There Goes the Neighborhood: Real Questions About School Closing

Save Katonah-Lewisboro Schools asked education industry analyst Paul Abramson, President of Mamaroneck, NY-based Stanton Leggett & Associates: Intelligence for Education, for comments. His response:

My basic position on closing schools is that I am opposed unless there is a significant reason. The reason usually given is “to save money,” though studies tend to show that the savings are often less than projected

But in Katonah-Lewisboro, you indicate that the superintendent has said that saving money is not the objective. If that is so, why close any school? Here are some questions I would ask: 

·      What is gained by closing a building?  Kids must be put on longer bus rides. Parents cannot be as involved. Classes will be larger. So what has been gained? Closing a school seems counter-productive educationally. 

·      A new full-day kindergarten program will demand more space.  If the District is going to full-day kindergarten, how many rooms will be needed and are appropriate rooms available?  (Kindergarten rooms should be larger than other classrooms and should have toilet facilities.)  Full-day kindergarten may also attract students who currently leave the district. So, some questions need to be raised in terms of the effect of the expanded kindergarten program on space and on possible future students?

·      If a school is closed, what will be done with it?  How much will it cost to maintain? If it is sold and 20 years from now there is a need for a school in Lewisboro, will there be adequate space to place it?

As an outsider, I would also ask, if the district has space in its schools and land for building, why not build housing that will appeal to municipal workers and other moderate to low income families and offer their children your superior educational program?

In sum, before a school is closed, look at the effect of full-day kindergarten. Look at the solid evidence that small learning communities, particularly at the elementary level, have significant advantages. And suggest that instead of closing down educational facilities the town look for ways to refill them through housing programs.

And then, when dollar savings do turn out to be the real motive, I would question how much will really be saved, what it means on the tax bill, what happens to the teachers and administrators at the closed school and what an abandoned building does to the community.

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Paul Abramson has been involved for more than 50 years in the study of school facilities, including building evaluation and capacity estimates, development of educational specifications, and community involvement programs.

In 2008, Paul was named ‘Planner of the Year’ by the Council of Educational Facility Planners International (CEFPI). In 2011, he was elected one of 12 inaugural Fellows of CEFPI. He writes a monthly column for School Planning & Management magazine (including this piece on school closure) and has prepared annual studies of school and college construction since 1974.

Mr. Abramson has been involved in educational planning throughout the U.S. His involvement has included analysis of facilities, staffing, demographic, and financial needs of school districts. Additionally, he has carried out planning assignments for the U.S. Naval Academy, University of Connecticut, Coppin State College, and East Carolina University. He is co-author of Space Planning Guidelines for Institutions of Higher Education. 

For more information, visit www.saveKLschools.org.