building area.* Formiddle and high schools, these characteristics of the area in which each siteis located. standards are rather close to the average spaceallocation Kindergarten space is provided in eachlower school. per pupil in newfacilities across the country. Philadelphia Half-day sessions are assumed for each roomof 25 children. standards for lower schools aresomewhat more generous for pre-school use. This reflects thelocalemphasis upon In addition, two classrooms are reserved thanaverage. Capacity is figured on twenty children per room,and early-childhood education and thecommitment to offer a

Non-educational space is defined toinclude: 1) boiler room, 2) areas,3)staircases,4)corridors and wells and mechanical Or 2.1 to 5.6 acres if the revised site standards arcadopted (See passageways, 5) receiving areas,6) kitchens and storage, 7) custodial areas, 8) toilet rooms, and9) elevators. Table 4).

46 half-day sessions. As already explained, itis difficult to COMMUNITY SCHOOLS anticipate demand for these programs ineach school. A All schools in the system arepotential community design standard that permits flexibility awlallows for 25 schools; that is, they are available forafter-hour use by In new buildings, percent expansion makesit possible to accommodate student and adult as funding permits. and separate growth of these programs if necessary. special zoned heating and air-conditioning facilitate com- The grounds of lower schools will meetthe recreational entrances are among details designed to needs of younger chifuren. They willprovide off-street munity use. parking for the school staff as required by cityordinance. Fourexistingelementary schools now operate as Community use of the school duringafter-school hours is community schools and are open for forintensive use with (17th and Tasked. anticipated. federal assistance. These are the Childs (35th and Fair- Lower school grade-organizations arealready operating Ludlow (6th and Master), McMichael nhools. The new at the Hunter School in Kensingtonand the Morton and mount), and Locke (46th and Haverford) Patterson Schools in Southwest Philadelphia.As space Hartranft Community School(8th and Cumberland) permits, more lower school units will beformed. opened in 1968. Here, federal funds will augmentSchool Districtfunds to create afirst ruly comprehensive MIDDLE SCHOOLS community school with a community-operatedneighbor- In the Plan, great emphasis has been placed uponthe hood faciltiy across 8th Street from the schoolitself. More construction of middle school space. Middle schools are than $2,000,000 in federal funds havealready been being planned for an optimum populationof 1,650 pupils allocated to the community program at Hartranft,which is in grades 5-8. All designs incorporate thehouse plan. unique in the nation. Suggested site area is 10 to 20 acres,* depending uponthe The future development and location ofcomprehensive density of the area. Play areas will permit afull range of community schools will be based upon plans nowunder organized play, plus after-hour usage by thecommunity. preparation as part of Model Cities planning efforts. Required off-street parking will be planned. ,nnverted As a result of starts made in 1966, two MAGNET SCHOOLS structures (Tilden and Conwell) arecurrently operating as A magnet school is one that is especially strongin a middle schools and one newly constructedmiddle school selected learning area (e.g., science, the humanities,business (Rush Schoo'. in the Northeast) has been opened.In 1968 and commerce) or in certain instructionaltechniques (e.g., construction and 1969, the School District intends to start team teaching, computer instruction).While magnet schools on seven new middle schools:G. W. Pepper, John Turner, draw a majority of their pupils from the ;rnmediate areas, a Betsy Ross, Stoddart, Meehan, MiddleAwburyTract, and certain number of students are chosen city-wide, not MiddleVerree and Bloomfield. necessarily f)r ability, but for exceptional interest inthe HIGH SCHOO school's field of specialisation. The student, so attracted, is High schoois to serve grades 9 through 12 aredesigned fully absorbed into the regular life of the school. on the house plan for anoptimum enrollment of 3,000. At present, magnet high schools include:Overbrook (art, Optimum siteareais from 20 to 25 acres,** again music, and scholars),Bartram (commerce), Northeast depending upon density. The sharing ofoutdoor athletic (spacescience),and Germantown (gove:nment-human facilities is deemed desirable and will beinfluenced by the services). Conwell and Tilden are magnet middle schools site and the proximity of otherhigh schools, where with strong offerings in team-teaching and individualized possible. Site acquisition problems are mostdifficult at the learning opportunities. Morton, Hunter, and Patterson are high schoollevel. Therefore, sites are selected inless magnet lower schools. A magnet programin foreign densely settled parts of the city. Thisis consistent with languages is expected to begin operation soon at South other planning objectives. It enables theschool to draw Philadelphia High School. The acute space shortage has from broad population areas. It may in thefuture permit markedly restricted the intake of students in some of these the school to serve students attractedfrom elsewhere in the programs. Provision of interim space toconsolidate initial metropolitan area. successes was a recommendationin last year's program; In 1968, the School District awarded contractsfor two relief for Northeast and Bartram High Schools has been new high schools, WestPhiladelphia-University City and obtained by this means. William Penn. In 1969, the aim is to startconstruction on Two high schools under construction havebeen desig- two additional high schools,Northwest and Christopher nated as magnet schools: West Philadelphia-UniversityCity Columbus. (science and mathematics) and William Penn(communications). Intensive work is now underway to develop these instructional programs through a grant from theCarnegie Corporation. Special staff have been assigned to each by the adopted (see * Or 9.3 to 17.7 acres if the revised site standards are Office of Innovative Programs. Close university, business, Table 4). **Or 4.4 to 7.9 acres if the revised site standards are adopted. and community contacts have been established.

47 No additional magnet programs are designated in the participationorindependent study.Computer-assisted Plan at this time, pending continued evaluation of the instruction for all students is now available in mathematics, program, the relief of severe overcrowding throughout the and will soon be available in reading. system,and theavailabilityofadditionaloperating The ILC not only offers an outstanding educational revenues. program for lower schoolchildren and a forum for curriculum research and development, but also provides staff development opportunities and help for city ele- FACILITIES FOR HANDICAPPED CHILDREN mentary schools in beginning their own innovative pro- The School District currently orovides facilities for some grams of instruction. 11,000 handicapped and retarded children. Programs are available for the retarded educable and trainable, disci- ATHLETIC FACILITIES plinary cases, children with hearing, visual, and physical All new schools in the Plan will be designed to provide handicaps, and some with emotional disturbances. By for both outdoor and indoor physical education facilities in recent Board policy, handicapped children may continue in keeping with space standards developed by the School these classes until they are 21 years old. District and the City Planning Commission. Because of the In January 1968, the Board of Education authorized an large areas of land involved, joint use, particularly of high intensive, six-month examination of its programs dealing school stadiums, will be arranged wherever possible. with handicapped children. The goal of that study was to Plans for athletic facilities are closely coordinated with examine the School District's approach to the education of those of the City Recreation Department in order to children with physical, emotional, and intellectual handi- promote joint use and, in some instances, topermit joint caps and to pursue such questions as whether or not these financing with the city. In 1967, as one example, a formula children should be housed in regular schools or treated in for sharing the cost of an indoor swimming pool was special centers. The study was conducted by School District worked out in a plan for Sayre Junior High School in West staff with assistance from national experts in such fields as Philadelphia. Such indoor pools are planned as part of a social work, occupational training, and psychiatry, as well number of new schools according to a Comprehensive Plan as education; its recommendations are now under review by for Swimming Pools issued by the City Planning Commis- the Board of Education and staff. Pending approval of a sion in January 1968. Other recent examples include a total total plan, an unspecified allocation for special education plan for recreational and physical education for Gratz High facilities appears in the Capital Program. School, Gillespie Junior High School, and the Nicetown- Tioga communities, and the master plans for Northwest INTENSIVE LEARNING CENTER High School (The Awbury-Nolan Tract) and the Lincoln Located in the Innovative Center at 5th and Luzerne High School tract. Street, the ILC opened on a limited basis in September In November 1968, the Board of Education approved a 1968. Itis designed to provide optimal conditions for study to be conducted by a highly qualified planning firm experimentation and research both in teaching materials for the purpose of thoroughly reviewing the School and methods and in the learning process itself. Children of District'scurrent and long range needs for outdoor ages five to ten come 400 at a time to acquire basic skills, recreational facilities. Following the completion of that grow in ability to learn independently, acquire habits of study and subsequent public review, the Capital Program inquiry, and develop positive attitudes toward learning. will reflect a comprehensive plan for outdoor recreational The student population is a cross-section of Philadelphia facilities. elementary schoolchildren,representingalllevels of In budgeting for an athletic plant, regular facilities, such learning ability, all ethnic groups, a range of economic As gymnasium, recreation rooms, and outdoorplay areas, levels, and a range of interests and needs. They are bussed are included in the construction costof a new school. to the center from all sections of the city, primarily from Stadiums and other large projects, including swimming overcrowded elementary schools. The ILC is designed to pools, are handled in a separate account. A master schedule provide for exploration of learning possibilities and to for completion of these latter projects has been drafted by improve specific basic skills through individually prescribed the Division of School Facilities and is on file in its offices: insruction and though projects emphasizing a discovery approach.Specialfacilitiesinclude such hardware as INSTRUCTIONAL MATERIALS CENTERS (LIBRARIES) electronic carrels, listening centers, film loop projectors, The Instructional Materials Center (IMC) lies at the heart and a variety of teaching machines; also tapes, films, books, of modern instruction. Such centers are planned for all new prom ammed instruction courses and othersuch software to schools. At the same time, steps are being taken to provide go with the hardware.Materials for exploration and adequate space for the housing of IMC installations in discovery, for reaction and expression have been purchased. existing schools. The main teaching areas are open in order to facilitate large In1966, the School Facilities Division conducted a group learning (there is an amphitheater seating200), group survey of all existing schools to determinetheir library

48 needs. This survey, based on state minimum requirements, secondary schools constructed prior to 1958. evolved into: * Provision of extensive facilities for televisionreception A program to provide, by means of interior conver- in all classrooms including facilities for C.C.T.V., in sion, adequate libraries in schools not having library 160 schools. facilities. * The conversion of a garage into a technical centerfor A program to improve substandard libraries by means West Philadelphia High School. of interior expansion. * The conversion of a garage into a comprehensive A program to provide library additions for schools autorr otive maintenance center for Gratz High School. with substandard libraries or none, which lack space * The conversion of classrooms and other spaces to for interior conversion. provide art rooms in approximately 29 elementary As aresult of these programs, all public secondary schools. schools in the Philadelphia area now have libraries meeting The following factors determine the order in which state space requirements. An objective of last year's Capital school facilities are scheduled for alterations, moderniza- Program was that all elementary schools in Philadelphia tion, and maintenance: would have a library meeting state requirements by the end * Age and condition of building of the 1968 budget year. Unfortunately, the completion of * Projected length of service numerous library additions and the start of several others * Cost of modernization as compared toreplacement was delayed by the rod-setters' strike in the construction cost industry. The aim is now to finish these projects by the end * Suitability for current and future educational pro- of 1969. grams The 1968-69 budget provided for 31 library conversions, * Status as receiver school for bussed-in pupils(resulting expansions, or improvements. Much of the design for this in a possible immediate need to provide cafeteria work has been completed and construction is scheduled to service3, facilities for additional administrative ser- be completed by the end of the 1969 budget year. This vices, etc.) budget has also provided for eight library additions for * Changes in organizational structure with consequent which the architectural design and construction contract need for administrative facilities. awards are scheduled in 1969-70. * Unexpected mechanical and structural breakdowns At the present time, the library improvement programs * Preventive maintenance outlined above are being increased in scope to provide for each public school in Philadelphia with not only a library of The following list indicates typical improvements which state minimum size, but all the valuable educational aids are to be found in the present plan for alterc.tions and which make a library a full-fledged IMC. improvements: * Replacing and increasing eleArical services Alterations and Improvements The Plan for School * Converting or replacing heating systems Facilities provides for whatever improvements may be * Replacing windows, frames, and exterior doors with needed to meet minimum standards in schools that will be materials which require reduced maintenance. retained for long-term service. This will include alterations * Repiping and site improvements in many instances. * Contract maintenance items, such as painting, re- A plan for alterations and improvements is an important surfacing of yard or outdoor recreation areas, stack component of the Plan for School Facilities. Provision for repairs, flag pole repairs or replacement improving and maintaining school buildings is necessary to * Modernizing and increasing toilet facilities assure their continued utility,safety, and compatibility * Improving and increasing drinking facilities with changing educational needs. * Replacing and expanding the communications system A portion of the cost of such improvements is short-range (telephone and public address) and the clocks and and is therefore charged to the operating budget. However, program system there is also a large alteration and improvement program, * Relighting chargeable to the Capital Program. This program is based * Acoustical treatment (ceilings in all teaching, adminis- upon a plan which is revised each year bythe Division of trative and corridor areas and baffle treatment in School Facilities. gymnasiums and recreation rooms) In the past two years, the Plan for Alterations and * Converting present classrooms and Other areas to Improvements has resulted in: provide the proper environment for current and The expansion and conversion of numerous library experimental methods of instruction (large and small facilities into instructional materials centers. group instruction, electronic program originating sta- The creation of many new and modernized kinder- tions, multi-use of an area) garten facilities in existing schools. * Providing needed storage facilities The expected completion by the end of the 1969-70 * Installing emergency lighting and exterrd security fiscalyear of major modernizationprojects inall lighting.

49 e...... a ow...... Ist. NOW MO...... ma. ea. .0 MOW MIND 4IIII a 11.111. MB ... 1110 Me OM MIM 01.11 ..11E mom f..0. OM 11/1M MIN 111M1 Mk MIME am-as *Ma am ...... -.11 OM , 11 1M/I am. .01 MM. NW. .6 .11.0 MN. fli ..., MIL Ai U. -leWO. - 011. ..- .- 41...... 11M. ...E. *VIM - ..S. .00 BM. - an MINI all. - - ireo.4 3r.,A ama ...-- -um I.-... MI MI -.at _1. MIIIM Masaassaa. NAM MM1 1MM 31 MEM 'NM MO VIM 1MM as Mf 01. . MM .1. - - --.,..MEM IMIL /11M =1 IMMI MOM MO. M. MINS MO AMS IIIMML MM. SIMIM ar .,.- . OM Me Me .. OM IIMM ... ..,A..- 1P- . Mil M 1 MME NM MOM OM . M. M Moo MIS 0111111 NM -...... 0111 *MN I NOM Milk IMO MIK - V IA& ....*AKA.. '..= ...... -...... INN MISM OM IMIJII

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EAST FALLS SCHOOL

MERRICK ROAD & CRESWELL

ADDITION SEPTEMBER 1968

60 Expanding and modernizing administrative suites framework in which school building is a stimulus and Installing air-conditioning where temperature control complement to overall community renewal.In some is a problem. Examples of such areas are auditoriums, instances, specialized school facilities would be developed administrative areas, choral and instrumental practice in conjunction with new housing or commercial space.A rooms, computerized learning centersand instruc- major proposal was for a series of magnet high schools, each North tional materials centers. with its own area of specialization, linked by the Broad Street subway. The concepts developed in thestudy community-serving school facilities THE EDUCATION PARK were intended to relate The education park is a concept of facilitiesplanning more closely to the community, tomake specialized centers which has recently been much discussed. It combinesthe available to larger numbers of students than those enrolled quest for educational quality with a concernfor integra- in any given school, to permit sharing of advanced facilities the tion, and offers theI rospect of achievingconstruction by students at all grade levels, and finally to reduce economies. In the park a group of facilities atvarious grade difficulties of site assembly and the displacement of levels are built on a common or interconnectedsite with families and businesses which occur when schools are built provision for sharing of facilities,supporting services, by present methods in densely developed neighborhoods. faculty and administration. From the beginning of the study, community participation Detailed studies of three possible adaptations of the was sought through the Model Citiesframework. In fact, education park concept were authorized by the Boardof the method proposed lends itself to additional community Education in late 1967. These studies were an outgrowthof involvement in the school building process. Reaction to a feasibility reportpreviously prepared by the Corde date has been an endorsement of the methodological Corporation. Planning was concerned, first, with educa- approach of the study, but reservation of judgment tional advantages and, second, with physicaldesign alterna- concerning the specific school planning recommendations tives. Community involvement was sought in thederivation for North Philadelphia. It is the School District's intention of the plans. The studies were supportedby federal and to programparticular schools for application of the planning principles proposed in the report rather than to foundation funds. The three areas for which education parkstudies have develop further education park recommendations for this been prepared are the following: area.

