STUDIO 201 SANTEE NEIGHBORHOOD COMMUNITY ASSESSMENT ANALYSIS DECEMBER 2010 2 SANTEE NEIGHBORHOOD | COMMUNITY ASSESSMENT ANALYSIS TABLE OF CONTENTS 2.9 BUILDING TYPES, WALLS, AND OWNERSHIP 37 2.10 NEIGHBORHOOD STREETS 39 LIST OF Figures 4 2.11 PUBLIC/PRIVATE SPACE HIERARCHY 41 1. INTRODUCTION 7 2.12 SANTEE TRANSPORTATION NETWORK 43 1.1. NEIGHBORHOOD SETTING 7 2.13 TRAVEL PATTERNS 47 1.2. THE STRONG NEIGHBORHOODS INITIATIVE 10 2.14 PEDESTRIAN AND BICYCLE SAFETY 49 1.3. FRANKLIN MCKINLEY CHILDREN’S INITIATIVE 11 CHAPTER 2 ENDNOTES 51 1.4. SAN JOSÉ STATE UNIVERSITY (STUDIO 201) 11 3. NEIGHBORHOOD FOCUS AREAS 55 1.5. GUIDING PRINCIPLES 11 3.1. SCHOOLS AS COMMUNITY Centers 55 1.6. EXISTING POLICY DOCUMENTS 12 3.2. HEALTH, ACCESS, AND SAFety 64 CHAPTER 1 endnotes 13 3.3. COMMUNITY DESIGN 74 2. NEIGHBORHOOD PROFILE 15 3.4. Story Road RevitaliZation 81 2.1 MEET THE NEIGHBORHOOD: ETHNIC, LINGUISTIC, AND HOUSEHOLD CHARACTERISTICS 16 CHAPTER 3 ENDNOTES 89 2.2 SANTEE NEIGHBORHOOD SCHOOLS 16 4. NEXT STEPS OVERVIEW 93 2.3 ECONOMIC SNAPSHOT 18 SCHOOLS AS COMMUNITY CENTERS 94 2.4 SOCIAL FACTORS 21 HEALTH, SAFETY, & ACCESS 96 2.5 OPEN SPACES ANALYSIS AND OPPORTUNITIES 25 COMMUNITY DESIGN AND HOUSING 101 2.6 NATURAL FACTORS 27 STORY road revitaliZation 103 2.7 FOOD SYSTEMS 30 PRELIMINARY PUBLIC OUTREACH 105 2.8 EXISTING OBSERVED LAND- USES 35 APPENDIX 106 SANTEE NEIGHBORHOOD | COMMUNITY ASSESSMENT ANALYSIS 3 LIST OF FIGURES Figure 2-16: 5th Grade Aerobic Fitness Figure 2-33: Example 2 of four-plex buildings, Standards, 26 38 Chapter 1 Figure 2-17: 7th Grade Aerobic Fitness Figure 2-34: Example of commerical buildings Figure 1-1: Franklin-McKinley Children’s Standards, 27 along McLaughlin Ave., 38 Initiative Planning, 7 Figure 2-18: Potential Plantable Tree Sites in Figure 2-35: Commercial strip mall along Figure 1-2: Tully/Senter SNI Planning Area, 8 the Study Area, 28 McLaughlin Ave., 38 Figure 1-2: Santee/Yerba Buena Subarea, 9 Figure 2-19: Total Percentage of Impermeable Figure 2-36: Example 1 of commerical Surface in the Study Area, 29 buildings at the intersection of Story Rd. and Chapter 2 Figure 2-20: Percentage of Impermeable McLaughlin Ave., 38 Figure 2-1: Franklin Mckinley Children’s Sources in the Study Area, 29 Figure 2-37: Example 2 of commerical Initiative Planning Area, 15 Figure 2-21: EPA ’s Toxic Release Inventory buildings at the intersection of Story Rd. and Figure 2-2: Educational Attainment Among (TRI), 30 McLaughlin Ave., 38 Neighborhood Residents, 16 Figure 2-22: Santa Clara County Health Report Figure 2-38: Sectional Drawing of Story Road, Figure 2-3: Ethnicity of Students, 17 Profile for 2010, 31 39 Figure 2-4: Star Testing Results - Santee and Figure 2-23: Eating Habits in Santa Clara Figure 2-39: Sectional Drawing of McLaughlin Success Elementary Schools, 18 County, 32 Avenue, 40 Figure 2-5: Star Testing Results - Bridges Figure 2-24: Proximity of Grocery Stores to the Figure 2-40: Sectional Drawing of Santee Academy (Middle School), 18 Study Area, 33 Drive, 40 Figure 2-6: Median Household Income, 19 Figure 2-25: School Food Aid Programs in the Figure 2-41: Spatial Hierarchy: Private, Semi- Figure 2-7: Median Home Values, 19 Study Area, 34 Private, and Public, 42 Figure 2-8: Job Location of Workers in the