Student Assignment Recommendations

November 8, 2005

Student Assignment Recommendations

Introduction

• The UNC Charlotte Urban Institute– Not-for-profit outreach unit of UNC Charlotte

• Technology Services and Training– 18 years experience working with school

planning issues

Role/Philosophy

• UNC Charlotte Urban Institute to facilitate, inform, recommend as an outside entity

• Open, Community–Based Process• Use latest technology to provide information to

citizens, staff and elected officials• Deal with difficult growth issues head-on• Work to incorporate latest research and thinking in

recommendations

Our Charge

• Summarize and analyze data– Create GIS system files for analysis of student

population

• Propose options for changes to the student assignment system for discussion in the community in the fall of 2005 – With feedback from the district and survey data also

provided by SLCS

Our Charge

• Develop options that are:– Modifications of current system

– Complete revisions to that system

• Show potential impacts to assist decision makers

Tonight

• Brief review of process so far

• Board’s guidelines to develop recommendation

• Our proposal

• Estimated impact

• Implementation Strategy

Process So Far

Demographic Analysis

• Using city and county data, projection data and a new GIS system of student data created by UNC Charlotte

May 16 Development Update

October 7 Development Update

Growth Analysis

Approved% of Total Pending

% of Total Proposed

% of Total Total

% of Total

Choice Zone 1 7,898 9.9 10,291 12.9 10,578 13.2 28,767 36.0

Choice Zone 2 14,575 18.2 32,316 40.5 0 0.0 46,891 58.7

Choice Zone 3 3,281 4.1 952 1.2 0 0.0 4,233 5.3

Total 25,754 32.2 43,559 54.5 10,578 13.2 79,891 100.0

Residential Growth by Current Choice Zone

Source: SL County Planning

• Extremely rapid growth projected, both in the north and south

Public Input –Derived from Parent Survey Conducted by District

• Choice – continuing to have choices• Close to home – getting school assignments

closer to home• Stability – assignment stability• Bus rides – reduces bus rides• Diversity – promotes diversity in schools• Capacity – Works with school facilities/grade

configurations

Development of Approaches

• 4 approaches developed based on analysis and input for Board/Public input

4 Approaches

1. Small Zone Modification

2. Large Zone Modification

3. Boundaries

4. Hybrid – boundaries with limited choice zone, magnets

Choices Close to Home

Stability Bus ride

SES Diversity

Capacity Type/ Est. Impact

Modification

Up to 2100 HS students

Modification


Revision


Revision


4 Approaches – SummaryApproach

• Further analysis showed that the elementary school boundaries did not work well in the south

Boundary Analysis for Southern Elementary Schools

Choices Close to Home

Stability Bus ride

SES Diversity

Capacity Type/ Est. Impact

Modification


Modification


Revision


Revision


4 Approaches – RevisedApproach

Public Feedback – Public Forum September 10

• Overwhelming support for maintaining magnet schools

• Mixed reviews on all proposals

• Concern about loss of assignment stability with boundary proposals

Board’s Guidelines

Board Directive – September 2005

• Shorten Bus Rides• Assure Stability of Assignment• Look at Assignment by Regions• Retain Magnet Schools • Recognize Value of Diversity

Our Proposal

Approach – “T”

Large zone modification with magnet schools remaining

Approach – “T”

• Controlled Choice process will continue within zone– Choice application completed

annually– Preference to siblings first, then

proximity– SES within zone

The “T” Approach

Zone Lines• Clear Zone Lines

– Turnpike – Midway Rd.

• Minor adjustments offered no advantages

New Lines

• Simplified Map

• Basic Changes

Existing Zone Lines

Proposed Zone Lines

New Lines – Specifics

• Centerline of Okeechobee Rd (70) to Midway Rd, then follow center line of Midway Rd to Indian River Rd, proceeding to the power plant on South Ocean Dr (1A)

• Following Turnpike south of Midway Rd to the county line

Midway Rd

Okeechobee Rd

Turnpike

PowerPlant

S.Indian R

iver Rd.

