Forward Together
Appendices
Index
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Index
Appendices Index Forward Together
Index
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Appendix A: Global Birthrates – A Detailed Overview
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Appendix B: Housing and Demographic Pressures
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Appendix C: Understanding Census Tracts – Why This Micro-Level Data Matters
14
Appendix D: Understanding the Facility Condition Index (FCI)
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Appendix E: The Teacher Workforce – A Shrinking Pipeline
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Appendix F: Understanding Colorado’s School Performance Framework – What it Shows, and What it Misses
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Appendix A
Global Birth Rates – A Detailed Overview For more than three decades, global birthrates have been on a steady and pronounced decline. This trend is not isolated to one region – it is universal, affecting developed and developing nations alike. The data shows a clear long-term shift: families are having fewer children, and populations in many countries are beginning to age or even shrink. The charts in the report illustrate the sharp drop in fertility rates across continents, confirming the “demographic transition” described in the Forward Together report.
The Global Picture: Fertility Rates Are Falling Everywhere Total Fertility Rate (TFR) measures the average number of children a woman is expected to have over her lifetime. Declining birth rates are a key global trend:
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trend: most countries are now below the replacement rate of 2.1 births per woman, the level required to maintain a stable population without migration. The charts in the report show a continuous worldwide decline beginning in the late 1950s and accelerating into the 2000s. The charts depict three major patterns: 1.Sharp decline in Asia – from high fertility in the 1960s to nearreplacement or below-replacement levels today. 2.Long-term decline in Europe – much of Europe has been below replacement since the 1990s. 3.Steep drop in Latin America and the Caribbean – a region once associated with high birthrates now approaches or falls below 2.0. These trends align with what demographers classify as the final stage of the demographic transition, where populations stabilize or shrink, and the average age of the population increases.
Why Global Birthrates Are Falling The global decline is driven by a combination of social, economic, and cultural factors. The Forward Together report summarized these as part of a “global demographic transition.” The most significant drivers are: Higher Standards of Living and Education Countries with higher levels of education – especially female education – see significantly lower fertility rates. Educated women tend to delay marriage and childbearing. Greater career opportunities often lead to smaller families. Access to Healthcare and Contraception Improved healthcare reduces infant mortality, making large families less necessary for family security. Urbanization As more families move to cities, the cost of raising children increases and space decreases, both of which reduce family size. Economic Pressures Around the world: Housing costs are rising. Childcare is expensive. Dual incomes are required for stability.
Cultural Shifts Younger generations in many countries are: Delaying marriage Prioritizing careers Choosing child-free lifestyles Having fewer children by choice These cultural changes are accelerating the decline.
Demographic Transition Theory: A Background Demographic Transition Theory (DTT) is one of the most widely used models for explaining how populations change over time. Developed by demographers in the early 20th century – particularly Warren Thompson (1929) and later Frank Notestein (1940s–1950s) – the theory describes how countries move from high birthrates and high death rates to low birthrates and low death rates as they industrialize and develop economically. The theory is not simply about numbers – it is about how social, economic, and cultural transformation reshapes family size, life expectancy, and population growth. The model is divided into five stages: Stage 1: High Birthrates, High Death Rates (Pre-Industrial Society) Population growth: very slow or stagnant. Characteristics: families have many
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children because child mortality is high, children contribute to farm labor, and no access to reliable birth control. Death rates are high due to disease, poor sanitation, and limited medical knowledge. Life expectancy is low. Historical context: virtually all societies before the 1700s were in Stage 1. No modern country remains here.
women, access to contraception, declining infant mortality, and changing norms about family size. Death rates remain low and stable, and family size begins shrinking toward 2-3 children. Examples today: India (transitioning between Stage 2 and 3), Mexico, and Indonesia. This stage reflects the early modern shift in family behavior.
Stage 2: High Birthrates, Falling Death Rates (Early Industrial Period) Population growth: rapid. Characteristics: birthrates remain high because cultural norms and family structures haven’t yet changed. Death rates begin to fall sharply due to better food production, improved sanitation, and early public health measures. Population “booms” because births far exceed deaths. Examples: Britain during the Industrial Revolution, many lowincome countries in the mid-20th century, and some parts of subSaharan Africa today. This stage historically produced the greatest population explosions.
Stage 4: Low Birthrates, Low Death Rates (Post-Industrial Society) Population growth: very slow or zero. Characteristics: birthrates fall to replacement level (~2.1) or slightly below. Death rates remain low, and family planning is widespread. Dualincome households become the norm as children are more expensive to raise. Societies rely heavily on immigration for population stability. Examples: United States, Canada, and some countries in Western Europe. Most developed nations were traditionally thought to reside here, although many now moved into Stage 5.
Stage 3: Falling Birthrates, Low Death Rates (Late Industrial Society) Population growth: slow but continues. Characteristics: birthrates decline due to urbanization, rising education levels – especially for women
Stage 5: Very Low Birthrates, Low Death Rates (Declining Population) Population growth: negative. Characteristics: birthrates fall below replacement level (often far below), and death rates remain low but begin to increase slightly as the population ages. Populations begin s
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shrinking without immigration, and nations face workforce shortages, aging populations, and rising dependency ratios. Examples: Japan, South Korea, Italy, Spain, Portugal, China (transitioning), and many Eastern European nations. Stage 5 is the new global challenge. Once countries fall into this stage, returning to higher fertility has proven extremely difficult.
Key Insights From the Demographic Transition Model 1.Birthrates fall for social and economic reasons – not biological ones. As societies educate girls, urbanize, empower women, and modernize their economies, families choose to have fewer children. 2.Death rates fall earlier than birthrates. This is why populations surge in Stages 2 and 3. 3.Most of the world is now in Stages 3-5. The global decline in birthrates is not a temporary dip – it is the natural progression of development. 4.Stage 5 presents complex new challenges. Countries in Stage 5 experience declining school-aged populations, pressure on pension and healthcare systems, difficulty sustaining rural areas, slow economic growth , and a need for stra
4.strategic immigration. These are the same forces shaping enrollment trends in U.S. school districts – including WPS.
Why the Demographic Transition Matters for School Planning Understanding the demographic transition helps explain why: Colorado’s birthrates have fallen consistently for 20 years. The U.S. fertility rate is at historic lows. Westminster is experiencing smaller kindergarten cohorts. Even with housing growth, young families still represent a shrinking share of the population. Declining school enrollment is not a “local failure” but part of a global demographic shift. The Forward Together report correctly notes that global patterns cascade down to state, regional, and local realities. School districts must adjust to: Lower birth cohorts ⟶ fewer early childhood and elementary students. Aging populations ⟶ fewer young families entering neighborhoods. Changing housing patterns ⟶ slower turnover and less mobility. These are forces.
structural,
not
cyclical,
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Appendix B
Housing and Demographic Pressures Denver’s housing story over the last decade is basically the backdrop to everything we’re seeing with enrollment.
Affordability: the “Starter Home” is Disappearing Across the Denver metro, the math for o
owning or even renting a home has gotten steadily worse for families with kids. As of fall 2025, the median Denver home price is about $614,000, up 4.5% from last year, even after a modest market “cooling”. (Redfin) A recent analysis found the hours of work needed to afford a mortgage in metro Denver has nearly doubled in a decade – from about
about 50 hours of work per month to 97 for the average homeowner. (Common Sense Institute) Colorado-wide, one in four renters is now “severely cost-burdened,” spending over half their income on housing. (United Way Denver) Policy groups regularly place the Denver-Aurora-Lakewood metro among the least affordable in Colorado, with home price-to-income ratios well above historic norms (The Bell Policy Center). Layer on top of that elevated mortgage rates and a persistent statewide housing shortage – still on the order of 100,000 units even after recent building activity – and you get a region where young families are increasingly squeezed out of ownership and pushed further out along the Front Range or out of state altogether. For school districts, this means the classic move – “have kids, buy a modest house in an established neighborhood, enroll in the local school” – is simply less viable than it was 10-20 years ago.
Aging in Place: Homes Are Occupied, But Not By New Families Colorado is aging faster than many people realize. The state demographer now pegs the median age at about 38.5, with older age groups growing fastest and the share of children shrinking. (The Colorado Sun)
Demography Office projections show that over half of all new households added between 2020 and 2030 will be headed by someone 65 or older, and most of those households already live here – they’re not newcomers, they’re existing residents aging in place. Zooming in on Denver: City data show a large majority of older residents are aging in place in their existing homes rather than moving to assisted living or downsizing. At the same time, the share of renters 65+ is rising, now about 10% of renters in the metro – yet many older adults who do own homes are locked into low-rate mortgages and understandably reluctant to sell. What that means for housing stock: Fewer single-family homes are turning over to younger buyers with children. Neighborhoods can look physically stable – same houses, same cars in the driveway – but the age profile inside those homes has shifted up, w
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with fewer school-age kids. For enrollment, aging in place creates a quiet drain: the houses are still full, but not with kindergarteners.
Infill and Redevelopment: More Units, Not Necessarily More Kids At the same time, Denver is rapidly adding housing through infill and upzoning: Blueprint Denver and newer “Unlocking Housing Choices” reforms explicitly push for more duplexes, townhomes, and “middle housing” in formerly single-unit zones, especially near transit. In April alone, the city approved over 7,000 new residential units, mu
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much of it multifamily in urban neighborhoods. Ongoing infill projects – from River Mile to Ball Arena redevelopment and smaller rowhouse/townhome projects – are steadily increasing density in older parts of the city. But who is moving into these units? Many new units are high-rent apartments, condos, or luxury townhomes, attractive to young professionals, couples without children, and empty nesters. Smaller floorplans and higher price points don’t naturally lend themselves to larger families with multiple school-age kids. The result is a paradox districts are feeling: sidewalks are busier. New buildings are going up. Cafés and dog parks are full. But the number of children living in the attendance area is flat or falling.
Gentrification then layers on another effect – longtime lower-income families with children are pushed out by rising rents and taxes, replaced by higherincome households that are older, smaller, or child-free.
Buying Trends:
Denver Public Schools leaders now explicitly cite “lower birth rates, skyrocketing home costs and gentrification” as core drivers of their enrollment declines. (Colorado Politics)
School-Age Kids Per
The Urban Displacement Project, a collaborative between the University of California Berkeley and the University of Toronto, has identified gentrification trends in our district. The study found that gentrification is prevalent in the southern portion of our district bordering Denver with the adjoining areas to the east and west becoming more exclusive. It also found that the core of the district below the DenverBoulder Turnpike is and area susceptible to displacement. It is in this area, that most of the infill development is occurring.
Delayed Homeownership, More Renting, Fewer Household Younger adults – the region’s potential parents – are also changing how and when they buy: In metro Denver, millennials made up a smaller share of mortgage purchase inquiries in 2024 (54%) than in 2023 (59%), as many simply can’t make the numbers work. Nationally, the median age of firsttime homebuyers has climbed to 38, the oldest on record, which means people are spending more of their prime child-bearing years renting or delaying family formation. Combine this with high student debt burdens, flexible remote work that makes other, cheaper markets more attractive, and rising acceptance of having fewer or no children, and you get fewer young families putting down roots in Denver’s older neighborhoods, and those who do often have fewer kids. Again: this doesn’t always show up as vacant housing. It shows up as full housing with fewer children per unit.
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How All of This Shows Up in Student Enrollment State and regional data make it very clear that housing and demography are reshaping Colorado’s K–12 system – and the Denver metro is at the center of that shift: Colorado’s total public school enrollment is now at its lowest point in more than a decade, down about 3.5% from its 2019–20 peak. (Colorado Department of Education) Most of the decline has come from the Denver metro region, which has lost about 6.7% of its student population since 2020 (roughly 477,000 down to 445,000 students). (Common Sense Institute) The pipeline is clearly shrinking: the state has far more 12th graders than kindergarteners, and preschool enrollment has also dipped. Zooming in: DPS projects losing more than 6,000 students by 2028 and has already closed or restructured multiple schools, explicitly tying the decisions to declining birthrates, housing costs, and gentrification. Jeffco, facing similar patterns, is now planning significant budget reductions and facility changes as rising costs collide with declining
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enrollment. The Colorado Sun and other outlets are now making the connection very directly: falling births plus high housing costs are reshaping who can afford to raise children here and where they live, and districts from Durango to Denver are seeing enrollment fall as a result. Immigration has provided a partial counterweight – metro Denver’s overall population has still grown modestly since 2020, largely due to in-migration from abroad – but that growth has not been enough to offset falling birth cohorts and housing-driven displacement of local families with children.
Pulling it Together: The Housing ⟶ Enrollment Chain 1.Housing costs rise faster than incomes ⟶ fewer young families can buy or even rent in central neighborhoods. 2.Older adults age in place ⟶ existing homes stay occupied but don’t turn over to new families with kids. 3.New infill housing skews smaller, pricier, and more adult-oriented ⟶ more units, but not necessarily more children. 4.Buying trends shift ⟶ young adults delay homeownership and childrearing or have fewer kids.
5.The result? Fewer children living in each attendance area ⟶ enrollment declines, especially in early grades, even while the city feels “busy” and populated. For Westminster, DPS, Jeffco, and peers, the takeaway is that enrollment decline is not primarily a school-choice problem or a local reputation problem. It is the local expression of: Global and national declines in birthrates, plus A regional housing market that makes it hard for families with children to stay or move in. That’s why facilities decisions, grade reconfigurations, and consolidations increasingly have to start from the housing and demographic reality – not just from year-to-year enrollment swings.
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Appendix C
Understanding Census Tracts – Why This MicroLevel Data Matters What Is A Census
Why Tract-Level Data
Tract?
Gives Us a Clearer
A census tract is a small, relatively permanent geographic unit created by the U.S. Census Bureau. Each tract typically includes 2,000 - 8,000 people and is designed to capture a neighborhood-sized area with similar population characteristics. Think of a census tract as a data snapshot of a neighborhood, small enough to reflect what life is actually like on the ground – who lives there, how old they are, how much they earn, what types of homes they live in, and how likely they are to move. This scale is far more precise than citylevel, county-level, or even school district-level data.