Like the study Northwest Philadelphia The master plan for educa- Eastern North Central Philadelphia tional facilities en the Awbury-Nolan Tract,bounded by described above, this one, for an area including most of District 5 west of Front Street proposed to make school WashingtonLane, ArdieighStreet,Haines Street and Stenton Avenue, has been completed. Architects'plans for building a key force in community improvement. The a new high school and a newmiddle school are being authors of the study attempted to build on the experience drawn. The master plan for this 46.5 acre tractincludes of the Hartranft Community School and to benefit from space for a second middleschool; it calls for continued the high level of community participation already existing occupancy by the StentonChildCareCenter, and in this quadrant of North Philadelphia by virtue of the development of extensive community parkand recreational federally-supported Neighborhood Services Program. Their areas by the CityofPhiladelphia. A planning team major emphasis was on the development of community supported by Ford Foundation fundsisshaping the clusters of lower and middle schools which would permit facilities programmed for program for the new highschool (which will be linked with more effective use of the superior Germantown High School for administrative andinstruc- middle schools and in which small lower schools would tional purposes) and for the new middleschool. Both the relate more intimately to the community. Prospects for middle and high school will be ready for occupancyat the increasing racial and economic integration were examined same time. Thecommunity continues to be closely involved in detail. with planning for this new quire of schools. Present plans for the McKinley and Moffet replacements as relatively small schools related to amiddle school in the North Central Philadelphia A preliminary planning vicinity of 2nd and Berks Streets reflect the .recom- study of the school facilities needsof North Central mendations of the study. Sites for this middle school and Philadelphia was completed in July 1968. Whileit was for the Edison High School replacement are being selected orginally conceived as a study for an educationpark in this within the framework of its proposals. It is clear that the like the North Central area, its recommendations areapplicable to many parts of study for western District 5, the city. They deal with the entirequestion of how schools Philadelphia study, will have an impact on school planning in other areas. However, it must be emphasized that neither are built and sites usedin developed urban areas. The study proposed breaking up the conventional schoolbuilding into calls for the creation of education parks in the usual sense its functional components, and recombiningthese com- of large "campuses" with facilities for many students at all ponents in various ways. It contemplated atotal planning grade levels.

51 confirms OTHER PLANNING STUDIES in the Broad and Spring Garden area. If the study The Plan for School Facilities is refined year by year.A the feasibility of such an approach, the SchoolDistrict and number of efforts have recently been made toanalyze the Philadelphia Parking Authority will sharethe cost of a general concepts and plans more thoroughly in lightof the parking facility to serve Stoddart, the StevensSchool, and developing goals of the school system. Benjamin Franklin High Schoolin addition to local non-school parking demands. A similar feasibilitystudy is Decentralization and Public Participation Professionals also contemplated for the Christopher ColumbusHigh atalllevelsinthe school system, parents, and the School area. community at large recognize that considered andeffective answers must soon be developed tothe related questions of Lincoln High School Tract A total plan for develop- administrative decentralization and public participationin ment of the Lincoln High School tractin the Northeast has the Philadelphia public schools. The Boardof Education been completed. The plan provides for the fullest useof recognizes its responsibility to address thesequestions in recreational and other facilities by the surrounding com- close working relationship with all interestedparties. For munity. It shows that in addition to the AustinMeehan this reason the Board has appointed a specialcommission Middle School, which will be built on this site, a new lower including respresentation from its ownmembership, ad- school could also be programmed. ministrative start, teachers, students, parents and community groups to oversee the work of a study groupheaded The Parkway Program Early in 196d it was suggested by the former Deputy Superintendentfor Planning. The that a high school program be set up using the museums preliminary report of this group is expectedin early 1969. and businesses along the Benjamin Franklin Parkway. After It is to spell out the respective roles,duties, sources of an initial meeting with theheads and representatives of authority and patterns of accountabilityfor the various these institutions, the concept of a school-without-walls levels of leadership within the school system;insofar as caught the imagination of the community. Subsequent decentralization is found to be desirable, tospecify the meetings showed that there was a wide range of support functions and powers that should be decentralizedand in and the Board of Education appointed a full-time director what ways; and to develop a frameworkwhich will permit in August. Since it was not possible to fund the project the effective participation of pal eats ar:d other segmentsof from the operating budget, private foundations were the general public in all phases of theeducational process. approached and the Parkway Program is now funded for the current year. Special Education Programs and Facilities The recent Early in 1969 the Parkway Program will admit 120 study of Special Education is discussedin a preceding students from allareas of the city, withthe only section of this chapter. qualification that the students are interested and that they have parental approval. Although open to any student of Recreation and Physical EducationFacilities A high school age, the Program is ungraded. In addition to consultant has been retained to study the acuteproblem of public school students, itis hoped that there will be athletic facilities for the city's schools. Seriousinequities cooperation with the Archdiocese of Philadelphia and that now exist in theprovision of such facilities: many older 20 students from their system will participate; up to ten schools are tightly compressed on smallsites and their students will also be admitted from suburban or independ- students must travel to distant athleticfields. The study ent schools on an exchange basis. There is good hopethat will propose a system of athletic facilitieswhich is related the Parkway Program will be funded further for an to overall city planning considerations. additional 600 students in the academic year 1969-1970.

Site Standards The proposed new school-site standards Dispersed Construction of Facilities Increasing com- developed in cooperation with the City Planning Commis- munity participation in site selection and in the devel- sion are discussed at the beginning of this chapter. opment of educational specifications has generated some interest in the concept of very small school units intended ° arking Facilities for Middle and High Schools In some to create a more intimate relationship of school to ccngested areas, the attempt to provide surfaceparking for community. An experiment in this approach is the Mantua secondary school staff and visitors wouldrequire excessive Mini-School, a project partly financed by the Rockefeller land-taking. Yet to build and operate a multilevel garagefor Foundation, which is currently serving 120 students in the relatively small numbers of cars involvedwould be very grades 5-8 drawn from several schools in the Mantua area. expensive. If there is a local need for general publicparking The Mini-School will eventually operate in a large old house as well as for schoolparking, the cost of a parking structure remodeled for school use.Itis developing a special can be shared. I his may be the case atthe Stoddart Middle curriculum in which community people will have a variety School site. The School District is sponsoring astudy by a of educational roles. The operation of the Mini-School may treffill engineering firm to ascertain the demand forparking provide a model for planning of the McDevitt Middle

52 center and fouroutlying storage-repairfacilities. Property Schraol, which is to serve1,650 students from theMantua has been acquired at 2600N. Broad Street to serve asthe area. No appropriatesite for a conventionalmiddle school transportation center; SchoolDistrict-owned property at is available in this sector.A special planning study tobe 46th anti Market Streetssatisfies the need for a bus storage conducted in the Spring of1969 will explor* thefeasibility point in West Philadelphia.Under the plan, threeadditional of Hailing McDevitt as aseries of smai -wilts onthe storage facilities must beprovided. Mini-School pattern, alladministratively linked andsharing The plan for warehousingcalls for development ofthe some "core"facilities. School District's warehousingfacilities at the Kennedy Avenue, and for continued useof The planning staff is Center, 734 Schuylkill Multi-Purpose Development Noble Streets. School District participationin the warehouse at 7th and studying the possibility of of ways to meet the spaceneeds of of surmounting the A consultant's study various multi-use projects as a means completed of site central School Districtadministrative offices was problems of high sod?:and economic costs administration building at 21st would in Setpember 1967. The acquisition in certain areas.In such projects a school built in 1931, is too small to housing, commercial or Street and the Parkway, bebuilttogether with new functions today. The study institutions or public facilities accommodate all headquarters light-industrial development, expansion and relocation these). The commercial orindustrial evaluated a number of alternative (or a combination of long-term requirements preferably have some relevance tothe plans in the context of projected components should No final choice has yet been school. While all useswould for parking and office space. educational program of the The provision of new building complex, suitablearchitectural made among these alternatives. share a common been given a relatively low the school activities andtraffic from central headquarters space has design would separate priority in view of the urgentneed for more classroom the other uses. space and of theunknown consequences ofpossible steps Lows- costs and thepossible inclusion ofancillary uses decentralization. beneficial to the schoolinvolved we the twomajor toward administrative A policy on the locationof the eight district offices has advantacjas which would bederived from joint development been adopted. Transfer ofadditional staff to field locations by the School Districtitself. However, eachneighborhood will soon create additionaldemand for space in district affected would benefit bythe creation of new jobs,housing offices. It is therefore proposed torelocate these offices and/or business, and thecity would gain neededtax from classroom space inschools to points of high revenues fromwhat otherwise wouldbe a totally non- accessibility within their service areas either in auxiliary taxproducing property. The moreefficient use of land schools or in commercialproperties preferablybought for would be of addedvalue to the city, andresult in the that purpose. The move willplace district offices close to displacement of fewer homesfor any iiven complex. the heart of each district,will permit their flexible Because of the greatvariations in neighborhoods,sites, expansion in the future, andwill be in keeping with the non-school uses and prospectiveco-developers, each poten- possible development of morethan eight administrative tial multi-use project mustbe studied separately,and districts. The offices of District2 have now been relocated judged on its own merits.That is to say, a blanketpolicy to from Barrett Junior HighSchool to vacant space in the determine participation orIon-participation will not be Drexel School (an auxiliaryschool). By the end of the formulated. Instead, theplanning and legal staffsare 1969-70 fiscal year, permanentnon-classroom space will developing a set of proceduresto enab!e the SchoolDistrict aim Pave been providedfor the offices of Districts 5,6, and to evaluate theproposed projects andwork with the prospective developers in themost efficient andectuitable 7. manner. The legalproblems involved incarrying out joint development projects arealso being investigated. development, in SPACE-ST R ETCH I NG A related possibilityis that of air-rights Last year, because theSchool District could not simply which schools mightbe built over railroadyards (for wait for new buildings tobe built in order to relieve z example). The feasibilityof such development toreduce severely overcrowded schools,it gave high priority to a land-taking in congested areasis also being investigated. variety of space-stretchingefforts. These attempts to obtain interim space and to mitigate theeffects of crowding in ADMINISTRATIVE FAC!LITIES important short-term central and district existing facilities continue as an Includedinthis category are School Facilities. Various ap- and transportationterminals, element of the Plan for headquarters, warehousing discussed below. number of proaches to space-stretching are and other facilities requiredto serve the growing school facilities in the system. Space Renovation of t Ita service plan was developed Utilization of Non-School During 1968, a transportation Innovative Center, c former factory at5th and Luzer taken to implement it.The plan, which and early steps were rapidly. Space which meets moder of the PennsylvaniaEconomy streets, is progressing is based on recommendations educational standards is providedthere for the Pennsylvani League, calls for atransportation managementand repair Advancement School, the Computer Center, the Career IncreasedUtilization of Vocational-Technical High Development Program, and the School District's first Schools Extensive recruitment efforts last year increased Intensive Learning Center. Additional space may be made enrollment at the city's vocational-technical high schools, available to meet emergency needs in the school system. wfiose facilities had been under-utilized. These reccuitment When completed, this facility will serve from 1,000 to programs will be confirmed to assure the full use of the 1,100 pupils. available capacity in these buildings. Through the cooperation of Temple University, its buildings at Sedgwick Street and Cheltenham Avenue have Equalization of Support Rooms Throughout the School been leased to relieve overcrowding at Germantown High District In the process of determining school capacities, School. Approximately 800 students are now using this the utilization of space in existing buildings was examined. facility. This analysis revealed variations from school to school in The Wyoming Building, the former Gage Factory, was the numbers of rooms used for art, music, and other sup- purchased last year from the federal government and is now portiveactivities. While space remains at a premium being renovated. It will relieve overcrowding at Olney High throughout the city, administrative steps will continue to Sthoo! and will provide space for innovative programs in be taken to equalize the number of such rooms in all the academic and commercial course offerings. Space for schools. This will provide a little more classroom space until approximately 500 students will be completed in early the completion of new construction makes possible the 1969. Additional facilities, bringing the capacity to about conversion of space throughout the city for these special 900, will be ready by fall. The School District continues to supportive programs. seek surplus space in the many local installations of the The School district is determined to bring about satis- federal government. factory conditions foc learning in Philadelphia schools. The private real estate market is constantly scanned for Every effort will continue to be made to stretch the use of suitable leads. Funds are again allocated in the Capital existing facilities and to provide as much additional short- Budget to permit the purchase of space which can be term space as possible both by the above means and by any converted to school use to meet an existing need. In others that become feasible. The Supportive Facilities 1968-69, additional space for the Rowen and T. M. Peirce account established for this purpose continues to be an schools was made available in this way. Rental funds will important Capital Budget. item. The operating costs of also be included in the 1970 Operating Budget for space staffing the added facilities and of any new forms of organi- that might be leased. zation resulting from the implementation of the space stretching program will be reflected in the School District's 1970 Operating Budget. Transfer of District Offices to Non-School Facilities The preceding section on Administrative Facilities outlines THE PLAN AND DESEGREGATION the policy on relocating district offices from classroom The School District remains committed to the goal of space in schools to commercial office space, either rented quality integrated education in the face of major obstacles. or purchased, or to auxiliary school buildings. In 1970, The achievement of any substantial degree of integration is implementation of this policy will continue to receive high made extremely difficult by the present financial position priority. When the relocation has been completed, approxi- of the school system, by the boundaries between school mately 47 additional classrooms will have been made districts in the region, by the racially segregated residential available to accommodate some 1,500 elementary and pattern of Philadelphia itself, and by the overriding need to junior high school students. improve the educational offering for every child. In accordance with a request by the Pennsylvania Human Relations Commission, policies which might contribute to a Dual School Organization at Senior High Schools For less segregated distribution of pupils have been studied by several years, dual shifts have relieved overcrowding at some the Board of Education and the citizens of Philadelphia. of the junior high schools. In 1968-69, for the first time, After arduous consideration, the Board concluded that in the dual school organization was also used at three senior the present context of state and local financing itis high schools. Change of organization A Gratz, South impossible to launch the sort of vast new programs that will Philadelphia, and Bertram high schools from a three-shift to be nece-sary for the eradication of racial imbalance in the a dual school organization provided space for a totalof schools. This conclusionis expressed in a letter from approximately 5,600 more pupils. Supplemental services the President of the Board of Education to the Chairman of offered before and after school and during the noon hours the Human Relations Commission dated December 19, are part of a comprehensive program of educational 1968. The Board stated that merely to assure thesuccess of improvement in these crowded schools. This organization its current effort to improve substantially the education of has been authorized only until the relief facilities already every child, present per-pupil expenditures would even- programmed can be built. tually have to be doubled

