Educated City

LEAH ENGELHARDT JAY HENSON II

CONTENTS

WHY EDUCATION? 4

CURRENT PROBLEMS 6

THESIS 8

PSEUDO CODE 10

NEIGHBORHOOD DEMOGRAPHICS 12

EDUCATIONAL SPINE 14

DEMOGRAPHIC SHIFT 16

SCHOOL BOUNDARIES 18

RESULTANT SCENARIOS 20

REFERENCES 26

4

WHY EDUCATION?

Education is the most powerful tool in which you can use to change the world.

5

1 Strong Educational System

2 Builds Community

3 Retains Citizens

4 Pride in Community

5 Promote Community

6 Draws People to Community

7 Enhances the Economy

6

CURRENT PROBLEMS

The current problems that Spokane faces today is the logic of neighborhood and school boundaries

and how they are unassociated with one another, the disconnection between education and city resources,

and the lack of diversity within the high schools.

7

1 Logic of Neighborhood & School Boundaries

2 Lack of Diversity in High Schools

3 Disassociation Between Education & City Resources

SPOKANE NEIGHBORHOOD BOUNDARIES

SPOKANE SCHOOL DISTRICT BOUNDARIES

92%

98%

BLACK AND LATINO STUDENTS GRADUATING

ROCKVILLE CENTRE GRADUATION IMPROVEMENT STUDENTS GRADUATING

WHITE AND ASIAN STUDENTS GRADUATING

BEFORE COMMUNITY CENTER

AFTER COMMUNITY CENTER

8

THESIS

9

+ To create a more diverse and integrated community

+ Utilizing Smart City Opportunities: Analyzing Real-Time Neighborhood Demographics

+ Changing High School Boundaries

+ Introducing Educational ‘Spines’

+ Developing a collection of infrastructure to support educational opportunities

WHAT ARE WE DOING?

+ Enabling a broader spectrum of educational experiences for people.

WHY ARE WE DOING IT?

HOW ARE WE DOING IT?

10

PSEUDO CODE

11

Collect and Analyze Smart City Real-Time Demographics

Neighborhood income does not affect Average School Boundary Income

School Boundary Stays the same

Neighborhood income affects Average School Boundary Income

Reconfigure School Boundaries to correspond with Average Income Range

Evaluate City Resources along School Boundaries and Derive Educational Spine

*maintain diversity within schools

*building a relationship between the city and university

*making education available for everyone

Relocate University Building to mimic Services

Place Educational Nodes along spine & Near University Buildings Economic Shift

12

NEIGHBORHOOD DEMOGRAPHICS

Currently there is a distinct variation in the amount of economically disadvantaged students* in each high

school.

With smart city technologies we want to tackle this problem, bringing equality among the school district

and diversity within each high schools.

13

$70,000+

$50,000 - $70,000

$40,000 - $50,000

$30,000 - $40,000

< $30,000

ECONOMICALLY DISADVANTAGED STUDENTSEXISTING NEIGHBORHOOD DEMOGRAPHICS

FERRIS HIGH SCHOOL

LEWIS AND CLARK HIGH SCHOOL

NORTH CENTRAL HIGH SCHOOL

ROGERS HIGH SCHOOL

SHADLE PARK HIGH SCHOOL

38%

55%

48%

43%

77%

*An economically disadvantaged student is one that comes from a family that meets the requirements for programs such as free or reduced lunches.

14

EDUCATIONAL SPINE

Using the new high school boundaries and analyzing the nearby city resources, a single pathway or

“Educational Spine” is derived, along which university buildings would be situated. The educational spine will have interconnections with city, university, and

high school resources. With a high school-university-city relationship, the resources will have a greater ability to influence and support one another. The high school will have the opportunities to use the university resources such as libraries and research

labs. The university will have the ability to utilize city resources, decreasing necessary infrastructure. Having

the university buildings spread throughout the city will boost the economy in multiple areas creating a

dynamic shift in the economy

15

1 Route to create citizen accessibility to resources

2 Route to create connectivity between education and city resources

+WHAT I S IT AND WHAT DOES IT NEED TO ACCOMPL ISH?

16

DEMOGRAPHIC SHIFT

A demographic shift is when the median household income average for a neighborhood changes. Any

shift will result in a reconfiguration of the high school boundaries so that the economically disadvantaged

students are equally distributed between the schools. By making sure there is equality among the school district there will also be diversity within each high

school. Students with varying economic standings will be grouped together rather than having a disperse

between each school.

17

EXISTING SCENARIO A SCENARIO B

18

SCHOOL BOUNDARIES

The resultant school boundaries illustrate the qualities of the adaptive system. This adaptive system will

ensure all students experience a diverse school system and in turn, an increase in graduation rates.

19

EXISTING SCENARIO A SCENARIO B

20

RESULTANT SCENARIOS

The following are two different examples of how with smart city technologies we can create an educated

city...

21

SCENARIO A SCENARIO B

22

RELEVANT SERVICES UNIVERSITY SPINE

SCEN

AR

IO A

23

RESPONSIVE UNIVERSITY BUILDINGS ACCESS ROUTES EDUCATIONAL NODES

24

RELEVANT SERVICES UNIVERSITY SPINE

SCEN

AR

IO B

25

RESPONSIVE UNIVERSITY BUILDINGS ACCESS ROUTES EDUCATIONAL NODES

26

REFERENCES

27

Verebes, Tom. Masterplanning the Adaptive City: Computational Urbanism in the Twenty-first Century. Routledge, 2014. 1-53. Print.

Jehl, Jeanne, Martin Blank, and Barbara McCloud. “Education and Community Building: Connecting Two Worlds.” Community Schools. Institute for Educational Leadership, 2001. Web. 22 Oct. 2015.

”Cincinnati, Ohio Community Learning Centers.” Coalition for Community Schools: Because Every Child Deserves Every Chance. Coalition for Community Schools at the Institute for Educational Leadership, 2013. Web. 5 Dec. 2015. <http://www.communityschools.org/assets/1/AssetManager/Cincinnati CLC Case Study Building Blocks.pdf>.

Florida, Richard L. <i>The Rise of the Creative Class: And How It’s Transforming Work, Leisure, Community and Everyday Life</i>. New York, NY: Basic, 2002. Print.

”Academic Programs.” WSU Health Sciences Spokane. Washington State University. Web. 5 Dec. 2015. <https://spokane.wsu.edu/>.

”Economically Disadvantaged.” National Center for Education Statistics. N.p., n.d. Web.

Filler, Bruce, et al. “Smart Schools, Smart Growth.” (2005): n. pag. Jan. 2009. Web.

Unikewicz, Amy. “Diversity Matters.” Rauch Foundation. Rauch Foundation. Web. 5 Dec. 2015. <http://www.rauchfoundation.org/>.

City-Data. N.p., n.d. Web.

Spokane Public Schools. N.p., n.d. Web. 22 Oct. 2015.

THANK YOU