By Douglas Roberts, AIA, LEED AP��

��In an era of project��delays��and��increasing challenges around funding approvals,��it’s��never been more critical to apply strategic thinking and creative approaches to problem solving��to steer education projects to completion. Feasibility studies��are��a useful tool both internally and externally, delivering relevant data and information to project teams while informing stakeholders of the��why��behind each decision. These essential undertakings provide a deep dive to define a program, evaluate existing facilities, and build public consensus on a project.����

The importance of a��project’s relationship with the public cannot be overstated, particularly when it comes to education.��Education��projects are typically publicly funded and��largely depend��on approval by local voters. With the importance of providing value to the community and��demonstrating��prudent��financial��stewardship, designers and project managers take on the unique role of pulling the curtain back to walk��stakeholders��through the logic behind��educational value, cost��implications��and schedule impacts. The use of feasibility studies clarifies this important context, evaluating critical components of a project and delivering this information through data-backed decision-making.��

Located in Massachusetts, Tyngsborough Middle School��provides��a compelling example. Developed in tandem with the Town of Tyngsborough and Tyngsborough Public Schools, the��feasibility��study informed the decision-making process for the new school while��facilitating��an informative dialogue with the community.��

Overview of Feasibility Study Process��

In addition to local processes, the project first had to navigate the rigorous requirements of the Massachusetts School Building Authority (MSBA), a quasi-independent government authority that collaborates with local communities to help to elevate delivery of educational services. The organization’s prescriptive process promotes��equitable��distribution of tax dollars and prioritizes educational outcomes throughout the Commonwealth. MSBA independently evaluates the school district’s defined��needs��through the educational program,��which can result in design solutions that range from code upgrades,��additions��and renovations to ground-up facilities.����

Project teams are engaged to conduct feasibility studies that evaluate options for an educational environment that meets the district’s needs and is cost effective, safe,��sustainable��and energy efficient. Using MSBA’s guidelines to chart a reasonable path forward for the development, the study must be factual, creating context for dialogue without advocating for a single solution. A successful study��(and��subsequent��project)��relies on the close collaboration of a “three-headed team”: the school district (via its School Building Committee), the owner’s project manager (OPM), and the design team. Additionally, having strong community advocates, like school administrators and building committee chairs, can make��a big difference��in successfully navigating the process and garnering support throughout a community.��

Built in 1967, the original Tyngsborough Middle School building had been renovated but not expanded, raising concerns that ranged from antiquated systems and aging FF&E to space limitations and��impact on��adoption of current instructional models. After consideration of multiple design options from the study, the Town��elected��to pursue a new construction��option��based on its needs.��

Relationship to Public��

The community’s demands, priorities, and feedback are essential throughout the��feasibility��study and project planning.��It’s��not a one-size-fits-all situation; to build trust and support from stakeholders, education projects must be catered to the area. This requires a variety of considerations: is there a focus on sports and recreation, or the arts? Are there certain programs that draw more community participation than others? For Tyngsborough, this meant investing in��a state-of-the-art��softball field and a��flexible performance space to support existing, high-value theater programs shared by the middle and high school. The community recognized the benefit of the project through the successful vote approving the project funding.��

These studies are also critical for educating the public on hidden infrastructure needs, such as outdated MEP systems, and building consensus. If voters��don’t��comprehend��demands that��aren’t��visually��apparent, a project could fail, which can result in years-long delayed funding and increased costs. Clear and direct communication is key to relaying these messages; this can be��accomplished��through in-person and digital forums, attending Parent Teacher Organization (PTO) meetings, or even visiting local senior��centers for those with limited mobility. Streamlining this dialogue through direct action is the most effective way to keep communities knowledgeable and satisfied, resulting in more positive project outcomes for every stakeholder.��

Looking Ahead

For Tyngsborough, pursuing a ground-up structure allowed the school to provide the infrastructure and spatial requirements for flexible, project-based learning and co-teaching methodologies. The brand new two-story, 112,784 square foot facility is adaptable for current and future pedagogy, incorporating��state-of-the-art��spaces for STEM/STEAM and performing arts, community access and resources, and sustainability integrations that keep the new school adaptable for generations to come.����

As school districts and organizations like MSBA continue to evaluate needs as learning environments and technology evolves, these feasibility-informed decisions chart a well-rounded path forward for students, educators, and communities. Creating unique education design solutions tailored to a community’s long-term vision and needs, not just its current state, is made possible through this process—embracing the future while honoring the present.��

Douglas Roberts, AIA, LEED AP, is Principal at��

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What You Need to Know��

• New Student-Centered Campus:��A new junior high school building��adjacent to��the existing high school will create a shared campus while meeting the specific needs of grades 6–8 students.��

• Focus on Inclusive Learning:��Learning neighborhoods, flexible classrooms, and inclusive special education spaces are designed to support diverse learners and teaching approaches.��

• Connection to Nature and Well-Being:��Outdoor learning spaces and abundant natural daylight promote student wellness, engagement, and academic success.��

• State and Community Collaboration:��With MSBA approval secured, the project is advancing through Schematic Design in partnership with Swansea Public Schools, the Town of Swansea, and state officials.��

• Long-Term Investment in Education:��Breaking ground in 2028 with completion in 2030, the project��represents��a lasting commitment to future-ready education in Swansea.��

Learn More��

SWANSEA, Mass.��—��Plans for a new Joseph Case Junior High School are advancing as the Town of Swansea and Swansea Public Schools move into the next phase of a long-term investment in public education. The project, which will serve students in grades 6–8, is currently entering Schematic Design��with firm Finegold Alexander��Architects��following approval of the Preferred Schematic Report by the Massachusetts School Building Authority (MSBA).��

“Finegold Alexander Architects is proud to partner with Swansea Public Schools on this essential Joseph Case Junior High School project for the whole community,” said Regan Shields Ives, Principal and K-12 studio leader at Finegold Alexander. “Our mission aligns seamlessly with the school’s commitment to provide an environment for students to��engage, think, and succeed��in both their local and global communities.”����

The proposed project��represents��a major opportunity for Swansea to reimagine how educational spaces can support learning, inclusion, and community connection. The Preferred Schematic design calls for a new junior high school building��located��adjacent to��the existing Joseph Case High School, creating a shared campus that encourages collaboration while clearly supporting the unique needs of middle school students.��

At the core of the project is a commitment to student-centered learning. The design emphasizes “learning neighborhoods” tailored to the junior high school model, allowing students to feel a sense of belonging while fostering collaboration and engagement. Flexible instructional spaces are planned to support a range of teaching styles and learning needs, including inclusive special education programming.��

Access to outdoor learning areas is another key element of the project, recognizing the importance of hands-on experiences and connections to the natural environment. Classrooms and common spaces are designed to maximize natural daylight, a feature shown to support student well-being, focus, and academic performance. Safety, accessibility, and durability are also central considerations, ensuring the school will serve generations of students.��

“This new school is more than a building—it’s an investment in the future of every child who walks through its doors,” said Swansea Superintendent of Schools Scott C. Holcomb. “The project gives us the opportunity to align our physical learning environment with our educational mission and the needs of today’s students.”��

The project team recently completed the Feasibility Study phase, which evaluated multiple options for addressing the district’s space, programmatic, and facility needs. With MSBA approval secured, the project now moves into Schematic Design in close collaboration with the Town of Swansea and state officials. Community input will continue to play��an important role��as the design is refined.��

Construction is currently scheduled to begin in 2028, with the new Joseph Case Junior High School expected to open in 2030. Once complete, the school will stand as a central hub for learning and community life in Swansea, supporting a safe, diverse, and nurturing environment that encourages lifelong learning.��

As the project progresses, Swansea Public Schools and town leaders view the new junior high school as a lasting investment—one that reflects the community’s shared commitment to education, equity, and the future success of its students.��

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BELMONT, Mass.—On Friday, March 4, construction and development firm, Skanska, together with the Belmont Middle and High School Building Committee (BMHSBC), the Massachusetts School Building Authority (MSBA), and student representatives from Belmont Middle and High School, celebrated the topping out for Belmont Middle School. The design firm for the project is Perkins+Will.

Once completed in September, 2023, the brand-new Middle School will be an approximately 170,000-square-foot school building featuring dedicated classroom, recreation and administrative space. The Belmont Middle and High School buildings will share major facilities located in the High School, including the kitchen and café, auditorium, pool and Field House. The construction milestone marks a significant step forward in the progress for phase two, and the overall completion, of the transformative school project.

“At Skanska we pride ourselves on building what matters, and it’s especially rewarding to be celebrating this exciting milestone in person with the students and school representatives who will soon be learning and teaching out of the new buildings,” said Bryan Northrop, Executive Vice President of Skanska USA Building in Boston. “We look forward to delivering Belmont Middle School and completing the full school project so that future generations of Belmont students have a first-class environment in which they can receive an education and be inspired.”

Belmont school officials, students and local community members in attendance on Friday heard a short speaking program featuring Belmont High School Principal, Isaac Taylor; School Committee Chair Amy Checkoway; MSBA Chief Operating Officer, James MacDonald; Belmont Grades 7 & 8 Principal, Karla Koza; and Skanska Building Superintendent, Manny Hoyo. Attendees also enjoyed a performance of the National Anthem by the Belmont High School Marching Band before signing the symbolic final beam for the Middle School, representing the last structural component of the entire Belmont Middle and High School project. The in-person celebration was a welcome change from the virtual event that took place nearly two years ago when the High School building topped out in May 2020 during phase one of construction.