54 The Plan for School Facilities reflects certainlim;ted the Plan for School Facilities is to achieve integration where measures which are currentlyused in furtherance of possible, it also recognizes the need to plan for schoolsin desegregation. The chief contributionof the Capital conjunction with the total human and physical upliftingof Program to desegregation is a function of thechoice of neighborhoods. And it recognizes that full participation of school sites.Itis Board of Education policy tolocate community representatives from the earliest possible stages As cited schools, whenever possible, in locales wherethey will draw of planning is a key element in any such renewal. a racially diverse pupilpopulation. This is most feasible at in last year's document, curriculum and facilities plain are Gratz and the secondary school level. currently being formulated by local citizens at Indirectly, the Capital Program also affectsdesegregation Franklin high schools, at the Hartranft Community School School. The through the development of feeder patterns,the creation of and in the IUEP Program at the Kearney North magnet schools, and the planningof facilities to be shared proposed Model Cities program for a large area of with other school systems. The current statusof the Central Philadelphia has recently been submitted tothe federal government. Through the North City Area-Wide feeder-pattern studyisdescribedin Chapter Two. ;n will be addition to the magnet schools currently inoperation, the Council, many citizens of the Model Cities area facilities. new William Penn HighSchool is being designed as a involved in the site selection and design of school magnet school in communications,and the University The Model Cities program aPso provides an effective City-West Philadelphia High School as ascience magnet. As mechanism for the coordination of School District plans an outcome of thework of the joint Committee on with city plans for recreation, health and othercommunity Community Educational Resources, SchoolDistrict and facilities, housing and relocation. under Archdiocesan officials are exploringpotential opportunities The special mechanisms for planning coordination Model Cities apply to only one area of the city. However, as for joint parochial-public schoolprogramming. In the most Facilities is based advanced stage are plans for a jointdevelopment in the stated last year, the entire Plan for School Eastwick community, where a newmiddle school will upon a close workingrelationship with the city govern- the provide facilities for joint instructionof students from both ment. At the policy level, the School District accepts systems in all subjects exceptreligion and social studies. city's intention of following al "distributed approach" to school A high-quality, truly integratededucation for all public urban development and renewal and sees new of school students inPhiladelphia can only be achieved facilities as key contributors to the overall betterment through a regional approach and achange in present conditions in Philadelphia. Distributed projects wouldtend than the large, financing patterns. Without theseprerequisites, site selec- to be smaller and quicker to complete whole-neighborhood projects previously undertaken. The tion, magnet programs, intersystemcooperation and feed- School District has cooperated closely with the cityin er-pattern adjustments canhave only a modest effect on urban renewal planning. Many new schoolsprovide non- desegregation. cash credits for urban renewal projects, thuslessening the financial burden on the city, which is called upon to THE PLAN AND COMMUNITY RENEWAL contribute its share. While in certain cases theSchool Increasingly, the issue of racial equality is beingviewed District has acquired land at a write-down in cost,in others as greater than an issue ofintegration. It is being considered it has had to delay construction to relate to the processof as a problem of total communitydevelopment in which the land acquisition for an entire project. of schools and other public institutions mustshare. This The School District anticipates joint development with the city or conception underlines no. only the need forincreased, high schools and other facilities in partnership quality educational space in low-incomeneighborhoods with private enterprise, and has undertaken astudy 0 its unique promise where overcrowding and obsolete facilities arestill concen- legal implications. Joint development holds development trated, but also the tension that exists betweenthe goals of becaise of the shortage of land for large-scale community renewal and of integration. Whilethe intent of projects in many parts of the city.

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V'%11s 1111 4 The Capital Program (July 1, 1969 to June 30, 1975)

The Capital Program is the device through which the Plan The Educational Home Rule Charter Supplement of May for School Facilities is carried out. It reflects the School 1965 requires the Superintendent and his staff to prepare a District's long-range financial policy for the development of recommended program which is then submitted to the school plant and facilities. Only funds for the initial year of Board for its approval. The program must also be reviewed the program are scheduled to be appropriated. This bytheCity Planning Commission, althoughthe appropriation is known as the Capital Budget. Commission's comments are not binding upon the final

TABLE 6 STATEMENT OF BORROWING CAPACITY, LOAN AUTHORIZATION

1968-69 1969-70 Summary of borrowing capacity

Assessed valuation of taxable property $4,486,000,000 $4,553,290.000

Debt limitation at 15% 672,900,000 683,000,000

Summary of loan authorization available for appropriation in future years

Loan authorization available for appropriation-beginning of year $383,350,000 $ 304,353,000

Repayment of principal indebtedness during fiscal year 9,594,000 12,929,000

Increase in total loan authorization 7,043,000 10,100,000

Appropriated for Capital Budget (89,982,000) (88,441,564) Additional Appropriation 1968-1969 ( 5,652,000)

Loan authorization available for appropriation at end of year $ 304,353,000 $ 238,940,436

Summary of debt service

Rer .yment of debt (Principal) 9,594,000 12,929,000

Interest payments 9,645,960 12,493,341

Total $ 19,239,960 $ 25,422,341

Less estimated state subsidy* for building program 1,622,498 2,002,911

Net cost to School District $ 17,517,462 $ 23,419,430

*Under the present subsidy law, the School District receives 50% reimbursement from the ;':ate of Pennsylvania on approved project costs plus interest amortized over the life of the bond issue that financed the project. The cost on which this reimbursement is based is further limited to certain maximums as prsscribcc: by saw.

58 action of the Board. The Board will enact itsofficial acute overcrowding. All r..ject requests werereviewed in (1)Fiscal programafterpublichearingsandthereceiptof thelight of the following considerations: recommendations irom the City Planning Commission. resource t and policies of theScLool District; (2) the overall These steps assure annual evaluation of the progress of the objectives of city development set forth in the Compre- program in the light of prior experience, currentpublic hensive Plan of the City of Philadelphia, as amended;(3) opinion,changingconditions,and new information. relationships between individual projects in terms of the Enactment of the program on May 26, 1969 will permit the desired school-to-school feeding system; and (4) current Capital Budget to coincide with the OperatingBudget for demographic data. the fiscal year beginning July 1, 1969. Two conflicting forces shape the program: the urgency Projects included in the Capital Program for 1970-75 are of the need for new school facilities, and the constraints consistent with the Plan for School Facilities aspresented which make it impossible to meet this need immediately. ability to inChapter 3.Priorities among projects were initially The constraints are the School District's fiscal determined through the interaction of staffanalysis and build the new facilities and to staff and operate them once District Superintendents' cc ncerns, and will bereviewed on they are built, the capacity of labor and industry to absorb the basis of citizens' views expressed in numeroushearings the proposed volume of construction, and the District's beforetheBoardofEducation. Ingeneral,the administrative capacity to manage the program during the Capital Program gives highest priority to thoseprojects course of its implementation. Thechart on page 19 shows which will generate additional classroom space in areasof that the 1970-75 Capital Program, if successfully carried

CAPITAL PROGRAM AVAILABLE FOR APPROPRIATION AND DEBTSERVICE

197071 1971-72 197243 1973-74 1974-75

$4,621,589,350 $4,690,913,190 $4,761,276,887 $4,832,696,040 $4,905,186,480

693,000,000 704,000,000 714,000,000 725,000,000 735,777,972

$ 238,940,436 $ 175,383,784 $ 116,048,784 $ 57,502,784 $ 8,715,784

15,428,000 18,470,000 22,262,000 26,262,000 31,762,000

10,000,000 11,000,000 10,000,000 11.000,000 10,700,000

(88,984,652) (88,805,000) (90,808,000) (86,049,000) (78,072,000)

$ 175,383,784 $ 116,048,784 $ 57,502,784 $ 8,715,784 $(26,894,216)

31,762,000 15,428,000 18,470,000 22,262,000 26,262,000

15,615,535 18,531,853 21,538,295 24,345,283 23,971,718 55,733,718 $ 31,043,535 $ 37,001,853 $ 43,800,295 $ 50,607,283 $

2,662,030 2,966,902 3,474,842 4,421,664 5,059,248 $ 50,674,470 $ 28,381,505 $ 34,034,951 $ 40,325,453 $ 46,185,619

Assumes ale of 25 years 5% bonds sold subsequent to June 30, 1968

59 out,willgreatly reduce the capacity 4ap by 1975. are found, the start of some projects scheduled to begin in Completion of facilitiesin the program and of those the latter years of the program will therefore have to be proposed for initial funding after 1975 will substantially postponed. end the gap by 1980. Eleven years is a long time to wait for As Slated in previous documents, debt service is planned the elimination of overcrowding in the Philadelphia schools; to remain within 15 percent of the operating budget of the on the other hand, the availability of sufficient capital and School District during any given fiscal year. Bond life operating funds to permit adherence even to this schedule is (presently25 years)willbe determined by market not assured. conditions, capital requirements, and considerations of The Capital Program for 1970-75 has an aggregate total fiscal prudence. The debt schedule shown in Table 6 is of $521,160,000 State subsidies under existing legislation based on present estimates of these factors. willcontributeanestimated$140,000,000, thereby reducingthenetlocalcostto$381,160,000The PROJECT SUBSIDIES anticipated yearly expenditure level is shown in Table 6 and Each project is examined for the possibility of financing illustrated graphically on page 26. The chart on page 27 by specialfederal, state and other sources. Whenever shows the allocation of expenditures by category in the pcssible, school construction is coordinated with the urban 1969-70 Capital Budget. On the pages that follow the fiscal renewal program under Title I of the federal housing act to policies underlying the Capital Program are reviewed, the take advantage of lower site acquisition and demolition proposed accomplishments of the program are summarized, costs. The School District is continuing to work closely and the individual projects recommended for inclusion in with the city on the Model Cities program in the effort to the program are described. insurethat maximum benefitswillbe obtained for Philadelphia. GENERAL FISCAL POLICIES Every effort is being made to obtain the maximum Major considerations affecting the fiscal basis of the subsidies permitted under existing state legislation and to Capital Program are debt policy, project subsidies, and secure passage of such amendments as would provide escalation and other cost factors. additional reimbursement. Working with the Pennsylvania School Boards Association and the Pennsylvania DEBT POLICY Association of School Administrators, the School District The CapitalBudget or1969-70willrequire an was instrumental in the introducation of Bill 1812 inthe appropriation of $88,442,000, including $5,550,000 for state legislature. This bill is still before the Committee on cost escalation. The remaining five years of the program Education in the House of Representatives. Among other will require an additional $432,719,000, making a total things, it provides for substantial increases (ranging from 23 amount of $521,160,000 for the six years of the program. to 44 percent)in the maximum costs of approved In order to carry out its Capital Program, the School contruction for which the state will reimburse the School DistrictofPhiladelphiarelies on the sale of general District over the life of the bond issue. obligation bonds as its source of funds. The amount of bonds that can be sold in any fiscal year is dependent upon COST FACTORS the School District's borrowing capacity and the approval The increase in the budgeted cost of new schools and of the electorate. The borrowing capacity of the School additions reflects both greater experience in the design of District is computed by multiplying the assessed value of secondaryschools and apattern of continuing cost real property in the city of Philadelphia by 15 percent. escalationin the construction industry. A six percent Until May 1967, borrowing capacity was limited to five escalation factor was applied to the 1968-69 budget year in percent of the assessed valuation of real and personal last year's Capital Program. This six percent cost increase property. The electorate then voted toincrease the has occurred and is reflected in alllocal construction applicable rate to 15 percent. It was believed that this contracts. Contractors' bid offers during the period of percentage of assessed valuation would provide ample February through November 1968 reflect a steady increase borrowing capacity to finance school construction. How- in cost; the largest increases occurred during June, October, ever, the School District later relinquished the tax on and November. All indications are that an appreciable personalproperty; the resulting exclusion of personal further escalation will occur throughout the industry in property from the borrowing-capacity base reduced the 1969-70. The major 'factor contributing to the increase will available loan authorization by $107,554,000. be wage costs; several of the major labor unions will be The January 1, 1968 value of real property has been involved in contract negotiations in April and May of 1969. projected to increase at a rate of one and one-half percent Data collected from Engineering NewsRecord, federal per year. On this basis theSchool District will have an agencies, and the local construction industry suggest that available borrowing capacity of $492,493,000 in 1975. This substantial increases will result from these negotiations. The is $28,667,000 short of the borrowing power neededto 1969-70 Capital Budget therefore includes a nine percent carry out the six-year program.Unless new sources of funds escalation in the construction cost of each project. Since

60 maintain the pace depends, cost developments in subsequent yearscannot be predicted ability of the School District to availability of increased capital funds in with any certainty, project costs forthe last five years of as stated, upon the Other factors are also the program are continded at this sameelevated level. A the latter years of the program. the program: the long-range inflationary trend will necessitateadjustments in essential to successful completion of administrativecapabilityof the SchoolDistrict, the future programs. industry, and the As stated in last year's document,the costs of new capacity of thelocalconstruction Operating Budget to middle anhigh schools have been established more adequacy of the School District's sustain the costs generated by theconstruction of new accurate'.tan at first. The previouspolicy of restricting non-educational space (e.g. corridors, toilet rooms,stairs, facilities. cafeterias) to 25 percent of building areaproved to be unrealistic and adjustments were madeaccordingly. Finally, THE CONSTRUCT'ON INDUSTRY the Board of Education has adopted apolicy of providing AND PROGRAM ADMINISTRATION On the basis of its recent experience,the School District one percent ofconstruction cost for art work. This factoris is confident that the proposed levelsof spending are within reflected in all cost estimates. the capacity of local industry andlabor. Bidders continue in substantial number. The SchoolDistrict itself is also COMPONENTS OF TOTAL COST geared up to the level of activityproposed. Responsibility The cost of each project includes fourcomponents: site for administration and supervisionof the program lies with development (land acquisition and demolition), the expanded and strengthenedDivision of School Fa- architectural fees, construction,andfurnitureand managerial competence. equipment. No component of a project maybe started cilities, which has demonstrated its unless loan authorization or other sources areavailable to THE EFFECT OF THE PROGRAM finance the entire project. UPON THE OPERATING BUDGET When new schools are built, they mustbe maintained, CONSOLIDATION OF PAST BUDGETS borrowed for their For purposes cf beginning the new fiscal year,the status operated and staffed; the money with interest. Costs of all project items authorized by theBoard in last year's construction must also be repaid generated by the addition of newfacilities are, therefore, capital budget has been scrutinizedand costs assigned as reflected in future operating budgets. Theestimated impact follows: operating budgets is All costs likely to be incurredthrough June 1969 of the 1970-75 Capital Program on of a typical remain attributed to the 1968-69 CapitalBudget. shown in Table 7; the estimated operating cost 26. Note that the opening * Costs of allre.:naining components of projects in new school is illustrated on page increase the operating process in 1968-69 areassigned to 1969-70 or later of a new school does not necessarily budget by this full amount. Forexample, the number of years. of rising The cost of components is timed toexperience with teachers in the system must be increased because enrollments and to reduce class size to thoselevels specified the current construction cycle. by contractual agreement with the PhiladelphiaFederation GiTTING THE JOB DONE of Teachers.Higher costs for teacher salariesmust, A comparison of the proposedlevels of spending in the therefore, be anticipated regardless of the building program. contribute to 1970-75 Capital Program withexpenditures in previous New school designs and construction methods easier maintenance and more economical operationof the years clearly indicatesthe magnitude of the undertaking to physical plant than in older, outmodedbuildings. On the which the School Disirict is committed.As shown on page other hand, higher costs result from theprovision of 26, totai annul expenditures rose from$11 million in specialized teaching skills and the use of neweducational 1963 to $79 million in fiscal 1966-67. ThE$90 million programs and techniques, such ascomputer-assisted instruc- targeted for 1968-69 is expected to beencumbered; the tion and team teaching. These new programs are,of course, School District has succeeded in holdingclosely to its more likely to be used in the newschool buildings which planned rate of construction althoughlabor disputes in key are designed expressly forthem. segments of the building industryhave delayed the progress There is increasing cause for concern regardingthe ability of several projects. At the sametime, the number of operating revenues projects completed rose from four newschools and two of the School District to obtain the which will be required in future years tosustain the additions in 1963 to an expected totalof seven new schools proposed level of capital investment. The CapitalProgram and 18 additions in 1968-69. Theannual rate of project document last year stated the conviction that"to reduce completion from 1963 to 1969 is shown on page29. the program from present levels would be toshort-change a The 1970-75 Capital Program callsfor a continuation of generation of children." The Boardof Educationis the high rate of capital investmentthat has been achieved in determined to adhere to the planned scheduleof school- the past year. This rapid pace of developmentis mandatory building unless every hope of obtaining the necessaryfunds if the needs described in Chapter2 are to be met. The

