Making Room for Change

Schools are often seen as integral parts of a city's physical and social infrastructure. However, there is often minimal communication between planners and key stakeholders in defining what school space can/should be used for. Using in-depth interviews with key stakeholders, this study seeks to examine the spatial implications of service integration within the school environment. Often referred to as 'community schools', the model has grown in popularity within New York City, playing a central role in Mayor Bill de Blasio's new education plan. More specifically, this study seeks to answer the question of how the physical space of a school enhances or limits the successful implementation of a community school model. It is hypothesized that when considering whether or not a community model will succeed, the design of classrooms and buildings are secondary to rules and regulations governing space. The paper concludes with several policy recommendations to help further improve and support the community school model in New York City.