Figure 2-26: Percentage of Students who Eat Figure 2-42: Example of barriers that don’t Study Area, 20 Breakfast Before School at Franklin-McKinley allow for connections in the neighborhood, Figure 2-9: Home Locations for People who Elementary, 34 43 Work in the Study Area, 20 Figure 2-27: Existing Land Uses in the Study Figure 2-43: Privately owned alleys, 43 Figure 2-10: Foreclosure History 2000-2009, Area, 35 Figure 2-44: Regional Transportation in San 21 Figure 2-28: Development Patterns in the José, 44 Figure 2-11: Community Services within the Study Area, 36 Figure 2-45: Local Transportation in the Study Neighborhood, 22 Figure 2-29: Walls in multi-residential Area, 44 Figure 2-12: Crime Count Locations for All developments, 37 Figure 2-46: Comparable Journey-to-Work Crime Types, 2009, 23 Figure 2-30: Santee Resource Center, 37 Shares for Study Area and San Jose, 45 Figure 2-13: Community View of Police, 24 Figure 2-31: Pollard Plaza, a high-density Figure 2-47: Average Travel Time to Work for Figure 2-14: Reasons Why Individuals Won’t residential building, 37 Study Area and San Jose, 45 Report a Crime, 24 Figure 2-32: Example 1 of four-plex buildings, Figure 2-48: Daily Travel Destinations of Figure 2-15: Neighborhood Access to Parks and 38 Residents from the Study Area, 46 Schools, 25 4 SANTEE NEIGHBORHOOD | COMMUNITY ASSESSMENT ANALYSIS CHAPTER 1: INTRODUCTION Figure 2-49: Travel Destinations for Santee Figure 3-14: Veggielution 2009, 66 Residents, 47 Figure 3-15: City Slicker Farms 2009, 66 Figure 2-50: Comparable Transit Profiles for Figure 3-16: Growing Power 2007, 67 Santa Clara County and the Study Area, 48 Figure 3-17: Before road diet, 69 Figure 2-51: Example of narrow and obstructed Figure 3-18: After road diet, 69 sidewalks along McLaughlin Avenue, 49 Figure 3-19: East Boulevard, pre road-diet , 70 Figure 2-52: Example of areas that lack Figure 3-20: East Boulevard, post road-diet, 70 sidewalks along McLaughlin Avenue, 49 Figure 3-21: Plainsboro Road, 70 Figure 5-53: Existing bike route along Figure 3-22: Plainsboro Road, 70 McLaughlin Avenue, 50 Figure 3-23: Inner-City Games Los Angeles, 73 Figure 2-54: Walking Paths to/from Bus Stops Figure 3-24: Breakdancer., 74 in the Study Area, 51 Figure 3-25: Emerald Gardens, Escondido, CA, 75 Chapter 3 Figure 3-26: Demarcation of space at Orange Figure 3-1: Classes offered in the InMotion Place, San Diego, 76 Project, 56 Figure 3-27: Tesoro Grove, San Diego, 77 Figure 3-2: % at or Above Proficient – Grade 5 Figure 3-28: Affordable Housing, 78 in 2009, 58 Figure 3-29: Hunters View Project, 79 Figure 3-3: Adams Elementary School – Figure 3-30: Hunters View Project, 79 Growth of Academic Performance Index, 58 Figure 3-31: Story Road Focus Area, 81 Figure 3-4: St. Helena Elementary site-security Figure 3-32: Job Counts by Census Block, 82 issues identified, 59 Figure 3-33: Building Footprints Map, 82 Figure 3-5: St. Helena Elementary site-security Figure 3-34: Streets and Blocks Pattern Map, 82 issues modified, 60 Figure 3-35: Study Area, 82 Figure 3-6: Design guidelines for joint-use Figure 3-36: Taos, NM, 83 buildings, 61 Figure 3-37: College Park, MD, 83 Figure 3-7: Security measures example, 61 Figure 3-38: Intersection, 85 Figure 3-8: CPTED recommendations