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HomeMy WebLinkAboutJanuary 14, 2003 Agenda AGENDA CITY OF DENTON CITY COUNCIL January 14, 2003 After determining that a quorum is presem, the City Council will convene in a Planning Session of the City of DeNon City Council on Tuesday, January 14, 2003 at 4:30 p.m. in the City Council Work Session Room at City Hall, 215 E. McKinney, DeNon, Texas at which the following item will be considered: NOTE: A Planning Work Session is used to explore matters of interest to one or more City Council Members or the City Manager for the purpose of giving staff direction imo whether or not such matters should be placed on a future regular or special meeting of the Council for citizen input, City Council deliberation and formal City action. At a Planning Work Session, the City Council generally receives informal and preliminary reports and information from City staff, officials, members of City committees, and the individual or organization proposing council action, if invited by City Council or City Manager to participate in the session. Participation by individuals and members of organizations invited to speak ceases when the Mayor announces the session is being closed to public input. Although Planning Work Sessions are public meetings, and citizens have a legal right to attend, they are not public hearings, so citizens are not allowed to participate in the session unless invited to do so by the Mayor. Any citizen may supply to the City Council, prior to the beginning of the session, a written report regarding the citizen's opinion on the matter being explored. Should the Council direct the matter be placed on a regular meeting agenda, the staff will generally prepare a final report defining the proposed action, which will be made available to all citizens prior to the regular meeting at which citizen input is sought. The purpose of this procedure is to allow citizens attending the regular meeting the opportunity to hear the views of their fellow citizens without having to attend two meetings. Receive a report, hold a discussion, and give staff direction regarding Education and economic developmem in the City of Demor[ CERTIFICATE I certify that the above notice of meeting was posted on the bulletin board at the City Hall of the City of DeNon, Texas, on the day of ., 2003 o'clock (a.m.) (p.m.) CITY SECRETARY NOTE: THE CITY OF DENTON CITY COUNCIL WORK SESSION ROOM IS ACCESSIBLE IN ACCORDANCE WITH THE AMERICANS WITH DISABILITIES ACT. THE CITY WILL PROVIDE SIGN LANGUAGE INTERPRETERS FOR THE HEARING IMPAIRED IF REQUESTED AT LEAST 48 HOURS IN ADVANCE OF THE SCHEDULED MEETING. PLEASE CALL THE CITY SECRETARY'S OFFICE AT 349-8309 OR USE TELECOMMUNICATIONS DEVICES FOR THE DEAF (TDD) BY CALLING 1-800-RELAY-TX SO THAT A SIGN LANGUAGE INTERPRETER CAN BE SCHEDULED THROUGH THE CITY SECRETARY'S OFFICE. 01/14/03 #1 AGENDA INFORMATION SHEET AGENDA DATE: DEPARTMENT: CM/DCM/ACM: January 14, 2003 Economic Development Dave Hill, 349-8314 SUBJECT: Receive a report, hold a discussion, and give staff direction regarding Education and economic development in the City of Denton. BACKGROUND: The City Council requested a work session meeting be set aside to discuss education in Denton. Staff prepared a white paper (attached) compiling information on education's impact on economic development in general, as well as specific information on the Denton lSD, North Central Texas College (NCTC), Texas Woman's University (TWU) and the University of North Texas (UNT). The purpose of the meeting is to allow City Council to review and discuss the information submitted and to provide staff with direction with regard to further research on education or these educational institutions. Although information was not provided on the Argyle lSD, we have invited Carolyn Pierel, Superintendent of Argyle lSD to attend the work session and to make comments if she wishes. Rick Woolfolk will attend on behalf of the Denton lSD. Dr. Judith Bean, Vice President for Academic Affairs at TWU, and Richard Rares, Interim Vice President for Administration and Vice Chancellor and General Counsel for UNT, have also been invited. ATTACHMENTS: White Paper Respectfully submitted: Linda Ratliff Director of Economic Development City of Denton White Paper Education and Economic Development January 14% 2003 Created By: Linda Ratliff, Director, Economic Development Lori Shelton, Economic Development Coordinator Michelle Cunningham, Community Relations Coordinator Stephen Cook, Planning Policy Coordinator Klm Mloore, Economic Development Administrative Assistant The Denton City Councii has scheduled a series of long range planning sessions intended to address high priority community interests, In preparation for this work session, city staff have prepared this white paper for Council and citizen review, This paper explains the impact education has on economic development, Economic Development Department · l O1 S, Locust Street, Suite 500 ~ Denton, Texas 7620~ . (940) 349-8305 www,cityofdenton,com · TDD: (800) 735-2989 · ADA/EOE/ADEA Education and Economic Develooment White Paoer 2anuarv 14th . 2003 Table of Contents Paqe Importance of Quality Education Importance of K-12 Education Programs Denton ISD Accomplishments Career and Technology Education Challenges Facing Denton ISD Higher Education Community Characteristics Growth in Enrollment North Central Texas College NCTC Growth NCTC Partnerships with Business NCTC Partnerships with Other Education Institutions Challenges Texas Woman's University TWU Growth TWU Partnerships with Business TWU Partnerships with the Community TWU Partnerships with Denton ISD TWU Partnerships with NCTC and UNT Challenges University of North Texas UNT's Economic Impact UNT Growth UNT Partnerships with Business UNT High School Partnerships UNT Partnerships with the Community Challenges Conclusions 3 5 6 7 8 11 11 12 13 14 15 15 16 16 16 17 18 18 20 20 20 20 21 22 23 24 25 25 Attachments Attachment 1 Attachment 2 Attachment 3 Attachment 4 Reflections of Excellence, DISD Annual Report Property Tax Rates 2002-2003 The American College Town, A Research Prospectus Urban Economic Prospects in the Knowledge Economy Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 2 IMPORTANCE OF QUALITY EDUCATION Economic development surveys consistently indicate that labor force, and preferably an educated labor force, ranks first on the list of needs when companies are relocating. "The Achilles Heel of Future Economic Growth' The Workforce Development Challenge," an article published in the Economic Review: ~_ncentives and Other Location Factors, states that a quality workforce is the single most important factor for global competitiveness. The study reports "... if the global economy, unprecedented economic boom, and labor squeeze have revealed one thing, it is that economic expansion and profits are not predicated only on Iow costs. An educated and skilled workforce and technological innovation are the engines that drive the growth machine." A community may offer free land or cash incentives to lure businesses; however, without access to an adequate workforce, those communities rarely appear on the radar list of potential sites. Tt's just common sense. Once the physical walls are up, an attractive bottom line in site development means nothing if a business cannot produce because it lacks appropriately educated and skilled employees. Being home to the University of North Texas and Texas Woman's University creates a large "blimp" on the relocation radar of many industrial and high-tech prospects. Tn order to improve Denton's position as a prime location, the community must do whatever is necessary to build relationships and partnerships with local educational institutions and capitalize on those efforts through its marketing efforts. How does Denton compare to other university communities - our competition? The following is an excerpt from a draft assessment of Denton prepared by TTP Strategies, :[nc., economic development consultants: Table 1: TIP Assessment )hics Denton 26.8 18,770 23% Boulder, 29.0 24,703 26% CO Bryan- 23.6 47,039 31% College Station Normal, 29.3 20,405 21% San 23.3 13,367 38% Marcos Tyler 34.1 5,328 6% Texas 32.3 1.2 million 6% Source: U.S. Census Bureau Denton residents have achieved high levels of education attainment. Approximately 36 percent of residents 25 years or older have bachelor degrees or higher, compared with 24 percent average for the state (Table 1). The number of individuals with graduate or professional degrees is inflated in part due to the presence of the University of North Texas and Texas Woman's University, as well as the number of health care professionals at local hospitals and the Denton State School. :[t may also be an indication of he area's ability to retain graduates - an important factor in business retention and expansion. Texas Woman's Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 3 Table 2: Denton Residents Educational Attainment Less than 9th grade 9th to 12th grader no diploma High school graduate 8% 9% 20% 3% 3% 9% 8% 11% 20% 2% 7% 20% 11% 9% 24% Some college, no degree 22% 15% 20% 25% 23% Associate degree 5% 4% 5% 6% 4% Bachelor's degree 22% 36% 20% 23% 18% 14% Graduate or professional degree Source: U.S. Census Bureau 17% Like the rest of the nation, the proportion of younger residents is shrinking somewhat in relation to older Dentonites - a reflection of the "Graying of America" as the baby boomers near retirement. For example, the percentage of 25 to 34 year olds - once seen as the prime earning period in a person's life -decreased from 19.1 percent of the population in 1990 to 17.9 percent in 2000. At the same time, the percentage of 45 to 54 year old residents grew from 7.6 to 9.9, an increase of 2.3 percentage points. However, Texas saw a larger shift during the decade, with the 25 to 34 year age bracket dropping from 18.2 percent to 15.2 percent and the percentage of residents aged 45 to 54 growing from 9.6 percent to 12.5 percent (See Chart I below). 17% 31% 11% Furthermore, despite the changes in the city's age structure discussed above, it is clear that UNT and TWU help to keep the area young. This can be seen in the city's median age, which was significantly lower than that reported for the state in 2000, (26.8 years versus 32.3 years). The influence of the universities is also evident in the percentage of college-aged residents (those 20 to 24 years old), which was three times that of the state during the last census - 21.0 percent for the City of Denton versus just 7.4 percent for Texas. Chart 1: City of Denton Percent of Total Population by Age Category, 1990 & 2000 Under 5 years 5 to 19 years 20 to 24 years 25 to 34 35 to 44 45 to 54 55 to 64 65 and over 0% 5% 10% 15% 20% 25% Source: U.S. Census Bureau Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 4 Table 3: Age Distribution (1990-2000) Under 5 4,228 6.4% 4,974 6.2% 746 -0.2°/~ 5 to 19 years 13,964 21.1% 16,878 21.0% 2,914 -0.1°/~ 20 to 24 years 13,213 19.9% 14,907 18.5% 1,694 -1.4°/ 25 to 34 years 12,684 19.1% 14,384 17.9% 1,700 - 1.2°/ 35 to 44 years 8,265 12.5% 10,392 12.9% 2,127 0.4°/~ 45 to 54 years 5,056 7.6% 7,963 9.9% 2,907 2.3°/~ 55 to 64 years 3,471 5.2% 4,675 5.8% 1,204 0.6°/~ 65 and over 5,389 8.1% 6,364 7.9% 975 -0.2°/~ Total 66,270 100.0% 80,537 100.0% 14,267 Under 5 1,390,054 8.2% 1,624,628 7.8% 234,574 -0.4°/~ 5 to 19 years 4,002,217 23.6% 4,921,608 23.6% 919,391 0.0°/~ 20 to 24 years 1,334,412 7.9% 1,539,404 7.4% 204,992 -0.5°/~ 25 to 34 years 3,086,171 18.2% 3,162,083 15.2% 75,912 -3.0°/~ 35 to 44 years 2,539,025 14.9% 3,322,238 15.9% 783,213 1.0°/~ 45 to 54 years 1,628,634 9.6% 2,611,137 12.5% 982,503 2.9°/~ 55 to 64 years 1,289,421 7.6% 1,598,190 7.7% 308,769 -0.1°/~ 65 and over 1,716,576 10.1% 2,072,532 9.9% 355,956 -0.2°/~ Total 16,986,510 100.0°/o 20,851,820 100.0°/o 3,865,310 Source: U.S. Census Bureau The age structure of a population can have implications for economic development that should be considered in the city's long term planning. Rising older populations can have positive effects on a community or region by bolstering local businesses, charities, volunteerism, and other activities. However, an aging population may also affect local demand for medical services, social services, housing, and long-term care. An aging population also presents challenges in areas such as transportation and access to facilities. Shifting demographics can also impact future workforce availability in a region or community, especially in the manufacturing and construction industries. (End of excerpt -TIP Strategies, Inc.) ZMPORTANCE OF K-12 PROGRAMS The Texas Education Agency ranks school districts to determine students' academic success, and in 2002, the Denton Independent School District (DISD) gained "Recognized" status. How does a district's ranking impact the economic development of a community? In today's economy, workers are mobile. It isn't uncommon for professionals to commute an hour or two each day to work - leaving a quiet, peaceful environment to face the traffic congestion of a hectic metro area. Since families do not need to live where they work, they have the freedom to select their home based on the qualities they desire. High- quality education for their children is key. School rankings, unique educational, cultural and athletic programs, teacher-student ratios, as well as advance placement courses, SAT scores and number of graduating college- bound students are important factors that impact families' decisions of where to live. Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 5 Denton TSD Accomplishments In their 2001-2002 annual report, the DISD charted TAAS scores for reading, math and writing over the past four school years. TAAS scores for DISD have improved in each category and remain ahead of state scores. Table 4: TAAS Scores Denton Tndependent School District O/oPassO/oPass O/oPassO/oPass iiiiiiiiiiiiiiiii~/~iPai~iiiiiiiiiiiiiiiiiiiiiiiiii~/~ii~a~iiiiiiiiiiiiiiiiiiiiiiiiiiiiiii~/~ii~a~iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii~/~ii~a~iiiiiiiiiiiiii °/oPassO/oPassO/oPassO/oPass Source: Denton Independent School District Other academic achievements by Denton ISD: Denton ISD is one of only 21 districts in Texas accredited by the Southern Association of College and Schools. All of its schools are accredited. There were 434 graduates from Denton High and Ryan High Schools recognized as Texas Scholars. This program honors students who graduate with the recommended or distinguished graduation plans and have maintained at least a C average. · More than $5 million was awarded to 2002 graduates in scholarships and financial aid. Calhoun Middle School Wilson Elementary School Newton Rayzor Elementary School was named one of three finalists for a state reading award. The school was named one of the top three schools in Texas for the International Reading Association Award. 2002 was the second year Ryan High has been in the Top 10 of all Texas 4A high schools (University Interscholastic League 2002 Texas Dodge Dealers Lone Star Cup standings). The district reports achievements and recognition in fine arts, athletics and more. A copy of the 2001-2002 annual report is included as an attachment to this report. (See attachment 1). School Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 6 Career and Technology Education The following is a guest article by IVlarty Thompson, Career & Technology Director, Division of Tnstructional Services, Denton Tndependent School District. Students in Denton TSD are able to prepare for exciting careers through Career and Technology Education. Our students may begin preparation for careers in: Medicine, Law, Criminal 3ustice, Electronics, Computer Networking, Advertising Design, Web Design, Business, Marketing, Electronics, Manufacturing, Automotive Repair, Cosmetology, Engineering, Architectural Design, Technical Systems, Welding, and Agricultural Science. You may find our students working on weekends as a team member for robotic design to doing internships in the community hospitals and schools. Each program area offers leadership skill development along with competitive skill contests. Our students continue to place high at both thc state and national level. Last year, we were the number one 4-A school district for total points in technical competition and had the national first place in medical competition. Our courses are aligned with four community colleges. Students can earn community college credit for completion of selected high school career related technical courses while in high school- without cost to the family. Students can choose from over forty-seven associate degrees to work toward while completing their secondary education. IVlany students will choose to continue their education based on the fact that they are already a professional step ahead of other students. Our current plans are to develop new agreements that focus on industrial certifications and an agreement that will link technical course credit from high school on toward a four-year college degree. These agreements are projected to be completed by Spring 2003. A recent bond package has assured the Denton community the latest in cutting-edge training programs. The package included development of a new Advanced Career and Technology Center that will provide innovative industrial based programs for high school students and evening training programs for adults. The focus will be to provide programs that relate b our local industrial needs in a pre- community college setting. Every program will relate to a national certification standard and/or earn community college credit. Denton :[SD offers 28 advanced placement (AP) courses to its students. These classes are approved at the state level and are designed to accommodate the students who are highly motivated, college bound, gifted, or working toward the Distinguished Achievement Program. These courses have a definite scope and sequence that reflect the nature of the subject; a differentiated curriculum that includes a wider range and greater depth of subject matter than that of the regular course; an emphasis on higher level and critical thinking skills; provisions for creative, productive thinking; a stress on cognitive concepts and processes; instructional strategies that accommodate the learning needs of the students involved; and independent as well as guided research. The College Board's Advanced Placement (AP) Program is an opportunity for students to pursue college-level studies while still in secondary school and to receive advanced placement, credit, or both, in college. By challenging and stimulating students, the AP Program provides access to high quality education, accelerates learning, rewards achievement, and enhances both high school and college programs. An examination upon conclusion of the required material, provides students with the opportunity to gain college credit. The AP examination is given in IVlay. Results are sent to the colleges of the student's choice, which may grant three or six hours of college credit, advanced placement, or both. Billy Ryan High School Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 7 Table 5: Example of AP Scores Required to Earn College Credit Art History 4 Studio Art Drawing 3 3 Studio Art General 3 3 Biology 3 4 3 Chemistry 3 3 3 Computer Science A 4 3 Computer Science AB 3 4 3 Macroeconomics 4 3 Microeconomics 4 3 English Language & Composition 3 3 3 English Literature Composition 3 3 French Language 3 3 3 French Lanquage Literature German Language German Literature United States Government / Politics 3 3 US History European History 4 4 Latin Vergil 3 3 La~Jn Literature 3 3 Mathematics Calculus AB 3 4 3 Mathematics Calculus BC 3 3 3 Music Theory 4 3 Physics B 3 3 Physics Mechanics 3 3 Physics Electricity/Magnetism 3 3 Psychology 3 3 Spanish Language 3 3 3 Spanish Literature Note: A ";' indicates that credit is not awarded for these courses at this college. Source: Denton fndependent School District The Texas Education Agency reports approximately 60% of Denton's students enrolled in the following programs: Table 6: Student Enrollment By Program Bilingual/ESL Education 1,648 11.6 Career & Technology Education 3,677 25.9 Gifted & Talented Education 1,377 9.7 Special Education 1¢782 12.6 Source: Texas Education Agency Challenges facing Denton [SD Rick Woolfolk, President of the DZSD Board of Trustees, reports funding amongst the top challenges facing the district. "Of course, a tax base rich in good, tax-paying businesses would be beneficial to both DZSD and the City." Examples of DZSD's commitment to economic development can be Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 8 witnessed in the three tax abatement agreements in which the district has participated. At the time these agreements were negotiated, it was highly unusual for any district in Texas to offer tax abatements. Although state law currently prohibits school districts from participating in abatements, DTSD continues to partner in economic development activities. Recently, DTSD committed $10,000 toward an economic development strategic plan. Woolfolk encourages the City to continue to recruit and market Denton to high quality businesses. He also encourages communication between the business community and DTSD to take advantage of programs such as the Career and Technology Center. Woolfolk indicates another challenge facing the DISD is the high percentage of Iow socio- economic students in Denton. Many of these students need additional care and attention. The DTSD is addressing this challenge through its mentoring program. Businesses and individuals in the community can substantiate their commitment to excellence in education by being involved. Woolfolk encourages the City to promote the program, as more volunteers are needed. Table 7 below and Table 8 on page 10 rank Denton by percentage of economically disadvantaged and taxable value per student. Within this group of cities Denton ranks 7th in percentage of "economically disadvantaged" and 13th in "value per student." For comparison purposes a municipal property tax rate chart is provided as attachment #2. ladle/: flortn lexas Area :~cnools KanKea Dy I:conomlcalr ulsaavantagea 57912 57910 Irving ISD Grand Prairie ISD 57907 Duncanville lSD 57916 57903 57909 Richardson ISD Carrollton- Farmers Branch lSD Garland ISD 60901 Denton TSD 220916 43907 61911 Hurst-Euless- Bedford lSD McKinne¥ ISD Northwest ISD 61912 Lake Dallas ISD 61902 Lewisville ISD 43910 Piano ISD 220907 Keller ISD 43905 220906 43901 57922 220919 57911 Frisco ISD Grapevine- Colleyville ISD Allen ISD Coppell ISD Carroll ISD Highland Park ISD Recognized Acceptable Acceptable Acceptable Acceptable Recognized Recognized Recognized Recognized Recognized Recognized Acceptable Recognized Recognized Recognized Recognized Recognized Recognized Exemplary Exemplary Source: Texas Education Agency, 2001-2002 30,086 20,960 10,795 35,245 24,946 51,910 14~180 19,506 13,521 5,665 3,306 40,959 48,944 18,386 9,291 13,842 11,618 9,680 6,982 5,869 71.0 61.4 69.8 54.0 71.6 40.2 55.3 61.4 38.4 37.9 55.3 34.8 37.9 33.3 36.0 31.5 29.7 21.7 13.7 19.4 18.9 14.9 26.8 11.2 33.3 10.4 19.9 10.2 26.1 16.5 9.2 6.3 19.1 5.7 25.3 8.1 2.6 1.2 3.2 0.0 7,821,080,966 3,000,010,273 2,394,580,461 16,476,146,180 12,974,125,308 9,401,196,493 4f312f902f081 6,943,955,605 4,234,424,469 3,052,806,195 818,486,686 13,526,621,080 25,625,181,207 4,354,614,393 4,485,011,416 7,138,483,530 3,213,610,544 5,229,895,183 3,015,859,138 6,551,070,970 259,957 143,130 221,823 467,475 520,088 181,106 304f154 355,991 313,174 538,889 247,574 330,248 523,561 236,844 482,726 515,712 276,606 540,278 431,948 1,116,216 Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 9 57911 57922 Highland Park lSD Coppell LSD Northwest lSD 61911 43910 Piano lSD Carrollton- Farmers Branch 57903 lSD 220906 43905 Grapevine- Colleyville lSD Frisco lSD 57916 Richardson lSD 220919 Carroll lSD 220916 61902 43907 60901 Hurst-Euless- Bedford lSD Lewisville ISD McKinne¥ lSD Denton 1SD Exemplary Recognized Recognized Recognized Acceptable Recognized Recognized Acceptable Exemplary Recognized Acceptable Recognized Recognized 5,869 9,680 5,665 48,944 24,946 13,842 9,291 35,245 6,982 19,506 40,959 13,521 14,180 3.2 0.0 25.3 2.6 13.7 19.4 33.3 10.4 61.4 37.9 16.5 26.1 6.3 9.2 55.3 38.4 8.1 1.2 36.0 26.8 29.7 11.2 31.5 21.7 37.9 33.3 6,551,070,970 5,229,895,183 3,052,806,195 25,625,181,207 12,974,125,308 7,138,483,530 4,485,011,416 16,476,146,180 3,015,859,138 6,943,955,605 13,526,621,080 4,234,424,469 4,312,902,081 43901 57912 61912 Allen lSD Irving lSD Lake Dallas lSD 220907 Keller lSD 57907 Duncanville lSD 57909 Garland ISD 57910 Grand Prairie ISD Recognized Recognized Recognized Recognized Acceptable Recognized Acceptable Source: Texas Education Agency, 2001-2002 11,618 30,086 3,306 18,386 10,795 51,910 20,960 19.1 5.7 71.0 61.4 18.9 14.9 19.9 10.2 71.6 40.2 55.3 34.8 69.8 54.0 3,213,610,544 7,821,080,966 818,486,686 4,354,614,393 2,394,580,461 9,401,196,493 3,000,010,273 1,116,216 540,278 538,889 523,561 520,088 515,712 482,726 467,475 431,948 355,991 330,248 313,174 304,154 276,606 259,957 247,574 236,844 221,823 181,106 143,130 Encouraging residential developers to provide sites for elementary schools is also a way in which the City can aid the school district. Woolfolk stresses that developed sites with needed infrastructure in place are necessary. Woolfolk suggests that as the City and DISD continue to grow and partner in projects such as the Natatorium and fiber optics expansion, that we keep communication lines open and consider other opportunities for sharing costs. Finally, Woolfolk says that the City needs to let the DISD know how it can help the City to prosper. Denton ISD Students in the Library Education and Economic Develooment White Paoer 2anuarv 14th , 2003 oaoe 10 HIGH ER EDUCATION Community Characteristics Denton is often described as a "college town." What does that mean to our economy and what impressions are left when cities are tagged "college towns?" University of Oklahoma geography professor and author, Blake Gumprecht, is completing research for his book, "The American College Town." The following are selected excerpts from his research prospectus. A complete copy of his prospectus is attached to this report. (See Attachment 3) Types of College Towns: Although college towns share many attributes, their individual personalities vary significantly. The varying nature of college towns largely reflects the diversity of the institutions located in them. A town that is home to a flagship state university, for example, is usually quite different from one with a church-affiliated college. Likewise, a town with a major land- grant institution, with its emphasis on applied sciences and its typically large international student population, is often very different from a town with a regional state university that began as a teachers college and still draws most of its students from nearby. UNT Administration Building [_ntroduction: The college town is a uniquely American institution. Nowhere else in the world are there so many communities that are so dominated by colleges and universities, and the cultures they create, as there are in the United States. Tn most countries, institutions of higher education are chiefly a metropolitan phenomenon, located in the largest cities and national capitals. Tn contrast, many U.S. colleges and universities are located in small towns and cities with fewer than 100,000 residents, where they are typically the biggest employer and largest landowner in town, and students outnumber all other residents. The Campus: With their residential areas, restaurants