4Project OverviewPerkins+Will was asked to design a new high school for Clayton County Public Schools which would house 1850 students, the school’s students would come from 5 surrounding high schools in order to alleviate overcrowding at those facilities. The climate in which Drew High School was designed posed many challenges, the biggest of which was the school system was in the midst of losing its accreditation due to poor leadership at various administrative levels. In addition to unstable leadership at the administrative level, the academic performance of the students in the district was below the state levels and well below national levels. These factors combined with a district whose population has a very high poverty rate made for a complex project within a district that is facing significant challenges. Responsive planning and design was a necessity and therefore the incorporation of several large scale educational planning concepts was the clear strategy moving forward. The academy structure, smaller learning communities and a focus on career paths have become the signature planning and design features of Drew High School.
59th Grade AcademyResearch shows that the majority of high school students who drop out do so after their 9th grade year. The design of a small academy within a larger school creates increased interaction between students and faculty that will positively affect student engagement and achievement. Drew High School has a ninth grade academy with its own administrative offices and its own dining commons. These ninth grade students only leave their house for art, music and physical education.
6Learning CommunitiesSmaller Learning Communities, the school within a school concept applied to a large high school has proven to have great results on student success. By dividing the school into academic houses, students and faculty create stronger relationships, more mentoring occurs, and academics excel. Outside the 9th Grade Academy remainder of the building is divided into three smaller learning communities which can be used for career focused academies or to support various magnet programs. Assistant principals and counselors are distributed throughout these learning communities making supervision and support readily available.
7Career Technology Labs Historically career or vocational education has been relegated to the back of house areas in high schools. In a district where 60% of the graduates go directly into the workforce, these programs are essential and therefore are highlighted along the main circulation spine at Drew HS. The career technology labs are located at the front of each learning community and showcase a curriculum that has previously been dismissed in educational planning. The placement of the five career technology labs on the main circulation spine creates exposure to every student walking the halls. These labs are places where hands on, project based learning is taking place. Students who are not inspired by the traditional classroom often shine in these environments. Project based learning is how the working world works, working in teams on assignments and then presenting your work to a group. Each lab has several working areas which challenge the students and develop cognitive skills, social skills, and academic skills all of which contribute to a culture of lifelong learning.
8Career Technology Labs Career technology labs in this building include culinary arts, engineering, health occupations and law and justice. The school has strong relationships with local businesses to promote graduates who can enter the workforce with skills and training. Most notable of these partnerships is with Southern Regional Hospital which is located at the end of the street which serves the school. This strong alliance is the reason that Drew High School has dedicated two of its five career labs to health occupations.
9Planning and Architecture All of the educational planning decisions have corresponding architectural features which help to reinforce and enliven the role of planning in the facility. At the intersection of each academy to the main circulation spine many events occur, architecturally the roof line shifts providing clerestory light into a terrific 3 story space, educationally the career tech labs participate through generous glazing, and bold colors identify a sense of place. At each these intersections there is also a monumental stair that provides a gathering place for students to meet, study, and work as groups.
12First Floor Plan Insert large format floor plan Note: Please add additional slides for additional floors
13Second Floor Plan Insert large format floor plan Note: Please add additional slides for additional floors
14Exhibition of School Planning and Architecture 2010 Project Data Submitting Firm :Perkins + WillProject RoleArchitectProject ContactBarbara CrumTitlePrincipal in ChargeAddress1315 Peachtree StreetCity, State or Province, CountryAtlanta, GA 30316PhoneJoint Partner Firm:Not ApplicableProject RoleProject ContactTitleAddressCity, State or Province, CountryPhoneOther Firm:Project RoleProject ContactTitleAddressCity, State or Province, CountryPhoneConstruction Firm:Winter ConstructionProject RoleGeneral ContractorProject ContactTitleAddressCity, State or Province, CountryPhone
15Exhibition of School Planning and Architecture 2010 Project Details Project Name Charles R. Drew High SchoolCity RiverdaleState GADistrict Name Clayton County Public SchoolsSupt/President Dr. Stephanie PhillipsOccupancy Date 7/15/2009Grades Housed 9 through 12Capacity(Students) 1850Site Size (acres) 155 - total site; 67 - high school siteGross Area (sq. ft.) 309100Per Occupant(pupil) 167gross/net please indicate 309,100sf / 216,100sf (1.43 grossing factor)Design and Build? NoIf yes, Total Cost:Includes:If no,Site Development: $7,866,000Building Construction: $49,770,580Fixed Equipment: $1,520,250Other: $765,689 (technology)Total: $54,677,350