1. Board Workshop on Pupil Assignment St. Lucie County School District August 17, 2005

2. 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

3. Roll/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

4. Our Charge (Tonight’s Agenda)  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,

5. Our Charge - Specifics  Develop options that are: Modifications of current system Complete revisions to that system  Show potential impacts to assist decision makers

6. Next Steps (After Tonight)  Detailed proposals will be developed as variations of the preferred approach based on the Board’s response to these data and proposals  Public involvement throughout process

7. Final Outcomes  Board makes decision on changes to pupil assignment plan  UNC Charlotte delivers GIS data files to St. Lucie County Schools to allow for creation of their own GIS analysis tools for future use

8. Summary and Analysis of Data

9. Process – Develop Planning Data  Integrate student data with GIS to create visualization and analysis tool  Data Collection Items Reviewed: Recent survey data from parents Staff Interviews on Student Assignment Process St. Lucie County data for residential development Fishkind and Associates Student projections

10. Parent Survey Summary  SLCS developed a 21 question public survey with multiple sources of input  Results were reviewed in June

11. Survey Results  Response rate 7,243 paper survey responses 1,126 internet survey responses Over 1,900 written comments transcribed (23% of all surveys received had comments) Total of 8,369 survey responses Represents 38.4% of parents

12. Summary of Survey Results Parents want to continue to have choices for their children. Parents want the ability to choose their neighborhood school and get it. Parents want diversity in their schools. Academics, location and reputation of school are decision factors.

13. Summary of Survey Results Strong agreement with parents having choices, duplication of programs, fairness in assignment, siblings in same schools, stability of assignment and proximity preference regardless of other factors. The biggest problem is long bus rides for children who don’t get their first choice.

14. Data on Growth  Consultant data on projections of student enrollment growth  County Residential Permits Approved Pending Proposed

15. Percent Change in Total Students from 2005-2015 Fishkind Data 2005

16. Residential Growth

17. Growth Analysis Approved % of TotalPending % of TotalProposed % of TotalTotal% of Total Choice Zone 17,8989.910,29112.910,57813.228,76736.0 Choice Zone 214,57518.232,31640.500.046,89158.7 Choice Zone 33,2814.19521.200.04,2335.3 Total25,75432.243,55954.510,57813.279,891100.0 Residential Growth by Current Choice Zone Source: SL County Planning

18. Residential Permit Analysis Map

19. Demographic Overview  Current Zone Profiles  North, South (Midway Road) Profiles  Fort Pierce Profile

20. Data Data was assembled from two independent sources (St Lucie County School System, student data and St Lucie County GIS Department, street centerlines). While efforts were made to reconcile differences, some errors may be included in the final dataset. The dataset was assembled to be a tool, which informs the school assignment process and provides a basis for public discussion and input. User discretion should be employed – especially when using for a small scale analysis. Point in time – May 2005.

21. Data  34,116 students (‘04-’05 St Lucie County School Dataset)  33,552 students “geocoded” or matched to the street map  98.3% overall student locations geocoded Data analysis reflects those that were successfully geocoded.

22. St Lucie County Public School Demographic Profile Total Population Census 2000: 79% White, 15% African American, 13% Hispanic (of any race) RacialSocioeconomic

23. 6,945 Students 21% St Lucie County Students 16,768 Students 50% St Lucie County Students 9,839 Students 29% St Lucie County Students

24. 6,945 Students 21% St Lucie County Students 16,768 Students 50% St Lucie County Students 9,839 Students 29% St Lucie County Students

25. Description of Current Demographics  Unique development pattern resulting in high level of racial and economic diversity  Pattern of lower socioeconomics in Ft. Pierce  Expectation of less socioeconomic diversity in areas of new growth unless affordable housing is required

26. Choice Zone 1 Choice Zone 2 Choice Zone 3 Current Choice Zones: Economic Composition

27. Summary of Current System  Current zone system divides lower SES population in Ft. Pierce area into three pieces  This helps create zones of more equal socioeconomics that has had many benefits  Creates long, narrow north/south lines that increase distances between many people and their assigned schools and cause long bus rides for many students  Complex pupil assignment system is difficult to understand and tends to be weighted to the advantage of longer term residents

28. Develop Proposals

29. Our Charge - Specifics  Develop options that are: Modifications of current system Complete revisions to that system  Show potential impacts to assist decision makers