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Picture 1.It shows what’s happening inside a district, not just districtwide averages. A school district is a map boundary; it is not a single community. Within the same district you can find: Older neighborhoods with many long-time residents. Newly redeveloped areas with young professionals. Apartments and rental-heavy zones with higher mobility. Single-family neighborhoods with more children. Mixed-age communities in transition. Areas with rising incomes next to
to areas with persistent poverty. District-wide data smooths all that out. Census tracts reveal the variation. 2.Tract-level data explains how housing, age, income, and birth patterns differ block by block. Because each tract reflects a small geographic area, it can tell us: How many children actually live there right now. Whether young families are moving in or out. How many residents are renters versus homeowners. The median age of adults (a huge predictor of future births). Household size (childless households vs. larger families). Indicators of income, education, and economic stability. Whether an area is gaining families or losing them. This level of detail matters because schools serve students who live nearby, not just whoever lives anywhere in the district. 3.It helps us identify enrollment “hot spots” and “cold spots”. Two tracts can be right next to each other, but: One could have many young families and early-grade children. Another could be 65% older adults, aging in place, with few expected births. From a school planning perspective, these are entirely different realities, even
even if the schools are only a mile apart.
How Two Census Tracts in the Same District Can Be Completely Different Imagine two tracts inside the same school district: Tract A: “Family Growth Zone” Median age: 32 High number of children under age 5 Mostly renters in starter homes and apartments Young adults moving in Increasing birthrates over the last 5 years High mobility (families come and go more frequently) This neighborhood is likely to sustain or grow enrollment in early grades. Tract B: “Aging Stability Zone” Median age: 47 Majority long-term homeowners Very few young children Children of the 1990s and 2000s grew up and moved out Homeowners aging in place, little turnover Few new families entering the area This neighborhood may look stable, but it will have declining school enrollment because there simply aren’t many children.
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These two tracts might feed into the same school, yet their future contributions to enrollment are completely different. This is why tract data is essential – school districts must respond to actual neighborhood demographics, not general impressions.
Why Census Tract Data Is Critical for School Planning 1.It predicts where children will (and won’t) live in the future. Lower birthrates at the macro level tell us what’s happening nationally. Census tract data tells us what’s happening on your block. If a tract is aging, has high housing costs, or shows fewer families with young children, that school’s enrollment will likely fall – even if the district average looks stable. 2.It reveals long-term trends before they appear in school enrollment numbers. Because birthrates, median age, and home turnover appear in census data years before they show up in kindergarten enrollment, tract-level data acts like a forecasting tool. It allows the district to: Plan facilities proactively Avoid repeated cycles of closures Understand which schools may become unsustainable
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Spot growth pockets early Protect equity in resource allocation 3.It ensures decisions are based on reality, not assumptions. Families often say “there are lots of kids in my neighborhood,” but census data might show many of those children are older or that the area has fewer young families than people perceive. Tract-level data grounds the district in facts rather than anecdotes. 4.It supports fairness and transparency. Because each school can be evaluated using the same neighborhood metrics, census data: Levels the playing field Prevents political or emotional bias Provides evidence-based justification for decisions Helps communities understand why some schools thrive and others struggle
Bringing It All Together Census tract data is the bridge between the macro forces (declining birthrates, housing affordability, aging populations, redevelopment) and the micro reality inside Westminster Public Schools. It tells us: Where families with young children actually live
Whether neighborhoods are gaining or losing children How stable populations are Which schools can remain sustainable Which schools are vulnerable due to long-term demographic trends In other words: District-level data tells you what’s happening. Census tract data tells you why it’s happening – and where it’s happening next. This is why the FTFI committee gave census data significant weight in the facility rubric. It is one of the strongest predictors of the long-term viability of a school.
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Westminster Public Schools Census Tract Analysis
Census data, while a valuable resource for understanding populations, comes with several limitations. It may be affected by undercounts, response biases, and time lags, which can impact accuracy, particularly for small subpopulations or remote areas. When interpreting census data, it's important to consider the context, methodology, and margins of error associated with each table. Caution should be taken not to overgeneralize from aggregated data or assume causality from observed patterns. When comparing data across multiple tables or datasets, ensure consistent definitions, geographic boundaries, and timeframes—differences in any of these can lead to figures that don’t match. Such discrepancies often arise from updates in classifications, data suppression rules, or sampling variations. Despite these challenges, census data remains a powerful tool for identifying broad trends, informing policy, and understanding demographic shifts. To make the most of it, users should approach the data critically, look for patterns over time or across regions, and supplement with other sources where possible. Data in presented in this summary are from the American Community Survey (2023) 5-Year Estimates Subject Tables (data.census.gov). • • • • • • • •
S1501 S1101 S2001 S2301 S2503 S1401 S0101 B17001
Educational Attainment Households and Families Earnings in the Past 12 Months (in 2023 Inflation-Adjusted Dollars) Employment Status Financial Characteristics School Enrollment Age and Sex Poverty Status in the Last 12 Months
This summary contains data for the census tracts that make up Westminster Public Schools (see following map). Only tracts within our boundaries are included.
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Census Tracts within Westminster Public Schools Boundary
Source: https://www2.census.gov/geo/maps/dc10map/tract/st08_co/c08001_adams/DC10CT_C08001_001.pdf
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Summary Data by Census Tract Census Tract: 93.04 Households Total Households: 2,255 Average Household Size: 2.44 Families Total Families: 1,250 Average Family Size: 3.28 Age of Own Children Households with own children under 18 years: 304 • • •
Under 6 years only: 28.0% Under 6 years and 6 to 17 years: 52.0% 6 to 17 years only: 20.1%
Housing Tenure Owner-occupied housing units: 68.6% Renter-occupied housing units: 31.4% Median Age (Years) 37.4 School Enrollment Population 3 years and over enrolled in school: 1,101 • • • • • • •
Nursery school, preschool: 124 (11.3%) Kindergarten to 12th grade: 527 (47.9%) Kindergarten: 90 (8.2%) Grade 1 to 4: 145 (13.2%) Grade 5 to 8: 115 (10.4%) Grade 9 to 12: 177 (16.1%) College, undergraduate: 427 (38.8%)
Educational Attainment Population 25 years and over: 3,749 • • • • • •
Less than 9th grade: 224 9th to 12th grade, no diploma: 289 High school graduate (includes equivalency): 1,209 Some college, no degree: 1,050 Associate's degree: 286 Bachelor's degree: 483 Page 4 of 46
• • •
Graduate or professional degree: 208 High school graduate or higher: 3,236 Bachelor's degree or higher: 691
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $43,962 • • • •
Less than high school graduate: $33,527 High school graduate (includes equivalency): $48,446 Some college or associate's degree: $40,131 Bachelor's degree: $69,706
Poverty Data Total: Income in the past 12 months: 5,511 • •
Income in the past 12 months below the poverty level: 294 Income in the past 12 months at or above the poverty level: 5,217
Census Tract: 93.06 Households Total Households: 1,334 Average Household Size: 2.96 Families Total Families: 1,021 Average Family Size: 3.35 Age of Own Children Households with own children under 18 years: 330 • • •
Under 6 years only: 7.6% Under 6 years and 6 to 17 years: 10.0% 6 to 17 years only: 82.4%
Housing Tenure Owner-occupied housing units: 80.5% Renter-occupied housing units: 19.5% Median Age (Years) 40.5 School Enrollment Population 3 years and over enrolled in school: 1,103 • • •
Nursery school, preschool: 7 (0.6%) Kindergarten to 12th grade: 839 (76.1%) Kindergarten: 27 (2.4%) Page 5 of 46
• • • •
Grade 1 to 4: 283 (25.7%) Grade 5 to 8: 162 (14.7%) Grade 9 to 12: 367 (33.3%) College, undergraduate: 203 (18.4%)
Educational Attainment Population 25 years and over: 2,704 • • • • • • • • •
Less than 9th grade: 171 9th to 12th grade, no diploma: 211 High school graduate (includes equivalency): 938 Some college, no degree: 540 Associate's degree: 298 Bachelor's degree: 460 Graduate or professional degree: 86 High school graduate or higher: 2,322 Bachelor's degree or higher: 546
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $48,750 • • • •
Less than high school graduate: $53,182 High school graduate (includes equivalency): $40,053 Some college or associate's degree: $47,574 Bachelor's degree: $60,481
Poverty Data Total: Income in the past 12 months: 3,963 • •
Income in the past 12 months below the poverty level: 472 Income in the past 12 months at or above the poverty level: 3,491
Census Tract: 93.07 Households Total Households: 1,232 Average Household Size: 2.96 Families Total Families: 887 Average Family Size: 3.45 Age of Own Children Households with own children under 18 years: 448 • • •
Under 6 years only: 19.0% Under 6 years and 6 to 17 years: 12.9% 6 to 17 years only: 68.1% Page 6 of 46
Housing Tenure Owner-occupied housing units: 77.2% Renter-occupied housing units: 22.8% Median Age (Years) 35.8 School Enrollment Population 3 years and over enrolled in school: 688 • • • • • • •
Nursery school, preschool: 0 (0.0%) Kindergarten to 12th grade: 581 (84.4%) Kindergarten: 63 (9.2%) Grade 1 to 4: 63 (9.2%) Grade 5 to 8: 180 (26.2%) Grade 9 to 12: 275 (40.0%) College, undergraduate: 64 (9.3%)
Educational Attainment Population 25 years and over: 2,529 • • • • • • • • •
Less than 9th grade: 242 9th to 12th grade, no diploma: 215 High school graduate (includes equivalency): 680 Some college, no degree: 628 Associate's degree: 169 Bachelor's degree: 378 Graduate or professional degree: 217 High school graduate or higher: 2,072 Bachelor's degree or higher: 595
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $44,675 • • • •
Less than high school graduate: $35,179 High school graduate (includes equivalency): $37,656 Some college or associate's degree: $47,727 Bachelor's degree: $73,152
Poverty Data Total: Income in the past 12 months: 3,648 • •
Income in the past 12 months below the poverty level: 166 Income in the past 12 months at or above the poverty level: 3,482
Census Tract: 93.08 Households Page 7 of 46
Total Households: 1,555 Average Household Size: 2.89 Families Total Families: 1,006 Average Family Size: 3.58 Age of Own Children Households with own children under 18 years: 571 • • •
Under 6 years only: 10.0% Under 6 years and 6 to 17 years: 16.5% 6 to 17 years only: 73.6%
Housing Tenure Owner-occupied housing units: 66.8% Renter-occupied housing units: 33.2% Median Age (Years) 34.6 School Enrollment Population 3 years and over enrolled in school: 1,089 • • • • • • •
Nursery school, preschool: 52 (4.8%) Kindergarten to 12th grade: 875 (80.3%) Kindergarten: 18 (1.7%) Grade 1 to 4: 280 (25.7%) Grade 5 to 8: 134 (12.3%) Grade 9 to 12: 443 (40.7%) College, undergraduate: 125 (11.5%)
Educational Attainment Population 25 years and over: 2,920 • • • • • • • • •
Less than 9th grade: 185 9th to 12th grade, no diploma: 208 High school graduate (includes equivalency): 1,119 Some college, no degree: 956 Associate's degree: 314 Bachelor's degree: 132 Graduate or professional degree: 6 High school graduate or higher: 2,527 Bachelor's degree or higher: 138
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $41,942 •
Less than high school graduate: $41,534 Page 8 of 46
• • •
High school graduate (includes equivalency): $41,820 Some college or associate's degree: $42,338 Bachelor's degree: NA
Poverty Data Total: Income in the past 12 months: 4,489 • •
Income in the past 12 months below the poverty level: 348 Income in the past 12 months at or above the poverty level: 4,141
Census Tract: 93.09 Households Total Households: 1,599 Average Household Size: 2.70 Families Total Families: 1,029 Average Family Size: 3.40 Age of Own Children Households with own children under 18 years: 525 • • •
Under 6 years only: 5.5% Under 6 years and 6 to 17 years: 32.0% 6 to 17 years only: 62.5%
Housing Tenure Owner-occupied housing units: 49.7% Renter-occupied housing units: 50.3% Median Age (Years) 32.5 School Enrollment Population 3 years and over enrolled in school: 1,290 • • • • • • •
Nursery school, preschool: 48 (3.7%) Kindergarten to 12th grade: 985 (76.4%) Kindergarten: 79 (6.1%) Grade 1 to 4: 224 (17.4%) Grade 5 to 8: 240 (18.6%) Grade 9 to 12: 442 (34.3%) College, undergraduate: 206 (16.0%)
Educational Attainment Population 25 years and over: 2,740
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• • • • • • • • •
Less than 9th grade: 199 9th to 12th grade, no diploma: 391 High school graduate (includes equivalency): 745 Some college, no degree: 634 Associate's degree: 200 Bachelor's degree: 504 Graduate or professional degree: 67 High school graduate or higher: 2,150 Bachelor's degree or higher: 571
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $48,682 • • • •
Less than high school graduate: $26,936 High school graduate (includes equivalency): $46,563 Some college or associate's degree: $51,806 Bachelor's degree: $54,643
