RRooggeerr WWiilllliiaammss UUnniivveerrssiittyy DDOOCCSS@@RRWWUU Architecture, Art, and Historic Preservation Historic Preservation Theses Theses and Projects 12-2012 WWhhaatt WWeerree SScchhooooll OOffifficciiaallss TThhiinnkkiinngg:: TThhee AAbbaannddoonnmmeenntt ooff HHiissttoorriicc SScchhoooollss iinn RRhhooddee IIssllaanndd Carolyn Jane Reid Roger Williams University, [email protected] Follow this and additional works at: https://docs.rwu.edu/hp_theses Part of the Historic Preservation and Conservation Commons RReeccoommmmeennddeedd CCiittaattiioonn Reid, Carolyn Jane, "What Were School Officials Thinking: The Abandonment of Historic Schools in Rhode Island" (2012). Historic Preservation Theses. 4. https://docs.rwu.edu/hp_theses/4 This Thesis is brought to you for free and open access by the Architecture, Art, and Historic Preservation Theses and Projects at DOCS@RWU. It has been accepted for inclusion in Historic Preservation Theses by an authorized administrator of DOCS@RWU. 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What Were School Officials Thinking: The Abandonment of Historic Schools in Rhode Island Carolyn Jane Reid Master of Science Historic Preservation School of Architecture, Art and Historic Preservation Roger Williams University December 2012 What Were School Officials Thinking: The Abandonment of Historic Schools in Rhode Island ____________________________________ Carolyn Jane Reid, Author, Date of Signature ____________________________________ Jeremy Wells, Advisor, Date of Signature ____________________________________ Jason Martin, Preservation Planner, City of Providence, Reader, Date of Signature ____________________________________ Dean Stephen White, Dean of SAAHP, Date of Signature 2 Table of Contents: Abstract…………………………………………………………………………………………..6 CHAPTER 1: INTRODUCTION 1.1 Introduction……………..……………………………………………………………………7 1.2 Statement of the Problem………………………………………….…………………………7 1.3 Background and Need…………………………………………….………………………….8 1.3.1 Historic Community Centered Schools are a Preservation Problem……………………….8 1.3.2 Benefits of Historic Community Centered Schools………………………………………..10 1.3.3 Historic Schools are Community Centered………………………..……………………….13 1.3.4 Why New Schools Are Not Better…………………………...…………………………….16 1.4 Purpose of the Study……………………….......…………………………………………….18 1.5 Research Questions………………………………………….……………………………….19 1.6 Significance to the Field……………………………………………..………………………19 1.7 Limitations…………………………………..……………………………………………….20 1.8 Ethical Considerations…………………………………….…………………………………20 1.9 Conclusion……………………………….…………………………………………………..21 CHAPTER 2: LITERATURE REVIEW 2.1 Introduction………..…………………………………………………………………………22 2.2 Perceived Relationship Between Pedagogical Outcomes and School Facilities Design…….22 2.3 State Policies Discourage the Use of Older Schools…………………………………….…..24 2.4 Uninformed Decision Making……………………………………………………………….25 2.5 Conclusion………………………..………………………………………………………….30 3 CHAPTER 3: METHODS 3.1 Introduction………………………………………………………………………………….31 3.2 Theory………………………………………………………………………………………..31 3.3 Sample/Participants………………………….………………………………………………31 3.4 Measurement/Instruments…………………………..………………………………………..32 3.5 Data Collection/Procedures………………………………...………………………………..32 3.6 Data Analysis…………………………...……………………………………………………34 3.7 Conclusion………………..………………………………………………………………….34 CHAPTER 4: RESULTS 4.1 Introduction………………………………………………………………………………….35 4.2 Surveys……………………………………………………………………………………….35 4.3 Interviews…………………………………………………………………………………….37 4.4 Data……………..………………………………….………………………………………...39 4.4.1 Relationship Between Knowledge and Decisions…………………………………………39 4.4.2 Relationship Between Historic Preservation Support and School Facility Decisions……..41 4.4.3 Lack of Knowledge Regarding Requirements……………………………………………..41 4.4.4 Decision Makers and the Process………………………………………………………….44 4.4.5 Historic Schools Versus New Schools……………………………………………………..48 4.4.6 Most Important Aspect of a School Building……………………………………………...49 4.4.7 Consensus among School Closing Reasons………………………………………………..49 4.5 Conclusion…………………………………………………………………………………...51 CHAPTER 5: CONCLUSIONS 5.1 Introduction…………………………………………………………………………………..52 4 5.2 Overall Findings and Other Observations……………………………………………………53 5.3 Decline in Student Population……………………………………………………………….54 5.4 Cost…………………………………………………………………………………………..55 5.5 Maintenance and Safety……………………………………………………………………...56 5.6 Future Benefits for Preservationists………………………………………………………….56 5.7 Conclusion…………………………………………………………………………………...57 Bibliography……………………………………………………………………………………..59 Appendix A: HSRB Materials…………………………………………………………………...65 1. Approved HSRB Form………………………………………………………………………..65 2. HSRB Application…………………………………………………………………………….66 3. Informed Consent Form for Survey (Letter)…………………………………………………..70 4. Informed Consent Form for Survey (Online)…………………………………...…………….71 5. Informed Consent Form for Interview………………………………………...………………72 6. Solicitation Email #1…………………………………………………………………………..73 7. Solicitation Email #2…………………………………………………………………..………74 8. Contact Solicitation List…………………………………..…………………………………..75 Appendix B: Survey Materials 1. Survey Questions………………………………………………………………….......……...79 2. Sample Interview Questions…………………………………………………………..