Green Zone

Red ZoneBlue Zone

Ft. Pierce Westwood0201

Ft. Pierce Central0161

St. Lucie West Centennial0401

High School AAA

Port St. Lucie0301

Green Zone HSRed Zone HSBlue Zone HSMagnet HS/MS

High Schools

GreenZone

RedZone

BlueZone

Lincoln Park0121

Dan McCarty0072

Forest Grove0371

CC-AKG-08

St. Lucie West0131

Oak Hammock KG-080351

Northport0261

Southport0331

Southern Oaks0391

Green Zone MSRed Zone MS/K-08Blue Zone MSMagnet HS/MS

MiddleSchools

GreenZone

RedZone

BlueZone

Lincoln Park0121

Ft. Pierce Arts0051

Lakewood0231

Garden City*0101 F.K. Sweet

0081C.A. Moore*

0111 Ft. Pierce Arts0051

Fairlawn0041 Lawnwood

0061

St. Lucie0071

Weatherbee0040

CC-AKG-08

Manatee0361

Oak Hammock KG-080351

Windmill Point0271

Mariposa0341

Village Green0281

Bayshore0251

Port St. Lucie0211

Floresta0241

Morningside0221

Savannah Ridge0091

Parkway0311

River’s Edge0381

White City0031

Green Zone ElemRed Zone Elem/KG-08

Magnet ElemBlue Zone Elem

Elementary Schools

GreenZone

RedZone

BlueZone

*Garden City & CA Moore are K-6, Ft. Pierce Arts is 3-8



Shorten Bus Rides

• New Zone lines are more compact and require less north/south travel

• Magnet routes are not improved

Existing Zone Lines

Proposed Zone Lines

Shorten Bus Rides

Potential Impact:

9,500 students

(3-4 years)

Existing Zone Lines

Proposed Zone Lines

Shorten Bus Rides

Current Bus Rides:• Non-magnet students 10+ miles to school:

– Elem: 1,062– MS: 338– HS: 1,765– Total: 3,165

• Non-magnet students 4-10 miles to school:– Elem: 4,691– MS: 3,173– HS: 2,220– Total: 10,084

• Over 50% of current routes cross Midway Rd

Source: SLCSD 2005

Shorten Bus Rides

Current (non-magnet):• Total 10+ miles: 3,156• Total 4-10 miles: 10,084

Potential Reduction (Compact Zones):• 10+ miles trips-

– substantially reduced over 3 years

• 4-10 mile trips: – reduced, but less dramatically due to in-zone

distances

Shorten Bus Rides

Estimated Impact:

• Not all new assignments will be closer to home– Schools near new zone lines

• Choice zones vs. Traditional Boundaries– Routes longer– Transportation more expensive than districts

using traditional boundaries

Assure Stability of Assignment

• Zones and magnets promote stability

• Transition for new assignments of current students

• Facilities plans key for short phase-in

Assign by Region

• Proposed zones use regions with clearly defined lines

Green

BlueRed

Magnet Schools

Keep Magnet Schools In Place

• Popular magnet programs remain in place in response to strong community support

• Recommend FK Sweet serve Green & Red zones, Fairlawn serve Green and Blue zones

Recognize Value of Diversity

• Maintaining controlled choice balances SES within zone

• Magnet programs improve zone level SES diversity

• Future growth slated in Green zone will continue to improve SES

SES AnalysisCurrent Zones

50.21%49.79%

54.94%

45.06%

55.05%

44.95%

Zone High Low

CZ One 30.18 % 69.82 %

Magnet 65.45 % 34.55 %

From SLC Feb ‘05

HighLow

LowLow

HighHigh

SES Analysis “T” Approach

Zone High Low

Green 18.5 % 81.5 %

Magnet 66.7 % 33.3 %

60.2

39.8

From SLC Feb ‘05

LowHigh

Zone High Low

Blue 53.9 46.1

Magnet 56.3 43.7

54.046.0 Low

High

30.6

69.4

High

Low

Residential Growth

Growth in the North Part of the County is expected to be more similar to the growth that is occurring in the South.