Poverty Data Total: Income in the past 12 months: 4,292 • •
Income in the past 12 months below the poverty level: 391 Income in the past 12 months at or above the poverty level: 3,901
Census Tract: 93.10 Households Total Households: 1,827 Average Household Size: 3.28 Families Total Families: 1,124 Average Family Size: 4.26 Age of Own Children Households with own children under 18 years: 593 • • •
Under 6 years only: 20.4% Under 6 years and 6 to 17 years: 20.6% 6 to 17 years only: 59.0%
Housing Tenure Owner-occupied housing units: 61.1% Renter-occupied housing units: 38.9% Median Age (Years) 26.4
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School Enrollment Population 3 years and over enrolled in school: 1,752 • • • • • • •
Nursery school, preschool: 78 (4.5%) Kindergarten to 12th grade: 1,446 (82.5%) Kindergarten: 69 (3.9%) Grade 1 to 4: 434 (24.8%) Grade 5 to 8: 631 (36.0%) Grade 9 to 12: 312 (17.8%) College, undergraduate: 60 (3.4%)
Educational Attainment Population 25 years and over: 3,080 • • • • • • • • •
Less than 9th grade: 272 9th to 12th grade, no diploma: 265 High school graduate (includes equivalency): 1,270 Some college, no degree: 610 Associate's degree: 139 Bachelor's degree: 417 Graduate or professional degree: 107 High school graduate or higher: 2,543 Bachelor's degree or higher: 524
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $50,113 • • • •
Less than high school graduate: $56,521 High school graduate (includes equivalency): $40,521 Some college or associate's degree: $44,615 Bachelor's degree: $72,244
Poverty Data Total: Income in the past 12 months: 5,985 • •
Income in the past 12 months below the poverty level: 840 Income in the past 12 months at or above the poverty level: 5,145
Census Tract: 93.16 Households Total Households: 2,375 Average Household Size: 3.08 Families Total Families: 1,489 Average Family Size: 4.16
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Age of Own Children Households with own children under 18 years: 681 • • •
Under 6 years only: 5.1% Under 6 years and 6 to 17 years: 45.2% 6 to 17 years only: 49.6%
Housing Tenure Owner-occupied housing units: 86.8% Renter-occupied housing units: 13.2% Median Age (Years) 33.8 School Enrollment Population 3 years and over enrolled in school: 2,158 • • • • • • •
Nursery school, preschool: 37 (1.7%) Kindergarten to 12th grade: 1,856 (86.0%) Kindergarten: 98 (4.5%) Grade 1 to 4: 814 (37.7%) Grade 5 to 8: 597 (27.7%) Grade 9 to 12: 347 (16.1%) College, undergraduate: 265 (12.3%)
Educational Attainment Population 25 years and over: 4,389 • • • • • • • • •
Less than 9th grade: 1,190 9th to 12th grade, no diploma: 873 High school graduate (includes equivalency): 915 Some college, no degree: 908 Associate's degree: 228 Bachelor's degree: 172 Graduate or professional degree: 103 High school graduate or higher: 2,326 Bachelor's degree or higher: 275
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $41,105 • • • •
Less than high school graduate: $36,683 High school graduate (includes equivalency): $35,139 Some college or associate's degree: $58,897 Bachelor's degree: $60,238
Poverty Data Total: Income in the past 12 months: 7,317 Page 12 of 46
• •
Income in the past 12 months below the poverty level: 1,451 Income in the past 12 months at or above the poverty level: 5,866
Census Tract: 93.18 Households Total Households: 2,589 Average Household Size: 2.70 Families Total Families: 1,596 Average Family Size: 3.49 Age of Own Children Households with own children under 18 years: 1,078 • • •
Under 6 years only: 17.5% Under 6 years and 6 to 17 years: 29.5% 6 to 17 years only: 53.0%
Housing Tenure Owner-occupied housing units: 35.9% Renter-occupied housing units: 64.1% Median Age (Years) 25.6 School Enrollment Population 3 years and over enrolled in school: 2,195 • • • • • • •
Nursery school, preschool: 0 (0.0%) Kindergarten to 12th grade: 2,052 (93.5%) Kindergarten: 22 (1.0%) Grade 1 to 4: 532 (24.2%) Grade 5 to 8: 800 (36.4%) Grade 9 to 12: 698 (31.8%) College, undergraduate: 143 (6.5%)
Educational Attainment Population 25 years and over: 3,626 • • • • • • •
Less than 9th grade: 198 9th to 12th grade, no diploma: 463 High school graduate (includes equivalency): 1,499 Some college, no degree: 649 Associate's degree: 156 Bachelor's degree: 479 Graduate or professional degree: 182 Page 13 of 46
• •
High school graduate or higher: 2,965 Bachelor's degree or higher: 661
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $48,344 • • • •
Less than high school graduate: $35,093 High school graduate (includes equivalency): $40,893 Some college or associate's degree: $62,870 Bachelor's degree: $52,260
Poverty Data Total: Income in the past 12 months: 7,022 • •
Income in the past 12 months below the poverty level: 1,636 Income in the past 12 months at or above the poverty level: 5,386
Census Tract: 93.19 Households Total Households: 901 Average Household Size: 2.86 Families Total Families: 564 Average Family Size: 3.70 Age of Own Children Households with own children under 18 years: 220 • • •
Under 6 years only: 52.3% Under 6 years and 6 to 17 years: 17.3% 6 to 17 years only: 30.5%
Housing Tenure Owner-occupied housing units: 64.8% Renter-occupied housing units: 35.2% Median Age (Years) 36 School Enrollment Population 3 years and over enrolled in school: 387 • • • •
Nursery school, preschool: 0 (0.0%) Kindergarten to 12th grade: 346 (89.4%) Kindergarten: 21 (5.4%) Grade 1 to 4: 88 (22.7%) Page 14 of 46
• • •
Grade 5 to 8: 150 (38.8%) Grade 9 to 12: 87 (22.5%) College, undergraduate: 41 (10.6%)
Educational Attainment Population 25 years and over: 1,695 • • • • • • • • •
Less than 9th grade: 165 9th to 12th grade, no diploma: 406 High school graduate (includes equivalency): 525 Some college, no degree: 258 Associate's degree: 128 Bachelor's degree: 166 Graduate or professional degree: 47 High school graduate or higher: 1,124 Bachelor's degree or higher: 213
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $37,014 • • • •
Less than high school graduate: $39,304 High school graduate (includes equivalency): $34,615 Some college or associate's degree: $47,561 Bachelor's degree: NA
Poverty Data Total: Income in the past 12 months: 2,579 • •
Income in the past 12 months below the poverty level: 749 Income in the past 12 months at or above the poverty level: 1,830
Census Tract: 93.20 Households Total Households: 1,366 Average Household Size: 2.10 Families Total Families: 646 Average Family Size: 2.93 Age of Own Children Households with own children under 18 years: 245 • • •
Under 6 years only: 25.3% Under 6 years and 6 to 17 years: 0.0% 6 to 17 years only: 74.7%
Housing Tenure Page 15 of 46
Owner-occupied housing units: 48.4% Renter-occupied housing units: 51.6% Median Age (Years) 38.4 School Enrollment Population 3 years and over enrolled in school: 501 • • • • • • •
Nursery school, preschool: 0 (0.0%) Kindergarten to 12th grade: 385 (76.8%) Kindergarten: 80 (16.0%) Grade 1 to 4: 50 (10.0%) Grade 5 to 8: 84 (16.8%) Grade 9 to 12: 171 (34.1%) College, undergraduate: 106 (21.2%)
Educational Attainment Population 25 years and over: 2,168 • • • • • • • • •
Less than 9th grade: 133 9th to 12th grade, no diploma: 334 High school graduate (includes equivalency): 883 Some college, no degree: 238 Associate's degree: 172 Bachelor's degree: 347 Graduate or professional degree: 61 High school graduate or higher: 1,701 Bachelor's degree or higher: 408
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $40,732 • • • •
Less than high school graduate: $40,105 High school graduate (includes equivalency): $38,143 Some college or associate's degree: $37,212 Bachelor's degree: $59,481
Poverty Data Total: Income in the past 12 months: 2,872 • •
Income in the past 12 months below the poverty level: 546 Income in the past 12 months at or above the poverty level: 2,326
Census Tract: 93.21 Households Total Households: 1,464 Page 16 of 46
Average Household Size: 3.03 Families Total Families: 999 Average Family Size: 3.74 Age of Own Children Households with own children under 18 years: 501 • • •
Under 6 years only: 26.9% Under 6 years and 6 to 17 years: 47.3% 6 to 17 years only: 25.7%
Housing Tenure Owner-occupied housing units: 56.4% Renter-occupied housing units: 43.6% Median Age (Years) 29.9 School Enrollment Population 3 years and over enrolled in school: 1,004 • • • • • • •
Nursery school, preschool: 44 (4.4%) Kindergarten to 12th grade: 817 (81.4%) Kindergarten: 62 (6.2%) Grade 1 to 4: 394 (39.2%) Grade 5 to 8: 268 (26.7%) Grade 9 to 12: 93 (9.3%) College, undergraduate: 126 (12.5%)
Educational Attainment Population 25 years and over: 2,721 • • • • • • • • •
Less than 9th grade: 370 9th to 12th grade, no diploma: 286 High school graduate (includes equivalency): 1,089 Some college, no degree: 561 Associate's degree: 110 Bachelor's degree: 165 Graduate or professional degree: 140 High school graduate or higher: 2,065 Bachelor's degree or higher: 305
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $40,884 • •
Less than high school graduate: $29,471 High school graduate (includes equivalency): $41,307 Page 17 of 46
• •
Some college or associate's degree: $52,014 Bachelor's degree: $71,818
Poverty Data Total: Income in the past 12 months: 4,441 • •
Income in the past 12 months below the poverty level: 775 Income in the past 12 months at or above the poverty level: 3,666
Census Tract: 93.22 Households Total Households: 1,620 Average Household Size: 3.12 Families Total Families: 1,080 Average Family Size: 3.88 Age of Own Children Households with own children under 18 years: 625 • • •
Under 6 years only: 8.5% Under 6 years and 6 to 17 years: 12.5% 6 to 17 years only: 79.0%
Housing Tenure Owner-occupied housing units: 72.6% Renter-occupied housing units: 27.4% Median Age (Years) 30.8 School Enrollment Population 3 years and over enrolled in school: 1,660 • • • • • • •
Nursery school, preschool: 93 (5.6%) Kindergarten to 12th grade: 1,305 (78.6%) Kindergarten: 62 (3.7%) Grade 1 to 4: 283 (17.0%) Grade 5 to 8: 604 (36.4%) Grade 9 to 12: 356 (21.4%) College, undergraduate: 134 (8.1%)
Educational Attainment Population 25 years and over: 2,952 •
Less than 9th grade: 447 Page 18 of 46
• • • • • • • •
9th to 12th grade, no diploma: 265 High school graduate (includes equivalency): 1,060 Some college, no degree: 533 Associate's degree: 132 Bachelor's degree: 270 Graduate or professional degree: 245 High school graduate or higher: 2,240 Bachelor's degree or higher: 515
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $45,936 • • • •
Less than high school graduate: $46,916 High school graduate (includes equivalency): $42,031 Some college or associate's degree: $37,466 Bachelor's degree: $56,563
Poverty Data Total: Income in the past 12 months: 4,963 • •
Income in the past 12 months below the poverty level: 365 Income in the past 12 months at or above the poverty level: 4,598
Census Tract: 93.23 Households Total Households: 1,535 Average Household Size: 2.34 Families Total Families: 829 Average Family Size: 3.05 Age of Own Children Households with own children under 18 years: 370 • • •
Under 6 years only: 47.8% Under 6 years and 6 to 17 years: 10.5% 6 to 17 years only: 41.6%
Housing Tenure Owner-occupied housing units: 39.5% Renter-occupied housing units: 60.5% Median Age (Years) 35.8 School Enrollment Page 19 of 46
Population 3 years and over enrolled in school: 708 • • • • • • •
Nursery school, preschool: 50 (7.1%) Kindergarten to 12th grade: 452 (63.8%) Kindergarten: 94 (13.3%) Grade 1 to 4: 137 (19.4%) Grade 5 to 8: 145 (20.5%) Grade 9 to 12: 76 (10.7%) College, undergraduate: 167 (23.6%)
Educational Attainment Population 25 years and over: 2,551 • • • • • • • • •
Less than 9th grade: 65 9th to 12th grade, no diploma: 149 High school graduate (includes equivalency): 946 Some college, no degree: 664 Associate's degree: 238 Bachelor's degree: 261 Graduate or professional degree: 228 High school graduate or higher: 2,337 Bachelor's degree or higher: 489
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $45,720 • • • •
Less than high school graduate: $34,401 High school graduate (includes equivalency): $49,507 Some college or associate's degree: $37,193 Bachelor's degree: $43,750
Poverty Data Total: Income in the past 12 months: 3,593 • •
Income in the past 12 months below the poverty level: 551 Income in the past 12 months at or above the poverty level: 3,042
Census Tract: 93.25 Households Total Households: 2,751 Average Household Size: 2.21 Families Total Families: 1,405 Average Family Size: 2.91 Age of Own Children Page 20 of 46
Households with own children under 18 years: 617 • • •
Under 6 years only: 29.5% Under 6 years and 6 to 17 years: 11.2% 6 to 17 years only: 59.3%
Housing Tenure Owner-occupied housing units: 46.2% Renter-occupied housing units: 53.8% Median Age (Years) 34.8 School Enrollment Population 3 years and over enrolled in school: 1,355 • • • • • • •
Nursery school, preschool: 99 (7.3%) Kindergarten to 12th grade: 855 (63.1%) Kindergarten: 42 (3.1%) Grade 1 to 4: 102 (7.5%) Grade 5 to 8: 343 (25.3%) Grade 9 to 12: 368 (27.2%) College, undergraduate: 274 (20.2%)
Educational Attainment Population 25 years and over: 4,365 • • • • • • • • •
Less than 9th grade: 33 9th to 12th grade, no diploma: 153 High school graduate (includes equivalency): 766 Some college, no degree: 930 Associate's degree: 492 Bachelor's degree: 1,306 Graduate or professional degree: 685 High school graduate or higher: 4,179 Bachelor's degree or higher: 1,991
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $58,532 • • • •
Less than high school graduate: $40,917 High school graduate (includes equivalency): $30,951 Some college or associate's degree: $46,205 Bachelor's degree: $78,000
Poverty Data Total: Income in the past 12 months: 6,075 •
Income in the past 12 months below the poverty level: 496 Page 21 of 46
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Income in the past 12 months at or above the poverty level: 5,579
Census Tract: 93.26 Households Total Households: 1,214 Average Household Size: 2.39 Families Total Families: 815 Average Family Size: 2.73 Age of Own Children Households with own children under 18 years: 248 • • •
Under 6 years only: 42.7% Under 6 years and 6 to 17 years: 6.9% 6 to 17 years only: 50.4%
Housing Tenure Owner-occupied housing units: 77.3% Renter-occupied housing units: 22.7% Median Age (Years) 42.5 School Enrollment Population 3 years and over enrolled in school: 419 • • • • • • •
Nursery school, preschool: 55 (13.1%) Kindergarten to 12th grade: 267 (63.7%) Kindergarten: 48 (11.5%) Grade 1 to 4: 78 (18.6%) Grade 5 to 8: 53 (12.6%) Grade 9 to 12: 88 (21.0%) College, undergraduate: 51 (12.2%)