for Figure 3-39: BRT Bus, 85 Santee Elementary , 62 Figure 3-40: John Muir section, 87 Figure 3-9: CPTED recommendations for Figure 3-41: City of Benicia build to lines, 87 Bridges Academy, 63 Figure 3-10: Pedestrian friendly sidewalk, 65 Figure 3-11: Healthy snack lunch, 65 Figure 3-12: Farmer’s market, 65 Figure 3-13: Onsite Uses , 66 SANTEE NEIGHBORHOOD | COMMUNITY ASSESSMENT ANALYSIS 5 CHAPTER 1: INTRODUCTION 6 SANTEE NEIGHBORHOOD | COMMUNITY ASSESSMENT ANALYSIS CHAPTER 1: INTRODUCTION 1. INTRODUCTION 1.1. NEIGHBORHOOD SETTING The Santee/Yerba Buena neighborhood is centrally located within the City of San José and is approximately two miles east of the downtown area. Situated near the intersection of Highway 280 and U.S. Highway 101, the Santee/Yerba Buena area is one of a number of residential neighborhoods that make up the western portion of San José. For the purposes of this community assessment, the “Santee neighborhood” includes the area bounded by Story Road to the north, Holly Hill Drive to the south, Highway 101 to the east, and McLaughlin Avenue to the west. The study area shown in Figure 1-1 corresponds to the Franklin McKinley Children’s Initiative planning area, which is described in more detail below. As shown in Figure 1-2, the Santee neighborhood is located within the broader Tully/Senter Neighborhood identified by the City of San José Strong Neighborhoods Initiative (SNI). Figure 1-3 shows the Santee/ Yerba Buena as a subarea of the Tully/Senter Neighborhood in the context of 13 total focus neighborhood areas targeted by SNI in its neighborhood revitalization program. The “Tully/Senter Neighborhood Improvement Plan Amendment” characterizes the “Santee Neighborhood Area” as a community “primarily made up of fourplex apartments, Figure 1-1: Franklin McKinley Children’s Initiative Planning Area SANTEE NEIGHBORHOOD | COMMUNITY ASSESSMENT ANALYSIS 7 CHAPTER 1: INTRODUCTION condominiums, duplexes, row houses in a court injunction neighborhood.” The Plan identifies Fair Middle School and the Fair Swim Center as the neighborhood’s primary assets. The Plan identifies the following as the “Top Ten Priorities” for the Tully/Senter neighborhood as a whole: 1. Establish a multi-service community facility that also provides space for multi-service providers within the Santee neighborhood, which benefits the entire SNI area. 2. Conduct and implement neighborhood traffic calming studies to address pedestrian safety/access, heavy traffic volume, speeding and the aesthetics of any traffic calming devices. 3. Improve and enhance neighborhood open space. 4. Increase and enhance Parks, Recreation and Neighborhood Services Programming and other events in the community for children, youth and families. 5. Provide the multilingual community educational opportunities to establish their own home businesses. 6. Continue to work with the current code enforcement coordinator or “ombudsman” to address the whole range of code, blight and nuisance Figure 1-2: Tully/Senter SNI Planning Area problems present in the Tully-Senter 8 SANTEE NEIGHBORHOOD | COMMUNITY ASSESSMENT ANALYSIS CHAPTER 1: INTRODUCTION Figure 1-3: Santee/Yerba Buena Subarea SANTEE NEIGHBORHOOD | COMMUNITY ASSESSMENT ANALYSIS 9 CHAPTER 1: INTRODUCTION community.