Laserfiche WebLink
schools 'may allow more parents to stay in established neighborhoods and to avoid <br /> . moving out to new subdivisions on the urban fringe or to bedroom communities. <br /> However, growth patterns do not always respect school district boundaries. For <br /> example, natural cycles of growth and neighborhood maturation result in uneven <br /> geographic growth patterns in the metropolitan area, causing a disparity between <br /> the location of some schools and school Children. This results in some fi-inge area <br /> schools exceeding Capacity, while some central city schools are under capacity. <br /> <br />2-830. Long-range enrollment forecasts determine the need to either build new schools, <br /> expand existing facilities, or close existing schools. Funding restrictions imposed <br /> by state law and some provisions in local codes may discourage the retention and <br /> redevelopment of neighborhood schools. Limits imposed by state law on the use <br /> of bOnd funds for operations and maintenance make the construction of new, <br /> lower maintenance buildings preferable to remodeling existing school buildings. <br /> In addition, if existing schools were expanded, some school sites may not meet. <br /> current local parking and other code requirements. <br /> <br />2-931. Combining educational facilities with local park and recreation facilities provides <br /> financial benefits to the schools while enhancing benefits to the community. The <br /> Meadow View School and adjacent City of Eugene community park is an <br /> example of shared facilities. <br /> <br />Policies <br /> <br /> (3.24-2 The cities shall initiate a process with school districts within the urban growth <br /> boundary for coordinating land use and school planning activities. The cities and <br /> school districts shall examine the following in their coordination efforts: <br /> <br /> a. The need for new public school facilities and sufficient land to site them; <br /> <br /> b. How open enrollment policies affect school location; <br /> <br /> c. The impact of school building height and site size on the buildable land <br /> supply; <br /> <br /> d. The use of school facilities for non-school activities and appropriate <br /> reimbursement for this use; <br /> <br /> e. The impact of building and land use codes on the development and <br /> redevelopment of school facilities; <br /> <br /> f. Systems development charge adjustments related to neighborhood <br /> schools; and, <br /> <br /> Appendix Aa Page 11 1-21 <br /> <br /> <br />