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Safe, sound facilities and student enrichment activities create an environment where students can learn and grow.
The physical condition of public schools plays an important role in student and teacher safety. In 1999, the average age of a public school's main instructional building was 40 years. In a survey conducted by the National Center for Education Statistics, one in four public schools (enrolling a total of 11 million students) reported that its building was in less than adequate condition.
Statistically, schools are still one of the safest places for children-students are less likely to be the victims of crime at school than away from school. While crime in schools has decreased over the last decade, in 2007, 4% of students age 12-18 report being victimized at school in last 6 months, 12 percent of 9th-12th graders reported being in a physical fight on school property, and 6 percent reported they had carried a weapon on school property.
U.S. Department of Education research suggests that youth in quality before and after school programs do better in school, are less likely to use drugs and alcohol, and are less likely to drop out of high school.
Eighty nine percent of Americans say afterschool programs are important. Seventy six percent think after school programs are important to helping address the dropout crisis.
Give Kids Good Schools Partner Resources
21st Century Schools
Alliance for Excellent Education
American Association for Schools Administrators (AASA)
America's Promise-Alliance for Youth
Center for American Progress
Coalition for Community Schools
Communities in Schools
Healthy Schools Campaign
Internet Keep Safe Coalition
Experience Corps
National Access Network
National League of Cities
Parents for Public Schools
Public Education Network's Position
School districts need to engage and involve their surrounding communities in addressing the horrific school conditions to which we expose millions of students. Turning unsafe, unhealthy school buildings into healthy, high-performing and environmentally sound workplaces for children and youth will require leadership at the federal level, adequate resources at the state level, and collaboration between school districts and communities. District personnel, elected officials, and policymakers must foster community understanding and involvement in the design, construction, and renovation of school facilities and come to agreement about the purpose and function of school facilities as public institutions.
Sources:
U.S. Department of Education, National Center for Education Statistics. Condition of America's Public School Facilities: 1999. NCES 2000-032, by Laurie Lewis, Kyle Snow, Elizabeth Farris, Becky Smerdon, Stephanie Cronen, and Jessica Kaplan. Bernie Greene, project officer. Washington, DC: 2000.
National Center for Education Statistics (NCES)-Crime, Violence, Discipline and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2007. http://nces.ed.gov/programs/crimeindicators/crimeindicators2007
CriticalHours: Afterschool Programs and Educational Successes, Beth M. Miller, PH.D. Commissioned by the Nellie Mae Education Foundation. http://www.nmefdn.org/uploads/Critical_Hours.pdf
National League of Cities (2005) Afterschool Hours: A New Focus for America's Cities
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