and bookstores, recreational facilities, concert halls, sports stadiums, park- like green spaces and busy calendars of events, college campuses often function as self-contained cities and centers of culture that serve not only students and staff, but the larger population of a town and region. Faculty Heights, Fraternity Row, and the Student Ghetto: The social divisions that exist in college towns have led to the emergence of distinctive residential landscapes. - the traditional faculty neighborhood, the fraternity district, and the off-campus student rental area. The traditional faculty residential area is typically an older neighborhood of classic homes and tree-lined streets built close to campus, where residents vigilantly seek to preserve the area's character and prevent incursions by students. Fraternity row, with its Greek-revival mansions and the unique traditions of the organizations that live in them, is often located nearby, but the social divide that exists between these groups is usually great. The student ghetto is characterized by dilapidated houses split into apartments, torn couches sitting on front porches, cars parked on lawns, and bicycles chained to anything that won't move. Tt is the result of what happened to many campus- Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 11 adjacent neighborhoods when enrollments mushroomed in the post-war years, colleges became less able to house their students, entrepreneurs saw an investment opportunity, and homeowners sought refuge from the influx of young people. Campus Corners and Aggievilles: The presence of unusually large densities of college students and highly educated adults has led to the development in many college towns of distinctive commercial districts, full of trendy shops, book and music stores, coffee houses, ethnic and fast food restaurants, cybercafes, and bars. Corner of Fry Street and Hickory Street Tn some college towns, these areas have developed separately from a city's central business district, perhaps because downtown was too far from campus for students to travel regularly in the pre-automobile age. Town and Gown: Colleges and the towns that surround them have been in conflict since medieval times, when institutions of learning walled themselves in like monasteries for protection from attacks by townspeople. Though town-gown relations are rarely as violent today, even when a college and its community have good relations, they are seldom in complete harmony. IVluch of that tension is the simple result of what happens when so many young people, free from parental supervision for the first time, descend on relatively small towns. But certain other issues also come to the fore again and again - the problems caused by the tax-exempt status of colleges and universities, the expansion of campuses, the conversion of single-family neighborhoods to student rental areas, college competition with private business, traffic and parking problems, and more. (End of excerpt) Dr. Gumprecht has included 58 universities and their communities in his study. Denton was not included in the list. However, College Station and San IVlarcos are included. After reading Dr. Gumprecht's statements, one can easily see the similarities Denton shares with other college towns. Growth in Enrollment The Research Park: The growing emphasis on research and development at universities has changed the landscape of some college towns. The research park is but the most visible evidence of this transformation. IVlany university campuses and college towns continue to grow even as enrollments have leveled off in the post-baby-boom era. IVluch of this growth can be explained by the emergence of high-tech and other higher- education-related industries in towns that, ironically, were once known for their relative absence of industrial development. As noted in the beginning of this report, Denton is very fortunate to have an educated population, largely credited to the existence of the University of North Texas (UNT), Texas Woman's University (TWU) and North Central Texas College (NCTC). The two universities have a combined enrollment of more than 39,000 students and employ over 8,350 faculty and staff. With an enrollment exceeding 30,000 students, UNT is one of the 50 largest universities in the United States. TWU has an enrollment exceeding 8,700 and graduates more nurses each year than any other Texas school. The following charts provide a history of student enrollment and employment for UNT and TWU. Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 12 Table 9: City of Denton Higher Education Enrollment and Employment 6,819 147,933,640 6,928 152,610,146 6,936 163,212,113 7,730 176,186,337 7,788 187,894,563 8,350 200,562,484 totals reflect full & part-time staff. Source: TWU and UNT, Departments of Planning !99~ 25,013 5,500 $102,265,905 9998 25,514 5,500 $106,305,408 ~999 26,493 5,500 $114,632,466 27,054 6,321 $125,087,834 27,858 6,447 $137,139,648 30,256 7,003 $147,446,507 Employee totals reflect full & part-time staff. Source: UNT, Department of Planning ~99~ 9,378 1,300 $45,279,871 I998 8,950 1,400 $45,776,738 5999 8,600 1,410 $47,889,647 8,404 1,383 $50,472,503 7,928 1,318 $50,157,055 8,736 1,327 $52,553,989 Employee totals reflect full & part-time staff. Source: TWU, Department of Planning NCTC is one of the fastest growing community college districts in the state. When comparing Fall 2002 (base-year) to Fall 2000 (the last base-year), NCTC's student population grew 28%, compared to the Texas community college average of 15%. Only three other community college districts (of 50) experienced growth in student population greater than NCTC. Over 4,100 students attend the Corinth campus, 40% coming from Denton. In addition over 1,700 Denton residents are enrolled in classes at NCTC's Gainesville campus. NORTH CENTRAL TEXAS COLLEGE (NCTC) The primary mission of community colleges is education. Community colleges typically have the flexibility to shift resources and set up special training programs to meet the needs of communities and industries. Consequently, community colleges frequently assist industries to apply technologies that result from research conducted with four-year institutions. Increasingly, community colleges are tapped in economic development campaigns for job training. Established in 1924, North Central Texas College is the oldest continuously operating public two-year school in the state. NCTC began as a rural junior college and has grown into a comprehensive community college of regional scope. NCTC Service Area Education and Economic Develooment White Paoer 3anuarv 14th . 2003 oaae 13 NCTC's three campuses provide service to Denton, Cooke, and IVlontague counties. The Corinth campus, just south of Denton, and Gainesville campus continue to serve the :[-35 corridor, extending from the DFW metroplex into southern Oklahoma. Fully 81% of NCTC students reside in the three counties after leaving college, impacting annual sales of goods and services in the region. On average, students earning a two-year degree will earn 112% more than students with a high school diploma or GED. NCTC Corinth Campus A recently released statewide community college study of the 50 Texas community college districts indicates NCTC provides a $192.2 million economic impact to its service area. Other economic impact findings from the study we re: Skills learned by former NCTC students, currently employed in the service area, increased the output of the industries in the area by $67 million each year. Associated multiplier (or indirect) effects in other industries increased sales by $57.5 million. :[n 2000, NCTC skills from current and former students increased wages and salaries in the three-county service area by $21.8 million directly and by another $20 million indirectly. · During the 2000-01 academic year, NCTC spent $13.4 million (78%) of its $17.2 million operating budget on salaries and supplies in its service area. Growth Given that NCTC serves three counties - and that population growth is burgeoning, NCTC projects major growth in its enrollment trends. As a system, including its Gainesville, Bowie, and Corinth campuses, NCTC expects to enroll over 7,000 students by 2005; 10,000 students by 2010; 15,000 students by 2015; 23,000 by 2020; and 52,000 by 2030! Enrollment at the Corinth campus is expected to grow to 5,000 students by 2005; 7,500 students by 2010; 12,000 students by 2015; 18,500 by 2020; and 45,000 students by 2030! Academic programs are those courses intended to be transferred to a 4-year institution. Approximately 77% of students are enrolled in these academic courses, and around 72% of declared "majors" are academic as opposed to technical. The workforce education courses (also known as the Applied Sciences) are those that lead to a 2-year Associate of Applied Science degree or a l-year certificate. Almost 28% of students are declared "technical majors". The Corinth campus provides the following technical programs: · Licensed Vocational Nursing · Surgical Technology · Business IVlanagement · C:[SCO Systems · Computer :[nformation Systems &, Technology · Office Systems Technology · Electronics · Emergency IVledical Technology · Law Enforcement Surgical Technology will offer courses for the first time in Spring 2003. The college anticipates strong enrollment in this department. Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 14 NCTC Partnerships with Business Technical Programs The above-listed technical programs represent the for-credit workforce training programs offered at the Corinth campus. NCTC provides other workforce training programs based at its Gainesville campus; Associate Degree Nursing (RN), Equine Science, and Agriculture. Customized Workforce Training Providing customized training is one of the hallmarks of the business services provided by NCTC to help employers meet the demand for workforce training and retraining. :Instructional content is based upon specific needs of the employer. Training times and locations are flexible. Employers may choose to arrange courses, seminars or workshops in conjunction with their own training program or they may select from a range of job skills-related classes offered through the Continuing Education Division. NCTC will also assist qualified employers with the acquisition of Skills Development Grant funds for training new employees and retraining current employees. Small Business Development Center NCTC's Small Business Development Center (SBDC) has offices located on the Corinth campus as well as in the Denton Chamber of Commerce. The SBDC is a partnership program with the U.S. Small Business Administration, whose chief goal is to aid the small business owner or entrepreneur wanting to start a business. The SBDC offers free counseling services and Iow-cost training sessions on a variety of pertinent topics relating to starting, running or expanding a small business. Adult/ Con tin uing Education The Adult/Continuing Education Department provides opportunities for earning mandatory professional continuing education hours. The department also offers courses for skills upgrades and job training/retraining. Classes are geared toward improving areas or functions that entrepreneurs and smaller businesses frequently find challenging. NCTC Partnerships with Other Educational Znstitutions NCTC has a strong partnership with the Denton :[SD in its Tech Prep programs. D:[SD's Career and Technology Education classes, taken at the high school level, apply toward nationally recognized certifications and receive equivalent credit in NCTC's correlating Tech Prep certificate programs. NCTC and D:[SD work together to arrange student apprentice and intern opportunities with local businesses that allow real-life application of classroom instruction. NCTC also has articulation agreements with TWU and UNT to ensure student credit at the community college level will seamlessly transfer for credit toward a 4-year program. This enables students transferring between schools to graduate on time and without incurring additional expenses related to non- transferable courses. Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaae 15 Challenges Transportation is a key concern at NCTC. Tf possible, NCTC would like the City of Denton to partner in providing student shuttle buses between Denton nodes and the Corinth campus. This partnership would also positively impact :[-35 traffic volume and air quality. To ensure the quality of its programs and service delivery to each student, TWU has maintained a very Iow 13:1 faculty to student ratio. Fully 90% of faculty members hold a Doctoral degree or other appropriate terminal (or highest achievable) degree in their field. The strength of the university's programs is evidenced by the following recognitions. TEXAS WOMAN'S UNIVERSITY (TWU) Established in Denton in 1901, Texas Woman's University (TWU) is the nation's largest comprehensive university primarily for women. (Women comprise 92% of all students.) TWU Hubbard Hall TWU is a Doctoral/Resea rch-:[ntensive university offering 102 programs leading to a Bachelor's degree, 105 IVlaster's Degree fields, and Doctoral degrees in 23 specialization areas within its eight schools and colleges. The University is most noted for its nationally recognized programs in library studies, nursing, and in the allied health fields of occupational therapy, physical therapy, dental hygiene, and health care administration. TWU has grown to add two health science campuses in Dallas and Houston, however, 63% of all students come from the Denton- area and DFW metroplex. TWU's is also unique in its ratio of undergraduate to graduate students enrolled: 53% undergraduate to 47% graduate students compared to a more typical 75%:25% ratio. U.S. News and World Report ranks these TWU programs among the best in the nation: · Occupational Therapy, ranked 8th nationally. · Physical Therapy, ranked :[3th nationally. · Library Services to Children, ranked 2nd nationally. · School Librarianship, ranked 4th nationally. · Physical therapy program recognized as a "top :[0" program since the inception of the ratings. TWU tied with Harvard University in the following rankings: · Seventh in the nation in doctoral degrees awarded in health sciences. (TWU was first in Texas.) · Second in the nation for best Health Studies doctoral program. Other prestigious rankings include: · Journal of the American Dietetic Association ranked TWU one of the top ten doctoral programs in nutrition. TWU has the largest occupational therapy program in the U.S. Graduates the largest number of healthcare providers in the state; 13% of the state's new nurses. TWU Growth :[n 2000, the leadership at TWU began an aggressive, targeted marketing approach to convey the university's strengths. IVlore flexible education opportunities were also developed, enhancing TWU's competitive edge. These efforts resulted in reversing a 4-year attrition trend and contributed to the university's success in recruiting and graduating the Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 16 student population targeted in state initiatives such as "Closing the Gaps," a program targeted to increase minority enrollment. With minority student enrollment at 27%, the university continues to have one of the highest percentages of minority student populations of Texas public institutions. Over 76% of TWU students earning baccalaureate degrees were first-generation college graduates, the highest number in the state and well over the state average of 47%. TWU Partnerships with Business Two areas experiencing the greatest enrollment growth at TWU are its nursing and Executive IVlBA (ElVlBA) programs. The College of Nursing grew by 272 students to 1,830. The continued national and global shortage in professional healthcare workers ensures TWU's recognized programs will remain in strong demand. A dramatic example of the impact strategic marketing played in enrollment is in TWU's new Executive IVlBA program. Geared to the needs of working professionals, ElVlBA classes are offered through online and weekend classes. University officials anticipated the first- time ElVlBA program would attract 30 students; 81 enrolled this fall. Texas Woman's University supports the quality of workforce it graduates by offering unique programs that support academic excellence in previously non-traditional career fields for women professionals. These are: Lifelong Learning/Con tin uing Education TWU offers over 400 evening and weekend classes and more than 200 distance learning courses. Last year, 8,400 individuals participated in non-credit conference, workshops and continuing education events. Evening/Weekend Graduate and Undergraduate Education To accommodate working professionals, graduate-level classes are offered during evening and weekend hours. Classes may be applied to degrees in 18 areas ranging from Business Administration to Kinesiology. Over 150 undergraduate classes are also offered on evenings and weekends. TWU Institute for Women's Health is nationally unique in coordinating interdisciplinary research in women's critical health areas over their lifetime. Funding from the Texas Legislature supports a statewide multigenerational research effort, the Pioneer Project, that is tracking the health and development of thousands of women to provide data on women's healthcare needs. I~lulti-Ethnic Biomedical Research Support Program offers minority students the opportunity to conduct funded laboratory research with faculty members. Tt is the only program of its kind in North Texas. Honors Scholar program emphasizing research, writing and technology began with 25 students in 2000, and has grown to 175 students in 2002. The purpose of the Center for Nonlinear Science is to promote focused research on complex systems using nonlinear science. "Nonlinear" means the output of a system does not match the input; small causes can produce large effects. Nonlinear science holds promise for knowledge development that other theories have not adequately explained. The Science and Mathematics Center for Women was established in 1986 to encourage women to pursue careers in the science and mathematics professions, and to help meet the growing demand for science and math teachers with strong computer literacy. Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 17 TWU Partnerships with the Community The Denton community is enriched through additional cultural, educational, recreational, and quality of life opportunities provided by the university. TWU Pioneer Hall Athletic Facilities The completion of Pioneer Hall in 1998 added 140,000 square feet of space utilized by several TWU departments and includes a natatorium and wellness facilities open to the community. TWU Pioneer Hall TWU Golf Course The TWU 18-hole golf course is open to the public for nominal fees. Denton 1SD school golf teams and several community leagues enjoy the convenience of the course, which is located approximately one mile northeast of Denton's historic downtown. science, language (including Spanish), music, and outdoor activities are included in the curriculum. The Woman's Collection of the Blagg-Huey Library at Texas Woman's University represents a major research collection on the history of American women. The Library first began collecting the biographies of great women in 1932 at the suggestion of its president, Dr. Louis H. Hubbard, "to serve as role models" to students. Since then, it has grown to over 42,000 books, 3,000 cubic feet of manuscript collections, 19,000 photographs, approximately 2,000 periodical titles, and major manuscript and book collections on microfilm. The Woman's Collection also houses the University Archives, which provide rich research materials on the history of women's education in Texas. The National Women's Hall of Fame will be located at Texas Woman's University. Selected for this honor in 2002, initial plans are under development for this future exhibit. Ballet The Community Dance Center at TWU offers affordable dance classes for all ages and abilities in six or ten week sessions in a variety of dance idioms, including creative movement, ballet, jazz, tap, swing, and pilates-based physical conditioning. TWU Pioneer School (a preschool for children ages two to five) provides quality early childhood education and serves as an education and training facility for undergraduate and graduate university programs. TWU students in Child Development, Husic Education, and Dance, instruct at the school with early literacy education receiving special focus. Hath, art, TWU Partnerships with Denton ISD The Reading Recovery program is designed for first grade children who are having difficulty learning to read and write. Children meet individually with a specially trained teacher for 30 minutes each day for 12-20 weeks so that they can catch up with their peers, while Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 18 continuing to participate in their mainstream classroom. The Institute for Women's Health-Healthy Bones Project is a study, involving over 150 4th grade Denton elementary students, to determine influences of calcium and exercise on bone mineral density in growing children. The long-term project goal is to find ways to prevent osteoporosis. Another 150 students are participating in student activities geared toward changing nutritional behaviors. The Kinesiology Department's LEEP Outreach Program is a collaborative grant-funded partnership with Kellogg/Texas A&,lVl and three middle schools in Lewisville, Texas. Once a week for 8 weeks, a TWU team of faculty and students go to the athletic period and lead the group in activities designed to build communication, decision-making and conflict resolution skills. TWU hopes to expand this program district-wide next year. High schools in Denton and Lewisville currently receive similar "ropes course" training via student coaching/teaching practicums. GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) is a 5-year program funded by the U.S. Office of Education under the Higher Education Act. -I-WU provides DTSD and other surrounding school districts support with programs focused on strengthening key factors impacting academic success by expanding: learning environments inside and outside of school, connections with area colleges/universities, parent involvement, and staff capacity to deliver high-expectations instructional programs. TWU Academics The TWU Science and Mathematics Fair is held annually for area K-8 students and encourages interest and excellence in exploring and solving science and math questions. "Expanding Your Horizons" is a conference held annually for area middle school girls to interface with successful women in science and math-related fields. The TWU Science and Mathematics Center Newsletter is sent to area schools/teachers to advise them of science and math activities and events for educators and students. Tt also provides a speaker list for middle and high school science and mathematics topics. ACES (Access to CarEers in the Sciences) is a camp for Denton area junior high and high school girls that began in 1987. -I-WU has been tracking attendees of the camp and report that 99% of the high school graduates pursue a college degree - 46% of those in a math or science-related field. The Dance Department's KidsDance: Rhythms for Life is co-sponsored by the Greater Denton Arts Council. The program brings Denton 2nd grade students to TWU IVlargo .]ones Performance Hall for interactive dance concerts. TWU's Danceworks students also perform lecture demonstrations and teach workshops in the Denton and DFW area elementary and secondary schools and community colleges. Sigma Tau Delta (International English Honors Society) conducts a writing contest for Denton area high school students. Winners are recognized in an awards ceremony for Department of English, Speech, and Foreign Language. Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 19 TWU Summer Sports Camps -As winners of the USA Gymnastics Collegiate National Championship six of the last nine years, and as NCAA Division :[:[ competitors in basketball, softball, soccer, and volleyball, TWU offers sports camps that improve the competitive athletic skills of area girls aged 12 to 18. TWU Partnerships with NCTC and UNT TWU has articulation agreements in partnership with NCTC and UNT that allow students to seamlessly transfer credit hours between institutions. Students who may wish to transfer between institutions know in advance exactly which classes will receive transfer credit. These articulation agreements reduce the additional expense and delay non- transferable classes present to the student. Other Regional Partnerships TWU has also developed many partnerships with Dallas and Fort Worth areas schools, as well as regional community colleges. Challenges State funding: Competition for State funding is always a challenge for Denton's two universities. TWU appreciates support from the City of Denton in the form of resolutions and letters to or conversations with State senators and representatives. Transportation: As many of the university students commute into Denton each day, transportation is a key issue that needs to be addressed. As :[-35 continues to grow in congestion, the need for a transit system also grows. A real concern is that if proper transportation is unavailable, Denton will be eliminated as a choice for higher education to many commuter students. UNIVERSITY OF NORTH TEXAS million). The university encompasses ten colleges and schools of study, offering Bachelor's degrees in 97 fields, IVlaster's degrees in 124 areas, and Doctoral programs in 46 disciplines. Similar to TWU, UNT maintains a Iow 17:1 student-faculty ratio. UNT's Economic Impact :[n August 2001, the Center for Economic Development and Research reported the economic and fiscal impact of the University of North Texas System Denton Campus. The following is an excerpt: "The University of North Texas Denton Campus continues to grow with over 27,000 students and new physical infrastructure including the Gateway Center, student housing, and other facilities. As operations at UNT-Denton grow, so does the university's impact on the regional economy. Based on budgeted expenditures for the current fiscal year (FY2002), UNT operations in Denton will generate over $1.02 billion in economic activity in the Dallas-Fort Worth IVletroplex. This tremendous activity will support almost 20,000 jobs paying in excess of $350 million in earnings. What's more, based on U.S. Department of Commerce economic impact models, most of these benefits stay in Denton County. These estimates include the impacts of university operating and capital expenditures, local spending by out-of-area visitors to the Denton campus, and local spending by students who come from outside the region. The economic activity and earnings supported by the University of North Texas generates substantial revenues for local taxing jurisdictions. We estimate that over $10 million in hotel occupancy, sales, and property tax receipts will go to local city and county coffers." The University of North Texas (UNT) campus comprises a land area exceeding 800 acres (with an August 2002 net book value of $209 Education and Economic Develooment White Paoer 2anuarv 14th . 