6i TABLE 7

SUMMARY OF IMPACT ON THEOPERATING BUDGET

1970-75 CAPITAL PROGRAM EDUCATIONAL AND NON-EDUCATIONALCOST ATTRIBUTABLE TO THE

74-75 75-76 76-77 77-78 69-70 70-71 71-72 72-73 73-74

Administrative and Educational Cost (in- S 8,284,000$ 9,852,000$11,243,000 cludes Fringe Benefits) $ 415,000$ 1,567,000$ 2,324,000$ 3.464,000$ 4,508,000 S 6,097,000

Maintenance and 7,220,000 9,470,00010,450,00011,370,000 Operations 1,012,000 1,532,000 3,080,000 4,210,000 5,300,000

$17,754,000$20,302,000$22,613,000 Total S 1,427,000S 3,099,000S 5,404,000S 7,674,000S 9,808,000$13,317,000

through the city's urban from a combination of local, state andfederal sources is be adopted. Land is secured renewal program wherever possible. exhausted. It fully recognizes, however, thatfiscal responsi- The most difficult problems of siteselection, however, bility demands acarefulyearly re-evaluationof the result simply from the effort to carry out alarge-scale obligations -esulting from each proposedCapital Budget. building program in a densely-developedcity with diverse and multi-racial communities. Theseproblems will remain. SITE SELECTION AND LANDACQUISITION The selection and acquisition of land forschool facilities WORK EFFECTIVELY is a sensitive element of programming;it affects both the MAKING THE NEW SCHOO LS instructional materials time and the cost of project execution.Considerable Such features and facilities as centers, various-sized spaces for teamteaching and indi- difficulty has again been experiencedthis year in selecting theaters and stu- new school sitesand in arriving at expansion plans for vidual instruction, laboratories, studios, themselves. Provision existing schools. Schedules in severalprojects have been dent commons are of limited value in development and training slowed as a result. Difficulties stem fromthe competition must be made for the continuing schools: they must be for space in a built-up city, fromincreasing land values, and of the people who will staff the new planning, experimenting with andassessing in many cases from strongcommunity pressures. Com- involved in familiarity with new munity resistance tends to beespecially strong where site educational programs; they must gain plans would displace people fromtheir homes. Racial instructional resources and media. the coordina- antagonism and adverse reaction tothe influx of large This year much is being done to increase development with numbers of children are also frequent reasonsfor difficulty. tion of program planning and staff provided. More Through the cooperation of the CityPlanning Com- facilities design. More lead time is being effective means of involving parents and othercommunity mission and other agencies, manyof the problems of site explored and used. acquisition have been minimized. Theservices of the city's people in the planning process are being enable new Centralized Relocation Bureau are used toalleviate the Cooperative ventures are being developed to business, industry, pains and difficulties of relocation; theSchool District schools to benefit from the expertise of submits a statement to the Planning Commissionattesting the universities and the professions. the availability of suitable relocation housingfor those who I might be displaced by wet, new project.To reduce TARGETS FOR ACCOMPLISHMENT Accomplishment land-taking and cost, many play areas are jointlydeveloped Table8 showstheTargetsfor Individual with the city's Department of Recreation; otherpossi- establishedin the 1970-75 Capital Program. in the 1974-75 bilities for joint development are actively pursued; andthe entries vary somewhat from those shown proposed new site standards (described inChapter 3) may program report becauseof revised enrollment projections,

62 1 final year more accurate capacity-countsfor certain schools, and 23). It should be noted that while 1974-75 is the changes in the program. The data are based onthe of this Capital Program, some of the projectsincluded in assumption that sufficient capital and operating fundswill the progti.m will not be ampleted for several more years. be obtained so that the projects in the1970-75 Capital Therefore, the figures for 'i974-75 do not representits Program can be carried out on schedule and the projects entire contribution. further proposed for initial funding after the program Comparison of Table 8 with Table 1 makes clearthat if period can be completed by 1980. The tableindicates construction proceeds at the desired rate, middleschool 5-8 by conditions at the present time (October, 1968) and inthree capacity will equal expected enrollment in grades future years corresponding to the target datesin the 1980. Nominal high school capacity will be 4,500 lessthan based on a enrollment projections (Table 1, page 00;illustration page expected enrollment; however, this figure is

TABLE 8 TARGETS FOR ACCOMPLISHMENT

At Present Time 1969-1970 1974-1975 By 1980 (November 1968 data)

5,500 11,000 20,000 1. Number of children in pre-kindergartenclasses 5,045

26,500 35,000 35,500 2. Number of children in kindergarten 25,334

167 183 193 3. Number of fire-resistantlower/elementary schools * 151

4. Planning capacity of fire-resistantlower/elementary 131,605 145,555 160,950 schools (including pre-school classes)* 121,000

32 53 63 5. Number of fire-resistantmiddle/junior high schools** 31

6. Planning capacity of fire-resistantmiddle/junior 38,100 40,415 75,065 91,575 high schools**

21 31 33 7. Number of fire-resistant highschools t 21

42,815 79,145 88,675 8. Planning capacity of fire-resistanthigh schools I- 42,485

11,300 9. Number of children in SpecialEducation classes 10,988 'it

10. Number of non-fire-resistant buildingsin regular 42 33 11 school use

$78,072,000$30,000,000 11. Level of capital spending per year $90,000,000$88,442,000

$ 7,600,000$ 7,500,000 12. Annual level of alterations andimp -ovements $12,700,000$12,500,000

* Does not include portables, leased space, orschools scheduled for replacement. ** Includes evente:: conversions of threelower and high schools to middle-school use. f Includes area vocational-technicalschools. ft The .-umber of children inspecial classes in future years will depend onthe Board's decision concerning the future ofSpecial Education programs and facilities.

(;,3 standard of 3 000 capacity for new high schools, which these although fire-resistant would be 60 or more years may be revised upwards (see page 00). On theother hand, old and should have been phased out of service. total lower school capacity in 1980 is shown as being As the table suggests, the rate of capital spending can be approximately 9,000 more than expected enrollment in greatly reduced after the capacity gap has been dosed. pre-kindergarten through fourth grac'a. The apparent excess When the gross deficit of school space has been eliminated, is fictitious because the figures in the table include the capital expenditures will be chiefly for a regular program to capacityofallpresently-existingfire-resistant schools upgrade or replace older facilities as they become obsolete except a few schools which are to bedemolished for and to provide for future local enrollment increases asthey highways or redevelopment. By 1980, however, many of occur.

TAB LE 9

MAJOR BUILDING PROJECTS MAJOR BUILDING PROJECTS IN PLANNING OR DESIGN IN CONSTRUCTION JULY 1, 1968 JUNE 30, 1969 JULY 1, 1968 JUNE 30, 1969

104 High School West Philadelphia Area N 103 West Philadelphia-University City High School N 105 High School Eastwick 110 Sayre Junior High School (Swimming Pool) AF 115 George W. Pepper Middle School N 117 Dr. John P. Turner Middle School N 121 Middle School West Philadelphia Area N 129 Hamilton School N 145 Daroff School N 130 Harrington School A 149 Owen T. Roberts School N 131 Harrity School A 153 Bryant School A 205 Columbus High School N 250 Alessandroni School N 227 Darrah School A 247 Albert M. Greenfield School N 312 Stoddart Middle School N 401 Gratz High School A 401 Gratz High School (Hatfield Phase II) AF 418 Betsy Ross Middle School N 403 High School West c Schuylkill River N 430 Heston N 415 Connie Mack Middle School N 435 Richard R. Wright School N 417 James L. McDevitt Micidle School N 420 Middle School West of Schuylkill River N 501 William Penn High School N 444 Lehigh School N 530 Hackett School N 534 Ludlow School A 515 Middle School Vicinity 2nd & Barks N 535 McKinley School N 526 Elkin School N 590 Carroll School A 537 Moffet School N 591 S. A. Douglas School A

615 Middle School Awbury Tract N 602 Germantown High School A & I 646 Lower School West Oak Lane Area N 606 Northwest High School N 611 Roosevelt Junior High School A 815 Middle School Between Washington & 614 Clarence E. Pickett Middle School N Northeast High Schools N 639 Steel School N 651 John B. Kelly School N

701 Frankford High School A 748 Wright-Muhr School N 750 Cramp School N

813 Austin Meehan Middle School N AAddition 893 Shallcross Residential School A N New AFAthletic Field A & I Alterations & Improvements 001 (702) Olney High School Annex (Phase II) A

64 PROJECT DESCRIPTIONS The individual projects which constitute the Capital Program for the next six years are described on the following pages. It should be noted that expenditure levels are fixed only for the first year of the program,which is the actual budget year. The projects scheduled for the last five years of the program will be reviewedagain next year, and are subject to change if warranted byconditions at that time. As indicated above, projects scheduled in the latter years of the program will have to bepostponed unless additional sources of funds are obtained. Only new schools and addition projects are specifically identifiedhere.Manyexistingschoolswillre/rive alterations,improvements, new equipment, andsite expansion from funds containedinthe appropriate miscellaneous accounts listed after these projects; details on the cost, nature, and scheduled year of these improvements for each school are given in separate reports. Each project description indicates the location of schools receiving additions and of those new schools whose sites have been selected. The year of original construction is also given for schools receiving additions and for old schools which are being replaced by new ones of the same name. Capacities given are total planning capacities, including space reserved for pre-kindergartenclasses in the lower schools; for an explanation of how capacities are computed, see Chapter 2. "Capacity existing" representsthe present capacity of the school receiving an addition or of the old school which is to be replaced. Aso included in each project description is an estimate of approximate project cost. More precise cost estimates are set forth in the Project Funding Schedule, whichfollows thesedescriptions.Finally,eachprojectdescription indicates the years in which site acquisition, design, and construction are tentatively scheduled to start. Although many factors influence the time requiredfor each phase, the following average figures will serve as a gt,:de for new schools.

Months to complete Design Review & bid Construction

High School 12 2 24 Middle School 10 2 20 Lower School 8 2 14

65 Project Descriptions1District 1 25 i 1

101 BARTRAM HIGH SCHOOL ADDITION

67th Street and Elmwood Avenue Year built-1939 Estimated floor area of new construction-26,000 sq. ft. Estimated approximate cost-5981,000. Capacity: existing-2,180 added-60 new-2,240 Estimated start of: site acquisitionnone design-1973 construction-1974 The addition will provide a modern gymnasium, shower and locker facilities as part of a continuing prooram to up-grade the athletic plant at older schools.

103 WEST PHILADELPHIA UNIVEP.SITY CITY HIGH SCHOOL NEW

36th-38th-Filbert-Warren Streets Estimated floor area of new construction-360,000 sq. ft. Estimated approximate cost$13,450,000. Capacity: existingnone added-3,000 new-3,000 Estimated start of: site acquisitioncompleted design-completedconstruction-1969 The new facility will be a modern high school offering a complete educational program for grades nine through twelve, with a magnet emphasis inmath and science. Included with the school we an indoor swimming pool and other recreational facilities to serve the students end community throughout the year. When University City High School and High School 104 have opened, old West Philadelphia High School will be converted to a middle school. Funds for this conversion are included in the Alterations and Improvements budget.

104HIGH SCHOOL WEST PHILADELPHIA AREA NEW

Estimated floor area of new contruction-360,000 sq. ft. Estimated approximate cost$14,480,000. Capacity: existingnone added-3,000 new-3,000 Estimated start of: site acquisition-1969 design-1969 construction-1970 The new facility will be a modern high school offering a complete educational program for grades nine through twelve. The site has not yet beenselected.

105HIGH SCHOOL EASTWICK NEW

84th Street & Mario Lanza Boulevard Estimated floor area of new construction-360,000 sq. ft. Estimated approximate costS12,950,000. Capacity: existingnone added-3,000 new-3,000 Estimated start of: site acquisition-1969 design-1968 construction-1970 This new facility will be a modern high school offering a complete educational program for grades nine through twelve.Included with the facility will be recreational facilities developed in cooperation with the City Recreation Department to serve the students and community throughout the year.

66 112SULZBERGER JUNIOR H iGH SCHOOLADDITION

48th Street & Fairmount Avenue Year Built-1924 Estimated floor area of new construction-15,000 sq.ft. Estimated approximate cost-3635,000. Capacity: existing-1,200 addednone new-1,200 Estimated start of: site acquisitionnone design-1973 construction-1974 The addition of a new kitchen willpermit enlargement of the presently divided lunchroom and provide a modern coeducationaldining area.

114JEANNETTE MacDONALD MIDDLE SCHOOL NEW

Estimated floor area of new construction-180,000 sq.ft. Estimated approximate costS7,750,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1969 design-1969 construction-1971 The new facir4 will be a modernmiddle school offering a completeeducational program for grades fivethrough eight. The site has not yet beenselected.

115GEORGE WHARTON PEPPER MIDDLESCHOOL NEW

84th Street & Mario Lanza Boulevard Estimated floor area of new construction-180,000 sq.ft. Estimated approximate costS6:670,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1968 design-1969 construction-1970 This new facility will be a modernmiddle school offering a completeeducational program for grades fivethrough eight. Included with the school are anindoor swimming pool and other recreationalfacilities developed in cooperation with the City Recreation Department to servethe students and community yearround.

117DR. JOHN P. TURNER MIDDLESCHOOL NEW

59th-60th Baltimore-Angora Street Estimated floor area of newconstruction-180,000 sq. ft. Estimated approximate cost $7,070,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisitioncompleteddesigncompleted construction-1969 This new facility will be a modernmiddle school offering a completeeducational program for grades fivethrough eight. It will include an indoorswimming pool and other recreational facilities to servethe students and the community throughout the year.

121MIDDLE SCHOOL WEST PHILADELPHIAAREA NEW

Estimated floor area of newconstruction-180,000 sq. ft. Estimated approximate cost $6,950,000. Capacity: existingnone added 1,650 new-1,650 Estimated start of: site acquisition-1969 design-1969 construction-1970 The new facility will be a modernmiddle school offering a completeeducational program for gradesfive through eight. The site has not yetbeen selected.

0....1

67 Project Descriptions1320. W. HOLMES SCHOOL ADDITION

55th & Chestnut Streets Year built-1917 Estimated floor area of new construction-20,000 sq.ft. Estimated approximate cost$97F 900. Capacity: existing-768 add ..:-258 new-1,026 Estimated start of: site acquisition-1971 design-1973 construction-1974 The addition is needed to upgrade the present buildingand will include: 6 classrooms, an instructional material center, a smallauditorium with stage, 3 music practice rooms, 3 small group classrooms,and storage areas. If this building were to be converted to middle school use,its capacity would be 920.

135LONGSTRETH SCHOOL NEW

58th Street & Willows Avenue Year built-1906 Estimated floor area of new construction-84,000 sq.ft. Estimated approximate cost$2,900,000. Capacity: existing-498 added-462 new-960 Estimated start of: site acquisitioncompleted design-1970 construction-1971 The new facility will be a modern lowerschool offering a complete-educational program for pre-school,kindergarten, and the first four grades.

