Population and Boundary Study

As we reviewed the district boundary map and studied the proximity of the seven schools selected for further study, and given Foundational Decision #3 - Given school proximity, it is not in the best interest of students to close two schools in the same area of the city - we concluded there were three sets of schools that should be studied as pairs.

Response to Community Input

With our recommendation, we were able to respond to many recurring issues we have heard in our community meetings:

• not recommending closing all four schools in the center of Salt Lake City,
• strive to maintain walkable schools,
• increase access to special district programs,
• avoid school boundaries that required students to cross major thoroughfares, and
• maintain stability for students in HUB (special education) programs.

Outliers

We used a holistic approach as we studied the seven schools. We did not consider individual data points in isolation. In doing so, patterns appeared, and we were able to identify some data outliers, or issues that stood out. These outliers helped us differentiate between schools and helped shape our recommendation.

On our data sheet, the outliers are marked in yellow.

Newman and Mary W. Jackson

Notable Data – Newman

• Only 230 students live within its school boundaries.
  • That number is not projected to increase in the next few years.
• A collaborative PreK program (special education and general education students) is located here - difficult to relocate.
• Estimated 38 years of remaining useful building life.

Notable Data – Mary W. Jackson

• Has 5 schools in close proximity (walkable school alternatives)
• Estimated 18 years of remaining useful building life.
• Scored a 40 on capacity to meet anticipated future electrical needs, meaning 11 or fewer classrooms have this capacity.
• 218 of Jackson’s 337 students are part of the DLI program, which can be relocated to another school in the area.
• Only 1 neighborhood class per grade level.

Newman – Mary W. Jackson

• Newman’s collaborative PreK program, which serves special education students alongside general education students, is challenging to relocate.
• Newman has a newer building, which means the district has more time before needing to replace it, compared with Mary W. Jackson.
• Newman has smaller overall enrollment, but its neighborhood program serves more students than Mary W. Jackson’s neighborhood program.
• DLI program can be located at a different school.

Recommendation: Close Mary W. Jackson Elementary

M. Lynn Bennion and Wasatch

Notable Data – M. Lynn Bennion

• Only 156 students enrolled this year.
• Number of residential students is projected to drop.
• 48% of resident students choose to attend another school.
• School sits within one block of two major thoroughfares (400 S. & 700 E.) and school boundary crosses both.
• Estimated remaining building life is 17 years.
• Only has 26 classrooms (ideal is 28).
• Accessibility concerns with distance from back parking lot to school entrance.

Notable Data – Wasatch

• Estimated 13 years of remaining useful building life.
• Classroom infrastructure score of 40 (11 or fewer schools can meet future electrical needs).
• Significant accessibility concerns for stakeholders with certain disabilities or limitations.
• 333 enrolled students and draws students from outside its boundary.
• Number of residential students is projected to increase.
• Only 26% of resident students choose to attend another school.

M. Lynn Bennion – Wasatch

• Both buildings have fewer than 20 years of useful remaining life; therefore, this is not a differentiating factor.
• Accessibility concerns with Wasatch are significant.
• Concerns are outweighed by Bennion’s small number of classrooms, proximity to two major thoroughfares, and significant challenges in actual enrollment, in declining residential student population, and in high percentage of resident students transferring to other schools.

Recommendation: Close M. Lynn Bennion Elementary

Emerson and Hawthorne

Notable Data – Emerson

• 3 schools in close proximity - walkable school alternatives.
• Estimated remaining building life is 15 years.
• 16 classrooms have no exterior windows.
• Accessibility issues with playground.
  • Currently addressing through campus improvements.
• Emerson is a district HUB school serving students with disabilities.
  • District committed to reduce movement of students in HUB program.
• Relocating HUB program would mean significant disruption for students and would put at risk the collaborative teaching teams at Emerson.

Notable Data – Hawthorne

• Only has 224 residential students
• Residential enrollment projected to decrease to 190 students in the next 3 school years.
• Hawthorne located next to 700 East (a major thoroughfare), about 90 students cross 700 E. to get to school
• Estimated remaining building life is 23 years.
• Classroom infrastructure score was 40.
• Only has 27 classrooms

Emerson – Hawthorne

• Both schools had factors that, had they not been located next to each other, might have warranted the closure of both schools. 
• The negative impacts of possibly relocating the HUB program weighed heavily in the analysis.

Recommendation: Close Hawthorne Elementary

Riley

Notable Data – Riley

• Current enrollment is 193 students.
• Last year, 41% of residential students chose to attend a different school.
• Estimated remaining useful building life is 37 years.
• Two schools in this part of the city are newer than Riley.
• The two schools within 1.5 miles of Riley could easily welcome Riley students.

The student population in this part of the city warrants closing one school at minimum (Riley was the only school on the study list in this part of the city).

Recommendation: Close Riley Elementary

One of the points mentioned most frequently in community input was the desire for safe, walkable, neighborhood schools. In proposing boundary adjustments, the district was able to ensure that fewer students would be required to cross a major thoroughfare to attend their proposed neighborhood boundary school. (Major thoroughfares are some of the busiest streets in our city and include 400 South (east of I-15), 700 East, Foothill Drive, State Street, and Redwood Road). The district also concluded that school boundaries that crossed I-15 should be avoided. Given that conclusion, the district is proposing boundary adjustments that negate the need for elementary school families to cross I-15 to attend their neighborhood school.

In proposing new boundaries, we also focused on school enrollment and demographics.

• In redrawing boundaries, the district aimed to balance elementary school enrollment across schools
• Ensure schools aren’t overburdened or underutilized due to boundary changes
• Ensure schools without a district special program have robust neighborhood enrollment
• Title I status and Community Eligibility Provision (CEP) status not impacted

Click on the school names below to view the proposed boundary changes for each school.

Schools Recommended for Closure

• Hawthorne Elementary
• M. Lynn Bennion Elementary
• Mary W. Jackson Elementary
• Riley Elementary

The links above go to PDF versions of each map. You can also review our interactive maps. In the interactive maps, you can enter your address to see what boundary changes may affect you.   

Schools Recommended for Boundary Changes

The links above go to PDF versions of each map. You can also review our interactive maps. In the interactive maps, you can enter your address to see what boundary changes may affect you.    

As we plan for the possible closure of schools and potentially moving many students to new schools, we are working to make sure any possible transitions are as smooth as possible, not just for students and families, but for everyone in our district and community.

Transition for Students and Families

• Robust communication to help families navigate possible changes.
• Provide social-emotional support to students at their current school, delivered by the school counselor.
• Special Open Enrollment period available.
• School leaders will work with families, school community councils, and parent-teacher groups to address transition.
• School will host meet and greet activities for students, families, and staff, end-of-year combined events, start-of-school year activities, etc.

Transition for Staff

• We will work to fully staff or overstaff schools to support the transition for students.
• We value all staff and will maintain employment for current employees at schools selected for closure.
• Current staff will be offered equivalent positions in order to maintain our quality teachers in classrooms.
• Priority of staff reassignments will aim to best transition to schools along with students they currently serve.

Property Use

• If the Board votes to close schools, the district will present recommendations for review to ensure the land and/or building remain an asset to the community.
• Preference will be given to uses that directly benefit students and/or the district.
• To the extent possible, the Board will solicit input from community members.
• During transition, the buildings and grounds will be maintained and secured.