Educational Attainment Population 25 years and over: 2,368 • • • • • • • •
Less than 9th grade: 59 9th to 12th grade, no diploma: 53 High school graduate (includes equivalency): 531 Some college, no degree: 409 Associate's degree: 182 Bachelor's degree: 743 Graduate or professional degree: 391 High school graduate or higher: 2,256 Page 22 of 46
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Bachelor's degree or higher: 1,134
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $56,536 • • • •
Less than high school graduate: NA High school graduate (includes equivalency): $50,331 Some college or associate's degree: $65,428 Bachelor's degree: $79,669
Poverty Data Total: Income in the past 12 months: 2,902 • •
Income in the past 12 months below the poverty level: 181 Income in the past 12 months at or above the poverty level: 2,721
Census Tract: 93.27 Households Total Households: 1,762 Average Household Size: 2.71 Families Total Families: 1,414 Average Family Size: 2.98 Age of Own Children Households with own children under 18 years: 390 • • •
Under 6 years only: 18.2% Under 6 years and 6 to 17 years: 11.0% 6 to 17 years only: 70.8%
Housing Tenure Owner-occupied housing units: 69.5% Renter-occupied housing units: 30.5% Median Age (Years) 37.2 School Enrollment Population 3 years and over enrolled in school: 910 • • • • •
Nursery school, preschool: 75 (8.2%) Kindergarten to 12th grade: 687 (75.5%) Kindergarten: 16 (1.8%) Grade 1 to 4: 193 (21.2%) Grade 5 to 8: 281 (30.9%) Page 23 of 46
• •
Grade 9 to 12: 197 (21.6%) College, undergraduate: 120 (13.2%)
Educational Attainment Population 25 years and over: 3,370 • • • • • • • • •
Less than 9th grade: 181 9th to 12th grade, no diploma: 70 High school graduate (includes equivalency): 1,031 Some college, no degree: 620 Associate's degree: 347 Bachelor's degree: 698 Graduate or professional degree: 423 High school graduate or higher: 3,119 Bachelor's degree or higher: 1,121
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $58,133 • • • •
Less than high school graduate: $44,236 High school graduate (includes equivalency): $39,222 Some college or associate's degree: $67,315 Bachelor's degree: $58,725
Poverty Data Total: Income in the past 12 months: 4,781 • •
Income in the past 12 months below the poverty level: 314 Income in the past 12 months at or above the poverty level: 4,467
Census Tract: 94.01 Households Total Households: 1,658 Average Household Size: 2.73 Families Total Families: 1,124 Average Family Size: 3.18 Age of Own Children Households with own children under 18 years: 393 • • •
Under 6 years only: 9.2% Under 6 years and 6 to 17 years: 9.9% 6 to 17 years only: 80.9%
Housing Tenure Owner-occupied housing units: 81.7% Page 24 of 46
Renter-occupied housing units: 18.3% Median Age (Years) 37.8 School Enrollment Population 3 years and over enrolled in school: 987 • • • • • • •
Nursery school, preschool: 25 (2.5%) Kindergarten to 12th grade: 745 (75.5%) Kindergarten: 31 (3.1%) Grade 1 to 4: 122 (12.4%) Grade 5 to 8: 256 (25.9%) Grade 9 to 12: 336 (34.0%) College, undergraduate: 136 (13.8%)
Educational Attainment Population 25 years and over: 3,181 • • • • • • • • •
Less than 9th grade: 93 9th to 12th grade, no diploma: 360 High school graduate (includes equivalency): 850 Some college, no degree: 700 Associate's degree: 249 Bachelor's degree: 610 Graduate or professional degree: 319 High school graduate or higher: 2,728 Bachelor's degree or higher: 929
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $56,506 • • • •
Less than high school graduate: $41,875 High school graduate (includes equivalency): $62,663 Some college or associate's degree: $45,921 Bachelor's degree: $67,955
Poverty Data Total: Income in the past 12 months: 4,514 • •
Income in the past 12 months below the poverty level: 377 Income in the past 12 months at or above the poverty level: 4,137
Census Tract: 94.06 Households Total Households: 1,645 Average Household Size: 2.75 Page 25 of 46
Families Total Families: 1,119 Average Family Size: 3.29 Age of Own Children Households with own children under 18 years: 389 • • •
Under 6 years only: 23.7% Under 6 years and 6 to 17 years: 15.7% 6 to 17 years only: 60.7%
Housing Tenure Owner-occupied housing units: 75.7% Renter-occupied housing units: 24.3% Median Age (Years) 36 School Enrollment Population 3 years and over enrolled in school: 1,018 • • • • • • •
Nursery school, preschool: 30 (2.9%) Kindergarten to 12th grade: 765 (75.1%) Kindergarten: 66 (6.5%) Grade 1 to 4: 239 (23.5%) Grade 5 to 8: 142 (13.9%) Grade 9 to 12: 318 (31.2%) College, undergraduate: 169 (16.6%)
Educational Attainment Population 25 years and over: 3,180 • • • • • • • • •
Less than 9th grade: 239 9th to 12th grade, no diploma: 239 High school graduate (includes equivalency): 696 Some college, no degree: 769 Associate's degree: 234 Bachelor's degree: 595 Graduate or professional degree: 408 High school graduate or higher: 2,702 Bachelor's degree or higher: 1,003
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $55,094 • • •
Less than high school graduate: $44,668 High school graduate (includes equivalency): $44,612 Some college or associate's degree: $60,921 Page 26 of 46
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Bachelor's degree: $60,556
Poverty Data Total: Income in the past 12 months: 4,527 • •
Income in the past 12 months below the poverty level: 448 Income in the past 12 months at or above the poverty level: 4,079
Census Tract: 94.07 Households Total Households: 1,821 Average Household Size: 2.93 Families Total Families: 1,009 Average Family Size: 4.00 Age of Own Children Households with own children under 18 years: 455 • • •
Under 6 years only: 16.3% Under 6 years and 6 to 17 years: 33.0% 6 to 17 years only: 50.8%
Housing Tenure Owner-occupied housing units: 71.8% Renter-occupied housing units: 28.2% Median Age (Years) 33.9 School Enrollment Population 3 years and over enrolled in school: 1,234 • • • • • • •
Nursery school, preschool: 117 (9.5%) Kindergarten to 12th grade: 768 (62.2%) Kindergarten: 36 (2.9%) Grade 1 to 4: 176 (14.3%) Grade 5 to 8: 354 (28.7%) Grade 9 to 12: 202 (16.4%) College, undergraduate: 314 (25.4%)
Educational Attainment Population 25 years and over: 3,608 • •
Less than 9th grade: 390 9th to 12th grade, no diploma: 394 Page 27 of 46
• • • • • • •
High school graduate (includes equivalency): 987 Some college, no degree: 662 Associate's degree: 305 Bachelor's degree: 599 Graduate or professional degree: 271 High school graduate or higher: 2,824 Bachelor's degree or higher: 870
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $43,385 • • • •
Less than high school graduate: $40,227 High school graduate (includes equivalency): $38,592 Some college or associate's degree: $43,723 Bachelor's degree: $67,212
Poverty Data Total: Income in the past 12 months: 5,332 • •
Income in the past 12 months below the poverty level: 494 Income in the past 12 months at or above the poverty level: 4,838
Census Tract: 94.08 Households Total Households: 2,014 Average Household Size: 2.46 Families Total Families: 1,399 Average Family Size: 2.78 Age of Own Children Households with own children under 18 years: 434 • • •
Under 6 years only: 13.6% Under 6 years and 6 to 17 years: 15.2% 6 to 17 years only: 71.2%
Housing Tenure Owner-occupied housing units: 74.5% Renter-occupied housing units: 25.5% Median Age (Years) 43.3 School Enrollment Population 3 years and over enrolled in school: 1,055 Page 28 of 46
• • • • • • •
Nursery school, preschool: 67 (6.4%) Kindergarten to 12th grade: 750 (71.1%) Kindergarten: 29 (2.7%) Grade 1 to 4: 215 (20.4%) Grade 5 to 8: 258 (24.5%) Grade 9 to 12: 248 (23.5%) College, undergraduate: 182 (17.3%)
Educational Attainment Population 25 years and over: 3,766 • • • • • • • • •
Less than 9th grade: 96 9th to 12th grade, no diploma: 49 High school graduate (includes equivalency): 488 Some college, no degree: 554 Associate's degree: 241 Bachelor's degree: 1,313 Graduate or professional degree: 1,025 High school graduate or higher: 3,621 Bachelor's degree or higher: 2,338
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $86,905 • • • •
Less than high school graduate: $85,663 High school graduate (includes equivalency): $42,214 Some college or associate's degree: $44,350 Bachelor's degree: $96,339
Poverty Data Total: Income in the past 12 months: 4,954 • •
Income in the past 12 months below the poverty level: 163 Income in the past 12 months at or above the poverty level: 4,791
Census Tract: 94.09 Households Total Households: 2,366 Average Household Size: 2.48 Families Total Families: 1,543 Average Family Size: 3.05 Age of Own Children Households with own children under 18 years: 567 Page 29 of 46
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Under 6 years only: 34.2% Under 6 years and 6 to 17 years: 10.8% 6 to 17 years only: 55.0%
Housing Tenure Owner-occupied housing units: 82.9% Renter-occupied housing units: 17.1% Median Age (Years) 42.4 School Enrollment Population 3 years and over enrolled in school: 1,216 • • • • • • •
Nursery school, preschool: 110 (9.0%) Kindergarten to 12th grade: 737 (60.6%) Kindergarten: 22 (1.8%) Grade 1 to 4: 341 (28.0%) Grade 5 to 8: 165 (13.6%) Grade 9 to 12: 209 (17.2%) College, undergraduate: 201 (16.5%)
Educational Attainment Population 25 years and over: 4,532 • • • • • • • • •
Less than 9th grade: 41 9th to 12th grade, no diploma: 275 High school graduate (includes equivalency): 701 Some college, no degree: 511 Associate's degree: 208 Bachelor's degree: 1,669 Graduate or professional degree: 1,127 High school graduate or higher: 4,216 Bachelor's degree or higher: 2,796
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $82,581 • • • •
Less than high school graduate: NA High school graduate (includes equivalency): $100,300 Some college or associate's degree: $44,514 Bachelor's degree: $96,988
Poverty Data Total: Income in the past 12 months: 5,863 • •
Income in the past 12 months below the poverty level: 203 Income in the past 12 months at or above the poverty level: 5,660 Page 30 of 46
Census Tract: 94.10 Households Total Households: 1,223 Average Household Size: 2.66
Families Total Families: 937 Average Family Size: 2.98 Age of Own Children Households with own children under 18 years: 316 • • •
Under 6 years only: 17.1% Under 6 years and 6 to 17 years: 5.4% 6 to 17 years only: 77.5%
Housing Tenure Owner-occupied housing units: 88.5% Renter-occupied housing units: 11.5% Median Age (Years) 44 School Enrollment Population 3 years and over enrolled in school: 712 • • • • • • •
Nursery school, preschool: 46 (6.5%) Kindergarten to 12th grade: 571 (80.2%) Kindergarten: 35 (4.9%) Grade 1 to 4: 106 (14.9%) Grade 5 to 8: 286 (40.2%) Grade 9 to 12: 144 (20.2%) College, undergraduate: 62 (8.7%)
Educational Attainment Population 25 years and over: 2,329 • • • • • • • • •
Less than 9th grade: 35 9th to 12th grade, no diploma: 130 High school graduate (includes equivalency): 315 Some college, no degree: 453 Associate's degree: 104 Bachelor's degree: 820 Graduate or professional degree: 472 High school graduate or higher: 2,164 Bachelor's degree or higher: 1,292 Page 31 of 46
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $70,152 • • • •
Less than high school graduate: NA High school graduate (includes equivalency): $36,250 Some college or associate's degree: $64,375 Bachelor's degree: $88,333
Poverty Data Total: Income in the past 12 months: 3,242 • •
Income in the past 12 months below the poverty level: 60 Income in the past 12 months at or above the poverty level: 3,182
Census Tract: 94.11 Households Total Households: 1,348 Average Household Size: 2.22 Families Total Families: 879 Average Family Size: 2.69 Age of Own Children Households with own children under 18 years: 284 • • •
Under 6 years only: 35.9% Under 6 years and 6 to 17 years: 9.9% 6 to 17 years only: 54.2%
Housing Tenure Owner-occupied housing units: 67.8% Renter-occupied housing units: 32.2% Median Age (Years) 41.5 School Enrollment Population 3 years and over enrolled in school: 398 • • • • • •
Nursery school, preschool: 64 (16.1%) Kindergarten to 12th grade: 260 (65.3%) Kindergarten: 45 (11.3%) Grade 1 to 4: 52 (13.1%) Grade 5 to 8: 17 (4.3%) Grade 9 to 12: 146 (36.7%) Page 32 of 46
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College, undergraduate: 53 (13.3%)
Educational Attainment Population 25 years and over: 2,349 • • • • • • • • •
Less than 9th grade: 13 9th to 12th grade, no diploma: 34 High school graduate (includes equivalency): 483 Some college, no degree: 378 Associate's degree: 279 Bachelor's degree: 745 Graduate or professional degree: 417 High school graduate or higher: 2,302 Bachelor's degree or higher: 1,162
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $67,245 • • • •
Less than high school graduate: $53,750 High school graduate (includes equivalency): $62,115 Some college or associate's degree: $63,313 Bachelor's degree: $68,214
Poverty Data Total: Income in the past 12 months: 2,987 • •
Income in the past 12 months below the poverty level: 80 Income in the past 12 months at or above the poverty level: 2,907
Census Tract: 95.01 Households Total Households: 1,130 Average Household Size: 2.53 Families Total Families: 640 Average Family Size: 3.47 Age of Own Children Households with own children under 18 years: 96 • • •
Under 6 years only: 38.5% Under 6 years and 6 to 17 years: 11.5% 6 to 17 years only: 50.0%
Housing Tenure Owner-occupied housing units: 54.6% Renter-occupied housing units: 45.4% Page 33 of 46
Median Age (Years) 38.9 School Enrollment Population 3 years and over enrolled in school: 409 • • • • • • •
Nursery school, preschool: 0 (0.0%) Kindergarten to 12th grade: 204 (49.9%) Kindergarten: 30 (7.3%) Grade 1 to 4: 37 (9.0%) Grade 5 to 8: 71 (17.4%) Grade 9 to 12: 66 (16.1%) College, undergraduate: 65 (15.9%)
Educational Attainment Population 25 years and over: 2,069 • • • • • • • • •
Less than 9th grade: 159 9th to 12th grade, no diploma: 284 High school graduate (includes equivalency): 712 Some college, no degree: 299 Associate's degree: 117 Bachelor's degree: 323 Graduate or professional degree: 175 High school graduate or higher: 1,626 Bachelor's degree or higher: 498
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $45,048 • • • •
Less than high school graduate: $38,512 High school graduate (includes equivalency): $38,227 Some college or associate's degree: $37,411 Bachelor's degree: $47,047
Poverty Data Total: Income in the past 12 months: 2,851 • •