30. What People Want  Everything Choice Neighborhood schools Diversity Short bus rides Access to popular magnets Seats in their closest school Academically successful schools  Some “wants” may mean different things to different people may be in conflict with each other

31. Community Consensus  Requires an open, impartial process that involves public input and the understanding that there is not a right answer  Situation that naturally leads to tense public debate and a “minefield” for school and elected officials  The greater community must come together to agree on a solution that deals with the unique situation in St. Lucie County

32. How Other Districts Have Responded  Omaha, Nebraska Use socioeconomic (FRL) factors rather than race, provided voluntary options designed to promote desired diversity  Prince George County, Maryland Use neighborhood schools with magnets Currently curtailing magnets

33. Experience of Other Districts  Austin, Texas Use neighborhood model with voluntary options  Charlotte, NC Combined district and sub-district magnet programs with transportation within zones (if seats are available) Use public input process to help with determining new assignment zones

34. Florida Districts  Miami-Dade Use Attendance Boundary Committees (ABC), in setting new lines  Very successful, but takes longer and involves more staff to get through process  Strong structured process that guides them through necessary steps  Palm Beach County Use ABC since 1995 that serves in advisory capacity to Superintendent  Method involves coordinated planning and growth data, 5 year capital outlay plan, adequate public facilities review process  Guidelines are followed when making boundary changes

35. Florida Districts  Hillsborough County Use ABC for last few years  Broward County Employed magnet schools, starburst assignment, research and development schools, limited open enrollment assignments  Other Places – Offer guidance, but SLC has its own unique situation Hillsborough County Variables ethnic diversity socioeconomic diversity student proximity safety growth community issues natural boundaries existing feeder patterns choice plan exceptional student needs

36. SLCS Major Issues  Growth – PSL fastest growing town in US last year This has been a catalyst for a range of issues Capacity has become critical issue  Socioeconomics – Current systems of zones has helped balance socioeconomic profile of zones Fort Pierce student population has lower income than rest of the district www.census.gov

37. SLCS Major Issues  Pupil Assignment process Complex and unpopular with many parents Seen as critical to others  Transportation – long rides and high costs, growth/congestion making things worse rapidly

38. How to Proceed 1. Decide Basic Approach 2. Develop Specific Scenarios

39. Advantages  Breaks issues down into more manageable pieces for the Board, public  Allows for difficult decisions to be taken in logical sequence that is better suited to an open process  Gives direction…. Needed for short timeline to do a good job

40. Process Requested  Develop options that are: Modifications of current system Complete revisions to that system  Show potential impacts to assist decision makers

41. Developing Approaches – Criteria Derived from Parent Survey  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

42. Developing Approaches  Reviewed Data and current methods Parent survey Literature and methods used around the country and Florida  Examined a range of approaches at HS level  Used new GIS tool to develop preliminary idea of impacts  Rejected some based on negatives

43. Rejected Approaches  No Change Growth pressures High level of dissatisfaction with current system  Overlays (overlapping zones) Added Complexity Long bus rides could be longer  Transportation Zones Not significantly different from current plan Similar to other approaches considered  All Choice Very high expense Longer bus rides

44. 4 Approaches Examined More Closely Modifications and Complete Revisions Show Immediate Impact User Criteria to Review

45. Approach 1-Small Zone Modification  Small change

46. Assumptions  Capacity per zone and facility not addressed High schools per zone assigned based on zone lines  Logical breaking points Major roads Canals  Current choice zones 1 and 2 change physical boundaries Since some overlays are already done, students in all zones are impacted

47. HS Student Impact  Impact: North Zone (1)  2,090 HS students in new zone  807 HS students impacted West Zone (2)  3,718 HS students in new zone  343 HS students impacted East Zone (3)  2,601HS students in new zone  947 HS students impacted  Estimated Impact- 2,100 HS students

48. Diversity

49. Benefits  Choice – continues to allow choice  Stability - least disruptive to assignment  Diversity - socioeconomic and numerical impact of zones

50. Issues  Close to home – more students will be further from home  Bus rides - longer  Capacity - facilities don’t match well with the change Schools in north are overcrowded

51. Approach 2 – Big Zone Modification  Simplified zones that follow geographic lines

52. Assumptions  Capacity per zone and facility not addressed 2 High Schools per zone  Logical breaking points Major roads Canals