2003 Da~3e 20 Table 10: Economic and Fiscal :Impacts of the of North Texas Denton Cam Total economic impact $833,714,000 Total direct and indirect earnings $299,266,000 Total direct and indirect jobs 16,874 Total estima~d visitor spending $12,500,000 Total economic impact $27,730,000 Total direct and indirect earnings $9,501,000 Total direct and indirect jobs 485 Total estimated visitor spending $89,946,000 Total economic impact $165,528,000 Total direct and indirect earnings $45,734,000 Total direct and indirect jobs 2,450 Total economic impact $1,026,972,000 Total direct and indirect earnings $354,501,000 Total direct and indirect jobs 19,809 Tncluding hotel occupancy taxes, sales and use $10,431,000 taxes, and property taxes Source: Briefing Paper, Economic and Fiscal Impacts of the University of North Texas System Denton Campus Fiscal Year 2002 Update. U NT Growth University of North Texas President, Dr. Norval Pohl, recently presented information on UNT's strategic plan for future enrollment growth and facility and program expansions. By the year 2015, Dr. Pohl believes UNT will reach its goal of over 41,000 students - a growth of approximately 37% over current enrollment. The economic impact of UNT on the Denton economy will only increase. Table 11: Area Population and UNT Enrollment Pro ections 4.80 million 5.60 million 6.98 million 8.13 million 12.59 million Source: Dr. Norval Pohl's presentation to Chamber of Commerce, September 2002. Dr. Pohl discussed the university's role in the community and highlighted the following areas of importance: UNT is redirecting its institutional purchasing toward local businesses. (UNT is also committed to increasing the number and value of business transactions with historically under-utilized businesses.) · UNT will continue to offer employment opportunities to local residents. As a workforce developer, UNT will continue to address local and regional workforce needs. UNT is also channeling university expertise to increase local business capacity and improve the local business environment. UNT will leverage its real estate development to anchor local economic growth. Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 21 UNT is also "incubating" start-up companies by offering services to support and expedite research commercialization. UNT Partnerships with Business UNT has numerous on-going partnerships with business - too many to include in this report. Tnstead, this report will focus on two key programs/projects. i~urphy Enterprise Center Tn 1999, two successful local entrepreneurs, Ken and Shirley Murphy (both UNT alumni), funded the Murphy Enterprise Center, a premier incubator of entrepreneurial activities for students, faculty and business. The Center has a three-pronged approach: College of Engineering, research activities, and a number of administrative activities that are currently located on the main campus. The facility sits on nearly 300 acres and will serve as a venue for UNT to form partnerships with high-tech corporations and other businesses in expanding research activities. The College of Engineering is expected to admit its first students in the 2003-04 academic year. UNT expects to have 650 engineering students by 2007 and 1,250 by 2010. When the college opens, it will be comprised of three departments: the Department of Engineering Technology, the Department of Computer Science and Engineering, and the Department of Materials Science and Engineering. Put students first, providing an entrepreneurship education, internships, scholarships, business plans and interaction with faculty and business mentors. The facility is already home to Dr. Moon Kim, a member of the Materials Science and Engineering faculty. Dr. Kim is performing research in wafer bonding and electron microscopy. (2) Accountability to educators, including provisions for academic leadership, research opportunities and innovative educational programs. Dr. Moon Kim (3) Service to the center's business partners by providing business-world experiences, cost-effective consulting and networking opportunities, and by serving as a conduit for cooperative efforts among businesses, the university and the community. Programs include the annual Shirley Murphy Entrepreneur Contest, a $50,000 business competition and the Murphy Leadership Forum. Research Park Probably the most exciting news from the UNT campus this year is the announcement of the new College of Engineering to be based at the recently purchased Texas Tnstruments facility. The ceremonial ribbon cutting opening the new North Texas Research Park was held in August of 2002. The research park will house the new Tom Stellman and _1on Roberts, economic development consultants contend that the potential for the development of the Research Park and its impact on the Denton community is substantial. The park will receive primary focus when developing a new image and marketing plan for Denton. As a majority of the land at the Research Park remains undeveloped, Denton is positioned to help create opportunities for future, private sector development partnerships with the university. Other Programs Although one might not quickly make the connection of a successful athletics program Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 22 and the economy, the connection truly exists. When communities are home to universities with successful athletic programs and quality facilities, a number of things occur in the economy. Bigger games bring bigger crowds for events. Bigger crowds spend more money in the community - residents and visitors alike. Community pride breeds more success - and the cycle continues. Texas is a football state. No one can argue with that - and for the past two years, UNT has made Denton very proud. GO IVlEAN GREEN! However, not only was UNT's football team conference champions, but the Hen's Soccer and Outdoor Track teams were too. Don't forget the Women's Basketball team won the Division Championship. UNT Women's Basketball On December 9, 2002, the UNT Regents authorized steps for the design and construction of a new $11.5 million athletic center on property that is currently being used as the Eagle Point Golf Course. Tn a December 12th press release, UNT reported a three-phased plan: Phase T includes closing the golf course in IVlarch 2003, beginning construction of the athletic center facility in April, and breaking ground for a new residence hall in _lune. Phases TT and TTT include building a new football stadium, adding additional athletic facilities and determining parking areas on and adjacent to the golf course property. (No specific construction dates have been set for Phases TT and TTT.) Concept Drawing UNT Athletic Center The plan also includes green space to buffer the adjacent neighborhoods, and an opportunity to develop commercial and retail activity as well. The university met with residential neighbors and is currently addressing concerns voiced about the master plan. UNT High School Partnerships The Texas Academy of IVlathematics and Science (TANS) is a unique residential program for high school-aged Texas students who are gifted in math and science. While living in IvlcConnel Hall, students in this two-year program complete a rigorous academic curriculum of college coursework at UNT. Students must complete the required curriculum of 57 semester credit hours, passing all courses with a cumulative grade point average of 3.0 (B average). Graduating seniors receive an advance high school diploma including college credits. UNT Gateway Center Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 23 UNT Partnerships with the Community The Center for Pub#c Service (CPS) is working to assist the university in becoming a full-blown "outreach university." Not only does the center work with other on-campus schools to lead the way toward a more sustainable campus community, they have formed vital partnerships within the community. · The Volunteer Center assisted Denton with "Make a Difference Day." CPS has established the Denton County Alzheimer's Support and Education Program to assist local families coping with care giving. CPS has assisted the College of Music in creating "Start-up the Band" in nearby Owsley addition to provide music education to Iow income youth and thus help them stay in school. The new Sewing Center at the Phoenix Apartments in southeast Denton has been a useful partnership between the School of Visual Arts and the center. The Arts: UNT offers a wide array of cultural opportunities to the Denton community. This section touches on just a few: Carrie Neiman (Neiman Marcus) in 1953 and moved to UNT in 1972. Texas Fashion Collection Winspear Performance Hall, located in the Murchison Performing Arts Center, is a 19,200 square foot performance hall that is home to UNT College of Music's foremost ensembles, including the One O'Clock Lab Band, the Wind Symphony, Jazz Singers, and Symphony Orchestra, among others. The hall can accommodate up to 1,108 patrons. Lyric Theater, also located in the Murchison Performing Arts Center, was constructed with a flexible design that allows for both traditional and creative configurations for opera and drama performances. The theater is home to UNT's Opera Theatre program as well as the site for many Department of Dance and Theatre Arts productions. UNT .lazz Class Art Galleries - The University of North Texas Art Gallery and Cora Stafford Gallery are located on the UNT campus. Through their focus on curatorial projects involving vanguard contemporary art, the galleries challenge and promote the current discourse surrounding living artists and their works. The Texas Fashion Collection (TFC) is part of the School of Visual Arts at UNT. TFC houses more than 12,000 items of historic dress as a resource for students and researchers. The collection was originally assembled in tribute to Education and Economic Develooment White Paoer 2anuarv 14th . 2003 Da~3e 24 Additionally, the College of Music has several recital and concert halls for smaller performances. The College of IVlusic has expanded its international activities as well. The College hosted two large and very successful conferences/festivals of international scope, the · North American Saxophone Alliance conference and the Tnternational Trombone Festival. Both attracted hundreds of participants from around the world, and featured internationally acclaimed guest artists. Tn addition, the College of IVlusic · continues to develop an exciting exchange relationship with the Conservatorio di IVlusica "A. Steffani" (Steffani Conservatory of IVlusic) in · Castelfranco Veneto, Ttaly. impede effective management and take resources away from instruction. Limited state funding that restricts the university's ability to be proactive in preparing for future growth instead of reacting to it. Tncrease in the number of under-prepared students who want to enter the university. Lack of mass transportation systems that reach the Denton campus. Murchison Arts Center Challenges Tn his Hay 2002 presentation regarding UNT's Strategic Plan, Dr. Pohl summarized the following external challenges: Continuing population growth in the primary area served by UNT and the higher education institutions' ability to meet the demand. Tncreasing demands by business and industry for skilled workers for new types of jobs not yet identified. · Tncreased costs of instructional programs and services. Tncreasing number of students with financial needs and inadequate state and federal financial aid. · An increase in federal regulations, restrictions and requirements for higher education that Again, as with TWU, UNT appreciates the City's support for funding and encourages the City to continue to participate in the efforts to provide mass transit to Denton. UNT has expressed eagerness to partner with the City on many levels. The City and Chamber are working with the university to help market the North Texas Research Park. UNT is a partner in the TTP Strategies, :[nc. strategic plan and will benefit from the study. UNT has committed to go even further in developing a more comprehensive plan for the Research Park. The City will participate in that effort also. CONCLUSION The importance of education and its relationship to economic development are prevalent in many of the current theories and practices of economic development. Author Richard Florida, the H. _lohn Heinz Professor of Regional Economic Development at Carnegie IVlellon University, argues in his new book, The Rise of the Creative Class, that cities cannot flourish unless they attract a particular kind of person, the creative individual. The "creative class" individuals are described as people in science and engineering, architecture and design, education, arts, music and entertainment. They also include creative professionals - individuals in business and finance, law, healthcare, and related fields who "engage in complex problem solving that Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 25 involves a great deal of independent judgment and requires high levels of education or human capital." Florida's advice to civic and governmental leaders and planners includes: (1) Cities and communities should invest in their universities. (2) Strengthen what is unique about neighborhoods. (3) Go out and ask people what they want. (4) Preserve and enhance whatever about a place is authentic. Florida says, "You're never going to create the leadership of a high-tech powerhouse without great universities. This is the equivalent of your infrastructure and your raw materials. The university is a life-style district, so cities should do everything possible to make the area around a university a seamless work--live community that possesses the character and amenities that creative people value. Strengthen what's unique about these neighborhoods. Don't genericize them." challenges. Urban economic development strategies must be transformed from focusing on industrial attraction through subsidies and Iow costs, to growth from within and attraction of knowledge workers through a high quality environment. Trends There are new economic realities, many driven by technology, that are shaping the economic potential of cities and their surrounding regions. These include: CEOs for Cities reports similar