Income in the past 12 months below the poverty level: 198 Income in the past 12 months at or above the poverty level: 2,653
Census Tract: 95.02 Households Total Households: 1,914 Average Household Size: 2.87
Page 34 of 46
Families Total Families: 1,323 Average Family Size: 3.44 Age of Own Children Households with own children under 18 years: 658 • • •
Under 6 years only: 41.6% Under 6 years and 6 to 17 years: 10.2% 6 to 17 years only: 48.2%
Housing Tenure Owner-occupied housing units: 85.3% Renter-occupied housing units: 14.7% Median Age (Years) 32.8 School Enrollment Population 3 years and over enrolled in school: 1,323 • • • • • • •
Nursery school, preschool: 206 (15.6%) Kindergarten to 12th grade: 845 (63.9%) Kindergarten: 44 (3.3%) Grade 1 to 4: 233 (17.6%) Grade 5 to 8: 173 (13.1%) Grade 9 to 12: 395 (29.9%) College, undergraduate: 212 (16.0%)
Educational Attainment Population 25 years and over: 3,733 • • • • • • • • •
Less than 9th grade: 425 9th to 12th grade, no diploma: 128 High school graduate (includes equivalency): 890 Some college, no degree: 465 Associate's degree: 170 Bachelor's degree: 1,033 Graduate or professional degree: 622 High school graduate or higher: 3,180 Bachelor's degree or higher: 1,655
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $59,845 • • • •
Less than high school graduate: $47,348 High school graduate (includes equivalency): $37,578 Some college or associate's degree: $53,737 Bachelor's degree: $88,676 Page 35 of 46
Poverty Data Total: Income in the past 12 months: 5,484 • •
Income in the past 12 months below the poverty level: 395 Income in the past 12 months at or above the poverty level: 5,089
Census Tract: 95.53 Households Total Households: 1,391 Average Household Size: 2.43 Families Total Families: 791 Average Family Size: 3.21 Age of Own Children Households with own children under 18 years: 374 • • •
Under 6 years only: 35.0% Under 6 years and 6 to 17 years: 15.0% 6 to 17 years only: 50.0%
Housing Tenure Owner-occupied housing units: 75.0% Renter-occupied housing units: 25.0% Median Age (Years) 38.3 School Enrollment Population 3 years and over enrolled in school: 755 • • • • • • •
Nursery school, preschool: 60 (7.9%) Kindergarten to 12th grade: 555 (73.5%) Kindergarten: 13 (1.7%) Grade 1 to 4: 165 (21.9%) Grade 5 to 8: 182 (24.1%) Grade 9 to 12: 195 (25.8%) College, undergraduate: 111 (14.7%)
Educational Attainment Population 25 years and over: 2,318 • • •
Less than 9th grade: 168 9th to 12th grade, no diploma: 257 High school graduate (includes equivalency): 558 Page 36 of 46
• • • • • •
Some college, no degree: 393 Associate's degree: 126 Bachelor's degree: 372 Graduate or professional degree: 444 High school graduate or higher: 1,893 Bachelor's degree or higher: 816
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $48,313 • • • •
Less than high school graduate: $47,720 High school graduate (includes equivalency): $37,441 Some college or associate's degree: $41,579 Bachelor's degree: $53,833
Poverty Data Total: Income in the past 12 months: 3,375 • •
Income in the past 12 months below the poverty level: 252 Income in the past 12 months at or above the poverty level: 3,123
Census Tract: 96.03 Households Total Households: 2,751 Average Household Size: 2.11 Families Total Families: 1,286 Average Family Size: 2.88 Age of Own Children Households with own children under 18 years: 704 • • •
Under 6 years only: 22.7% Under 6 years and 6 to 17 years: 7.2% 6 to 17 years only: 70.0%
Housing Tenure Owner-occupied housing units: 41.2% Renter-occupied housing units: 58.8% Median Age (Years) 40.7 School Enrollment Population 3 years and over enrolled in school: 1,218
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• • • • • • •
Nursery school, preschool: 0 (0.0%) Kindergarten to 12th grade: 907 (74.5%) Kindergarten: 24 (2.0%) Grade 1 to 4: 265 (21.8%) Grade 5 to 8: 418 (34.3%) Grade 9 to 12: 200 (16.4%) College, undergraduate: 301 (24.7%)
Educational Attainment Population 25 years and over: 4,359 • • • • • • • • •
Less than 9th grade: 157 9th to 12th grade, no diploma: 716 High school graduate (includes equivalency): 1,330 Some college, no degree: 1,068 Associate's degree: 226 Bachelor's degree: 687 Graduate or professional degree: 175 High school graduate or higher: 3,486 Bachelor's degree or higher: 862
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $43,561 • • • •
Less than high school graduate: $50,000 High school graduate (includes equivalency): $41,531 Some college or associate's degree: $35,482 Bachelor's degree: $49,942
Poverty Data Total: Income in the past 12 months: 5,817 • •
Income in the past 12 months below the poverty level: 1,058 Income in the past 12 months at or above the poverty level: 4,759
Census Tract: 96.04 Households Total Households: 1,773 Average Household Size: 2.36 Families Total Families: 1,036 Average Family Size: 3.15 Age of Own Children Households with own children under 18 years: 429 Page 38 of 46
• • •
Under 6 years only: 19.6% Under 6 years and 6 to 17 years: 31.7% 6 to 17 years only: 48.7%
Housing Tenure Owner-occupied housing units: 50.7% Renter-occupied housing units: 49.3% Median Age (Years) 38 School Enrollment Population 3 years and over enrolled in school: 736 • • • • • • •
Nursery school, preschool: 55 (7.5%) Kindergarten to 12th grade: 603 (81.9%) Kindergarten: 49 (6.7%) Grade 1 to 4: 278 (37.8%) Grade 5 to 8: 194 (26.4%) Grade 9 to 12: 82 (11.1%) College, undergraduate: 77 (10.5%)
Educational Attainment Population 25 years and over: 3,134 • • • • • • • • •
Less than 9th grade: 149 9th to 12th grade, no diploma: 218 High school graduate (includes equivalency): 996 Some college, no degree: 725 Associate's degree: 316 Bachelor's degree: 465 Graduate or professional degree: 265 High school graduate or higher: 2,767 Bachelor's degree or higher: 730
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $46,543 • • • •
Less than high school graduate: $47,011 High school graduate (includes equivalency): $45,083 Some college or associate's degree: $32,917 Bachelor's degree: $64,960
Poverty Data Total: Income in the past 12 months: 4,190 • •
Income in the past 12 months below the poverty level: 895 Income in the past 12 months at or above the poverty level: 3,295 Page 39 of 46
Census Tract: 96.06 Households Total Households: 1,262 Average Household Size: 2.50
Families Total Families: 842 Average Family Size: 3.09 Age of Own Children Households with own children under 18 years: 419 • • •
Under 6 years only: 40.3% Under 6 years and 6 to 17 years: 25.8% 6 to 17 years only: 33.9%
Housing Tenure Owner-occupied housing units: 39.6% Renter-occupied housing units: 60.4% Median Age (Years) 32.3 School Enrollment Population 3 years and over enrolled in school: 650 • • • • • • •
Nursery school, preschool: 6 (0.9%) Kindergarten to 12th grade: 572 (88.0%) Kindergarten: 13 (2.0%) Grade 1 to 4: 260 (40.0%) Grade 5 to 8: 65 (10.0%) Grade 9 to 12: 234 (36.0%) College, undergraduate: 60 (9.2%)
Educational Attainment Population 25 years and over: 2,002 • • • • • • • • •
Less than 9th grade: 260 9th to 12th grade, no diploma: 261 High school graduate (includes equivalency): 597 Some college, no degree: 273 Associate's degree: 91 Bachelor's degree: 366 Graduate or professional degree: 154 High school graduate or higher: 1,481 Bachelor's degree or higher: 520 Page 40 of 46
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $46,116 • • • •
Less than high school graduate: $31,905 High school graduate (includes equivalency): $58,700 Some college or associate's degree: $28,625 Bachelor's degree: $54,792
Poverty Data Total: Income in the past 12 months: 3,155 • •
Income in the past 12 months below the poverty level: 353 Income in the past 12 months at or above the poverty level: 2,802
Census Tract: 96.07 Households Total Households: 1,880 Average Household Size: 2.28 Families Total Families: 922 Average Family Size: 3.36 Age of Own Children Households with own children under 18 years: 368 • • •
Under 6 years only: 47.6% Under 6 years and 6 to 17 years: 15.2% 6 to 17 years only: 37.2%
Housing Tenure Owner-occupied housing units: 50.4% Renter-occupied housing units: 49.6% Median Age (Years) 36.6 School Enrollment Population 3 years and over enrolled in school: 1071 • • • • • •
Nursery school, preschool: 160 (14.9%) Kindergarten to 12th grade: 653 (61.0%) Kindergarten: 52 (4.9%) Grade 1 to 4: 124 (11.6%) Grade 5 to 8: 154 (14.4%) Grade 9 to 12: 323 (30.2%) Page 41 of 46
•
College, undergraduate: 195 (18.2%)
Educational Attainment Population 25 years and over: 2,956 • • • • • • • • •
Less than 9th grade: 113 9th to 12th grade, no diploma: 271 High school graduate (includes equivalency): 916 Some college, no degree: 473 Associate's degree: 271 Bachelor's degree: 516 Graduate or professional degree: 396 High school graduate or higher: 2,572 Bachelor's degree or higher: 912
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $52,617 • • • •
Less than high school graduate: $27,330 High school graduate (includes equivalency): $42,278 Some college or associate's degree: $49,375 Bachelor's degree: $69,934
Poverty Data Total: Income in the past 12 months: 4,292 • •
Income in the past 12 months below the poverty level: 449 Income in the past 12 months at or above the poverty level: 3,843
Census Tract: 96.08 Households Total Households: 1,153 Average Household Size: 2.48 Families Total Families: 597 Average Family Size: 3.44 Age of Own Children Households with own children under 18 years: 243 • • •
Under 6 years only: 37.9% Under 6 years and 6 to 17 years: 7.4% 6 to 17 years only: 54.7%
Housing Tenure Owner-occupied housing units: 92.5% Renter-occupied housing units: 7.5% Page 42 of 46
Median Age (Years) 38.4 School Enrollment Population 3 years and over enrolled in school: 649 • • • • • • •
Nursery school, preschool: 20 (3.1%) Kindergarten to 12th grade: 458 (70.6%) Kindergarten: 35 (5.4%) Grade 1 to 4: 63 (9.7%) Grade 5 to 8: 168 (25.9%) Grade 9 to 12: 192 (29.6%) College, undergraduate: 148 (22.8%)
Educational Attainment Population 25 years and over: 2,060 • • • • • • • • •
Less than 9th grade: 142 9th to 12th grade, no diploma: 62 High school graduate (includes equivalency): 574 Some college, no degree: 349 Associate's degree: 115 Bachelor's degree: 568 Graduate or professional degree: 250 High school graduate or higher: 1,856 Bachelor's degree or higher: 818
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $65,804 • • • •
Less than high school graduate: NA High school graduate (includes equivalency): $55,893 Some college or associate's degree: $57,941 Bachelor's degree: $75,368
Poverty Data Total: Income in the past 12 months: 2,859 • •
Income in the past 12 months below the poverty level: 90 Income in the past 12 months at or above the poverty level: 2,769
Census Tract: 97.51 Households Total Households: 1,499 Average Household Size: 2.54
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Families Total Families: 995 Average Family Size: 2.95 Age of Own Children Households with own children under 18 years: 304 • • •
Under 6 years only: 18.8% Under 6 years and 6 to 17 years: 31.6% 6 to 17 years only: 49.7%
Housing Tenure Owner-occupied housing units: 53.0% Renter-occupied housing units: 47.0% Median Age (Years) 31.5 School Enrollment Population 3 years and over enrolled in school: 852 • • • • • • •
Nursery school, preschool: 26 (3.1%) Kindergarten to 12th grade: 540 (63.4%) Kindergarten: 27 (3.2%) Grade 1 to 4: 174 (20.4%) Grade 5 to 8: 104 (12.2%) Grade 9 to 12: 235 (27.6%) College, undergraduate: 275 (32.3%)
Educational Attainment Population 25 years and over: 2,401 • • • • • • • • •
Less than 9th grade: 306 9th to 12th grade, no diploma: 199 High school graduate (includes equivalency): 602 Some college, no degree: 471 Associate's degree: 221 Bachelor's degree: 457 Graduate or professional degree: 145 High school graduate or higher: 1,896 Bachelor's degree or higher: 602
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $35,913 • • • •
Less than high school graduate: NA High school graduate (includes equivalency): $28,185 Some college or associate's degree: NA Bachelor's degree: NA Page 44 of 46
Poverty Data Total: Income in the past 12 months: 3,813 • •
Income in the past 12 months below the poverty level: 795 Income in the past 12 months at or above the poverty level: 3,018
Census Tract: 97.52 Households Total Households: 1,040 Average Household Size: 2.88 Families Total Families: 656 Average Family Size: 3.64 Age of Own Children Households with own children under 18 years: 325 • • •
Under 6 years only: 12.9% Under 6 years and 6 to 17 years: 28.9% 6 to 17 years only: 58.2%
Housing Tenure Owner-occupied housing units: 71.1% Renter-occupied housing units: 28.9% Median Age (Years) 34.9 School Enrollment Population 3 years and over enrolled in school: 865 • • • • • • •
Nursery school, preschool: 22 (2.5%) Kindergarten to 12th grade: 739 (85.4%) Kindergarten: 100 (11.6%) Grade 1 to 4: 128 (14.8%) Grade 5 to 8: 233 (26.9%) Grade 9 to 12: 278 (32.1%) College, undergraduate: 90 (10.4%)
Educational Attainment Population 25 years and over: 1,887 • • •
Less than 9th grade: 31 9th to 12th grade, no diploma: 232 High school graduate (includes equivalency): 528 Page 45 of 46
• • • • • •
Some college, no degree: 404 Associate's degree: 145 Bachelor's degree: 373 Graduate or professional degree: 174 High school graduate or higher: 1,624 Bachelor's degree or higher: 547
Median Earnings in the Past 12 Months Population 25 years and over with earnings: $54,003 • • • •
Less than high school graduate: $43,342 High school graduate (includes equivalency): $42,143 Some college or associate's degree: $58,250 Bachelor's degree: $62,256
Poverty Data Total: Income the past 12 months: 3,026 • •
Income in the past 12 months below the poverty level: 277 Income in the past 12 months at or above the poverty level: 2,749
Page 46 of 46
Appendix D
Understanding The Facility Condition Index (FCI) What Is the Facility Condition Index (FCI)? The Facility Condition Index (FCI) is a simple, industry-standard way to measure the physical health of a school building. It answers one basic question: how much would it cost to bring this building up to good condition compared to the cost of replacing it entirely? The formula is straightforward: FCI = (cost of needed repairs and renovations) ÷ (cost to replace the building) Example: If repairs for a school add up to $10 million and replacing the school would cost $50 million, then: FCI = $10M ÷ $50M = 0.20 (or 20%)
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A lower FCI means the building is in better shape; a higher FCI means it is in poorer condition.
