The resulting equitable framework for facilities investments is a newly established principle for all SCUSD facilities that prioritizes the funding of capital projects, impacting more than 43,000 students. Geographic Information System data was used to identify underserved student groups and neighborhoods experiencing high segregation, poverty, and low access to resources. We were able to prioritize nine schools meeting these criteria for transformative projects that would not have been identified in a traditional educational facilities plan.

We disrupted the traditional decision-making process by creating a data-informed framework to allocate funding towards schools that serve students and communities who have experienced historic divestment. While there were many other recommendations we provided beyond those nine facilities we identified, and those other facilities will also receive needed investments, this method allowed for the district to prioritize those students and communities who were most in need. This framework ensures transparency and institutional accountability for equitable student outcomes.

Educational specifications developed simultaneously with the master plan assess the educational effectiveness of the environments. The projects designated for transformational projects, those that were prioritized and otherwise, brought their educational environments in accordance with the attributed ed specs. These ed specs activate design research to empower learners and teachers through a framework of flexibility, individualization, nature/naturalness, and stimulation. Six categories illustrate the district’s aspirations: learning environments, safety and security, inquiry and experiential learning, individualized support, fitness and athletics, and dining experience and nutrition.