views. CEOs for Cities is a national bipartisan alliance of mayors, corporate executives, university presidents and other nonprofit leaders. :[ts mission is to advance the economic competitiveness of cities. :[ts national meetings and research products underscore the organization's basic tenet, which is that urban economies are strengthened when public and private sectors come together to collaborate on economic development policy- making and practice. CEOs convenes its principals to share innovative ideas about urban economic competitiveness that can be replicated in their cities and to create strategies to shape federal policy and media viewpoints. The following is the executive summary from CEOs for Cities research project, "Urban Economic Prospects in the Knowledge Economy." The full report is attached to this report. (See attachment 4). Executive Summary A global, knowledge-based, and technology- driven economy has emerged. The New Economy will restructure metropolitan and urban economies, bringing new opportunities and new How Cities Compete Metropolitan Region within a Host urban and suburban areas located in major metro areas have advantages stemming from large labor markets, good airports, excellent telecommunications capabilities, and clusters of firms in the same or similar industries. However, within a region, there appear to be some competitive advantages and disadvantages to locating in the city as opposed to the surrounding suburbs. Advantages Urban areas can have three kinds advantages over their suburban counterparts of Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 26 when it comes to growing, attracting, and retaining technology companies and knowledge workers: 1) urban culture and amenities; 2) proximity to research institutions; and 3) industry clusters. Disadvantages Urban areas can also face distinct disadvantages relative to their suburban counterparts. These include: 1) higher taxes; 2) traffic congestion; 3) old and rundown housing, building, and physical infrastructure stock; 4) poor quality K-12 education; and 5) higher crime. What to Do: New Economy Success Factors and Policies Develop a vibrant technology infrastructure. Support and enhance high quality research universities and institutions; invest in fast and Iow cost telecommunications infrastructure; and expand access to the Internet. Create a skilled workforce. Hake all schools high quality schools; increase training in technology skills; create industry-led workforce development alliances; reform local Workforce Investment Boards. Create a great quality of life. Reduce crime, increase transportation mobility, boost "New Economy culture" (European-like urban amenities combined with Western U.S.-like outdoor recreation activities), and ensure adequate physical infrastructure. Know your Region. High-tech is not one industry, it is many, and each has different requirements and location patterns. Develop an in-depth and ongoing understanding of the regional economy, including how the major economic sectors work and what the region's economic strengths and weaknesses are. Foster a culture of innovation. Identify cultural strengths and weaknesses; recognize and celebrate innovation, both public and private; support the formation of high-tech business councils to encourage networking and learning. Stop Trying to Get Bigger; Try to Get Hore Prosperous. In the old economy, the goal of economic development was almost always to "get big." In the new economy, the goal should be to "get prosperous," meaning to create higher wages and better jobs, improve the quality of life, reduce poverty, and expand opportunities for all of the region's citizens. Stop Trying to Get Cheaper; Try to Get Better. In the old economy, "getting cheap" meant tax holidays, big subsidies, and other giveaways to companies that only cared about reducing costs. In the new economy, the key to success is to "get better." Getting better means: Reinvent and digitize government. Government in the New Economy can't govern alone - it needs to form strategic visioning and managing partnerships with the other key players. Be entrepreneurial and innovative and rely on information technology to create a fast and responsive government. The City of Denton, Denton Chamber of Commerce, Denton ISD, University of North Texas, Texas Woman's University, and North Central Texas College have joined forces to address economic development strategies and including many of the issues previously discussed in this section. The partnership has enlisted the economic development consulting Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 27 firm, TIP Strategies, Inc. to help develop implementation plans for four identified projects. Throughout the year-long process that ultimately led to the this effort, TIP met with several community leaders in key sections of the community - education, business, government, healthcare, and arts/culture. Mass transportation, a high quality K-12 education system aqd a flagship university were identified as primary elements that Denton must achieve if we are to truly consider ourselves the third city in the Dallas-Fort Worth-Denton metroplex. Education is seen as a primary ingredient for quality economic development. Task forces have been identified for the four focus areas - Business Park, Image and Marketing, North Texas Research Park, and Downtown. Final implementation plans are scheduled to be completed by April 2003. Based on the information researched and provided in this report, high quality K-12 and higher education is pivotal in creating an atmosphere where creative individuals (those who work in high-tech industries) want to live. High-tech companies locate where there is an abundant workforce of creative people. The fact that all of our educational institutions have financially contributed to the economic development effort indicates their commitment to quality growth in Denton. Once the project is complete, it is critical that continued partnerships with Denton's educational institutions are pursued and nurtured if Denton is to compete in the "new economy." Education and Economic Develooment White Paoer 2anuarv 14th . 2003 oaoe 28 2001-2002 DENTON INDEPENDENT SCHOOL DISTRICT This is the first edition of a report to the Denton lSD community. The data and information reflects the school year 2001-2002. The goal of this publication is to provide the citizens of Denton ISD with a clear, concise picture of the accomplishments of our students and staff. You will find achievement data, student and staff information, activities, awards and major accomplish- ments presented in easily readable graphs, bullet-point lists, and interesting and usable facts. Members of the community and newcomers to the area should find the report a valuable resource in learning more about Denton lSD. For more information, please contact Sharon Cox, Coordinator of Communications, at 369-0005 or the Superintendent's Office at 369-0003. For the most current information, please visit the District website at dentonisd, org Members of the Board of Trustees of Denton lSD are leaders within the local educational community, and actively involved in the Texas Association of School Boards. Dr. Jim Alexander · Professor and Chair, Department of History and Government, Texas Woman's University · Elected 1993. Served as Secretary of Board in 1995 and 1996. Served as President of the Board in 1999 · Ph.D. in Government and Public Administration, American University, Washington, DC Calvin Evans , Victor Equipment Company · Elected 1995. Served as Secretary of Board in 1998. Served as Vice-President in 1999 and 2001. Served as President in 2000 Virginia Gallian · Master Trustee, Retired Educator · Elected 1999 · MS, University of Missouri Mia Price · Business Manager, David W. Price, MD PA , Elected 2001, BS in Medical Technology, Louisiana State University · Currently participating in TASB Leadership Training Dr. Curtis Paul Ramsey · Master Trustee, Retired University Professor and Public School Teacher · Elected in 1994. Served as Secretary of Board in 1997 · Ph.D. in Educational Administration and Supervision, George Peabody CollegeNanderbilt University Dr. Jean Schaake · Master Trustee, Associate Dean for Academic Affairs, University of North Texas · Elected in 1992. Served as Secretary of the Board in 1993 and 2001 Served as President of the Board 1994-1999 , Ph.D. in Chemistry from University of Florida Rick Woolfolk · Master Trustee, Member of TASB Board of Trustees, investment Representative/Branch Manager Raymond James Financial Services · Elected 1997. Served as Secretary of the Board in 1999 Served as Vice-President of the Board in 2000. Served as President of the Board in 2001 · BS/BAin BusinessAdmin[stration/Auditing from Pittsburg State University, Pittsburg, KS. Dr. Ray Braswell Superintendent of Schools Welcome to the first edition of an annual report that focuses on the highlights, achievements and activities of the Denton Independent School District. This publication reflects the hard work and wonderful achievements that our students and staff accomplished during the 2001-02 school year. The biggest highlight arrived on Aug. 1, 2002, when the Texas Education Agency presented Denton lSD with the prestigious "Recognized" school district award. Although five schools were named "Exemplary" and another five gained "Recognized" status, it took the progress made at every campus to achieve "Recognized" status for the district. Throughout the year, I saw our staff- especially our teachers - work with large groups, small groups and often one-on-one with our students so every child could achieve success. This publication documents the wide array of accomplishments that our students - and our staff- have made during the school year. We hope you find this information useful and interesting. As with any new undertaking, feedback is important. If you wish to share your comments and thoughts to help enhance future publications, please feel free to contact the Communications Office at (940) 369-0005 or my office at (940) 369-0003. Our students and staff excel in many ways and in many areas· Our sincere desire is that this report showcases that excellence. Superintendent 200 -2002 Highlights DENTON lSD GAINS "RECOGNIZED" STATUS District rises to academic, athletic challenges On Aug. 1,2002, Denton lSD gained the presti- gious "Recognized" status from the Texas Education Agency. It is the first time the district received the higher rating since the accountability system has been utilized to determine students' academic success. During the Aug. 1 news conference, Superinten- dent Ray Braswell emphasized that the teachers were the real heroes for the district's outstanding success. "The credit for this new accountability rating and the students' gains goes to the classroom teachers. They have worked tirelessly to maximize the potential of each student," Dr. Braswell said. In Denton lSD, the teachers and staff strongly believe that all children can learn and are dedicated to insuring that every child succeeds. This dedication was Teachers are dedicated to the district's mission of excellence with kindness. The Ryan Raiders Football Team brought state recognition to its school, district and community. Staff constantiy encourages students to be successful. exemplified with the district's new rating and marked improvement on test scores at every campus. The number of schools named "Exemplary" increased from one to five: Ginnings, Houston, McNair, Newton Rayzor and Wilson Elementary Schools. Five schools received "Recognized" status: Hodge Elementary, Rivera Elementary, McMath Middle, Denton High, and Ryan High Schools. The 2001-02 school year exemplified the dedication the district staff has in nurturing every child to his or her fullest potential. This ongoing success was demonstrated over and over as stu- dents triumphed in the classroom, upon the stage and on the athletic fields. Ryan Raiders capture state honors After making the state playoffs last year, the Ryan High School football team wanted everyone in Texas to realize that their outstanding performance in 2000 was based on skill and talent. They proved to Texans everywhere that champions must work hard and constantly exemplify high integrity and strong character. Before a soldout crowd at Waco lSD Stadium, the Ryan High Football team cap- tured the coveted Class 4A-Division I State Championship title. This was the first time in the school's history to capture this top high school football title. They won by defeating Smithson Valley High School, 42-35, in overtime. Led by Head Football Coach Joey FIo- rence, the team not only brought recognition to Ryan High School and Denton Independent School District, but to the entire community of Denton. 