Richard Riley Award
Community Learning Centers for the 21st Century
Presented by:
George Washington Community School
George Washington Community School
After being closed for years, the George Washington Community School (GWCS) re-opened in 2000 at the urging of grassroots community leaders, parents, service providers and alumni. A fresh coat of paint provided by Indianapolis Public Schools (IPS) did not, however, address the schools physical needs. Three years later, IPS started planning a potential $85 million restoration project for the GWCS and by mid-2008, after a huge collaborative effort by the community as a whole, a large portion of the work had been completed. The aim was to become a full-service, “center of community,” and several innovative steps were taken to ensure this goal was achieved.
This much-needed restoration of GWCS features all new electrical, plumbing, HVAC – providing air-conditioning throughout – as well as updates that essentially doubled the size of nearly every classroom to maximize project-based, small group learning opportunities that include wiring for flat-screen, state-of-the-art video-projection equipment, wireless Internet access, dry-erase boards, and wood cabinetry for modern learning supplies storage. The restoration includes three new state-of-the-art science laboratories, four computer labs, new or restored floor covering and ceilings throughout, all new windows, a public elevator in a new main entrance, fire-protection system, key-card entry, as well as all new bright purple lockers lining previously drab hallways and locker rooms. There is a 6,000-square-foot, fully-equipped community fitness center to be staffed and managed by the Indiana University Purdue University Indianapolis (IUPUI) School of Physical Education, and an Olympic-sized natatorium staffed and managed by Indy Parks and Recreation for both learning and public recreational use.
The decision was made to keep the school authentically small with no more than 1,000 students proposed for grades 7-12. In 2008, 91 percent of graduating students had been accepted into post-secondary education. These are children from neighborhoods in which only 43 percent of residents aged 25 or older have graduated from high school and roughly 5 percent attended college.
While generous funding allowed for the creation of state-of-the-art facilities, GWCS comes into its own when looking at the impact it has had on its surrounding community. The school’s location on the Near Westside allows students to walk to school or be bussed to within 3 miles, a stark contrast to the eight mile (each way) trip students had previously been accustomed to. Being close to the school is not only beneficial to those learning, but also to their families who have found it easier to stay active in their children’s education. Parental engagement is a hallmark of the school.
Today, more than 50 organizations, community leaders, and service providers collaborate with GWCS parents and students to ensure that students and their families learn under conditions that research illustrates are vital. GWCS building restoration design included such considerations to provide school-day, after-school and weekend programs for students, their families and neighbors. Onsite partner-provided support features tutoring, mentoring, after-school activities until at least 7 p.m., recreation (such as public swimming, personal fitness training, and open gym), a teen health clinic with three nurse practitioners, two full-time mental health counselors from Midtown Community Mental Health Services, service learning, Special Olympics, cultural programs, classes on computers, college-prep, careers, science and engineering, violence and drug prevention, youth leadership, and parent/family programs. The school also houses a probation officer, full-time community school coordinator, adult English-as-a-Second-Language, GED, financial literacy classes, and hosts popular monthly family nights with free dinner, games, and prizes, and neighborhood meeting space.
The abundance of programs and resources offered to the community are in large part available due to innovative joint-use collaborations. This symbiotic arrangement means that IPS contributes the space, utilities, and related necessities while the partnering organizations provide expertise and skills onsite. Partner-provided support to the school totals more than $2 million annually, a cost that neither the IPS district nor its families could afford. The school’s capacity to offer so many great opportunities and services creates a stronger, healthier community.