138MORTON SCHOOL NEW

63rd Street & Elmwood Avenue Year built-1903 Estimated floor area of new construction-84,000 sq.ft. Estimated approximate cost$3,315,000. Capacity: existing-678 added-282 new-960 Estimated start of: site acquisition-1972 design-1972 construction-1973 The new facility will be a modern lowerschool offering a complete educational, program for pre :e.hool,kindergarten, and the first four grades.

145SAMUEL H. DAROFF SCHOOL NEW

56th-57th-Race-Vine Streets Estimated floor area of new construction-84,000 sq.ft. Estimated approximate cost$2,915,000. Capacity: existingnone added-960 new-960 Estimated start of: site acquisition-1970 designcompleted construction-1970 The new facility will be a modern lowerschool offering a complete educational program for pre-school,kindergarten, and the first four grades. Design has been completed, but it has been necessary todefer construction due to the delay by the Redevelopment Authority inassembling the site.

149OWEN J. ROBERTS SCHOOL NEW

62nd-63rd-Walnut-Locust Streets Estimated floor area of new construction-84,000 sq. ft. Estimated approximate cost$3,380,000. Capacity: existingnone added-960 new-960 Estimated start of: site acquisition-1968 design-1968 construction-1969 This new facility will be a modern lower school offering acomplete educational program for pre-school, kindergarten andthe first four grades. 150BARRY SCHOOL NEW

59th & Race Streets Year built-1909 Estimated floor area of new construction-84,000 sq. ft. Estimated approximate cost$2,915,000. Capacity: existing-1,154 decrease-194 new-960 Estimated start If: site acquisition-1972 design-1972 construction-1973 The new facility will be a modern lower school offering a complete educational program for pre-school, kindergarten and the first four grades.

153BRYANT SCHOOL ADDITION

60th Street & Cedar Avenue Year built-1904 Estimated floor area of new construction-60,000 sq. ft. Estimated approximate cost$2,810,000 Capacity: existing-1,304 addednone new-1,304 Estimated start of: site acquisitionnone design-1970 construction-1971 A Phase I "satellite" addition of an instructional materials center and a cafetorium is presently being added to the existing building. The Phase II addition will replace the old building. It will complement the Phase I addition to provide a new, modern lower school able to offer a complete educational program for pre-school, kindergarten and the first four grades.

0, 192CARY SCHOOL NEW

88th Street & Tinicum Avenue Year built-1913 Estimated floor area of new construction-64,000 sq. ft. Estimated approximate cost$2,110,000 Capacity: existing[Special Education] added-700 new-700 Estimated start of: site acquisition-1974 design-1974 construction-1975 This new facility, designed with a reduced capacity, will be a modern school. Its organization will depend on the results of a study for an overall plan for the Eastwick area and on a decision concerning the future of Special Education programs and facilities.

193T. B. READ SCHOOL NEW

78th Street & Buist Avenue Year built-1906 Estimated floor area of new construction-64,000 sq. ft. Estimated approximate cost$2,110,000. Capacity: existing[Special Education] added-700 new-700 Estimated start of: site acquisition-1974 design-1974 construction-1975 This new facility, designed at a reduced capacity, will be amodern school. Its organization will depend on the results of a studyfor an overall plan for the Eastwick area and on a decision concerning thefuture of Special Education programs and facilities.

69 Project Descriptions District 2

204HIGH SCHOOL NORTH PHILADELPHIAAREA NEW

Estimated floor area of newconstruction-360,000 sq. ft. Estimated approximate costS14:430,000. Capacity: existingnone added-3,000 new-3,000 Estimated start of: site acquisition-1970 design-1971 construction-1972 This new facility will be a modernhigh school offering a completeeducational program for grades ninethrough twelve. The site has not yetbeen selected.

20bCHRISTOPHER COLUMBUS HIGH SCHOOL NEW

Broad & Carpenter Streets Estimated floor area of new construction-360,000 sq.ft. Estimated approximate cost$15,535,000. Capacity: existingnone added-3,000 new-3,000 Estimated start of: site acquisition-1968 design-1968 construction-1969 The site for this new high school has beenselected, and detign is now underway. The school organization will belinked with South Philadelphia High School as a single administrativeunit, retaining the magnet emphasis in Foreign Language. Included in the facility will be anindoor swimming pool to serve the students andcommunity throughout the year.

207HIGH SCHOOL SOUTH OF VINE STREET NEW

Estimated floor area of new construction-360,000 sq.ft. Estimated approximate costS13.950,000. Capacity: existingnone added-3,000 new-3,000 Estirr ated start of: site acquisition-1974 design-1975 construction-1976 This new facility will be a modern highschool offering a complete educational program for grades ninethrough twelve. Actual capacity will bedetermined on the basis of enrollment trends. The site has notbeen selected.

214MIDDLE SCHOOL FAIRMOUNT AREA NEW

Estimated floor area of new construction-180,000 sq.ft. Estimated approximate cost$7,200,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1971 design-1971 construction-1972 This new facility will be a modern middleschool offering a complete educational program for g-ades five througheight. The site has not yet been selected, but this school will serve theFairmount and Spring Garden area.

70 Project -- Descriptions215MIDDLE SCHOOL TO SERVE DISTRICT 2 NEW Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost $6,950,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1973 design-1973 construction-1974 This new facility will be a modern middle school offering a complete educational program for grades five through eight. The site has not been selected.

226CHILDS COMMUNITY SCHOOL NEW

17th and Tasker Avenue Estimated floor area of new construction-8400 sq. ft. Estimated approximate costS3 040,000. Capacity: existing-966 decrease-6 new-960 Estimated start of: site acquisition-1973 design-1973 construction-1974 In the 1969-1974 Capital Program, a major addition was planned to replace the non-fire resistant section of the existing building. After restudy, it has been determined to be economically and educationally advantageous to plan a modern community school offering a complete educational program for pre-school, kindergarten, and the first four grades.

233BACHE SCHOOL NEW

Estimated floor area of new construction-84,000 sq. ft. Year built-1906 Estimated approximate cost-33,365,000. Capacity: existing-768 added-192 new-960 Estimated start of: site acquisition-1969 design-1969 construction-1970 The new facility will be a moderh lower school offering a completeeducational program for pre-school, kindergarten,and the first four grades. The site has not yet been selected.

241 POE SCHOOL ADDITION

22nd and Ritner Streets Year built-1914 Estimated floor area of new construction-15,400 sq. ft. Estimated approximate cost$640,000. Capacity: existing-708 addednone new-708 Estimated start of: site acquisitionnone design-1970 construction-1971 This Phase I "satellite" addition of a gymnasium and a cafeteria withlittle theater will provide the facilities needed to carry on a completeeducational program. Due to the age of the existing building, a Phase II addition iscontemplated at a later date to complement the Phase Iaddition and provide a new, model n lower school able to offer a complete educational program forpre-school, kindergarten, and the first four grades.

71 Project Descriptions245E. M. STANTON SCHOOL ADDITION 17th and Christian Streets Year built-1926 Estimated floor area of new construction-17,000 sq. ft. Estimated approximate costS1,220,000. Capacity: existing-648 added-120 nevi-768 Estimated start of: site acquisition-1969 design-1969 construction-1970 The addition of a cafeteria with little theater, instructional materials center, and science/math learning center will upgrade the facilitiesand allow for a complete modern educational program.

1550 EUGENE V. ALESSANDRONI SCHOOL NEW

25-26-Tasker-Morris Streets Estimated floor area of new construction-84,000 sq. ft. Estimated approximate cost$3,390,000. Capacity: existing-558 added-402 new-960 Estimated start of: site acquisition-1968 design-1968 construction-1969 This new facility will be a modern lower school offering a complete educational program for preschool, kindergarten, and the first four grades.

251 BR EGY SCHOOL ADDITION

17th & Bigler Streets Year built-1924 Estimated floor area of new construction-20,000 sq. ft. Estimated approximate cost$810,000. Capacity: existing-828 added-138 new-966 Estimated start of: site acquisition design-1973 construction-1974 The addition of a cafeteria, eight classrooms, and four smali classrooms, will upgrade the present facility and allow for a complete modern educational program.

District 3 3

.5 tt

312STODDART MIDDLE SCHOOL NEW

Broad-Spring Garden-Mt. Vernon-Ridge Avenue Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost$7,865,000. Capacity: existing-1,540 added-110 new-1,650 Estimated start of: site acquisition-1968 design-1968 construction-1969 The new facility will be a modern middle school offering a complete educational program for grades five through eight.

72 Project 326HAWTHORNE SCHOOL ADDITION Descriptions 12th & Fitzwater Streets Year built-1908 Estimated floor area of new construction-15,400 sq. ft. Estimated approximate cost $600,000. Capacity: existing-588 tided none new-588 Estimated start of: site acquisitionnone design-1974 construction-1975 This Phase I "Satellite" addition of an auditorium and gyr nasium will provide the facilities necessary to carry on a complete educational program. Due to the age of the existing building, a Phase II addition is contemplated at a later date to complement the Phase I addition and provide a new, modern lower school offering a complete educational program for pre-school, kindergarten, and the first four grades.

330KEARNY SCHOOL ADDITION

6th & Fairmount Avenue Year built-1902 Estimated floor area of new construction-8,000 sq. ft. Estimated approximate cost$400,000. Capacity: existing-648 added-90 new-738 Estimated start of: site acquisitionnone design-1974 construction-1975 This Phase I "Satellite" addition of two small classrooms, an art room, a science room, a teacher's lounge, and two offices will provide the facilities needed to carry on a complete program. To conserve play-yard it is planned to construct this addition on stilts. , A Phase I I addition r s contemplated at a later date to complement thePhase I addition and provide a new, modern lower school offering a complete educational program for pre-school, kindergarten, and thefirst four grades.

342SPRING GARDEN SCHOOL ADDITION

12th & Ogden Streets Year built-1928 Estimated floor area of new construction-11,000 sq. ft. Estimated approximate cost$230,000. Capacity: existing-588 added none new-588 Estimated start of: site acquisitionnone design-1973 construction-1974 The addition of a gymnasium and a cafeteria with little Theater will upgrade the present facility and allow for a complete educational program. Asthe site is not expandable, it will be necessary to place this addition on theroof of the present building.

344TAGGART SCHOOL ADDITION

4th & Porter Streets Year built-1917 Estimated floor area of new construction-16,000 sq. ft. Estimated approximate cost$650,000. Capacity: existing-768 added-90 new-858 Estimated start of: site acquisitionnone design-1973 construction-1974 This Phase I "Satellite" addition of a gymnasium, and acafeteria with little theater will provide the facilities needed to carry on a completeeducational program. Due to the age of the existing building, a Phase II additionis contemplated at a later date to complement the Phase Iaddition and provide a new, modern lower school able to offer a complete educational program forprelchoe!. kindergarten, and the first four grades.

73 Project ADDITION Descriptions347I M. C. WISTER SCHOOL 8th & Parrish Streets Year built-1926 Estimated floor area of new construction-15,400 sq.ft. Estimated approximate cost640,000. Capacity: existing-648 added-30 new-678 Estimated start of: site acquisitionnone design-1971 construction-1972 This Phase I "Satellite" addition of agymnasium and a cafeteria with small theater will provide the facilitiesneeded to carry on a completeeducational program. A Phase II addition is contemplated at alater date to complement thePhase I addition and provide a new, modernlower school able to offer acomplete educational program for pre-school,kindergarten, and the first four grades.

1District 4 E = Z I o tt

403HIGH SCHOOL WEST OF SCHUYLKILLRIVER NEW

Estimated floor area of new constuction-360,000 sq.ft. Estimated approximate cost$14,4E0,000. Capacity: existingnone added-3,000 new-3,000 Estimated start of: site acquisition-1969 design-1969 construction-1970 This new facility will be a modernhigh school administratively linkedwith Overbrook High School. It will offer acomplete educational program for grades nine through twelve. Thesite has not yet been selected.

NEW 4151CONNIE MACK MIDDLE SCHOOL

Estimated floor area of newconstruction-180,000 sq. ft. Estimated approximate cost$6,980,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1969 design-1969 construction-1970 This new facility will be a modernmiddle school offering a complete educational program for grades five througheight. The site has not been selected.

416MIDDLE SCHOOL NORTH OFDIAMOND STREET NEW

Estimated floor area of new construction180,000 sq. ft. Estimated approximate cost$6,950,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1969 design-1969 construction-1970 This new facility will be a modernmiddle school offering a complete educational program for grades fivethrough eight. The site has not yet been selected.

7d Project 417JAMES L. McDEVITT MIDDLE SCHOOL NEW Descriptions Estimated floor area of new construction-180,000 sq. ft. Estimated approximate costS7,070,000. Capacity: exisingnone added-1,650 new-1,650 Estimated start of: site acquisition-1969 design-1969 construction-1971 This new facility will be a modern middle school offering a complete educational program for grades five through eight. A plan will be developed to construct this facility as a decentralized or dispersed building complex comprising several "mini-schools" with common core facilities. The sites far this complex will be selected as art of the planning study.

418BETSY ROSS MIDDLE SCHOOL NEW

29-31 Clearfield-Indiana Streets Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost$6,520,000. Capacity: existironone added-1,650 new-1,650 Estimated start of: site acquisitioncompleted designcompleted constr.-1969 This new facility will be a modern middle school offering a complete educational program for grades five through eight. Included with the school are zn indoor swimming pool and other recreational facilities developed in cooperation with the City Recreation Department to serve the students and community throughout the year.

419MIDDLE SCHOOL PAR KSIDE AREA NEW

Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost$7,450,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1973 design-1973 construction-1974 This new facility will be a modern middle school offering a complete educational program for grades five through eight. The site has not yet been selected.

420MIDDLE SCHOOL WEST OF SCHUYLKILL RIVER NEW

Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost$7,450,000. Capacity: existingnone added-1,650 new-1,650 Estimated start ca: site acquisition-1969 design-1969 construction-1970 This new facility will be a modern middle school offering a complete educational program for grades five through eight. The site has not yet been selected.

75 Project AVENUE NEW Descriptions421MIDDLE SCHOOL SOUTH OF LEHIGH Estimated floor area of new construction-180,000 sq.ft. Estimated approximate cost$7,200,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1970 design-1970 construction-1972 This new facility will be a modernmiddle school offering a complete educational program for grades five througheight. The site has not yet been selected.

422 MIDDLE SCHOOL TIOGA AREANEW

Estimated floor area of new construction-180,000 sq.ft. Estimated approximate cost$7,200,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1971 design-1372 construction-1973 This new facility will be a modernmiddle school offering a complete educational program for grades five througheight The site has not yet been selected.

HANNA429 SCHOOL NEW

58th & Media Streets Year built-1909 Estimated floor area of newconstruction-84,000 sq. ft. Estimated approximate cost$3,180,000. Capacity: existing-1,086 decrease-126 new-960 Estimated start of: site acquisition-1971 design-1971 construction-1972 The new facility will be a modern lowerschool offering a complete educational program for pre-school,kindergarten, and the first four grades.

437 OVERBROOK SCHOOL NEW

62nd Street & Lebanon Avenue Year built-1907 Estimated floor area of new construction-84,000 sq.ft. Estimated approximate cost$3,115,000. Capacity: existing-528 added-432 new-960 Estimated start of: site acquisition-1970 design-1970 construction-1971 The new faciltiy will be a modernlower school offering a completeeducational program for preschool,kindergarten, and the first four grades. Project [43tT. M. PEIRCE SCHOOL NEW Descriptions 23rd & Cambria Streets Year built-1909 Estimated floor area of new construction-84,000 sq. ft. Estimated approximate cost$3,020,000. Capacity: existing-1,116 decrease -156 new-960 Estimated start of: site acquisition-1974 design-1974 construction-1975 The new facility will be a modern lower school offering a compete educational program for preschool, kindergarten, and the first four grades. Due to recent renovation of the present Peirce School, this project has been moved to the latter years of the program.