2001-2002 Highlights Students help community, nation cope with 9-11 tragedy As the nation and world coped with the tragic events that struck New York City, Pennsylvania and Washington D. C. on Sept. 11,2001, the students and staff immediately took an active role as the nation started its healing process. · At Borman Elementary School, students had been saving pennies for the past several years to purchase special playground equipment. After the attacks, the students and staff voted unanimously to collect more money and donate it to the American Red Cross. The students' generosity made local, state and national TV shows. Principal Jacquie Akers and a student appeared on the nationally televised Ananda Lewis Show. In response to students' generosity, several companies volunteered their products and services to build the students a new playground. · At Denton High School, the English as a Second Language students of Rocky Moore also wanted to help. Although most of these students had been in the United States for only a few weeks, they raised more than $300. Mr. Moore, along with his DHS colleagues, matched what the students donated. At McMath Middle School, the students planted a tree in honor ofthe public safety officers killed in NewYork City. On Nov. 9, Houston Elementary formed a "human flag" on the campus playground. Qriginally, the photo was planned for the school yearbook, but several TV stations arrived and it was broadcast nationwide on CNN. At every school, students and staff proudly wore red, white and blue; stood a little straighter when they said the Pledge of Allegiance, and conducted numerous projects to help the victims of 9-11. Generous students at Borman Elementary School emptied their banks to help the victims of the Sept. 11~", 2001, tragedy. Principal Jacquie Akers was seen on local, state and national TV shows for her students' efforts. Houston Elementary students gathered to honor America. Students and staff joined the nation in demonstrating their pride of the American flag, 3 2001-2002 Highlights District opens 2 new schools; expands existing facilities Denton lSD is a one of Texas' fast- growth districts, This was exemplified when two new schools opened in 2001. The facilities were funded from two major bond packages - $123.5 million in 1996 and $64 million in 1999. Wayne Stuart Ryan Elementary School opened at 201 W. Ryan Rd. This school was built on 15 acres of land donated to the district through the generosity of Mefbagene Ryan, widow of Wayne Stuart Ryan. TheAnn Windle School for Young Children opened as a premier early childhood center. The vision for this school came in part from its name- sake, Dr. Ann Windle, who was a board member from 1998 until her death in 2001, and the school's staff, headed by Dr. RonArrington, principal. The staff partners with the parents to help each child be successful. Children are served in several special areas, including pre-kindergarten, Head Start, special education, Bilingual/English as a Second Language, parent education and other programs. Although the district is busy building new schools, it also is providing existing schools with new facelifts. At Denton High, a new fine arts center was completed. Students also have a larger cafeteria and an expanded library facility. Four elementary schools were expanded and refurbished to better house students this year. Built in 1970, E~orman Elementary now has new classroom space, a larger cafeteria, and a new activity center. Ginnings Elementary, built in 1968, has a new administration area, front entryway designed to handle the flow of traffic as parents drop off and pick up children, additional classroom space, an expanded cafeteria, and an enlarged activity center. Evers Park Elementary School, built in 1985, has new classroom space, computer labs, e redesigned media center, and a larger activity center. · Lee Elementary School, whose main structure was built in 1974, sports a new activity center. Throughout the district, better and' bigger facilities depict the rapid growth the district faces every year. In January, 2002, a Citizens Advisory Committee was formed to determine what facilities the district needs to accommodate future growth and presented a $192.7 million bond package to the voters on Sept. 14th. Ann Windle School for Young Children Wayne Stuart Ryan Elementary School and its state-of-the. art library Ginning's new elementary cafeteria 4 200f-2002 District Profile ' ~'""".'~"~ .."~-~ 'e ,, i Denton ~, '~ ., ~ ~ "':.~.--.I "~'*' :'~ '";'~d I Independent ~ ..'. ':<m ):~.-'9 School ~lstrict r . r~' "~ i -~,'=i ,- ,- r-'/l , --i L :i ,' from. Argyl~l Roads- The Denton Independent School District has been committed to providing a quality education since it was founded in 1882. In May, the district gained another 13.7 square mi[es when the Board of Trustees annexed Robson Ranch and other property from theArgyle Independent School Distdct in southwest Denton, The district now encompasses almost 180 square miles and contains all or parts of the following cities and communities: Denton Corinth Badonville Oak Point Cross Roads Copper Canyon Double Oak, Shady Shores Lantana * As one of Texas' bst growth dislricts, one to two schools are opening every year, * Based on recent resic~enlial activity, an estimated 1,500 single family homes and multi-family units are currently being permitted each year. * This growth will increase the district's enrollment to an estimated 19,000 students by 2006. This would include 10,000 elementary students, 4,300 middle school students and 4,700 high school students. ETHNIC DISTRIBUTION Student Population 2001-2002 (Categories Reported as Percentages) State 14.4 40.6 42.0 Asian/Pacific Is. 2.7 Native American 0.3 DISD Enrollment for 2001-2002 Elementary Schools 7,206 Middle Schools 3,232 High Schools 3,789 TOTAL* 14,360 *Total includes special schools Students build a strong educational foundation in DISD. 2004-2002 Student Success The Denton lSD staff commits its students to do theft best by setting high expectations, This commitment to excellence is exemplified daily with the numerous accomplishments students achieve. Those accomplishments include: More than 80 percent of the 2002 graduates plan to attend college, a university or trade school. Academics Denton lSD is one of only 21 districts in Texas accredited by the Southern Association of College and Schools. All of its schools are accredited. Ryan Elementary Schoot received [ts first accreditation certificate this year. · Two schools were awarded the Texas Successful Schools Award for their gains on the TAAS test. McNair Elementary received $1,131 and Ginnings Elementary was awarded $905 from the Texas Education Agency. They were two of only 569 schools in Texas to receive this award. · There were 434 graduates from Denton High and Ryan High Schools recognized as Texas Scholars. This program honors students who graduate with the recom- mended or distinguished graduation plans and have maintained at least a C average. · More than $5 million was awarded to 2002 graduates in scholarships and financial aid. · Newton Rayzor Elementary School was named one of three finalists fora state reading award. The school was named one of the top three schools in Texas for the International Reading Association Award. Principal Aleta Atkinson and the Rayzor staff were recognized at the state IRA conference. · Ryan High was named in the Top 10 in the University Interscholastic League 2002 Texas Dodge Dealers Lone Star Cup standings for its overall athletic and academic programs. This was the second year RHS has been in the Top 10 of all Texas 4A high schools. · In a "Best High Schools" survey conducted by D Maga- zine, Denton High was ranked 26*h and Ryan High School 36~" out of 95 high schools surveyed in the Dallas-Fort Worth Metroplex. The rankings were based on AP scores. · One Denton High Health Science Technology Education stu- dent won first place at the national HOSA competition. Several journalism students from Denton High captured top awards at the Yearbook and Newspaper Conference at Texas Woman's University. One student was named "Top News- paper Student" at the conference, · Five English as a Second Language (ESL) students from Denton High were recognized by the University of Texas Mi- grant Student Program. Another ESL student was selected to attend the National Hispanic Institute 2002 Lorenzo de Zavala Youth Leadership Institute at Southwestern Univer- sity in Georgetown. · Students from the Business Professionals of America as- sociations captured state and national awards. Dozens of students qualified to compete at the state conference with six from DHS and three from RHS qualifying for national com- petition. · Several students from Denton High's Distributive Education Clubs of America (DECA) brought home top honors in Ap- parel and Accessories Marketing and qualified for national competition. Ryan High placed first and Denton High third in the Texas Technical Student Association competition. .2001.2002 Student Success Fine Arts · Five drama students, three from RHS and two from DHS, captured the lights and top honors at the International Thespian Festival atthe Univer- sity of Nebraska. · Five students, plus three alternates, from the fine arts departments of Denton High and Ryan High were named to the prestigiousAII-State Choir, Orchestra or Band, They performed at the Texas Music Educators Asso- ciation State conference on Feb. 23® in San Antonio. · More than 70 fine arts students were among only 1,400 selected statewide to compete in the state UIL competition in May. · Ryan High School Drama students "out performed" 35 schools to win the honor of performing at the Texas Thespian main stage in November. This was the first time in five years that the RHS drama program performed at the festival. · For the first time in recent history, the Denton Independent School District had two high school bands - Denton High and Ryan High - awarded 1't Division ratings at the University Interscholastic League (U IL) Marching Band Contest in October. The Fifth-Grade orchestra is another award-winning group that the com- munity supports. According to the American String Teachers Association, only 11.4 percent of the elementary schools in the U.S. sponsor string orchestras. Denton lSD has 100 percent participation at the elementary school level. · Denton High and Ryan High are two of 20 4A high schools statewide with orchestra programs, placing them in the top one percent of 4A schools for orchestra. · Denton High School Chorale was a guest choir at the American Kodaly Educators national conference; Ryan High School Chamber Choir per- formed in New York City and appeared on Good Morning America. Six elementary and middle school students were chosen to perform with the Organization of American Kodaly Educators (CAKE) National Children's Honor Choir. · Denton High School's theater play, "The Beggar's Opera" placed third at the UIL State One-Act P~ay Contest. · Numerous middle and high school band, choir and orchestra programs earned Superior and Sweepstakes Awards at UIL concert and sight-read- lng contests. Athletics Ryan High's football team captured the coveted Class 4A-Division I State Championship title. All middle schools now have track facilities. Denton lSD is known for its outstanding orchestra program. The Wilson choir has gained recognition at the state and national level. · Four students from Denton High Schoot captured top awards at the Third Annual Sports Extravaganza for the Blind and Visually impaired. Two of these students were featured on a special segment of Channel 8NVFAA TV. · At Ryan High, the Girls' Volleyball team captured two Ail-District First Team slots, two Second Team and three Honorable Mentions. Two girls made All- State Academic teams and another made Offensive Player of the Year-All District. · At Denton High, the Girls' Volleyball team was Bi-District Champions, Re- gional Quarterfinal Champions and qualified for Region II Semi-Finals. Two made the First Team and two made Second Team. · In swimming, one student was named District Swimmer of the Year. In tennis, Denton High was in a three-way tie for second place in the district. Several star runners from Denton High and one from Ryan High placed in the Texas 4A U]L Track meet and cross country competition. · Denton High's Girls Soccer team made the Texas 4AGifls' Soccer Semifi- hals. · Ryan High's Boy's Basketball team won the district championship four years in a row. 2001-2002 Student Success DISTRICT SETTING HIGHER STANDARDS To gain "Recognized" status, the district had to have 80 percent or higher passage rate in all 16 accountability groups. These groups include: All students, African American, Hispanic, White and Economically Disadvan- taged and their performances on Reading, Writing and Math, plus Social Studies for all students in the eighth-grade. Not only did the district receive "Recognized" status, but it also showed significant gains in all 16 accountability groups. Denton lSD also had to have a dropout rate of 2.5 percent or less for each accountability group. Five schools received the top rating of "Exemplary": Wilson Elementary School, which is the fifth year that the school has received the top rating; McNair Elementary School, which had received it two years ago; Ginnings Elementary School Houston Elementary School and Newton Rayzor El- ementary School. Rayzor had been Recognized for two out of the last three years. The next highest rating of "Recognized" was awarded to five schools: Hodge Elementary, Rivera Elementary, McMath Middle, Denton High and Ryan High. Dorian Elementary School missed the Recognized status level by one-half of a percentage point in one accountability group. The dropout rate was 0.4% for all accountability groups Rayzor Elementary School was named one of the three top schools in Texas for reading success by the Texas chapter of the International Reading Association. READING CAMPUS 98/99 99/00 00/01 01/02 % Pass % Pass % Pass % Pass FB6"r 'xi4 .........:'" m': 3:e....... :" 8,~':'~' ''r:.~ :~" ~"~" ]"']m'~b'.' '~ :'~ EVERS 87.5 87.5 85.3 85.7 reiN~i~e§ ........... ~87:¥ ............ '~.~ ...... 89:';~ ...... 93'.8" ROOST0N ..... ........ m '-1 ....... 9`5.S' ]';]98:0 ] LEE 78.2 78.7 82.8 84.8 MATH WRITING 98/99 99/00 00/01 01/02 98/99 99/00 00/01 01/02 % Pass %Pass % Pass %Pass % Pass % Pass %Pass % Pass -"-8';~']9 '"]"]]~EJ' ]'. "84.0. 9~.~' ........85'.~'i ...... 8~6:~'" i.'i'. 79.2-i 'i ....84.8 .'" 85.6 86.6 83.7 87.7 81.7 91.8 76.1 90.8 · 86'.4· ' 8~'5 88'.0 ....9~.5""_]':'88.8-'']90.6'."..]8~'~1..' ¢416 '; 87.2 91.3 89.0 92.3 78.5 87.4 85.5 97.6 93.5 ' 93:4'~]' 9~ ....... ~iO 94.8· .. 956 .; '=99:2 '93~8 '! 85.6 77.5 78.8 86.7 84.0 89.1 87.1 79.5 RAYZOR RIVERA .............. RYAN WfL§0N _._ ]]].']_ CALHOUN MS sfRICKLAND 'M§ MCMATH MS RYAN HS DISTRICT ~ .. STATE 90.8 86.9 90.7 94.5 94.0 87.8 93.8 96.5 89.8 92.5 98.5 98.5 7,4]2 '"]"~'51~, .......... 