Why Use the FCI? School buildings vary widely – some are old, some are new; some rely on portable classrooms, others have additions from multiple decades. Because of those differences, it can be hard to compare them. FCI makes comparisons fair and consistent by considering each building’s repair needs relative to its size and replacement value.
How FCI Allows Comparability Across Different Buildings 1.Adjusts for age. Older buildings naturally have more repair needs. FCI doesn’t punish them for being old
1.old – it simply measures how much investment they would need relative to their replacement cost. 2.Adjusts for building type and design. A small elementary school and a large high school have very different systems and wear-andtear patterns. FCI levels the playing field by scaling repairs to the building’s value. 3.Standardized thresholds. Industry norms help communities understand how buildings fall into categories: 0-5% (Excellent): minimal or no repairs needed. 5.1-10% (Good Condition): minor repairs or maintenance needed. 10.1-30% (Fair Condition): moderate repairs are needed. 30.1-60% (Poor Condition): major repairs or partial replacement needed. 60.1+% (Critical Condition): significant structural or system issues. This makes it easier to compare a 1965 elementary school and a 2005 middle school in a consistent way.
How FCI Helps Schools Make Future Decisions The FCI is not just a snapshot – it’s a planning tool. It’s used nationwide by school districts, universities, and public age
agencies to guide long-term facilities decisions. Prioritizing Repairs Buildings with higher FCIs generally need attention sooner. This helps districts: Plan maintenance budgets Identify which systems (HVAC, roofs, boilers) need upgrades Make sure limited dollars go where they matter most Deciding Whether to Renovate or Replace When the FCI becomes very high (often above 60%), the cost of repairing a building approaches or exceeds the cost of replacing it. In these cases, FCI helps communities evaluate: Is it wiser to invest in a major renovation? Would a replacement building provide better long-term value? How will repair costs grow if we delay action? Forecasting Long-term Needs If a building currently has an FCI of 20%, but projections show it reaching 40% within 10 years, the district can plan improvements or capital projects before the situation becomes urgent. Supporting Transparent Community Conversations Because the FCI is simple, objective, and based on industry standards, it helps build trust with families and community members. People can see the clear reasoning behind decisions about
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about repairs, upgrades, proposals, or consolidations.
bond
Why FCI Matters for Westminster Public Schools Using the FCI gives WPS a way to: Evaluate buildings equitably Communicate needs clearly to families and taxpayers Plan responsibly for future student needs Ensure every school building is safe, healthy, and supportive of learning It becomes a common language for discussing facility conditions, investment priorities, and the future of our schools.
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2025 Facility Condition Index (FCI)
REPORT
PREPARED BY THE WPS OPERATIONS DEPARTMENT Don Ciancio Nick McCoy James Duffy, Ed.D.
FCI Rating
Excellent Good Fair Poor Critical
SCHOOL Auxiliary Services CSLA DeSpain Early Childhood Center England Park F M Day Fairview Flynn Harris Park HLHS Hodgkins Landgraf MAA Mesa Orchard Court Orchard Park Ranum Shaw Heights Sherrelwood Stadium Stem El Stem Middle Shaw Primary Sunset Ridge Tennyson Vallez WAIS WHS Tech Services
Replacement Costs $ 38,039,950 $ 52,124,800 $ 5,200,650 $ 15,546,700 $ 1,000,000 $ 22,262,500 $ 21,222,500 $ 19,228,300 $ 22,746,100 $ 74,750,000 $ 52,000,000 $ 3,725,800 $ 20,566,650 $ 23,795,850 $ 2,318,550 $ 39,000,000 $ 118,720,550 $ 53,842,100 $ 20,577,700 $ 6,123,000 $ 17,309,500 $ 16,762,850 $ 2,575,300 $ 20,058,350 $ 21,752,250 $ 13,000,000 $ 15,748,850 $ 232,700,000 $ 8,582,600
Repair Costs $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $
9,936,220 5,193,648 4,175,310 1,358,770 28,000 1,801,750 4,123,650 2,975,370 2,764,778 69,515,000 5,030,000 57,320 1,209,692 183,045 420,937 71,007,335 6,810,951 5,358,856 5,326,000 9,696,400 17,190,785 2,221,812 1,492,026 6,182,335 1,150,000 4,557,854 9,889,000 4,260,356.00
Calculated FCI FCI Condition (%): Rating: 26.12 9.96 80.28 8.74 2.80 8.09 19.43 15.47 12.15 93.00 9.67 1.54 5.88 14.16 18.16 0.00 59.81 12.65 26.04 86.98 56.02 102.55 86.27 7.44 28.42 8.85 28.94 4.25 49.64
Fair Good Critical Good Excellent Good Fair Fair Fair Critical Good Excellent Good Fair Fair Excellent Poor Fair Fair Critical Poor Critical Critical Good Fair Good Fair Excellent Poor
Definition of FCI Condition
The facility is in like-new condition. There are minimal to no repairs required beyond routine maintenance. Building systems are fully functional, efficient, and up to date with current codes and standards. The facility is in good working order with only minor repairs or maintenance needed. Most systems are functional and serviceable. No major building deficiencies affect operations or safety. The facility shows signs of wear and aging. Several systems may need attention, and moderate repairs are necessary. Functionality is acceptable but may not meet current performance standards in all areas. The facility is deteriorating, with multiple systems in need of major repair or partial replacement. Operational challenges are present, and building conditions may hinder performance or occupant satisfaction. The facility is in failing condition, with significant structural or system issues. It may be unsafe, non-functional, or unsuitable for continued use without substantial investment. Full replacement may be more cost-effective than repair.
Summary National Registry of Historic Buildings
Auxiliary Services 7002 Raleigh Street
Original Construction Date: Dates of Renovations, additions:
1971 2005
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
58,523 N/A N/A 0 125,242 4.22 N/A $38,039,950 $9,936,220 $0 26.12 Fair System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
Condition Rating (1-5) Repair Cost ($)
5 3 5 2 2 2 3 3 2 4 5 4 4 4 5 1 4
$2,048,305 $20,000 $1,170,460 $0 $0 $0 $2,900,000 $500,000 $0 $292,615 $0 $500,000 $2,504,840 $0 $0 $0
High Need Repairs
Comments
HVAC Systems 20 years old
Colorado Sports Leadership Academy 7001 Lipan Street
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1968, 1998, 1999, 2020
1962
80,192 412 802 33,500 9.26 0 $52,124,800 $5,193,648 $400,960 9.96 Good System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space
Condition Repair Cost ($) Rating (1-5)
2 1 2 2 1 3 2 3 3 3 5 2 3 2 2 1 2
$0 $0 $0 $0 $0 $320,768 $0 $2,500,000 $500,000 $400,960 $801,920 $670,000 $0 $0 $0 $0
High Need Repairs
Comments Replaced in 2011 with grant money
Sewer Replacement, Grease Trap needed Electrical Sub Panels need replaced $400,960
DeSpain Building 7200 Lowell Blvd.
Original Construction Date: Dates of Renovations, additions:
1889 N/A
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating:
8,001
Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
25,000 21,000 1.33 0 $5,200,650 $4,175,310 $0 80.28 Critical System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 5 5 5 5 5 3 3 4 3 5 2 4 2 4 3 3
$0 $96,012 $160,020 $80,010 $40,005 $32,004 $800,100 $600,075 $600,075 $40,005 $150,000 $750,000 $420,000 $0 $375,000 $32,004
High Need Repairs
Comments
No air-conditioining boiler and heat piping replaced 2024
England Park 7190 Raleigh Street
Original Construction Date: Dates of Renovations, additions:
2011
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating:
2,000
Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
29,000 0 3.18 $1,000,000 $28,000 $0.00 2.80 Excellent System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **as of 2003
Condition Repair Cost ($) Rating (1-5)
1 1 1 1 1 1 1 1 1 5 1
$20,000 $0 $0
1 5
$8,000
High Need Repairs
Comments
Early Learning Center at Gregory Hill 8030 Irving Street
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1960 2020 23,918 137 299 30,000 43,000 3.8 0 $15,546,700 $1,358,770 $119,590 8.74 Good System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
1 1 2 2 1 2 1 3 1 3 5 1 4 2 1 1
High Need Repairs
$125,000 $119,590 $239,180
Comments
Sewer Line Replacement from buildimg to street $119,590
$860,000 $15,000
No Cafe - kitchen is not functional & not used at this time
Early Learning Center at F.M. Day 1740 Jordan Drive
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1957 1964, 2010, 2019, 34,250 69 428 13,000 25,000 9.2 $22,262,500 $1,801,750 $171,250 8.09 Good System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
1 1 3 2 1 2 1 3 3 3 5 2 3 2 3 1
High Need Repairs
Comments
$340,000
$350,000 $250,000 $171,250 $342,500 $250,000 $0 $98,000
Sewer Line Replacment to street - Grease Trap Electrical sub panels need replacement $171,250
West side of building needs attention No Cafe - orginally built as an elementary school
Fairview Elementary 7826 Fairview Avenue
Original Construction Date: Dates of Renovations, additions:
1956 1996, 2013, 2020
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
32,650 379 408 19,000 18,000 5.6 7 $21,222,500 $4,123,650 $663,250 19.43 Fair System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 5 3 4 1 3 2 3 2 4 5 2 4 4 4 1
High Need Repairs
Comments
$391,800 $320,000 $326,500 $130,600 $750,000 $500,000 $163,250 $326,500
Sewer Line Replacement(2), Main Water Line(2) to street $500,000 Micro Panels need replaced Electrical Panels used as lights swithces $163,250
$360,000 $570,000 $285,000 No Cafe - orginally built as an elementary school
John E. Flynn A Marzano Academy 8731 Lowell Blvd.
Original Construction Date: Dates of Renovations, additions:
1956 1997, 2015
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating:
29,582 358 370 15,000 15,000 7.9 0 $19,228,300 $2,975,370 $647,910 15.47 Fair
Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
System/Component Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 4 3 3 1 3 2 3 2 5 5 1 3 1 3 4
$354,984 $320,000 $100,000
High Need Repairs
Comments Planned summer of 2026 Hallways and Gym need replaced planned summer 2026
$118,328 $750,000 $500,000 $147,910 $295,820 $150,000 $0 $120,000 $118,328
Main Water Line, Sewer line replacement needed to street $500,000 Replace micro panels electrical panels used as light switches $147,910 Planned for 2027-2028 remodel
Planned for 2027-2028 remodel Planned for 2027-2028 Remodel No Cafe - orginally built as an elementary school
Harris Park Elementary 4300 W. 75th Ave
Original Construction Date: Dates of Renovations, additions:
1960 1998, 2016
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating:
34,994 219 437 7,000 30,000 5.86 4 $22,746,100 $2,764,778 $674,970 12.15 Fair
Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
System/Component Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
1 5 3 5 1 2 1 2 2 4 5 1 4 1 3 1
High Need Repairs
Comments
$419,928 $320,000 $349,940
$500,000 $174,970 $349,940 $600,000 $0 $50,000
$500,000 Replace micro panels electrical panels used as light switches $174,970
This incudes the playground asphalt areas
No Cafe -
Hidden Lake Secondary School 7300 Lowell Blvd.
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1951 1957, 1964, 1967, 1969, 2004 115,000 353 920 31,000 0 16.6 0 $74,750,000 $69,515,000 $12,075,000 93.00 Critical System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 5 5 5 5 5 5 5 5 5 5 5 1 1 2 5 5
$1,380,000 $2,300,000 $1,150,000 $575,000 $460,000 $11,500,000 $8,625,000 $8,625,000 $575,000 $1,150,000 $28,750,000 $0 $0 $465,000 $460,000 $3,500,000
High Need Repairs
Comments
$11,500,000 Galvanized Pipe $575,000
Exisiting is good - Needs expansion
Complete upgrade of network Haz Removal and secure vestibue without addition
Mesa Elementary 9100 Lowell Blvd.