11,016 students matching southern demographic profile projected to create the projected Northern (Green) zone profile.

Projected Profile of Students for North

Current County-Wide SES 2005

Low SES54.1%

Low SES60.3%

Projected Green Zone SES 2015

High SES39.7%

High SES45.9%

May 2005 Data

Diversity

Bottom line:

• Keeping magnets in place will help maintain diversity in north overall, but individual schools will see a decrease in diversity initially

• Growth that is currently in the pipeline for the north has the potential to bring overall SES to within 6.2% of current county average



Challenge:• Shortening bus rides • Balancing SES populations Response:• Improvement in SES balance at the zone

level by – Controlled Choice– Maintaining magnet programs, which are mostly

in the north

Board DirectivesAt Odds

Facilities Impacts

Zone Reassignments

Green

BlueRed

3,2812,179

523

492

3,362Zone Change

Zone 1 1,015

Zone 2 6,643

Zone 3 2,179

Total 9,837

These students are now in new zones, but many follow their school into that new zone 1

2

3

New Zone/ Old Zone

Zone Transfer

1 to Green 4,662

2 to Red 7,685

3 to Blue 6,857

Magnet* 4,191

Total 23,395

Green

BlueRed

4,662

3,2812,179

7,685

523

492

3,362

6,857

*Not Shown.Alt-ed students not listed.

Zone Change

Green 5,460

Red 523

Blue 3,854

Total 9,837

May 2005 Data

1

2

3

New Zone Populations

Green

BlueRed

Total Non-magnet

Green 10,122

Red 8,208

Blue 10,713

10,122

8,196

10,713

Zone Capacities w/New Schools

Green

BlueRed

Total Non-magnet

Green Cap. 10,683

Green Pop. 10,122

Red Cap. 10,583

Red Pop. 8,208

Blue Cap. 12,161

Blue Pop. 10,713

10,683-10,122= 561

10,583 - 8,208=2,375

12,161-10,713=1,448

May 2005 student data with 2006 new schools included for capacity

New Zone Capacities by GradeAdds magnet students to the North geographic zone

• These data only give general idea of issues because– Oak Hammock, AAA, and CCA, capacities included, but current enrollment

does not reflect any of these schools– Dual enrollment in Red/Blue of SLWC HS takes care of most HS level issues

in Blue zone– Growth in 05-06 is not included, so extra seats are reduced by current year

enrollment growth

Green (plusMagnets)

Red

Blue

New Zone Capacities

• Facilities mismatch were anticipated problem for zone realignments

• 2005-06 growth (2,000+) has already eroded available seats shown

• Most urgent needs will be for immediate growth issues in red zone and capacity issue in green zone, repair/rebuild issues HS in green zone

• Infill growth in blue zone will continue for next several years, then stabilize

New Zone Capacities

• Capacity mismatch varies by grade level

• Numbers shown do not include dual zone status of SLWC HS, but that will need to continue

• Strategy for transition:– Schools in temporary status of dual zone schools – Adjusting phase-in period if needed by school

and/or grade


Schools Near New Zone Lines• Several schools will fall very near the new

zone lines• Stability of assignment and seat availability

issues may require a phase in of new zone assignments in some of these situations

• New facilities plans will have a major impact on how quickly everyone can be accommodated within their zone

White City Elementary

White City Elementary


Examples of Other Schools Near Zone Lines

• Bayshore

• Oak Hammock

• Parkway

• Rivers Edge

Student Impacts

Student Stability

• Zone/Magnet approach very positive for stability

• Transitioning students smoothly is critical

Non-Magnet Elementary Students (Out of District)

Green

BlueRed

Green 2,012

Red 2,316

Blue 1,212

Total 5,540

2,012

2,316

1,212

Oak Hammock Not Included

Green

BlueRed

Green 1,012

Red 1,264

Blue 1,086

Total 3,362

1,012

1,264

1,086

Oak Hammock Not Included

Non-Magnet Middle School Students (Out of District)

Green

BlueRed

Green 179

Red 270

Blue 191

Total 640

179

270

191

St. Lucie West Cent. Considered part of red and blue zones.