………81 3. Survey Data……………………………………………………………………………………82 Appendix C: Rhode Island Department of Education School Facilities Regulations…………...88 5 Abstract This thesis, What were School Officials Thinking: The Abandonment of Historic Schools in Rhode Island, addresses the problem that historic schools are being abandoned in favor of new construction because based on the literature there is the perceived relationship between school facilities design and pedagogical outcomes, there are state and local policies that discourage the use of older or historic schools, and there is uninformed decision making. The purpose of this research was to determine the issues and policies that are most given as to why historic schools are abandoned in Rhode Island through a survey research methodology. This was done so that in the future school officials who want to remain in their historic schools will have the opportunity and resources to fully understand how to make this possible or what measures can be put in place, by law if necessary, to keep their schools, and other historic schools, in continued use. 6 CHAPTER 1: INTRODUCTION 1.1 Introduction When driving around the small towns of Rhode Island, many sights can be seen: tree lined streets, historic houses, small locally owned shops on a main street, a town common, boats on the water, and people strolling down the streets enjoying the day. This paints the picture of a picturesque New England town, but it also fails to include other sights seen that are present in every town in Rhode Island: the civic buildings such as town halls, libraries, police stations, fire stations, and schools. All these civic buildings share one commonality except for the schools; they are all being used. The schools, however, sit vacant by the dozens, and have been that way for many years, if not more. This is not a New England phenomenon but a nationwide issue that has been being studied and addressed since 2000. Even with all information being discussed, Rhode Island schools are still being abandoned with no future use in mind. This thesis will determine the exact reasons why historic schools in Rhode Island are being abandoned so that in the future changes can be made to keep historic schools in continued use. Historic schools are character defining features of Rhode Island towns. 1.2 Statement of the Problem The problem that this research is addressing, which is explicitly based on the literature review (see chapter 2), is that historic schools, usually located in the center of the community, are being abandoned in favor of newly constructed suburban schools. The first issue is that there is a perceived relationship between school facilities design and pedagogical outcomes. There is the belief that only new schools can function to educate children. There are also minimum square footage requirements and minimum school size requirements that historic schools may have difficulty meeting. Technological advancements are an issue 7 because most believe that historic schools cannot be retrofitted with twenty-first century technology. There are many environmental concerns that people believe are associated with historic schools (Cherry-Farmer, 2009; Yurko, n.d.; National Trust for Historic Preservation, 2010). The second issue is that state and local policies exist that discourage the use of older and historic schools. One policy is that if rehabilitation is going to cost over a certain percentage of what it will cost to build a new schools then the new school must be built instead (Highum, 2003; Glen et al, 2009; National Trust for Historic Preservation, 2003; Building Educational Success Together, 2005). The third issue is uninformed decision making. This is related to a misperception of the cost of rehabilitation versus new construction. Feasibility studies are not being done; this needs to be addressed or required before the decision making process takes place (Earthman, 2009; Norton, 2007; McClelland et al, 2004; PHMC, 1998; Safe Route to School). With these three issues, it has been observed that the decision making process regarding school facilities and historic schools needs to be more informed, and that this is a major problem that is occurring all across the nation, and that even with the push of national organizations and some states making informed decisions, more research is desperately needed to enable school officials to thoroughly consider historic school rehabilitation. 1.3 Background and Need 1.3.1 Historic Community Centered Schools are a Preservation Problem The preservation of community centered schools has been problematic, but the issue is becoming more nationwide. A community centered school is ―both a place and a set of partnerships between the school and other community resources. Its integrated focus on 8 academics, health and social services, youth and community development and community engagement leads to improved student learning, stronger families and healthier communities. Schools become centers of the community and are open to everyone – all day, every day, evenings and weekends‖ (Coalition for Community Schools, n.d.). These schools are located in the center of the town, and are easily accessible to the majority of the town, as well as local businesses and organizations. The National Trust for Historic Preservation has recognized this issue as a major one since 2000 when they added historic neighborhood schools to the 11 Most Endangered Historic Places, and is trying to be the forerunner in making a difference again. This second big push began in May 2008 when they launched the Helping Johnny Walk to School: Sustaining Communities Through Smart Policy project. Community centered schools are an issue because in many towns across the nation, structurally sound, easy to rehabilitate (bringing them up to current codes) schools are being abandoned and left empty for years, while brand new schools are being built miles outside of the town. This means that millions of dollars are being wasted to build a brand new school while there is still a perfectly good school sitting in a prime location in the town. This also means that children can no longer walk to school, and must ride the bus which adds an even bigger budget to the town. The town budget for schools could be spent minimally on the historic school building bringing it up to code if necessary, but then it would still be largely spent on educating the children, buying textbooks and supplies, running special programs, funding the arts or sciences, paying the teachers well, etc. The abandoned historic school will sit empty for years, and then be given a new use that does not promote the historic character and importance of the building, and then possibly become vacant again and sit empty for decades until eventually it will probably torn down because it is in such disrepair that it can 9