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1970 1997, 2007, 2013, 2020 36,609 301 458 9,000 16,000 4.4 0 $23,795,850 $3,370,156 $183,045 14.16 Fair System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
3 1 4 5 2 2 2 2 2 5 5 2 3 1 4 3
High Need Repairs
$1,281,315
Comments Mansord Roof in very bad condition
$732,180 $366,090
HVAC Units are at Half it's life expectancy No water to classrooms, $183,045 $366,090 $160,000 $0 $135,000 $146,436
$183,045
Needing new playground add 400K Not cat6 or cat 6a Cabling Built as an open concept building in the 70's
Josephine Hodgkins Leadership Academy 3475 W. 67th Avenue
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
2008 2008 80,000 565 800 20,000 52,000 11 0 $52,000,000 $5,030,000 $400,000 9.67 Good System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 2 4 3 2 3 3 2 2 3 2 1 4 1 2 3
High Need Repairs
Comments
$1,600,000 $250,000
VCT flooring in hallway and Cafe needs to be repalced
$320,000 $1,000,000
Heat Pump replacement (58)
$400,000 $0 $1,040,000 $0 $100,000 $320,000
$400,000
Not Cat 6 and Cat 6A cabling
Metropolitan Arts Academy 2341 Sherrelwood Drive
Original Construction Date: Dates of Renovations, additions:
1960 1997, 1998, 2020
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Replacement Concrete between building and mobiles Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
31,641 287 396 15,000 0 11,000 10.6 4 $20,566,650 $1,209,692 $0 5.88 Good
System/Component Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Replacement Concrete Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 5 3 1 1 2 2 3 2 1 1 1 1 4 1 1
High Need Repairs
Comments
$379,692 $150,000
$350,000
No hot water to the classrooms - Kitchen Plumbing
$330,000
Orginally built as an Elementary School
Robert J. Landgraf Center for Teaching Excellence 3454 W. 72nd Avenue
Original Construction Date: Dates of Renovations, additions:
1974 2021
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating:
5,732
Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
0 0 1.17 0 $3,725,800.00 $57,320.00 $0.00 1.54 Excellent System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
1 1 1 1 1 1 1 1 1 1 5 1 1 1 1 1
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $57,320 $0 $0 $0 $0 $0
High Need Repairs
Comments
Orchard Court 3790 W 75th Avenue
Original Construction Date: Dates of Renovations, additions:
1957 1982, 1998, 2025
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
3,567 0 8,000 0 0.7 $2,318,550 $420,937 $0 18.16 Fair System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
1 5 2 3 2 2 2 4 3 3 5 1
2 3
$42,804 $17,835
$267,525 $25,000 $17,835 $35,670 $0 $0 $0 $14,268
High Need Repairs
Comments
Orchard Park Academy 7395 Zuni Street
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
2021
60,000 516 600 0 0 7 0 $39,000,000 $0 $0 0.00 Excellent System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
High Need Repairs
Comments
Ranum Innovation Campus 2401 W. 80th Avenue
Original Construction Date:
1962
Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1963, 1964, 1965, 1967, 1977, 2024 182,647 150 1461 120,000 60,000 26 0 $118,720,550 $71,007,335 $0 59.81 Poor System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
3 3 3 3 3 3 3 3 3 1 1 3 5 3 3 3
High Need Repairs
Comments
$1,500,000 $2,191,764 $3,652,940 $1,826,470 $913,235 $730,588 $18,264,700 $13,698,525 $13,698,525
Reaching 1/2 of its life, replaced in 2010 Some work completed in 2023/24 work planned in 2026
$12,000,000 $1,200,000 $200,000 $400,000 $730,588
Some work completed in 2023/24 work planned in 2026
Some work completed in 2023/24 work planned in 2026 Some work completed in 2023/24 work planned in 2026 Some work completed in 2023/24 work planned in 2026 Some work completed in 2023/24 work planned in 2026 Some work completed in 2023/24 work planned in 2026
Some work completed in 2023/24 work planned in 2026 Theater needs updated currently off line
Shaw Heights Middle School 8780 Circle Drive
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1960 1961, 1975,1997, 2007, 2025 82,834 317 828 15,000 33,000 11.3 0 $53,842,100 $6,810,951 $0 12.65 Fair System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
3 3 3 1 1 3 1 2 3 1 5 2 3 2 2 1
$1,449,595 $500,000 $1,656,680
$331,336
$1,500,000
High Need Repairs
Comments Reaching 1/2 of life Doors and Hardware planned 2025 and 2026
planned for 2025 and 2026/27
Lighting and Sub Panels planned 2025 and 2026
$828,340 $320,000 $0 $225,000
planned for 2026/2027
Shaw Primary 8401 Circle Drive
Original Construction Date: Dates of Renovations, additions:
1957 2020
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating:
3,962
Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
96 2,600 16,000 0.8 0 $2,575,300 $2,221,812 $19,810 86.27 Critical System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
5 5 5 5 3 3 2 4 3 3 5 5 5 3 4 5
High Need Repairs
Comments
$138,670 $47,544 $79,240 $39,620 $19,810 $15,848 $297,150 $50,000 $19,810 $39,620 $990,500 $320,000 $50,000 $39,000 $75,000
$19,810
***Not on District Netwrok*** Not used as a district building
Sherrelwood Elementary 8095 Kalamath Street
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1967 97, 2007,2013, 2014, 2021 31,658 188 396 20,000 14,000 11.6 0 $20,577,700 $5,358,856 $0 26.04 Fair System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
3 5 2 1 1 2 2 4 3 1 5 3 4 1 3 1
High Need Repairs
Comments
$1,108,030 $379,896
reaching Life expectancy of 20+ years
$2,374,350 $250,000
Underground plumbing is deterioratinng
$316,580 $500,000 $280,000 $0 $150,000 No cafe
Stadium 7001 Raleigh Street
Original Construction Date: Dates of Renovations, additions:
1975 1999
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating:
9,420
Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
18,000 0 5.7 0 $6,123,000 $5,326,000 $797,100 86.98 Critical System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
5 2 2 2 2 2 2 3 4 5 5 5 1 1 4 1
High Need Repairs
Comments
$329,700
No A/C $250,000 $750,000 $47,100 $94,200 $2,355,000 $0 $0 $1,500,000
$750,000 New LED Field Lighting $47,100 New Bleachers and restroom/Locker room upgrades
Artifical Turf
Colorado Stem Academy 7281 Irving Street
Original Construction Date: Dates of Renovations, additions:
1969 2000, 2013
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Exterior Sidewalk Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating:
26,630 280 333 10,000 36,000 4,000 4.8 0 $17,309,500 $9,696,400 $2,796,150 56.02 Poor
Category
Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
System/Component Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
5 4 4 5 4 4 5 4 3 4 5 3 5 4 4 5
$932,050 $319,560 $532,600 $266,300 $133,150 $106,520 $2,663,000 $1,997,250 $750,000 $133,150 $266,300 $500,000 $720,000 $120,000 $150,000 $106,520
High Need Repairs
Comments
$2,663,000 Roof top units need to be repalced R-12 CFC Issues
$133,150
No kitchen or cafe
Stem Middle/Union 3455 W. 72nd Avenue
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1931 1968, 1999, 2014, 2015 25,789 120 258 15,000 27,000 2.5 0 $16,762,850 $17,190,785 $6,642,020 102.55 Critical System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 5 5 3 2 4 5 5 5 4 5 4 4 1 2 3 5
High Need Repairs
Comments
$309,468 $515,780 $257,890 $103,156 $2,578,900 $1,934,175 $1,934,175 $128,945 $257,890 $6,447,250 $540,000 $0 $80,000 $103,156 $2,000,000
$2,578,900 This cost we need to look into do think it is low for this bldg $1,934,175 $128,945
$2,000,000 No Secure Vestibule, no kitchen, no cafe
Sunset Ridge Elementary 9451 Hooker Stret
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1964 2012, 2013, 2021 30,859 433 386 32,000 16,000 6.1 4 (2 metal buildings) $20,058,350 $1,492,026 $0 7.44 Good System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 1 2 2 2 2 2 3 3 1 5 2 3 1 3 3
High Need Repairs
Comments
$350,000 $350,000 $308,590 $160,000 $0 $200,000 $123,436
Not cat6 or 6A
Technology Services 3455 W. 72nd. Avenue
Original Construction Date: Dates of Renovations, additions:
1974
Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: **Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
13,204 0 132 30,000 1.1 0 $8,582,600 $4,260,356 $572,590 49.64 Poor System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space Condition Repair Cost ($) Rating (1-5)
5 5 3 1 1 2 5 4 3 4 5 4 3 3 5 3
High Need Repairs
Comments
$462,140 $75,000 $264,080
$1,000,000 $600,000 $250,000 $66,020 $132,040 $500,000 $264,080 $396,120 $198,060 $52,816
$500,000 Roof top units need to be repalced R-12 CFC Issues Lighting needs replaced $72,590
Tennyson Knolls Preparatory School 6330 Tennyson Street
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1963 1974, 1999, 2013, 2014 33,465 348 418 9,000 15,000 5.7 0 $21,752,250 $6,182,335 $167,325 28.42 Fair System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 2 3 3 1 3 4 3 3 3 5 4 2 1 2 1
High Need Repairs
$125,000 $125,000 $133,860 $3,346,500 $350,000 $350,000 $167,325 $334,650 $1,250,000
Comments
Curb Appeal Being repaced 2024, 2025 and 2026
Not a district standard but is air-conditioned Water and sewer line need replaced to street Micro Panels need replaced Electrical Panels used as lights swithces $167,325 East side, Staff Restrooms,
Daniel C. Vallez Family Education Center 7125 Mariposa Street
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
2022 20,000 0 250 7,000 0 2.4 0 $13,000,000 $1,150,000.00 $0.00 8.85 Good System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
3 1 1 1 1 1 1 3 2 3 2 1 1 1 1 1
$300,000
$750,000 $100,000
High Need Repairs
Comments
Westminster Academy for International Studies 7482 Irving Street
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
1958 1998, 2003, 2010, 2020 24,229 243 303 18,000 32,000 5.3 0 $15,748,850 $4,557,854 $242,290 28.94 Fair System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 5 2 2 2 3 4 3 3 2 5 3 4 1 2 1
High Need Repairs
Comments ****Replaced in 2010
$290,748
$96,916 $2,422,900 $375,000 $375,000 $242,290 $375,000 $300,000 $0 $80,000
Roof top units need to be repalced R-12 CFC Issues Main Water and Sewer? Micro Panels need replaced Electrical Panels used as lights swithces $242,290 **** Playground Asphalt needs replaced
Westminster High School 6933 Raleigh Street
Original Construction Date: Dates of Renovations, additions: Total Gross Square Footage: School Enrollment: *Design Capacity: Exterior Landscaping sqft Exterior replacement parking Lot sqft Acres on Site: Number of Modular Classrooms on Site: ** Replacement Cost ($) Total Repair Cost ($): High Need Repairs ($): Calculated FCI (%): FCI Condition Rating: Category Exterior
Interior
Mechanical Systems
Life Safety
Site Conditions Other
2010
358,000 2044 2864 15,000 165,000 43 0 $232,700,000 $9,889,000 $0 4.25 Excellent System/Component
Roof Windows/Doors Walls (Masonry, Drywall) Floors Ceilings Paint/Finishes HVAC Plumbing Electrical Fire Alarms Fire Sprinklers Accessibility (ADA) Parking Lots/Driveways Sidewalks Grounds/Landscaping Technology Infrastructure Specialty Areas (Labs, Cafeterias, Gyms, etc.)
* at district standard of 24 students per teaching space **Building replaced with same square footage
Condition Repair Cost ($) Rating (1-5)
2 2 2 3 2 3 2 2 2 2 2 2 5 1 3 3
High Need Repairs
Comments
$1,500,000 $1,432,000
$2,000,000
lighting should be replaced with LED lights
$3,300,000 $0 $225,000 $1,432,000
Number depends on if the paractice fields are included No Cat 6 or 6A
Appendix E
The Teacher Workforce – A Shrinking Pipeline Across the country, the teacher workforce is under real strain. Multiple data sources point in the same direction: Interest in teaching is falling. A recent U.S. Bureau of Labor Statistics analysis found that interest in teaching among incoming college students, the number of people earning teaching licenses, and overall teacher job satisfaction have all fallen to historic lows between 2010 and 2023. (Bureau of Labor Statistics) Fewer people are entering teacher prep programs – and even fewer are finishing. Federal Title II data show that enrollment in teacher preparation programs declined by roughly 35-45% over about a decade, meaning hundreds of thousands fewer prospective teachers in the pipeline each year. (Center for American Progress) College enrollment overall is down. The overall college enrollment
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enrollment rate for 18-24-year-olds was lower in 2022 than in 2012, and undergraduate enrollment is down about 8-9% from 2010, shrinking the pool of potential future teachers. (National Center for Education Statistics) On the back end of the pipeline, many new teachers don’t stay long: Analyses of early-career teachers suggest that around 40-50% of new teachers leave within their first five years in the profession, with newer teachers significantly more likely to exit than veterans. In other words: we are drawing from a smaller pool, and a large share exits relatively quickly. That’s the national backdrop for any local staffing conversation.
The Colorado Picture: Shortages as the New Normal
Colorado is not immune – in fact, our context is especially tight. According to the Colorado Department of Education’s 2023-24 Educator Shortage Report, districts needed to hire over 8,000 teachers and special service providers, representing roughly 12% of all teaching positions and 15% of special service provider roles statewide. Many of these positions were filled with “shortage mechanisms” (long-term subs, emergency licenses, etc.), and hundreds remained vacant all year. (Colorado Department of Education) In rural and small rural districts and BOCES, over 900 positions were filled with shortage mechanisms and 250 positions went entirely unfilled for the school year, highlighting how smaller systems especially feel the pinch. The Colorado Education Association’s 2024 member survey reports that more than half of educators say teacher and licensed staff shortages are worse than in past years, and nearly 70% see serious shortages in support roles like paras, bus drivers, and office staff. So when we talk about staffing in Westminster, we are not simply talking about “our HR problem.” We are operating inside a structural, statewide shortage that is unlikely to reverse quickly.
How Our Small PK-8 Model Interacts With the Shortage Our current PK-8 configuration – especially in small-enrollment schools – creates specific staffing pressures that amplify these statewide trends. Middle Grades: Too Many Preps, Too Many Hats In our small PK-8s, teachers at grades 6-8 are often required to: Teach multiple grade levels (e.g., 6th, 7th, and 8th math), and/or Teach multiple content areas (e.g., math and science, or ELA and social studies). This has several consequences: Prep load explodes. Instead of one or two preps, teachers may be planning for four, five, or more distinct courses and levels. Specialization is compromised. It is extremely hard to be highquality, standards-aligned, and innovative in multiple content areas simultaneously, especially in tested subjects. Burnout risk climbs. In a profession already facing high burnout and early exit rates, this kind of assignment makes it less likely that talented middle-level teachers will stay, and harder to recruit new ones. In a labor market where teachers have o
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options, this is a real competitive disadvantage for us. Limited Electives and Pathways Because each small PK-8 has relatively few middle-grade students, we struggle to generate enough enrollment per course to justify: Full-time art, music, theater, and world language; Robust STEM and CTE offerings (e.g., engineering, robotics, coding, design & media); Multiple exploratory/elective rotations that students and parents increasingly expect. Instead, we end up with: Rotations that are thin (a little of everything, not enough of anything), or Some electives present in name only, offered minimally, or not at all in certain buildings. The net effect is that our smallness limits what we can schedule, even if we have the will. You can’t offer three sections of robotics if you have 28 total middle schoolers.
How This Constricts Opportunities for Students From the student and parent perspective, staffing and schedule constraints translate into real experience gaps:
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Fewer chances to explore arts, music, and performance; Limited exposure to hands-on CTE/STEM pathways before high school; Fewer advanced or specialized options (e.g., algebra earlier, advanced arts, robust tech/media courses); Less variety in peer groups and extracurriculars because the school is small and staff-stretched. So even if the core teaching is strong, families may legitimately feel that their child’s menu of opportunities is narrower than in larger or more specialized schools nearby.
