Andrew Roblee
Published: 2017
Total Pages: 282
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ABSTRACT The public school is a building unlike any other in the scope of its reach and impact as part of the built environment of a community. In cities, villages, and rural areas across the country, public schools are vital community anchors. Yet in New York State, these buildings do not have the protections that are offered other types of historic and culturally significant properties. The public schools of Auburn, New York state are part of a state-mandated system by which public funds are used to subsidize major capital projects and additions. This system of construction underwriting, combined with an inherently anti-preservation mindset, presents challenges to preserving and protecting active historic public school buildings. The purpose of this work is to provide a framework for school boards to think about how best to address the judicial, legal, and public perception challenges arrayed against the preservation of public school buildings. It illustrates the fallacy of the commonly held belief that newer school buildings produce higher student achievement and are therefore better. It reveals the way in which the current building aid structuring favors new construction projects and incentivizes the deferment of proper school maintenance. It suggests both general approaches and specific ways in which school districts like Auburn’s can help to protect its historic school buildings. It is hoped that the introduction of measures that encourage preservation of historic schools through proper maintenance will be supported by New York State’s Education Department.
