Building & Funding Related p.7 - AHSCC - Alpine High School Citizens Committee - www.AHSCC.com

New School Construction, Building & Funding Related (Resource Links)

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How Better Schools Build Better Communities.
http://www.peterli.com/spm/pdfs/BetterSchools_bond_sample.pdf
Moore, Deborah
(Peter Li,Inc., Dayton, OH , 2004)

Cites statistics showing how good schools positively affect a community's standard of living, property values, and crime rate and how businesses are attracted to good schools when selecting locations. This pamphlet is intended for use in promoting passage of school bond issues. 16p.

TO ORDER: http://www.peterli.com/spm/betterschools/index.shtm

Click underlined highlighted links below:

CA School Construction - Funding Eligibility New Construction Grants

ABC's of School Funding. [Qualified Public Education Facility Bonds]
http://www.irs.gov/pub/irs-tege/teb1b03.pdf
Skinder, Karen
(U.S.Internal Revenue Service, Washington, DC , 2003)

Qualified Public Education Facility Bonds (QPEFs) are a potential funding mechanism for both charters and public schools. QPEFs are a type of exempt facility bond created under section 422 of the Economic Growth and Tax Relief Reconciliation Act of 2001. QPEFs allows state or federal agencies to enter into a public-private partnership with a for-profit organization, under which the for-profit agrees to construct, rehabilitate, refurbish or equip a public school facility. The bond proceeds are loaned to a private, for-profit corporation (developer) who owns the school facility and leases it to a public school. At the end of the lease term, ownership of the school facility is transferred to the public school for no additional consideration. This information packet includes; 1) IRS technical information on QPEFs; 2) a reprint of the Heritage Foundation report "How Public-Private Partnerships Can Facilitate Public School Construction" by Ronald Utt, and 3) IRS Form 8038, Information Return for Tax-Exempt Private Activity Bond Issues. 30p.

Early Returns: Tax Credit Bonds and School Construction.
http://www.ppionline.org/documents/School_Construction_0902.pdf
Mead, Sara
(Progressive Policy Institute, Washington, DC , Sep 2002)

A small federal program piloting tax credit bonds to support school construction, the Qualified Zone Academy Bond (QZAB), has existed since 1997--providing evidence of how tax credit bonds could work. This paper analyzes the results of QZABs to date. The report concludes that, in the absence of more substantial federal assistance, QZABs play an important role in helping needy districts build and maintain school facilities, even though they are not the most effective long-term solution to the problem. The report recommends that the QZAB program, with some modifications, be continued while encouraging Congress to enact a more robust, durable school construction program focused on flexible and accessible initiatives. For example, state infrastructure banks, a promising remedy to the core problem of capital access for public schools, should be explored to replace current tax credit bond programs. 10p.

ERIC NO: ED473165 ;

Perceptions of Successful Strategies and Passage of School Bond Issues.
http://www.eric.ed.gov/contentdelivery
Crader, Allan; Holloway, Ken; Stauffacher, Alan
(American Education Finance Association , Mar 2002)

This study examined strategies that could assist public school administrators and school boards with the passage of bond issues. It specifically looked at such issues as the time of year that an issue was presented to voters, the nexus between community relations and successful passage, and leadership structure of bond campaigns. A survey instrument was developed and sent to 100 school districts in Missouri that had sought a bond issue. The results revealed little correlation between the researched aspects and success; while most superintendents readily indicate that they have a successful technique, the process may in fact involve only luck. The study calls for additional research. 7p.

ERIC NO: ED472937 ;

The Impact of Bond Rating Related Decisions for School Districts: A Multistage Bond Rating Model.
http://www.eric.ed.gov/ERICDocs/
Harris, Mary H.; Munley, Vincent G.
(Paper presented at the American Education Finance Association Conference, Albuquerque, NM , Mar 2002)

Asserting that school district officials facing the need of extensive capital expenditures must analyze all sources of funding, this paper focuses on the predominant local funding mechanism of the school district bond issue. It presents a bond rating model with three separate stages that relate to the different choices facing a school district official throughout the bond rating process. The choices are whether to have a bond rated (first stage) and whether to insure the bond (second stage). The final stage estimates the rating category. An empirical analysis of the model using data for 148 bond issues by districts from 10 different states during the period from July 1, 1993 through June 30, 1994 indicated that it is mainly the par value of the bond issue and not the credit quality that is the decisive factor in having a bond rated. Rural district's local marketing strategy also contributes to this decision. However, the findings for stages two and three do depend on the economic, demographic, and financial health of the school districts. 26p.

ERIC NO: ED466726 ;

Community Consensus and Support.
http://www.3di.com/toolbox/k12_pm/docstemplates/consensus.pdf
(3D/International, Inc., Houston, TX, 2002)

This essay describes effective ways to manage school facility programs to create the broad base of support and consensus required to pass referenda and fund school construction projcts. Advice includes: 1) link facility investment to learning results; 2) engage the public; 3)assure performance; 4)prepare a frugal, bulletproof plan; 5) get the most value for the investment 7p.