Choice and the “Market”: Families Have Options Colorado’s school choice environment intensifies the consequences of these constraints. Since 1994, Colorado’s Public Schools of Choice law (C.R.S. 22-36101) has allowed students to open enroll in any public school in the state, including across district lines, as long as there is room. Recent data show that nearly 200,000 Colorado students – about 28% of students in traditional districts – used open enrollment in 2023-24 to attend a school other than their assigned one.
In practical terms: If a family believes another school offers stronger electives, more robust STEM/CTE, or richer arts, they have a policy mechanism to act on that belief. When we cannot staff enough to offer a competitive slate of programs, students and funding can – and do – leave. This creates a feedback loop: fewer students ⟶ less funding ⟶ harder to staff adequately ⟶ fewer opportunities ⟶ more families looking elsewhere. Our school model and staffing reality are now in direct dialogue with a choice-driven market.
The Teacher Pipeline and Tenure: Why This Won’t Fix Itself The current shortage isn’t a short-term COVID hangover; it reflects underlying demographic and pipeline issues: Teacher preparation enrollment has fallen sharply since 2010, and while there are small recent upticks in some places, we are nowhere near replacing the lost capacity. National analyses show a large proportion of early-career teachers leaving within five years, which means we are constantly replacing beginners rather than building a deep bench of experienced staff. Overall college enrollment is under p
pressure and projected to face an “enrollment cliff,” especially affecting 2year and regional institutions – exactly the kind of places where many future teachers are trained. So even if we do everything right locally, we are still swimming against a strong national current. We should assume that: Hard-to-fill positions (math, science, SPED, CTE, arts) will remain hard to fill. We will continue to compete with nearby districts and charters for a limited pool of talent. Designing a model that requires many singleton positions, multiprep teaching, and thin schedules is increasingly risky.
Why Our PK-8 SmallSchool Model Can Exacerbate the Shortage Putting all of this together, our current configuration can unintentionally magnify workforce pain points: 1.Inefficient use of scarce staff. Multiple small schools each need their own core staff, administrators, specialists, and elective teachers. This spreads limited talent thin instead of concentrating it to build strong, sustainable teams. 2. Unattractive job designs.
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Middle-level teachers juggling multiple preps and content areas are in some of the least attractive roles in the current labor market. Experienced teachers can often move to larger schools or other districts where they teach fewer preps, have more planning partners, and access stronger PLC structures. 3.Difficulty maintaining full program offerings. A single art or music teacher might be split across multiple buildings. CTE/STEM electives may run as “one-offs” rather than coherent pathways because there simply aren’t enough students or staff in each building to sustain a sequence. 4.Reduced resilience to vacancies. In a small school, one vacancy in math or special education is a system-level crisis, not a minor scheduling adjustment. We are more exposed to the reality that the pipeline cannot reliably replace every departure.
Why Workforce Must Be Central in Decisions to Close or Consolidate Schools When we talk about closing or consolidating schools, the conversation o
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often centers on enrollment, facilities, and budgets. Those matter – but workforce is now a foundational constraint that should be treated as a first-order design principle, not an afterthought. Consolidation Can Enable Better Staffing Patterns Fewer, slightly larger PK-8 (or differently configured) schools could allow us to: Build full teams at each site, with multiple teachers per content/grade band; Reduce multi-prep, multi-content assignments in the middle grades; Offer a richer set of electives and pathways because we can schedule enough students into each course to justify the FTE; Provide more peer collaboration, mentoring, and support for earlycareer teachers, which is critical to retention. A Stronger Value Proposition in a Choice Environment With a more sustainable staffing model, we can credibly offer: Robust STEM, CTE, and arts experiences at every middle-grade site; More consistent access to intervention, enrichment, and specialized supports; A clearer, more compelling narrative to families: “If you stay in Westminster, your child will have X, Y, and Z opportunities that rival or exceed surrounding options.” That’s essential in a state where a significant
significant share of families use open enrollment to seek alternatives. Responsible Stewardship of a Scarce Resource Teachers are now a scarce regional resource, not just employees of a single district. Given: The shrinking pipeline, High early-career attrition, and Strong competition from neighboring systems, it is responsible governance to ask: “are we organizing our schools in ways that attract, retain, and sustain a highquality workforce, or are we unintentionally driving burnout and churn?”
3.Students feel the impact through limited opportunities. When we can’t staff a full slate of electives, arts, and STEM/CTE options, families understandably look at alternatives – especially in a robust school choice environment. 4.Any decision about closing or consolidating schools is also a decision about our workforce strategy. To keep great teachers and attract new ones, we need buildings and schedules that are realistic to staff and rich in opportunities for kids.
Sometimes, the honest answer points toward strategic consolidation to create schools that are both programmatically rich and staffing-sustainable.
In Summary 1.The teacher shortage is real and long-term. Fewer people are entering teaching, many leave within a few years, and Colorado is already filling a significant share of positions through shortage mechanisms or leaving them vacant. 2.Our current small PK–8 model makes staffing harder. It requires teachers to take on multiple subjects and levels, limits electives, and leaves us vulnerable to vacancies – conditions that accelerate burnout and turnover.
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Appendix F
Understanding Colorado’s School Performance Framework – What It Shows, And What It Misses Colorado’s School Performance Framework (SPF) is designed to give families and communities a snapshot of how schools are doing. It uses state test results, growth percentiles, and a few other indicators to create a single rating for each school. While the SPF provides some useful information, it does not capture the full picture of instructional quality – especially in districts with small schools or competency-based learning systems. What the SPF measures – and what it doesn’t. The SPF heavily
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1.emphasizes CMAS state test scores in reading, writing, math, and sometimes science. It blends: Achievement (how many students met or exceeded grade-level expectations on CMAS) Growth (how much students improved compared with similar students across the state) Postsecondary metrics (graduation rates, dropout rates, PSAT/SAT scores) But here’s what the SPF does not measure: Quality of classroom instruction
The strength of student-teacher relationships Students’ sense of belonging, engagement student emotional well-being Progress made by students who enter significantly behind grade level Growth that occurs after the CMAS testing window Multilingual learners’ development across the full language-proficiency continuum Skills essential for modern careers: collaboration, problem-solving, resilience The rigor, feedback, and support systems embedded in daily instruction Learning progression in a competency-based system, which does not fit neatly into age-based grade-level expectations
Structural Limitations
The SPF captures an important but very limited portion of what families, educators, and students value in a high-quality learning experience. Academic achievement is part of the story, but not the whole story.
These issues introduce noise, making results less reliable as a measure of instructional quality.
Why This Matters For FTFI: Because the SPF measures only a narrow band of school quality, the FTFI committee weighted academics lightly in the rubric to ensure facility decisions were based on long-term sustainability, not a single test-based snapshot.
of the SPF Even when CMAS results are interpreted as-is, several structural limitations make the SPF an incomplete and sometimes misleading picture of school performance, especially in districts with small schools or competency-based learning models. 1.One test on one day. A single test score – taken on a few spring mornings – can be affected by: Illness or fatigue Test anxiety Language barriers, particularly for newcomers Family stress or instability Variable student motivation Unfamiliarity with computerbased testing
2.Narrow definition of “achievement”. CMAS defines “met expectations” using agebased, grade-level standards, not a student’s individual learning progression. As a result, School Performance Framework scores do not fully account for: Significant growth made by students who entered far behind grade level Progress demonstrated in a competency-based learning system
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system Mastery of skills at a different pace than the state’s gradelevel sequence Strengths not measured by CMAS (science reasoning, creativity, bilingualism) 3.Growth percentiles don’t measure instruction. Colorado’s median growth percentile (MGP) compares a student’s improvement to “academic peer” statewide, or students who had similar past CMAS scores. While this is a useful statistical tool, it does not directly measure instructional effectiveness. For example: An MGP of 40 could reflect outstanding teaching if students entered far behind. An MGP of 60 might reflect weak instruction if students plateaued at the top. Growth percentiles show relative movement, not whether instruction was strong, aligned, or effective. The metric is statistical, not instructional. Why This Matters For FTFI: Because SPF results can be heavily affected by factors outside of teaching and by statistical limitations, these data cannot reliably indicate whether a building should remain open or closed. This is why the FTFI rubric treats achievement as one piece of context, not a driver of facilities decisions.
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How the Law of Large Numbers Affects Small Schools School performance data becomes less stable, and often less meaningful, when it comes from small student cohorts. In Westminster, many schools have grade levels with 20-40 students, and in some cases fewer. This creates mathematical volatility that can make year-to-year SPF scores appear to swing dramatically, even when classroom instruction remains consistent. The law of large numbers says that the more data points you have, the more reliable your averages become. In simple terms: Small groups produce more volatile results – even with the same quality of teaching. Why This Matters For Small Schools: Small schools often test: 20 students per grade Sometimes fewer in subgroups like English learners or students with disabilities This creates swings in SPF results that do not reflect true performance. Examples: If a school has 12 fourth graders, each student represents 8-9% of the entire score. If two students have a bad test day, t
the school’s proficiency rate might drop 15-20 percentage points. In a school with 90 students per grade, those same two students would move results by only 2-3 percentage points. Implications: Small schools are more likely to jump between SPF ratings year to year. A single cohort can drastically change the rating. Instructional quality may remain constant while the rating fluctuates sharply. Growth percentiles (MGPs) can be highly unstable with small sample sizes. This is a math problem – not a teaching problem and is why state testing specialists – including NAEP, CMAS psychometricians, and the Colorado Department of Education – cautions against over-interpreting data from small samples. Why This Matters For FTFI: Because SPF results from small schools can swing dramatically with small changes in student composition, not necessarily changes in teaching, the FTFI committee treated academic data as contextual information rather than a driver of facilities decisions. A building’s long-term sustainability cannot be determined by metrics that fluctuate due to cohort size.
Competency-Based Systems (CBS) Do Not Fit Neatly Into Traditional GradeLevel Testing Westminster Public Schools has used a Competency-Based System (CBS) for in this model, students progress when they demonstrate mastery of clearly defined learning targets, not when the calendar dictates they are a certain age or in a particular grade. Because Colorado’s accountability system is built on age-based, gradelevel testing, there is an inherent mismatch between how Westminster structures learning and how the state measures performance. This creates natural misalignment with the SPF: 1.Students progress at different rates. In a competency-based system (CBS): A 9-year-old might be mastering “Level 3” reading Another might be working on “Level 5” math A newcomer student may spend time building English language skills before tackling grade-level tasks 2.However, CMAS requires students to take tests aligned to their age, not
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not to their mastery level. This creates a predictable impact: Students who are still closing learning gaps from earlier grades are tested on material they have not yet mastered. Students performing above grade level are not assessed on the higher-level content they are learning. This can suppress both achievement and growth ratings even when instruction is strong and learning is occurring. 2.Mastery-based learning shows growth over time – not by a test window. A CBS tracks: Progression through learning levels Mastery of essential standards Demonstrated performance over weeks and months By contrast, the SPF captures only what students show on one test, during a limited spring window. This snapshot often misses incremental mastery a student can demonstrate throughout the year. 3.When a district has many students not at age-based grade level yet. In a CBS district, it is common for students to be working at different mastery levels relative to their age. On CMAS, these students are reported simply as: “Not meeting expectations.” This label does not recognize: Where the student started The amount of growth they have
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have achieved The mastery they demonstrated at their individual level The quality of instruction, the interventions, and supports they received So, in a CBS district, state achievement scores often appear lower than actual instructional quality. Why This Matters For FTFI: Because CMAS and the SPF do not align with how learning is structured in a competency-based system, the FTFI committee recognized that state academic data provides limited insight into building viability. This is why academics were weighted only as contextual information, not as a primary factor, in the facilities rubric.
Achievement Data Must Be Interpreted In Context CMAS and the SPF provide useful information, but they cannot stand alone as indicators of school quality, especially in a high-mobility, competency-based district like Westminster. Achievement results must always be understood in the context of student demographics, starting points, language development, mobility patterns, and the instructional model being used. High-Poverty Structural
Schools
Face
Structural Achievement Gaps Nationwide Westminster serves a student population with significant needs, including high rates of poverty, multilingual learners, mobility, and students entering school behind grade level. Research consistently shows that: Achievement levels correlate strongly with socioeconomic factors, not simply instructional quality High-poverty districts across the U.S. see similar gaps, regardless of instructional model CMAS is not designed to measure the quality of instruction in communities with large opportunity gaps This does not excuse low performance – but it does contextualize it. Achievement Reflects Starting Points, Not Just Instruction Achievement rates largely show the percentage of students who reached grade-level expectations, not how much learning actually occurred. In Westminster: Many students enter below grade level or with limited English proficiency Closing foundational gaps takes time, even with strong instruction CMAS tests students on grade-level content before many have fully caught up This explains why achievement rates often lag behind the actual progress occurring within classrooms.
Growth Provides Better Insight – But Still Has Limits Growth data (MGP) offers more useful information about student learning over time, but it also has limitations: It is a relative measure, not an absolute one It can be heavily affected by student mobility It becomes unstable with small cohort sizes It does not account for mastery demonstrated outside the CMAS window Growth helps tell the story – but it is still far from the whole story. Why Achievement Alone Cannot Drive Facility Decisions Academic data is essential for improvement planning, curriculum decisions, and instructional support. But for facilities planning, achievement: Is too volatile in small schools Reflects student starting points more than building quality Is influenced by demographic factors unrelated to facilities Does not predict long-term building sustainability This is why the FTFI committee used achievement as a low-weight, contextual factor, rather than a driver of school closure or consolidation recommendations. Why This Matters For FTFI: Because achievement reflects many factors outside of a building’s condition or sustainability, the committee treated
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CMAS and SPF results as important instructional data – but not as a reliable indicator for long-term facilities decisions.
Conclusion: Keeping Achievement In Its Rightful Role Academic results matter deeply – they inform instruction, highlight student needs, and guide the district’s work to strengthen learning. But achievement data must live in its proper lane. In a high-mobility, high-needs, competencybased district, state test results reflect far more than teaching quality: they reflect starting points, language development, mobility patterns, and the structural constraints of age-based testing. This is why the FTFI committee treated academics as one piece of context, rather than a signal of building viability. A school’s instructional program can be strong, supported, and valued – even if its facility is aging, under-enrolled, or unsustainable. The committee’s responsibility was to plan for the future of Westminster’s buildings, not to evaluate the effectiveness of its educators. In the end, academic data helps us understand how to improve learning – not where students should learn.
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