Non-Magnet 10th Grade Students (Out of District)

Potential Impact by New Zone 1

Elem. Middle HS

Grade 10

Total Potential

Green 2,012 1,012 179 3,203

Red 2,316 1,264 270 3,850

Blue 1,212 1,086 191 2,489

Total 5,540 3,362 640 9,542

1Based on grade in May 2005 – These data were used to estimate impact on bus route changes.

Phase-In, New Schools

• New seats (AAA, CCA) opening at all grade levels allows large movement of students in 2006-07

• Many changes will bring students who were furthest from home closer

Suggested Phase-In 2006-07• Fill 2 new schools within zone• Assign all KG, 06, 09, and new enrollments

according to new zones• Move rising 10th graders who are out of zone• Allow transfers to schools within zone on a seats-

available basis• Discontinuation of sibling preference at out-of-zone

schools

• After 2006-07, a substantially smaller number of students will be out-of-zone

• 9,500 potential reassignments– Grades KG, 6, 9, 10 at all schools (about 30% of

students out of zone)– 2,000-3,000 K-12 seats opened for movement by

new schools could allow for the majority of the original group to be reassigned to their zone

Phase-In 2006-07

Suggested Phase-In 2007-08

• Move remaining out-of-zone elementary students to schools within their zone (grade 2-5)– Some facilities issues may make this

impossible, but majority moved

• Continue assigning rising grades KG, 06 and 09 to new zone

Completion 2008-09

• MS done

• HS done (since grades 9,10 reassigned in 2006)

• Any lingering students still out of zone due to facilities issues

First wave of assignment fills new schools, opening seats in other two zones

High School AAA

Phase In, New Schools 2006-07

GreenZone

RedZone

BlueZone

CC-AKG-08

K-12 Seats Opened

K-12 Seats Opened

High School AAA

Phase In, New Schools 2006-07

GreenZone

RedZone

BlueZone

CC-AKG-08

Second wave of assignment allows many students living in the blue and green zone to be assigned to their new zone

Moderation of Impact• Total numbers of students limited by having rising

KG, 06, 09 grades enroll within new zone in first year

• Out of zone 10th graders reassigned to create Freshman/Sophomore class that will remain together

• Juniors and Seniors – remain at current school • Phasing-in where facilities need adjustment

Phase-In Summary KG 01 02 03 04 05 06 07 08 09 10 11 12

2006 – 07

2007 – 08

2008 – 09

All grade levels see movement due to new school openings.

Assigned in-zone All grades in-zone except for phase-in exceptions

Summary

• For schools that have challenging facilities issues - continuation of current assignment allowed– Specific zones or grades can be allowed to

continue year-to-year as new and/or expanded facilities are brought on-line

Recommendation

Activation of committee of community members/stakeholders– Involved in facility location

– Long-range planning for zones

– Review annual growth and long term implications for facilities

Proposal Summary

Summary

• Process• Proposal

– Zone Lines– Transportation Logistics– Student Impact (Stability & Diversity)– Facilities Impact

• Implementation Schedule

Next Steps

• If accepted, public hearing and adoption process:

Timeline: • Unitary School System Advisory Committee

(Nov. 9)• Forums for Public Comment (Nov. 14-15)• Authorization to Advertise Policy Change

(Nov. 22)• Vote on Policy Early January

November 8, 2005

Student Assignment Recommendations

Documents

Student Assignment Recommendations