442WALTON SCHOOL NEW

28th & Huntingdon Streets Year built-1901 Estimated floor area of new construction-84,000 sq. ft Estimated approximate cost$3,215,000. Capacity: existing-1,124 decrease-164 new-960 Estimated start of: site acquisition-1971 design-1971 construction-1972 This new facility will be a modern lower school offering a complete educational program for preschool, kindergarten, and the first four grades.

443WHITTIER SCHOOLADDITION

27th & Clearfield Streets Year built-1913 Estimated floor area of new construction-26,000 sq. ft Estimated approximate costS935,000. Capacity: existing-936 added-90 new-1,026 Estimated start of: site acquisition-1970 design-1970 construction I 971 This Phase I "Satellite" addition of a gymnasium, cafeteria with small theater, instructional materials center, music room and art room will provide the facilities needed to carry on a complete educational program. Due to the age of the existing building, a Phase II addition is contemplated 1 at a later date to complement the Phase I addition and provide a new modern lower school able to offer a complete educational program for preschool, kindergarten, and the first four grades.

444LEHIGH SCHOOL NEW

31st Street & Lehigh Avenuc Remountables erected-1958 Estimated floor area of new construction-84,000 sq. ft. Estimated approximate cost$3,040,000. Capacity: existingfremountablesi added-960 new-930 Estimated start of: site acquisition-1968 design-1968 construction-1969 This new facility will be a modern lower school offering a complete educational program for preschool, kindergarten, and the first four grades.

77 Project Descriptions District 5

...,_, NEW 502EDISON HIGH SCHOOLVICINITY Year built-1905 Estimated floor area of newconstruction-360,000 sq. ft. Estimated approximatecostS14,430,000. new-3,000 Capacity: existing-1,890 added-1,110 construction-1971 Estimated start of: siteacquisition -1969 design-1970 offering a completeeducational The new facility will be amodern high school been selected. grades nine throughtwelve. The site has not yet program for portion of the After completion of this newschool, the non-fire-resistant The remaining portionwill be present Edison HighSchool will be demolished. used as an auxiliary ormiddle school.

503WILLIAM PENN HIGHSCHOOL NEW

Broad Street & GirardAvenue Year built-1909 Estimated floor area of newconstruction-450,000 sq. ft. Estimated approximate cost -516,4.2,000. added-2,100 new-3,000 Capacity: exising-900 construction-1968 Estimated start of: siteacquisition-1967 design-1967 offering a completeeducational The new facility will be amodern high school in communications. program for gradesnine through twelvewith magnet emphasis and other recreational Included with the facility are anindoor swimming pool Recreation Department to facilities developed incooperation with the City throughout the year. serve the studentsand community VICINITY NEW 504KENSINGTON HIGH SCHOOL Year built-1917 Estimated floor area of newconstruction-360,000 sq. ft. Estimated approximatecost$14,430,000. added-1,990 new-3,000 Capacity: existing-1,010 construction-1974 Estimated start of: siteacquisition-1972 design-1972 school offering a completeeducational The new facility willbe a modern high twelve. The site has not yetbeen selected. program forgrades nine through

NEW 514MIDDLE SCHOOL EASTOF BROAD STREET

Estimated floor area of newconstruction-180,000 sq. ft. Estimated approximatecost$7,450,000. new-1,650 Capacity: existingnone added-1,650 construction-1971 Estimated start of: siteacquisition-1969 design-1970 offering a complete This new facility will be amodern middle school site has not yet been educational program for gradesfive through eight. The selected.

. Project 515MIDDLE SCHOOL SECOND AND BER KS VICINITY - NEW Descriptions Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost - $6,950,000. Capacity: existing -no .le added-1,650 new-1,650 Estimated start of: site acquisition-1969 design-1969 construction-1970 The new facility will be a modern middle school offering a complete educational program for grades five through eight. The site has not yet been selected.

526ELKIN SCHOOL - NEW

"D" and Clearfield Streets Year built-1903 Estimated floor area of new construction-84,000 sq. ft. Estimated approximate cost-S3,130,000. Capacity: existing-708 added-252 new-960 Estimated start of: site acquisition-1968 design-1968 construction-1969 The new facility will be a modern lower school offering a complete educational program for pre-school, kindergarten, and the first four grades.

533HUNTER SCHOOL - NEW

Mascher & Dauphin Streets Year built-1910 Estimated floor area of new construction-84,000 sq. ft. Estimated approximate cost-53,070,000. Capacity: existing-438 added-522 new-960 Estimated start of: site acquisition -1974 design-1974 construction-1975 The new facility will be a modern lower school offering a complete educational and magnet program for preschool, kindergarten, and the first four grades.

535McKINLEY SCHOOL - NEW

Lawrence Street & Susquehanna Avenue Year built-1901 Estimated floor area of new construction-64,000 sq. ft. Estimated approximate cost-S1,950,000. Capacity: existing-278 added-422 new-700 Estimated start of: site acquisition-1968 design-1968 construction-1969 The new facility designed with a reduced capacity, will be a modernlower school offering a complete educational program for pre-school,kindergarten, and the first four grades.

537MOFFET SCHOOL NEW H Estimated floor area of new construction-40,000 sq. ft. Year built-1891 Estimated approximate cost-$1,885,000. Capacity: existing-408 added-92 new-500 u Estimated start of: site acquisition-1969 design-1969 construction-1970 The new facility, designed with a reduced capacity, will be amodern lowet school offering a complete educational program for preschool,kindergarten, and the first four grades. The site has not yet beenselected.

79 Project Descriptions541SHEPPARD SCHOOL NEW Howard & Cambria Streets Year built-1902 Estimated floor area of new construction-55,000 sq.ft. Estimated approximate cost-52,275,000. Capacity: existing-636 decrease-36 new-600 Estimated start of: site acquisition-1974 design-1974 construction-1975 The new facility, designed with a reducedcapacity, will be a modern lower school offering a complete educational programfor pre-school, kindergarten, and the first four grades.

546LOWER SCHOOL SECOND AND BER KSVICINITY NEW

Estimated floor area of new construction-40,000 sq.ft. Estimated approximate costS1,885,000. Capacity: existingnone added-500 new-500 Estimated start of: site acquisition-1970 design-1970 construction-1971 This new facility, designed with areduced capacity, will be a modernlower school offering a complete educational programfor pre-school, kindergarten, and the first four grades. The site has not yetbeen selected.

549H. A. BROWN SCHOOL ADDITION

Sergeant & Jasper Streets Year built-1959 Estimated floor area of newconstruction-7,000 sq. ft. Estimated approximate cost$280,000. Capacity: existing-438 added-120 new-558 Estimated start of: site acquisitionnone design-1969 construction-1970 This upper-level addition of aninstructional materials center, science room and special classroom will upgradethe present facility and allow for a ",-- complete modern educational program.

.1 E District 6 Zi a.I

601CENTRAL HIGH SCHOOLADDITION

Ogontz & Olney Avenues Year built-1939 Estimated floor area of newconstruction-40,000 sq. ft. Estimated approximatecost$1,540,000. Capacity: existing-1,845 added-205 new-2,050 Estimated start of: site acquisitionnone design-1973 construction-1974 The addition will provide amodern gymnasium, shower, locker,and team service facilities, health education classroom,department office, and driver education-health laboratory as partof a continuing program to upgradethe athletic plant at older schools. 7 --

An%

LINGELBACH SCHOOL

VVAYNE AVE. & JOHNSON

ADDITION SEPTEMBER 1968

81 Project 603ROXBOROUGH HIGH SCHOOL ADDITION Descriptions Ridge & Fountain Streets Year built-1924 Estimated floor area of new constructionnone Estimated approximate cost$485,000. Capacity: existing-1950 addednone new-1950 Estimated start of: site acquisitionnone designcompleted construction-1969 This addition is Phase II of a modernization program for the athleticfacilities at this school, and will involve the improvement ofGorges Park. This is part of a continuing program to upgrade the athletic plant at older schools.

606NORTHWEST HIGH SCHOOL NEW

Stanton-Ardleigh-Haines-Tulpehocken Estimated floor ares of new construction-360,000 sq. ft. Estimated approximate cost $12 ,870,000. Capacity: existingnone added-3,000 new-3,000 Estimated start of: site acquisition-1968 design-1968 construction-1969 This new facility will be a modern high school offering a completeeducational program for grades nine through twelve. Itwill be administratively linked with Germantown High School and will share the magnet emphasis insocial studies. Included at the school will be recreational facilities developed in cooperation with the City Recreation Department to servethe students and community throughout the year.

612MIDDLE SCHOOL WEST MOUNT AIRY AREA NEW

Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost$7,150,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1970 design-1970 construction-1971 This new facility will be a modern middle school offering acomplete educational program for grades five through eight. The site has not yetbeen selected.

614CLARENCE E. PICKETT MIDDLE SCHOOL NEW

Wayne-Pulaski-Rittenhouse-Chelten Avenues Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost$7,110,000. Capacity: existingnone added-1,500 new-1,500 Estimated start of: site acquisitioncompleted designcompleteconstruction-1968 This new facility will be a modern middle school offering acomplete educational program for grades five through eight. Includedwith the facility are an indoor swimming pooland other recreational facilities to serve the students and community year round.

82 615 I MIDDLE SCHOOLAWBURY TRACT NEW

Stanton-Ardleigh-Haines-Tulpehocken Estimated floor area of newconstruction-180,000 sq. ft. Estimated approximatecostS6,530,000. new-1,650 Capacity: existingnone added-1,650 constfuction-1969 Estimated start of: siteacquisitionnone design-1968 This new facility will be amodern middle schooloffering a complete in the school educational program for gradesfive through eight. Included facilities developed will be an indoor swimmingpool and other recreational to serve the studentsand in cooperation with theCity Recreation Department community throughout the year.

616 I MIDDLE SCHOOLWEST OAK LANE AREA NEW

Estimated floor area of newconstruction-180,000 sq. ft. Estimated approximatecostS7,200,000. Capacity: existingnone added-1,650 new-1,650 construction-1974 Estimated start of: siteacquisition-1973 design-1973 This new facility will be amodern middle school offering acomplete has not yet been educational program for gradesfive through eight. The site selected. AREA NEW 617I MIDDLE SCHOOL EAST FALLSMANAYUNK-ROXBOROUGH

Estimated floor area of newconstruction-180,000 sq. ft Estimated approximatecost-47,150,000. Capacity: existingnone added-1,650 new-1,650 construction-1972 Estimated start of: siteacquisition-1971 design-1971 This new facility will be amodern middle school offering acomplete educational program for gradesfive through eight. The sitehas not yet been selected.

630 I LOGAN SCHOOL ADDITION

17th Street & Lindley Avenue Year built-1924 Estimated floor area of newconstruction-11,000 sq. ft. Estimated approximate cost -$430,000. Capacity: existing-228 added-260 new-488 construction-1971 Estimated start of: siteacquisitionnone design-1970 upgrade the present The addition of six classroomsand two kindergartens will well as the facility and allow for a completemodern educational program as continuation of the special programfor visually handicappedchildren.

637 I LOWER SCHOOLUPPER ROXBOROUGH NEW

Old Line Road, South ofManatawna Estimated floor area of newconstruction-68,000 sq. ft Estimated approximatecost$2,160,000. Capacity: existingnone added-750 new-750 Estimated start oi: siteacquisitionowned design-1974 construction-1975 This new facility, designed at areduced capacity, will be amodern lower school offering a completeeducational program forpre-school, kindergarten and is owned by the and the first four grades.The site has been selected School District.

83 639STEEL SCHOOL NEW

Wayne & Bristol Streets Year built-1899 Estimated floor area of new construction-84,000 sq. ft Estimated approximate cost$2,380,000. Capacity: existing-498 added-308 new-806 Estimated start of: site acquisitioncompleted design-1967 construction-1969 The new facility will be a modern lower school offering a completeeducational program for pre-school, kindergarten and thefirst four grades.

646LOWER SCHOOL WEST OAK LANE AREA NEW

Estimated floor area of new construction-84,000 sq. ft. Estimated approximate costS3,120,000. Capacity: existingnone added-960 new-960 Estimated start of: site acquisition-1969 design-1969 construction-1970 This new facility will be a modern lower school offering a completeeducational program for pre-school, kindergarten andthe first four grades. The site has not yet been selected.

1District 7 E zz i E

701 FRANKFORD HIGH SCHOOL ADDITION

Oxford Avenue & Wakeling Street Year built-1916 Estimated floor area of new construction-80,000 sq. ft. Estimated approximate cost-53,160,000. Capacity: existing-1,560 added-820 new-2,380 Estimated start of: site acquisitionnonedesigncompleted construction-1968 The addition is needed to upgrade the present building in order to carry on a complete modern educational program. It includes administrative offices, an instructional materials center, a computer room, and facilities for Science, Home Economics, Industrial Arts, Driver Education.

708HIGH SCHOOL BETWEEN OLNEY AND FRANKFORD HIGH SCHOOLS NEW

Estimated floor area of new construction-360,000 sq. ft. Estimated approximate cost$14,430,000. Capacity: existingnone added-3,000 naVV-3,000 Estimated start of: site acquistion-1970 desiga-1971 construction-1972 This new facility will be a modern high school offering a completeeducational program for grades nine through twelve.The site has not yet been selected.

710COOKE JUNIOR HIGH SCHOOL ADDITION

York Road & Louden Street Year built-1922 Estimated floor area of new construction-15,000 sq. ft. Estimated approximate cost$955,000. Capacity: existing-1,260 addednone new-1,260 Estimated start of: site acquisition-1974 design-1974 construction-197 The addition of a new kitchen will permit enlargementof the presently divided lunchroom and provide a modern coeducational dining area.

84 121MIDDLE SCHOOL EAST OAK LANE AREA NEW

Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost$7A50,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1971 design-1971 construction-1972 This new facility will be a modern middle school offering acomplete educational program for grades five through eight. The site has not yetbeen selected.

713MIDDLE SCHOOL LOGAN AREA NEW

Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost$6,950,000. CC pacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1972 design-1973 construction-1974 This new facility will be a modern middle schooloffering a complete educational program for grades five through eight.The site has not yet been selected. 727FINLETTER SCHOOL ADDITION

Front Street & Godfrey Avenue Year built-1929 Estimated floor area of new construction-2,500 sq. ft. Estimated approximate cost$100,000. Capacity: existing-846 added-30 new-876 Estimated start of: site acquisitionnone design-1969 construction-1970 The addition of an instructio, al materials center will upgrade the present facility and allow for a complete modern educational program.

732HOWE SCHOOL NEW

13th & Grange Strees Estimated floor area of new construction-64,000 sq. ft. Estimated approximate cost$2,120,000. Capacity: existing-588 added-112 new-700 Estimated start of: site acquisition-1974 design-1974 construction-1975 The new facility, designed with a reducedcapacity, will be a modern lower school offering a complete educational program forpre-school, kindergarten, and the first four grades.

733LAVVTON SCHOOL NEW

Benner & Ditman Streets Year built-1902 Estimated floor area of new construction-68,000 sq. ft. Estimated approximate cost$2,160,000. Capacity: existing-648 added-102 new-750 Estimated start of: site acquisitionnone design-1974 construction-1975 The new facility, designed with a reduced capacity,will be a modern lower school offering a complete educational programfor pre-school, kindergarten, and the first four grades.