53. HS Student Impact  North Zone 2,825 students in new zone 1,224 HS students impacted  West Zone 2,237 students in new zone 1,175 HS students impacted  East Zone 3,347 students in new zone 1,435 HS students impacted  Estimated Impact- 3,834 HS students

54. Diversity

55. Benefits  Choices – continues to allow choices  Close to home - Geographic zones improve proximity to school somewhat  Stability – preserves stability  Bus rides – reduced somewhat

56. Issues  Diversity – less diversity than current plan, but reflects geographic realities  Capacity - Facilities adjustments required

57. Approach 3 – Boundaries  Revision  Traditional boundaries

58. Assumptions  Boundaries filled north to south with all HS facilities included – no magnets  Logical breaks Major roads Canals  Based on estimated capacity (with AAA open) Overall aimed for 75% of capacity More space in South to accommodate growth

59. HS Student Impact  Fort Pierce Westwood  1,215 students in high school boundary  466 HS students impacted  Lincoln Park Academy  1,431 students in high school boundary  1,254 HS students impacted  Fort Pierce Central  1,561 students in high school boundary  1,184 HS students impacted

60. HS Student Impact (cont.)  Port St Lucie  1,701 students in high school boundary  582 HS students impacted  St Lucie West Centennial  1,281 students in high school boundary  625 HS students impacted  New AAA  1,220 students in high school boundary  1,220 HS students impacted (but all would be impacted when new school opens anyway)  Estimated Impact- 5,300 HS students

61. Diversity

62. Benefits  Close to home - Community Schools System of student assignment intuitive  Bus Ride – Bus rides / transportation costs reduced  Capacity - Facilities match boundaries, but expect split feeder zones for MS and Elem

63. Issues  Choice – not available  Stability - Loss of assignment stability as new schools are added  Diversity - Concentration of low SES population in Ft. Pierce area

64. Approach 4 – Hybrid  Revision  Includes Boundaries Limited Choice Zone Magnets

65. Assumptions  Traditional boundaries for most areas  Special zone of choice options for low SES (+80% area)  Magnet options retained

66. HS Student Impact  Students impacted similar to boundaries  Differences would be caused by individual student magnet choices  Limited choice zone statistics: 2,242 HS students in limited choice zone 593 HS students impacted  Estimated Impact- 5,000 HS students

67. Diversity  Diversity would combine the issues of the northern zone approach with the boundary profile in the south  Choice zone creates more evenly distributed low SES students across northern schools

68. Benefits  Choice for low SES and through magnet programs, though none for majority of students Popular magnet programs maintained  Close to home – boundary approach improves proximity to school for most students  Bus rides reduced  Capacity - Facilities match boundaries

69. Issues  Stability - Loss of assignment stability as new schools are added  Diversity – reduction in diversity of school populations

70. 4 Approaches 1. Small Zone Modification 2. Large Zone Modification 3. Boundaries 4. Hybrid – boundaries with limited choice zone, magnets

71. Overall Recommendations  Consider instituting a committee based on the ABC model for future boundary/assignment changes  Work closely with city and county officials to develop strong, unified system for insuring adequate facilities are planned before development can be approved

72. 4 Approaches - Criteria  Choice – is there choice? One option allows choice for greatly reduced number  Close to home* – overall, are students closer to assigned school  Stability – nature of option provide stability?  Bus Ride* - based on proximity of students to schools  Diversity – defined strictly- whether new zones provide more diversity than current plan  Capacity – fit with current facilities  Modification vs. Revision and potential HS impact *Some criteria heavily influenced by policies at time of implementation, so potential recognized

73. ChoicesClose to Home StabilityBus rideSES Diversity CapacityType/ Est. Impact Modification Up to 2100 HS students Modification Up to 3834 HS students Revision Up to 5300 HS students Revision Up to 5000 HS students 4 Approaches - Summary Approach

74. Public Feedback/Next Steps  Board and public input is key to the process success  Goal has been to give Board and public background and ideas for proceeding  Need feedback, to answer questions so Board is comfortable making decision on approach  Then work will begin on specifics recommendations with further public input

75. Timetable  May – August Data Gathering and Reporting  August – September Public Analysis of Options, Report back to School Board  September – October Creation of detailed scenarios based on chosen approach Presentation of scenarios to public Analysis of results  November School Board Workshop Public Hearing (as needed for policy changes)  December Additional public hearings as necessary

76. Board Workshop on Pupil Assignment St. Lucie County School District August 17, 2005