Board Workshop on Pupil
Assignment
St. Lucie County School District
August 17, 2005
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
Roll/Philosophy


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

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 (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,
Our Charge - Specifics
 Develop
options that are:
Modifications of current system
 Complete revisions to that system

 Show
potential impacts to assist decision
makers
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
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
Summary and Analysis
of Data
Process – Develop Planning Data
Integrate student data with GIS to create
visualization and analysis tool
 Data Collection Items Reviewed:


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Recent survey data from parents
Staff Interviews on Student Assignment Process
St. Lucie County data for residential development
Fishkind and Associates Student projections
Parent Survey Summary
SLCS developed a 21 question public survey
with multiple sources of input
 Results were reviewed in June

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
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.
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.
Data on Growth
Consultant data on projections of student
enrollment growth
 County Residential Permits




Approved
Pending
Proposed
Percent Change in Total Students from
2005-2015
Fishkind Data 2005
Residential Growth
Growth Analysis
Residential Growth by Current Choice Zone
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
Source: SL County Planning
Residential Permit Analysis Map
Demographic Overview
Current Zone Profiles
 North, South (Midway Road) Profiles
 Fort Pierce Profile

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.
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.
St Lucie County Public School
Demographic Profile
Racial
Socioeconomic
Native
American,
0.3
Multi-racial,
3.5
African
American,
28.1
High
45.9
Low
54.1
White, 49.8
Hispanic,
16.8
Asian, 1.5
Total Population Census 2000:
79% White, 15% African American, 13% Hispanic (of any race)
9,839 Students
29% St Lucie County Students
6,945 Students
21% St Lucie County Students
16,768 Students
50% St Lucie County Students
9,839 Students
29% St Lucie County Students
6,945 Students
21% St Lucie County Students
16,768 Students
50% St Lucie County Students
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

Current Choice
Zones:
Economic
Composition Choice
Zone 1
Choice
Zone 3
Choice
Zone 2
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
Develop Proposals
Our Charge - Specifics
 Develop
options that are:
Modifications of current system
 Complete revisions to that system

 Show
potential impacts to assist decision
makers
What People Want

Everything

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
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
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
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
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
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
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
Florida Districts

Hillsborough County


Broward County


Use ABC for last few years
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

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ethnic diversity
socioeconomic diversity
student proximity
safety
growth
community issues
natural boundaries
existing feeder patterns
choice plan
exceptional student needs
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
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
How to Proceed
1. Decide Basic Approach
2. Develop Specific Scenarios
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

Process Requested
 Develop
options that are:
Modifications of current system
 Complete revisions to that system

 Show
potential impacts to assist decision
makers
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

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

Rejected Approaches

No Change

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
Overlays (overlapping zones)



Added Complexity
Long bus rides could be longer
Transportation Zones



Growth pressures
High level of dissatisfaction with current system
Not significantly different from current plan
Similar to other approaches considered
All Choice


Very high expense
Longer bus rides
4 Approaches Examined
More Closely
Modifications and Complete Revisions
Show Immediate Impact
User Criteria to Review
Approach 1-Small Zone Modification

Small change
Assumptions

Capacity per zone and facility not addressed


Logical breaking points



High schools per zone assigned based on zone lines
Major roads
Canals
Current choice zones 1 and 2 change physical
boundaries

Since some overlays are already done, students in all zones are
impacted
HS Student Impact

Impact:

North Zone (1)



West Zone (2)



3,718 HS students in new zone
343 HS students impacted
East Zone (3)



2,090 HS students in new zone
807 HS students impacted
2,601HS students in new zone
947 HS students impacted
Estimated Impact- 2,100 HS students
Diversity
Socioeconomic Comparisons
80.0
67.8
70.0
60.8
60.0
Percent
50.0
54.6
45.4
39.2
40.0
High
32.2
30.0
20.0
10.0
0.0
North
West
Zone
East
Low
Benefits
Choice – continues to allow choice
 Stability - least disruptive to
assignment
 Diversity - socioeconomic and
numerical impact of zones

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
Approach 2 – Big Zone Modification

Simplified zones
that follow
geographic lines
Assumptions


Capacity per zone and facility not addressed
 2 High Schools per zone
Logical breaking points


Major roads
Canals
HS Student Impact

North Zone



West Zone



2,237 students in new zone
1,175 HS students impacted
East Zone



2,825 students in new zone
1,224 HS students impacted
3,347 students in new zone
1,435 HS students impacted
Estimated Impact- 3,834 HS students
Diversity
Socioeconomic Comparison
80.0
73.5
72.5
70.0
61.2
60.0
Percent
50.0
40.0
38.8
High
Low
26.5
30.0
27.5
20.0
10.0
0.0
North
West
Zone
East
Benefits
Choices – continues to allow
choices
 Close to home - Geographic zones
improve proximity to school
somewhat
 Stability – preserves stability
 Bus rides – reduced somewhat

Issues
Diversity – less diversity than
current plan, but reflects geographic
realities
 Capacity - Facilities adjustments
required

Approach 3 – Boundaries
Revision
 Traditional
boundaries

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)

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Overall aimed for 75% of capacity
More space in South to accommodate growth
HS Student Impact

Fort Pierce Westwood

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
Lincoln Park Academy



1,215 students in high school boundary
466 HS students impacted
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
HS Student Impact (cont.)

Port St Lucie



St Lucie West Centennial



1,281 students in high school boundary
625 HS students impacted
New AAA



1,701 students in high school boundary
582 HS students impacted
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
Diversity
76.8
80.0
73.4
69.2
70.0
60.0
Percent
50.0
70.4
69.3
54.2
45.8
High
40.0
30.8
Low
30.7
29.6
26.6
30.0
23.2
20.0
10.0
0.0
FPW
FPC
LPA
PSL
High School Catchment
SLWC
AAA
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

Issues
Choice – not available
 Stability - Loss of assignment
stability as new schools are added
 Diversity - Concentration of low
SES population in Ft. Pierce area

Approach 4 – Hybrid
Revision
 Includes




Boundaries
Limited Choice Zone
Magnets
Assumptions
Traditional boundaries for most areas
 Special zone of choice options for low SES
(+80% area)
 Magnet options retained

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
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

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
Issues
Stability - Loss of assignment
stability as new schools are added
 Diversity – reduction in diversity of
school populations

4 Approaches
1.
Small Zone Modification
2.
Large Zone Modification
3.
Boundaries
4.
Hybrid – boundaries with limited
choice zone, magnets
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

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
4 Approaches - Summary
Approach
Choices
Close to
Home
Stability
Bus ride
SES
Diversity
Capacity
Type/ 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
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

Timetable

May – August


August – September




Creation of detailed scenarios based on chosen approach
Presentation of scenarios to public
Analysis of results
November



Public Analysis of Options, Report back to School Board
September – October


Data Gathering and Reporting
School Board Workshop
Public Hearing (as needed for policy changes)
December

Additional public hearings as necessary
Board Workshop on Pupil
Assignment
St. Lucie County School District
August 17, 2005