85 735LOWELL SCHOOL ADDITION

5th Street & Nedro Avenue Year built-1913 Estimated floor area of new construction-21,000 sq. ft. Estimated approximate cost $8'0,000. Capacity: existing-708 added-120 new-828 Estimated start of: site acquisitionnone design-1974 construction-1975 This Phase I "Satellite" addition of a gymnasium, auditoriumand instructional materials center will provide the facilities needed to carry on a complete educational program. Due to the age of the existing building, a PhaseII addition is contemplated at a later date to complement the Phase Iaddition and provide a new modern lower school able to offer a complete Pducational programfor pre-school, kindergarten, and the first four grades.

1 740OLNEY SCHOOL NEW

Tabor Road & Water Street Year built-1901 Estimated floor area of new construction-64,000 sq. ft. Estimated approximate cost$2,790,000. Capacity: existing-588 added-112 new-700 Estimated start of: site acquisition-1973 design-1973 construction-1974 The new facility, designed with a reduced rapacity, will be a modern lower school offering a complete educational program for pre-school, kindergarten, and the first four grades.

742SMEDLEY SCHOOL ADDITION

Bridge & Mulberry Streets Year built-1928 Estimated floor area of new construction-12,000 sq. ft. Estimated approximate cost$495,000. Capacity: existing-588 added--90 new-678 Estimated start of: site acquisitionnone design-1970 construcfon-1971 The addition of a cafeteria with Frnall theater will upgrade the present facility and allow for a complete modern educational program.

746ZIEGLER SCHOOL ADDITION

Saul & Comly Streets Year built-1957 Estimated floor aria of new construction-14,000 sq. ft. Estimated approximate cost$570,000. Capacity: existing-228 added-90 new-318 Estimated start of: site acquisitionnone design- -1972 construction-1973 The addition of a cafeteria with small theater, instructional materials center, and science room will upgrade the present facility and allow for a complete modern educational program.

748WRIGHT-MUHR SCHOOL NEW

Germantown Avenue & Westmoreland Street Year built: Wright-1905 Estimated floor area cf new construction-96,000 sq. ft. Muhr-190rJ Estimated approximate cost$3,590,000. Capacity: existingWright-378; Muhr-618 added-204 new-1,200 Estimated start of: site acquisition-1967 design-1967 construction-1968 This new facility will be a modern lower school offering a complete educational program for pre-school, kindergarten, and thefirst four grades.

86 Project Descriptions District 8 z I k

807HIGH SCHOOL NORTHEAST PHILADELPHIA AREA NEW

Estimated floor area of new construction-360,000 sq. ft. Estimated approximate costS14,630,000. Capacity: existingnone added-3,000 new-3,000 Estimated start of: site acquisition-1970 design-1971 construction-1972 This new facility will be a modern high school offering a complete educational program for grades nine through twelve. The site has not yet been selected. The District Superintendent has proposed a magnet emphasis in vocational - technical areas.

808HIGH SCHOOL TO SERVE DISTRICT 8 NEW

Estimated floor area of new construction - 360,000 sq. ft. Estimated approximate costS13,430,000. Capacity: existingnone added-3,000 new-3,000 Estimated start of: site acquisition-1971 design-1971 construction-1973 This new facility will be a modern high school offering a complete educational program for grades nine through twelve. The site has not yetbeen selected.

813AUSTIN MEEHAN MIDDLE SCHOOL NEW

Ryan Avenue & Sandyford Road (Lincoln High School site) Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost $6,020,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisitionowned designcompletedconstruction-1969 This new facility will be a modern middle school offering a complete educational program for grades five through eight. Included with the facility will be an indoor swimming pool and other recreational facilities developed in cooperation with the City Recreation Department to serve the students and the community throughout the year.

815MIDDLE SCHOOL BETWEEN WASHINGTON AND NORTHEAST HIGH SCHOOLS NEW

Verree Road North of Bloomfield Avenue Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost $6,920,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1969 design-1969 construction-1970 This new facility will be a modern middle school offering a complete educational program for grades five through eight. Included with the facility will be an indoor swimming pool and other recreational facilities developed in cooperation with the City Recreation Department to serve the students and the community throughout the year.

87 Project Descriptions816MIDDLE SCHOOL TO SERVE DISTRICT 8 NEW

Red Lion & Calera Roads Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost$5,950,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisitionowned design-1971 construction-1972 This new facility will be a modern middle schooloffering a complete educational program for grades five through eight.

817MIDDLE SCHOOL TO SERVE DISTRICT 8 NEW

Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost$6,550,000. Capacity: existingnone added-1,650 new-1A50 Estimated start of: site acquisition-1969 design-1970 construction-1972 This new facility will be a modern middle schooloffering a complete educational program for grades five through eight.The site has not yet been selected.

818MIDDLE SCHOOL SOMERTON AREA NEW

Estimated floc( area of new construction-180,000 sq. ft. Estimated approximate cost$6,360,000. Capacity: existingnone added-1,650 new-1,650 Estimated start of: site acquisition-1974 design-1974 construction-1975 This new facility will be a modern middle schooloffering a complete educational program for grades five through eight.The site has not yet been selected.

827THOMAS HOLME SCHOOL ADDITION

Academy & Willits Roads Year built-1952 Estimated floor area of new construction-20,000 sq.ft. Estimated approximate cost$790,000. Capacity: existing-846 added -12r new-966 Estimated start of: site acquisitionnone design-1971 construction-1972 The addition of a gymnasium, instructionalmaterials center, and speech, music, audio-visual and conference roomswill upgrade the present facilities and allow for a complete modern educational program.

837COMLY SCHOOL ADDITION

Byberry & Kelvin Roads Year built-1929 Estimated floor area of new construction-23,000 sq. ft. Estimated approximate cost$900,000. Capacity: existing-438 added-210 new-648 Estimated start of: site acquisitionnone design-1970 construction-1971 This addition of a gymnasium, instructional materials center, sixclassrooms and an expansion of the cafeteria will upgrade the present facility and ar)w for a complete modern educational program.

88 855LOWER SCHOOL TO SERVE DISTRICT 8 NEW

Estimated floor area of new construction-84,000 sq. ft. Estimated approximate cost$2,760,000. Capacity: existing rune added-960 new-960 Estimated start of: site acquisition-1971 design-1970 construction-1971 This new facility will be a modern lower school offering acomplete educational program for pre-se:L.:IL kindergarten, and thefil st four grades. The site has not yet been selected, but this school will serve thenorthern section of the District east of the Boulevard.

1 E 1tMiscellaneous Projects 21

0011SUPPORTIVE FACILITIES

Estimated approximate costS5,315,000 (1970) The critical space needs of the School District require use of interim space or non-school buildings that can be easily converted toeducational purposes. Provided for in this account are: library additions to various schools, facilities for district offices, the Parkway School, the John F. Kennedy Center, warehousing, and completion of the Innovative Center at Fifth and Luzerne Streets.

010ALTERATIONS AND IMPROVEMENTS

Estimated approximate costS12,015,000 (1970) General maintenance of a school building, such as keeping it clean, heated and in operation is charged tothe School District!: Operating Budget. Alterations and improvements, such as installation of acoustic ceilings, reiighting, repainting and other major renovations, are charged to the Capital Budget. Also charged to the Capital Budget are modifications necessary to keepthe school's facilities in pace with modern educational requirements. Such modifications and improvements include mechanical and electrical modernization, conversion of school space for special purposes such as art, musicand science, and conversion of libraries into instructional materiais centers. A masterplan for these alterations and improvements is updated annually on a school-by-school basis by the School Facilities Division.

020FURNITURE AND EQUIPMENT

Estimated approximate cost$2,000,000 (1970) When a new school is built, the cost of its furniture end equipment isincluded in the estimated total cost of the building. But fund% from the Furniture and Equipment section of the Capital Budget, as well as limited funds from the School District's Operating Budget, must be used to meet additionalfurniture and equipment needs of existing schools. These includeschool additions and remountable units, meeting the equipment needs of alterations andimprovements to schools, equipping new school activities andgranting requests from principals who have been operating with less than minimumstandards of furniture and equipment.

89 .

Project SPECIAL EDUCATION FACILITIES Descriptions030 Estimated approximate codnone(1970) Funds under this unspecified account willbe used to construct facilities to meet the specific needsof handicapped children. These spacerequirements will be worked out as soon as a currentstudy of the School District's programsfor the handicapped has been evaluated. Spaceconstructed under this account would supplement classrooms allocated inregular schools or existing special class centers. Exact sites and spaceallocations have not been made. .

040SITE EXPANSION AND DEVELOPMENT

Estimated approximate costS1,250,000(1970) The Capital Program provides fundsfor site expansion, demolition and development to meet three needs: Siteacquisition at schools which must be expanded to meet the pressure of growingenrollments or which must provide additional parking or recreation area;demolition and improvement of old, vacated schools whose sites are neededfor play or parking or other public purposes; and, landbanking for future school needs wheresites are currently available. Site acquisition fundsfor all new schools are contained in the estimated cost of the individualschool. ,

060ATHLETIC FACILITIES

Estimated approximate cost (includedin projects 1970) The cost of regular recreationalfacilities, such as gymnasiums, recreation rooms and outdoorplayfields, is included in the estimatedconstruction cost of each new school. Athleticinvestments over and above these normal space provisions, such as high school sportsstadiums, unusually large middle and elementary school athletic fields, andindoor swimming pools are charged to the estimated costs of theindividual schools when scheduledin the budget year, but are providedfor in this account if scheduled inthe last five years frequently in middle of the program. The locationof swimming pools, most Plan for schools, is determined inconformance with the Comprehensive Swimming Pools prepared by theCity Planning Commission for theRecreation Department. Use of School Districtathletic facilities by the community is encouraged.

070ADMINISTRATIVE FACILITIES

Estimated approximate costS100,000 (1970) Funds from this account are used formodifications and expansions to the School District central administration building andfor other central support facilities. Later in the program, funds are scheduledfor three additional transportation maintenance and storage facilities and for thecompletion of additional administrative space for the School District.Needed now, this project is deferred in light of the pressing needs forclassroom space which are felt to take first priority. Project CAPITAL PROGRAM ADMINISTRATION COST Descriptions090 Estimated approximate cost - $4,400,000 (1970) Funds from this section of the capital program are needed to finance planning studies and for payment of that portion of services of School District employees chargeable to capital administrative projects, as well as for the contracted services of consultants in engineering, architecture, soil mechanics, -drainage, and other specialized technical fields.

E Projects Scheduled forInitial

zit Funding After June 30, 1975 5 1

106HIGH SCHOOL TO SERVE DISTRICT 1

Estimated floor area of new construction-360,000 sq. ft. Estimated approximate cost-S13,500,000. Capacity: existing-none added-3,000 new-3,000 Estimated start of: site acquisition-1975 design-1976 construction-1977 This new facility will be a modern high school offering a complete educational program for grades nine through twelve. The site has not yet been selected.

819MIDDLE SCHOOL TO SERVE DISTRICT 8

Estimated floor area of new construction-180,000 sq. ft. Estimated approximate cost - $6,260,000. Capacity: existing-none added-1,650 new-1,650 Estimated start of: site acquisition-1975 design-1975 construction-1976 This new facility will be a modern middle school offering a complete educational program for grades five through eight. The site has not yet been selected.

820MIDDLE SCHOOL TO SERVE DISTRICT 8

156LOWER SCHOOL TO SERVE DISTRICT 1

Estimated floor area of new construction-84,000 sq. ft. Estimated approximate cost-$3,420,000. Capacity: existing-none added-960 new-960 Estimated start of: site acquisition-1975 design-1975 construction-1976 This new facility will be a modern lower school offering a complete educational program for preschool, kindergarten, and the firstfour grades. The site has not yet been selected.

91 .. Project LOWER SCHOOL TO SERVE DISTRICT 4 Descriptions451 Estimated floor area of new construction-84,000 sq.ft. Estimated approximate cost-52,640,000. Capacity: existingnone added-960 new-960 Estimated start of: site acquisition-1975 design-1975 construction-1976 This new facility will be a modern lower schooloffering a complete educational program for pre-school,kindergarten and the first four grades. The site has not yet been selected.

851 LOWER SCHOOL TO SERVE DISTRICT 8

Estimated floor area of new construction-84,000 so.ft. Estimated approximate costS2,760,000. Capacity: existingnone added-960 new )60 Estimated start of: site acquisition-1975 design-1975 construction-1976 This new facility will be a modern lower schooloffering a complete educational program for pre-school,kindergarden and the first four grades. The site has not yet been selected.

852LOWER SCHOOL TO SERVE DISTRICT 8

Estimated floor area of new construction-84,000 sq.ft. Estimated approximate cost$2,760,000. Capacity: existingnone added-960 New-960 Estimated start of: site acquisition-1975 design-1975 construction-1976 This new facility will be a modern lower schooloffering a complete educational program for pre-school, kindergartenand the first four grades. The site has not yet been selected.

853LOWER SCHOOL TO SERVE DISTRICT 8

Estimated floor area of new construction-84,000 sq.ft. Estimated approximate cost$2,760,000. Capacity: existingnone added-960 new-960 Estimated start of: site acquisition-1975 design-1975 construction-1976 This new facility will be a modern lowerschool offering a complete educational program for pre-school,kindergarten and the first four grades. The site has not yet been selected.

854LOWER SCHOOL TO SERVE DISTRICT 8

Estimated floor area of new construction-84,000 sq.ft. Estimated approximate cost$2,760,000. Capacity: existingnone added-960 new-960 Estimated start of: site acquisition-1975 design-1975 construction-1976 This new facility will be a modern lower schooloffering a complete educational program for pre-school,kindergarten and the first four grades. The site has not yet been selected.

92 Project 856LOWER SCHOOL TO SERVE DISTRICT8 Descriptions Estimated floor area of new construction-84,000 sq.ft. Estimated approximate cost-$2,760,000. Capacity: existing-none added-960 new-960 Estimated start of: site acquisition-1975 design-1975 construction-1976 This new facility will be a modern lowerschool offering a complete educational program for pre-school,kindergarten and the first four grades.The site has not yet been selected.

BR IDESBURG SCHOOL

RICHMOND & JENKS ST.