Community Guide to Understanding the School Budget.
http://www.advocatesfored.org/publications/CMSBudgetGuideWeb.pdf
(Charlotte Advocates for Public Education, Charlotte, NC, 2002)

This guide introduces the community to the Charlotte-Mecklenburg schools budget and explains how it works. The guide is for parents, voters, taxpayers, residents, and students. The guide describes the two main types of school funding, operating and capital. It looks at where the money comes from; explains the various ways operations money is spent on staff, transportation, maintenance, food service, and special programs; tells how bond money is being used for new construction, renovation, upkeep, technology, and other projects; looks at what the budget buys; and enumerates ways to take action. Includes resources for more information. 32p.

The Winning School Bond: A Citizen's Guide to a Successful School Bond Campaign.
Conrod, Cheryl M.
(Scarecrow Press, Lanham, MD, 2002)

This is a step-by-step guide on organizing an advocacy group to support a school bond initiative. This covers all aspects of the campaign from what to do before one organizes a committee through election day. Included are a campaign calendar; sample letters to the editor; publicity materials for newspaper, radio, and TV promotions; and campaign literature. 195p.

ISBN-0-8108-4268-8
TO ORDER: Scarecrow Press, Inc., 4720 Boston Way, Lanham, MD 20706; Tel: 800-462-6420
http://www.rowmaneducation.com/Catalog/

School Bond Success: A Strategy for Building America's Schools.
Holt, Carleton R.
(Scarecrow Education, Lanham, MD , 2002)

Advises on strategies for resolving school bond issues and practical information on specific activities for bond campaigns. Chapters provide the case for the need; essentials in successful bond campaign strategies; and step-by-step instructions for the phases of pre-planning, project development, marketing, bond campaign, and follow up. Also covered are issues of concern to volunteers and others involved in conducting bond campaigns, including conducting surveys, dealing with conflict, and writing proposals and campaign materials. 230p.

ISBN-0-8108-4405-2
TO ORDER: Rowman & Littlefield Publishing Group, 4501 Forbes Blvd., Suite 200, Lanham, MD, 20706; Tel: 800-462-6420
http://www.rowmaneducation.com/Catalog/

California School Finance System: Facilities Funding
http://www.californiaschoolfinance.org/FinanceSystem/FacilitiesFunding/tabid/88/Default.aspx
(California School Finance, 2007)

For the most part, funding for the construction and repair of California's school facilities is separate from funding for operations. The bulk of capital costs are paid for through public bonds. This describes the major sources of facility funds: general obligations bonds; developer fees; facility districts; maintenance funding; and obligations under the Williams settlement.

Current California Facilities Funding
http://www.californiaschoolfinance.org/FinanceSystem/FacilitiesFunding/CurrentFacilitiesFunding/tabid/87/Default.aspx
(California School Finance, 2007)

California voters have approved a number of statewide and local bond measures to help build and maintain school facilities. However, the state’s Office of Public School Construction (OPSC) projects a continuing need for more funds. This describes state bond proceeds, local general obligation bond results, facility district bonds that have passed, and projected needs for facilities funding

Overcoming Negative Sentiment in Public School Bond Elections: An Analysis of Three Case Studies.
http://cnx.org/content/m13636/latest/
Hickey, Wesley
(National Council of Professors of Educational Administration. Connexions Module: m13636., May 2006)

School districts find that success in bond elections is important to continued growth and development of schools. However, many districts find difficulty in developing the stakeholder support required to obtain a passing margin on bond referenda. In addition, research suggests that districts with prior bond election failures are more likely to incur future defeat in attempting bond passage. The purpose of this article is to analyze qualitatively three school districts that achieved bond election success after a prior failure. The results suggest that obtaining the support of teachers, listening and communicating to all stakeholders, and consistently building a foundation of trust to help in overcoming the negative sentiment. These results provide educational administration programs data regarding the importance of relationships in overcoming negative sentiment in bond elections. [Author's abstract] 10p.

Gaining Rural Community Support for a Bond Issue: A Superintendent's Experience.
http://www.eric.ed.gov/contentdelivery
Bohrer, Stephen Dean
(Chapter 5 in: Improving Rural School Facilities: Design, Construction, Finance, and Public Support., 2000)

The passage of a bond issue in support of school building construction or renovation can be one of the most difficult activities for a rural school district. The process of getting a bond passed requires a delicate mix of public relations, community education, and consensus building. In this chapter, a superintendent in a rural district describes his experience working to pass a bond issue to build a new elementary school. The story provides several lessons about passing school bond issues. First, credible leadership from within the school system is important. The superintendent must be viewed as serving the overall good of the school, and the school board and school staff must actively support the bond's passage. Second, community outreach and communication are critical parts of the political process. A well-orchestrated public relations campaign can be helpful, and the importance of sharing information with senior citizens cannot be overstated. It is also important to include members of all segments of the community in project planning and keep the local newspapers informed. Finally, the hard work of volunteers is invaluable in achieving success. 14p.

ERIC NO: ED445860

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