“Watching the final beam being raised over the Middle School signifying such an important milestone means so much to our students, school staff and the entire Belmont community,” said Bill Lovallo, Chair of the Belmont Middle and High School Building Committee. “We are thrilled to be one step closer to enjoying our beautiful new school building which will serve as a cornerstone for the community for many years to come.”

Phase one of construction at Belmont Middle and High School centered on the delivery of Belmont High School, a four-floor, 451,000-square-foot building for grades 7-12 which Skanska renovated and expanded to include new academic and science wings, media and dining areas, administrative health suites, and updates to the existing gymnasium and pool. The High School building was completed in September 2021 in time for the new school year.

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When completed in 2021, the new 85,200-square-foot, PK-5 school will be home to a 21st century learning environment that meets the educational vision of this high-performing school district while also respecting the character and values of the Town. The new school will include:

• 25 core classrooms for Grades PK-5 with flexible learning spaces that accommodate large group, small group and individual learning needs;
• An Innovation Lab to facilitate Science Technology Engineering and Math (STEM) learning;
• Cafeteria, Media Center and gymnasium designed to create a strong sense of community;
• District offices for the Superintendent and other administrative support staff;
• And site improvements that include playgrounds and playing fields, improved bus and vehicle circulation and parking, and storm water mitigation measures.

The new building design represents a two-year process of working with administrators, faculty and staff, and community members to define the educational program and design the building to suit the District’s high-performing approach to learning.

“From the onset of this project, it has been clear to us what a wonderful community Harvard is, and the town’s impressive commitment to education and creating a sense of place,” said Larry Spang, Principal at Arrowstreet, who leads the firm’s schools practice. “Inspired by Harvard, we designed the new school with three core goals: create educational spaces to support the today’s learning styles in support of the community’s commitment to education; design the building to enhance the existing context of historic Harvard; and create a sense of community. We look forward to two years from now when students and teachers open the doors to the school that they envisioned.”

“Today is big day for the town of Harvard. A lot of hard work and dedication to providing high quality education went into making our vision for this school a reality. We owe thanks to the generosity of the many volunteers and the taxpayers who made this project possible. The new school will add value to our community and help prepare the next generation in a beautiful, engaging and sustainable building,” said the School Building Committee Chair SusanMary Redinger.

Arrowstreet is a Boston-based architecture, planning, graphic design and interior design firm. Six principals collaborate with a talented team of designers who see projects from diverse perspectives resulting in designs that have significant impact.

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Senate Bill 2, sponsored by Senate Education Committee Chairman Senator Dan Patrick, R-Houston, will boost the Texas charter school cap from its current 215 to 305 schools by fall 2019. Patrick had initially campaigned to eliminate the charter school cap entirely but later opted for a gradual increase of about 15 charters per year. The Senate approved the bill in a 28-3 vote, and was approved by the House with a 105-41 vote.

While proponents laud the bill’s strengthening support and increased flexibility, some organizations are concerned with the lax language of the bill.

"SB 2 is a critical and needed update to the Texas charter law and will allow effective charters to grow and serve more students,” said David Dunn, executive director of the Texas Charter Schools Association, in a statement.

The cap had been in place for years due to the amount of charter schools in the state that had performed below expectations or have incurred financial difficulties. But the new bill allows the Texas Education Agency (TEA) to take on a renewed authority in order for the department to regulate low-performing charters and streamline granting new charters.

"We believe this is the most significant strengthening of the charter law since 1995," Dunn said. "The lifting of the cap and streamlined renewal and replication will continue to allow public charters to grow to meet the demand, and to improve the education of students in Texas.”

Under the proposed law, the TEA will also be required to provide an annual performance report of the authorized charter schools and close schools that have a three consecutive years of low performance.

Organizations such as the Association of Texas Professional Educators, Texas Classroom Teachers Association, Texas State Teachers Association and the Texas American Federation of Teachers have spoken out against the bill.

Among their concerns include the provision that would allow school boards to convert traditional campuses into charter schools. This change would eliminate state protections such as teacher contracts, legal rights, certification requirements, class-size caps and minimum salaries, according to the Texas Classroom Teachers Association.
Statewide, Texas currently hosts more than 445 charter schools with more than 135,000 students. Waiting lists for open enrollment charter schools jumped from about 56,000 in 2011 to more than 101,000 in 2013, according to the Texas Public Policy Foundation.

“There is no one answer to transforming schools, but lifting the cap to add high quality public charters will give Texas parents, including the nearly 100,000 currently on a charter school waiting list, more choices to find the best education for their child,” Patrick said in a statement.

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