ADDITION SEPTEMBER 1968

L. 7.

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93 Project Funding Schedule The 1970 Capital Budget and the 1970-1975 Capital Program Cost Scheduled Projects Total Cost Project Through Six-Year Number Estimated Cost June 30, 1969 Period $ DISTRICT 1 $ $ 981,000 101 Bertram High School Addition 981,000 13,048,159 400,000 103 West Phila. (University City) High School New13,448,159 14,480,000 104 High School West Philadelphia Area New14,480,000

105 115 High School Eastwick New George Wharton Pepper Middle School New 19,623,216 2,725,000 16,898,216 635,000 112 Sulzberger Junior High School Addition 635,000 7,747,000 114 Jeannette MacDonald Middle School New 7,747,000 6,822,424 250,000 117 Dr. John P. Turner Middle School New 7,072,424 150,000 6,797,000 121 Middle School West Philadelphia Area New 6,947,000 925,000 132 0. W. Holmes School Addition 925,000 285,754 2,615,000 135 Longstreth School New 2,900,754 3,315,000 138 Morton School New 3,315,000 115,186 2,801,000 145 Samuel H. Daroff School New 2,916,186 864,959 2,516,000 149 Owen J. Roberts School New 3,380,959 2,915,000 150 Barry School New 2,915,000 942,489 1,870,000 153 Bryant School Addition 2,812,489 196,000 192 Cary School Nevi 2,107,000 196,000 193 T. B. Reed School New 2,107,000

DISTRICT 1 TOTAL94,313,187 24,953,971 65,537,216

DISTRICT 2 S $ S 14,430,000 204 High School North Philadelphia Area New14,430,000 14,138,000 205 Christopher Columbus High School New15,534,065 1,396,065 1,500,000 207 High School South of Vine Street New13,950,000 7,197,000 214 Middle School Fairmount Area New 7,197,000 6,697,000 215 Middle School To Serve District 2 New 6,947,000 3,040,000 226 Childs Community School New 3,040,000 3,365,000 233 Bache School New 3,365,000 637,000 241 Poe School Addition 637,000 1,222,000 245 E. M. Stanton School Addition 1,222,000

250 Eugene V. Alessandroni School New 3,393,555 877,555 2,516,000 810,000 251 Bregy School Addition 810,000

DISTRICT 2 TOTAL70,525,620 2,273,620 55,552,000

94 RECOMMENDED AND SCHEDULED FOR SIX-YEAR PERIOD Cost to Complete Project I 1969 -19701970 19711971 19721972 19731973 19741974 1975 Beyond Number June 30,1975

$ $ $ $ $ $ $ 981,000 101

400,000 103

1110 2,050,000 11,930,000 500,000 104

105 115 6,321,564 10,576,652 635,000 112

1,040,000 500,000 5,957,000 250,000 114 250,000 117 1,090,000 5,457,000 250,000 121

150,000 775,000 132

120,003 2,495,000 135 820,000 2,495,000 138

306,000 2,495,000 145

2,516,000 149 420,000 2,495,000 150

90,000 1,780,000 153 196,000 1,911,000 192

196,000 1,911,000 193

11,923,564 19,238,652 10,632,000 3,540,000 19,311,000 892,000 3,822,000

$ $ $ $ $ $ $ 1,000,000 1,500,000 2,186,000 9,244,000 500,000 204

3,310,000 10,328,000 500,000 205 1,500,000 12,450,000 207

1,490,000 5,457,000 250,000 214

1,240,000 5,457,000 250,000 215

545,000 2,495,000 226

870,000 2,495,000 233 637,000 241

1,7./2,000 245

2,516,000 250 810,000 251

7,918,000 14,460,000 3,490,000 7,643,000 12,089,000 9,952,000 12,700,000

95 Project FundingSchedule The 1970 CapitalBudget and the 1970-1975Capital Program Cost Total Cost Scheduled Projects Estimated Through Six-Year Project Period Number cost June 30,1969

$ $ $ DISTRICT 3 6,140,000 New 7,864,042 1,724,042 312 Stoddart Middle School Addition 599,000 599,000 326 Hawthorne School 398,000 Addition 398,000 330 Kearny School 231,000 Addition 231,000 342 Spring Garden School 653,000 Addition 653,000 344 Taggart School 639,000 Addition 639,000 347 M. C. Wister School 8,660,000 Ili DISTRICT 3 TOTAL10,384,042 1,724,042 $ $ $ DISTRICT 4 New14,451,055 497,055 13,954,000 403 High School West ofSchuylkill River New 6,980,000 575,000 6,405,GJU 415 Connie Mack Middle School New 6,947,000 250,000 6,697,000 416 Middle School North ofDiamond Street 60,000 7,012,000 School New 7,072,00f 417 James L. McDevitt Middle 250,000 New 6,518,771 6,268,771 418 Betsy Ross Middle School New 7,447,000 7,197,000 419 Middle School Parkside Area 560,000 6,887,000 Schuylkill River New 7,447,000 420 Middle School West of 7,197,000 Lehigh Avenue New 7,197,000 421 Middle School South of New 7,197,000 7,197,000 422 Middle School Tioga Area New 3,183,096 368,096 2,815,000 429 Hanna School New 3,115,000 3,115,000 437 Overbrook School 520,000 New 3,019,000 438 T.M. Peirce School New 3,215,000 3,215,000 442 Walton School 934,000 Addition 934,000 443 Whittier School 2,510,000 New 3,041,798 531,798 444 Lehigh School 9,110,720 75,905,000 DISTRICT 4 TOTAL87,764,720

$ $ $ DISTRICT 5 New14,430,000 14,430,000 502 Edison High School Vicinity New16,402,634 15,452,634 950,000 503 William Penn High School New14,430,000 13,930,000 504 Kensington High School Vicinity New 7,447,000 7,447,000 514 Middle School East of BroadStreet 60,000 6,893,000 Barks Vicinity New 6,953,000 515 Middle School Second & New 3,130,000 620,000 2,510,000 526 Elkin School New 3,069,000 570,000 533 Hunter School New 1,949,495 1,839,495 110,000 535 McKinley School New 1,884,000 272,000 1,612,000 537 Moffet School Cost to RECOMMENDED AND SCHEDULEDFOR SIX-YEAR PERIOD Complete Project Number 1972 - 19731973 - 19741974 - 1975 1.41fcmd 1969 - 19701970 - 19711971 - 1972 June 30,1975

$ $ $ $ $ $ $ - - 312 5,890,000 250,000 ------599,000 - 326 - - - - - 398,000 - 330 - - - - 231,000 - 342 - 344 - - - - 653,000 - - - 347 - - 639,000 - -

884,000 997,000 - 5,890,000 250,000 639,000 - $ $ $ $ S $ $ - - 403 4,210,000 9,244,000 500,000 - - - - 415 6,155,000 250,000 - - - - 416 990,000 5,457,000 250,000 - - - - 417 465,000 840,000 5,457,000 250,000 - - - 418 250,000 ------1,740,000 5,457,000 250,000 419 - i - 420 1,180,000 765,000 4,692,000 250,000 - 250,000 - - 421 - 620,000 870,000 5,457,000 250,000 - 422 - - 1,250,000 240,000 5,457,000 - - 429 - - 320,000 2,495,000 - - - 437 - 620,000 2,495,000 ------520,000 2,499,000 438 - - 442 - - 720,000 2,495,000 - - - - 443 - 934,000 - - - - - 444 2,510,000 - - -

7,447,000 6,227,000 2,749,000 15,760,000 18,730,000 16,554,000 11,187,000 $ $ $ $ S $ $ 502 500,000 - - 1,000,000 1,500,000 11,430,000 - - - 503 950,000 - - - - 504 - - - 1,500,000 1,000,000 11,430,000 500,000 514 250,000 - - - 500,000 1,240,000 5,457,000 - - 515 2,060,000 4,833,000 - - - - - 526 2,510,000 ------570,000 2,499,000 533 - 535 110,000 - - - - 537 200,000 1,412,000 - - -

97 Project Funding Schedule The 1970 Capital Budget and the 1970-1975 CapitalProgram Cost Scheduled Projects Total Cost Project Estimated Through Six-Year Number Cost June 39, 1969 Period

$ $ $ DISTRICT 5

New 2,273,000 585,000 541 Sheppard School New 1,884,000 1,884,000 546 Lower School Second and Berk:Vicinity Addition 278,000 278,000 549 H. A. Brown School

DISTRICT 5 TOTAL74,130,129 18,244,129 51,199,000

$ $ $ DISTRICT 6 Addition 2,958,164 1,422,164 1,536,000 601 Central High School Addition 3,202,849 2,718,849 484,000 603 Roxborough High School New 12,874,338 12,254,338 620,000 606 Northwest High School New 7,147,000 7,147,000 612 Middle School West Mount Airy Area New 7,110,537 6,746537 364,000 614 Clarence E. Pickett Middle School New 6,530,000 210,000 6,320,00 615 Middle School Awbury Tract New 7,197,000 6,947,000 616 Middle School West Oak Lane Area

617 Middle School East Falls- 7,147,000 Manayunk-Roxborough Area New 7,147,000 433,000 433,000 630 Logan School Addition New 2,157,000 102,000 637 Lower School Upper Roxborough New 2,375,406 2,265,406 110,000 639 Steel School New 3,120,000 375,000 2,745,000 646 Lower School West Oak Lane Area

25,992,294 33,955,000 DISTRICT 6 TOTAL62,252,294

S S DISTRICT 7 $ Addition 3,161,253 3,051,253 110,000 701 Frankford High School

708 High School Between 14,430,000 Olney & Frankford High Schools New14,430,000 Addition 955,000 955,000 710 Cooke Junior High School New 7,447,000 7,447,000 712 Middle School East Oak Lane Area New 6,947,000 6,697,000 713 Middle School Logan Area Addition 104,000 104,000 727 Finletter School New 2,120,000 171,000 732 Howe School New 2,157,000 102,000 733 Lawton School Addition 812,000 812,000 735 Lowell School New 2,789,000 2,789,000 740 Olney School Addition 494,000 494,000 742 Smedley School Addition 570,000 570,000 746 Ziegler School New 3,591,734 3,471,734 120,000 748 Wright-Muhr School

DISTRICT 7 TOTAL 45,577,987 6,522,987 34,801,000

98 RECOMMENDED AND SCHEDULED FORSIX-YEAR PERIOD Cost to Complete Project Number 1970- 19711971 -1972 1 1972 - 19731973 - 19741974 - 1975 Wand 1880 - 1970 June 30,1975

$ $ $

585,000 1,688,000 541 546 472,000 1,412,000 549 2711,000

4,687,000 7.018,000 9,457,000 18,299,000 2,250,1100 1,000,000 12,585,000

S $ $ 77,000 1,459,000 601 603 484,000 606 120,000 500,000 612 720,000 6,177,000 250,000 614 364,000 615 4074000 250,000 1,490,000 5,457,000 250,000 616 617 K, 1,440,000 765,000 4,692,000 250,000

630 433,000 102,000 2,055, 637 639 110,000 646 To0,000 2,495,000

7,268, 2,305, 7,308,000 4,398,000 7,617,000 1,015,000 6,259,000

$ $ $ $ $ $ 701 110,000 708 500,000 2,000,000 11,430,000 500,000

955,000 710 712 1,740,000 5,457,000 250,000 1,000,000 240,000 5,457,000 250,00C, 713 727 104,000 171,000 1,949,000 732

102,000 2,055,000 733

812,000 735

850,000 1,939,000 740 742 494,000 746 MN. 570,000 748

A 4,254,000 994,000 3,740,000 18,457,000 1,840,000 9,436,000 Project Funding Schedule The 1970 Capital Budget and the 1970-1975 Capital Program 1 Cost Projects Total Cost Scheduled Pro Oct Six-Year Number Estimated Through Cost June 30, 1969 Period

DISTRICT 8 $ $ $ 14,630,000 807 High School Northeast Philadelphia Area New14,630,000 13,430,000 808 High School To Serve District 8 New13,430,000 250,000 813 Austin Meehan Middle School New 6,023,063 5,773,063 815 Middle School Between Washington & Northeast High Schools New 6,920,000 640,000 6280,000

816 Middle School To Serve District 8 New 5,947,000 5,947,000 817 Middle School To Serve District 8 New 6,547,000 100,000 6,447,000 640,000 818 Middle School Somerton Area New 6,360,000 787,000 827 T. Holme School Addition 787,000 900,000 837 Comly School Addition 900,000 855 Lower School To Serve District 8 NOW 2,761,000 2,761,000

DISTRICT C TOTAL64,305,063 6,513,063 52,072,000

$ $ $ MISCELLANEOUS 14,575,114 6,351,114 8,224,000 001 Supportive T'acilities 89,929,034 39,767,034 50,262,000 010 Alterations & Improvements 16,508,973 7,008,973 9,500,000 020 Furniture & Equipment 27,738,000 22,348,000 030 Special Education Facilities 13,022,636 4,022,636 9,000,000 040 Site Expansion & Development 12,087,168 1,873,168 8,597,000 060 Athletic Facilities 11,311,416 3,363,416 7,848,000 070 Administrative Facilities 37,837.380 10,037,380 27,700,000 090 Capital Program Administration Cost

MISCELLANEOUS TOTAL 222,909,72172,423,721 143,479,000 RECOMMENDED AND SCHEDULED FOR SIX-YEAR PERIOD Co to Complete Pro*/ 1970 19711971 19721972 19731973 19741974 1975 einfond Number MN 1970 Juno 30,1975

$ $ $ $ $ $ $ 1,000,000 1,500,000 11,430,000 700,000 807 1,500,000 11,430,000 500,000 808 813 250,000 815 6,030,000 250,000

240,000 5,457,000 250,000 816 817 500,000 240,000 5,457,000 250,000 640,000 5,720,000 818

787,000 827

900,000 837

75,000 2,686,000 855

6,530,000 2,715,000 6,713,000 22,344,000 12,630,000 1,140,000 5,720,000 r $ $ $ $ $ $ $ 5,315,000 995,000 820,000 547,000 547,000 001

12,015,000 5,611,000 7,910,000 7,907,000 8,330,000' 8,389,000 010

2,000,000 1,500,000 1,500,000 1,500,000 1,500,000 1,500,000 020 3,000,000 3,142,000 5,406,000 5,400,000 5,400,000 5,390,000 030

1,250,000 750,000 1,000,000 2,000,000 2,000,000 2,000,000 040 2,149,000 1,612,000 1,612,000 1,612,000 1,612,000 1,617,000 060

100,000 637,000 637,000 700,000 300,000 5,574,000 070

4,400,000 4,100,000 4,500,000 4,700,000 4,900,000 5,100,000. 090

25,090,000 18,742,000 21,121,000 24,372,000 24,589,00029,575,000 7,007,000

101 Project FundingSchedule The 1970 CapitalBudget and the 1970-1975Capital Program

Cost Total Cost Scheduled SUMMARY Estimated Thru Six-Year Cost June 30, 1969 Period

$ $ $

24,953,971 65,537,216 District 1 94,313,187

2,273,620 55,552,000 District 2 70,525,620

1,724,042 8,660,000 District 3 10,384,042

9,110,720 75,905,000 District 4 87,764,720

18,244,129 51,199,000 District 5 74,130,129

25,992,294 33,955,000 District 6 62,252,294

6,522,987 34,801,000 District 7 45,577,987

6,513,063 52,072,000 District 8 64,305,063

95,334,826 377,681,216 District Total 509,253,042

72,423,721 143,479,000 Miscellaneous 222,909,721

167,758,547 521,160,216 Grand Total 733,162,763 Cost to RECOMMENDED AND SCHEDULED FORSIX-YEAR PERIOD Complete :974 1975 Beyond 1969 1970 11970 19711971 1p721972 19731973 1974 June 30, 1975

$ $ $ $ $ $ $

3,822,000 11,923,564 19,238,652 10,632,000 3,540,000 19,311,000 892,000

12,089,000 9,952,000 12,700,000 7,918,000 14,460,000 3,490,000 7,643,000

997,000 5,990,000 250,000 639,000 884,000

6,227,000 2,749,000 15,760,000 18,730,000 16,554,000 11,187,000 7,447,000

1,000,000 12,585,000 4,687,000 7,608,000 9,457,000 18,299,000 2,250,000

7,268,000 2,305,000 7,398,000 4,398,000 7,617,000 1,015,000 6,259,000

9,436,000 4,254,000 334,000 994,000 3,740,000 18,457,000 1,840,000

12,630,000 1,140,000 5,720,000 6,530,000 2,715,000 6,713,000 22,344,000

48,497,000 36,237,000 70,242,652 67,684,000 66,436,000 61,460,000

24,589,000 29,575,000 7,007,000 25,000,00018,742,000 21,121,000 24,372,000

78,072,000 43,244,000 88,441,564 88,984,652 88,805,000 90,808,000 86,049,000

103 ,11111

ER RATA

As a result of action bythe Board on proposedrevisions to the 1968-69Capital Budget, certain changesin this document were required. The text wascorrected, but the color section had alreadybeen printed and could notbe changed. The bar chart on page26 should show the following figures: 1969-70 $88,442,000 1970-71 88,985,000 1971-72 88,805,000 1972-73 90,808,000 1973-74 86,049,000 The pie chart on page27 should show thefollowing figures: TOTAL $88,442,000 NEW HIGH SCHOO LS 10,098,000 OTHER PROJECTS 25,080,000 Capital Program AdministrationCost 4,400,000

104