8;t' ~ ...... 88]2 .] ]8'3' 3.:.. ? 7~ ~"'' ' 8'~ i .... 89 2 7'5'9 ~] 8,5.4 ' 90.5] .' :89,7~ NA NA NA 93.4 NA NA NA 94.3 NA NA NA 96.8 96]6 ~6.0" "'66;6 ~: '~718 '9~]8 ...... 9~]0' ' ' 97.6 ~8.3 .... i00]0' ....99. i ..... 9'4.5 . 9,5,0. 88.4 89.3 90.2 93.6 89.2 87.3 93.2 94.6 80.9 92.3 91.4 85.4 .].87;7~ .".'".'88.7'i"' ;90:4 ....... 93.6 .' ·86·4.'....907 ': 91 ~ 94 2.1.~ 9o.i . ¢8;.i.]..:.8'5,0 8~.7'; 90.3 92.7 95.8 96.5 87.9 93.7 95.9 97.7 85.6 91.9 92.5 92.6 ]']]9'i]2]']]]]]~.2.';]]]'91:2".:' 97;2; _ ']87.!'.' ] '.90..8 ' 89.7' 9'/:7] ] "'9018-~ '92 4] ..... '90.1 .. 92..6 94.9 95.2 93.4 95.5 93.1 89.2 93.8 95.3 97.2 95.0 95.1 93.5 88.9 89.4 .....90.8 .... 93,6 ...... 88.2 88.7. 91,5 9·4.7 ...... 88.4. 91.6 .. 89,5 9t.0. 86.3 87.4 88.9 91.3 85.6 87.4 90.2 92.7 87.9 88.2 87.9 88.7 8 2001-2002 Student Success SAT TESTS The Scholastic Aptitude Test (SAT) is the main test students take to get accepted into most colleges and universities. During the past year, the district offered the Prelimi- nary Scholastic Aptitude Test (PSAT) to sophomores and juniors during the school day. The PSAT is one of the first steps in the college application process and the basis for which the National Merit Scholarships are awarded. · The district had 18 students who qualified as National Merit winners: three National Merit Semifinalists, 10 commended students, five National Hispanic Recog- nized students and one National African-American Recognized student. On the SAT, the district's overall score was 1037, compared to the state average of 991 and national average of 1020. · In verbal, the district composite score was 517, compared to the 49'1 statewide average and 504 national average. · In math, the district score was 520, compared to 500 statewide and 516 nationwide. · The composite average score for Denton High was 1054 and 1017 for Ryan High - both far exceeding the state average. Denton lSD continues to make strides in reducing the academic performance gap be- tween student accountability groups. 100 ........... WRITING ~0 >' 85 ~o 8O I- 75 o~ LU 70 ....... ~ ....... ~'-- -' m~ 65~ ~ 60 ~g 55 50 All African Hispanic White Economically Students American Disadvantaged 100: 95 90 85 8O 75 70 65 60 55 50 All African Hispanic White Economically Students American Disadvantaged Z National Merit Semifinalists 100 95 90 z 85 m 80 ~- 75 '" 70 o m 65 60 55 50 All African Hispanic White Economically Students American Disadvantaged ADVANCED PLACEMENT The district offers 24 Advanced Placement courses and 25 Pro-AP classes at the high school level. During the 2001-02 school year, 1,624 students were enrolled in one or more of these courses. These AP classes are for college-bound students. Students take exit exams and those making high scores can receive college credits for these high school courses. This year, the College Board named twenty-four students Advanced Placement Scholars in the Class of 2001 for their exceptional achievement on the college- level AP exams. Only 13 percent of the 840,000 students who took the exams qualified for these meritorious awards. 200 -2002 Staff Profile The Denton Independent School District staff is committed to excellence by setting high expectations, not only for the students, but also for themselves, This year, that commitment was demonstrated by the acclaim and recognition that the staff received. · Every year, Denton lSD honors teachers for excelling in the classroom by participating in the Teacher of the Year program, sponsored by the Texas Education Agency. Cindy Venables, teacher at McNair Elementary School, and Brenda Buster, teacher at Denton High School, were named Elementary and Secondary Teachers of the Year by their colleagues. Ryan High Head Football Coach Joey Florence won several top honors and was asked to coach an Ali-State team. Nancy Walkup, art specialist at Ryan Elementary, was named Texas Art Educator of the Year by the Texas Art Education Association. It is the highest honor given by this prestigious organization. Denise Burke, teacher at Ginnings Elementary, was named KERA/Channel 13's Elementary Teacher of the Year. She was selected for her outstanding efforts in fostering excellence in education through the integration of video, the Internet and other technologies into the curricu- lum. She also received a $1,000 monetary award along with the honor. She has also served as a KERA master teacher and KERA teacher core. Doris Coberly, special education teacher at Ann Windle School for Young Children, was awarded $5,000 and Trini Villalobos, bilingual education teacher from Wayne Stuart Ryan Elementary, was given $1,000 from Washington Mutual's Professional Development for Teach- ers and Schools contest. Their schools won matching grants. Ten reading teachers graduated in May from the district's intensive Reading Recovery Program. Cindy Venables, Elementary Teacher of the Year 50,000 40,000 30,000 20,000 10,000 Brenda Buster, Secondary Teacher of the Year 0 Beginning 15Years 30 Years Beginning 15Years 30 Years (Bachelors) (Bachelors) (Bachelors) (Msatsrs) (Mastsrs)(Maslers) Teachers By Experience Level (Categories Reported as Percentages) DISD State Beginning Teachers 7.5 7,8 1-5 Years Experience 36.0 27.4 6-10 Years Experience 16.6 18.1 11-20 Years Experience 25.2 25.3 20+ Years Experience 14.8 21.4 Teachers By Highest Degree Held (Categories Reported as Percentages) DiSD State No Degree 0.8 1.3 Bachelors 69.1 74,7 Masters 28.8 23.4 Doctorate 1.3 0.5 t0 2001-2002 Staff Profile Denton iSD's curriculum, instructional, technological and support services combined efforts throughout the year to provide employees with thousands of hours of specialized training. The sessions were conducted on Saturdays, after school and during in-service days. Family Fun Science Night Several hundred families attained stronger skills in sci- ence after attending one of the elementary schools' Fam- ily Fun Science Nights. in-service Training The district sponsored other numerous in- service sessions for all staff. Sixty ESL, Bilingual and regular classroom teachers attended special workshops, conducted by Dr. George GonzA~ez, on ESL strategies in reading and writing. In Career and Technology Education, special training was given in severai technological areas. After School Sessions Dozens of teachers spent their after-school hours in book studies programs. Writing Happens! The district expanded the Writing Happens program from two to eight elementary schools this year to give students a stronger grasp of writing strategies. Technology Fair The district's first Technology Fair on Feb. 22 was a districtwide team effort that included numerous employees, curriculum technology specialists, campus technicians, curricu- lum coordinators, princrpals and librarians, it was directed by the Technology Depart- ment staff. SALSA Teachers eagerly gave up their Saturdays to attend the "spicy" SALSA (Science And Literacy Science Academy) classes. At left, Shelia Becket and Tracy Ormand (Wilson teachers) try out a fun science experiment. The sessions raised the level of science being taught at the elemen- tary schools by utilizing science experiments as literacy motivators. DISD Receives Millions in Grants This year, the district received more than $3.3 million in grants, which directly enhanced the overall instructional and technology programs. Above, Teacher Lou Aguilar assists a teacher during her workshop titled, "Spice up your documents with Word Graphics." At left, teachers enjoy listening to Rebecca Busby, who con- ducted a workshop titled, "Research in Music History." 11 200 -2002 Community Participation Businesses and individuals in the community continue to foster their commitment to excellence in education by being involved in Denton public schools. Volunteers With a mission to "make a difference in a child's life," the Volunteer Advisory Board -in cooperation with the schools' PTAs - recruited hundreds of volunteers. They logged in almost 195,000 hours this year. Although their time is priceless, if it was calculated at $15 an hour - the district's savings is almost $3 million. During the last three years, the volunteer participation has increased by 60 percent. Mentoring was expanded with volunteers and staff donating their time to work with students. Their efforts contributed to the district being named "Recog- The District Attorney is one nized". ofmany communityleaders High school Booster who takes the time to make Clubs continue to be a difference in a child's strong. This year, Denton life by being a tutorand High and Ryan High mentor at Rivera. logged in almost 60,000 hours! Adopt-A-School More than 130 businesses and agencies now participate in the Adopt-A-School Program, co-sponsored by the Denton Chamber of Commerce and Denton lSD. It fosters a partner- ship between businesses and schools with the adoptions "tailor-made" to suit each business and school. One of the biggest boosts in the AAS program was the Community Offering One-on-one Learning (COOL). Through this program, numerous companies and agencies mentored at the schools. · For the third consecutive year, the Denton District Attorney and staff mentored at Rivera and FEMA employees volunteered at Newton Rayzor. · Employees of the City of Denton Fire and Police Departments mentored and spoke at several schools, · Employees of Texas Bank volunteered at Ginnings; Josten's staff donated their time at Hodge, and Spencer Plant engineers and technicians mentored at Evers Park. Denton Public Schools Foundation Since the Denton Public Schools Foundation inception in 1994, the quality of education has been enriched for DISD students. The foundation provides grants to teachers, staff development scholarships and student scholarships. The foundation currently has $200,000 in assets with a goal of reaching $1 million by 2010. This year, the foundation awarded 35 grants to teachers for $32,588 and 12 staff scholarships for $6,000 - with the district contributing $18,000. Seven seniors received $4,900 in scholarships. Grandparents in Public Schools To add an integral segment to the DISD family, the Board of Trustees approved a Grandparents in Public Schools program in Spring, 2001. On Sept. 14, the district provided its first Grandpar- ants Day with more than 1,000 grandparents visiting their grandchildren. Hundreds of grandparents "attended school" on Sept. as the district celebrated its first Grandparents Day. PTAs The PTAs continue to be the vital link between the DISD families and schools. Members direct numerous fund-raising activities, coordinate the volunteer programs and donate endless hours to enrich the education of every child. Citizens Committees Community leaders participate in numerous committees. Those include Citizens' Ad Hoc Committee on Athletics, Citizens Advisory Committee for the 2002 Bond Package, CATE Advisory Council, DISD Local School Health Advisory Council, Adopt-A-School Advisory Board, Volunteer Advisory Board, Grandparents Steering Committee, and many others. Joint City Council/Board Meetings The Board of Trustees meets quarterly with the Denton City Council to work on various joint programs. The major partnership venture this year is the natatorium and water park that will be located in north Denton, just north of Loop 288 and west of Sherman Drive. The board also meets periodically with the Corinth City Council. These meetings are open to the public. For additional information, contact the Superintendent's office at (940) 369-0003. 12 ! 200 .2002 Business Affairs Students learn about finances and business at an early age through the Mock Bank pro. gram. Financial Information 2001-2002 Budget (10-Month Year) Maintenance and Operating Fund Revenues Local Ad Valorem Tax ......................................... 64,870,203 Other Local Revenue ........................................... 2,077,015 State ................................................................... 17,598,097 Federal .................................................................... 219,500 Other Sources .................................................................... 0 Total .................................................................... 84,764,815 Expenditures Salaries .............................................................. 69,386,804 Operations .......................................................... 13,893,667 Total .................................................................... 83,280,471 Debt Service Fund Revenues Local Ad Valorem Tax ......................................... 15,778,074 Interest Income ....................................................... 166,667 Existing Debt Allotment ........................................ 2,453,819 Total .................................................................... 18,398,560 Financial Report DISD Tax Rate 2001 M & O .......................................................................... 1.50 Debt .............................................................................. 354 Total ........................................................................... 1.854 Bond Indebtedness (as of August 2001) ....... 207,656,653 M&O Budgeted Per Pupil Costs ................................ 6,062 Based on Estimated Enrollment of 13,738 Assessed Property Values ........................ $4,686,119,780 Source of Operating Fund Revenues Federal 0% State 21% Local Ad Valorem Other Tax Local 77% Revenue 2% General Fund Expenditures by Function Capital Outlay Debt Services 1% .. 1o~ , Intergovernment Charges Aux~hary Services to ,,,. / ~ 0o/~ 0% ° Supporl Services ~ (Non-Student Based) ~T..-.,~- \! ~ Adrninistretivo ~ ~ ~ -- Insttu~ion & Support Services .?']k---'7-~...,~-'"'" ' · Instructional Related Support Services (Student Based) ./ 11% ~ Instruction & School Leadership 7% Expenditures Bond Principal ...................................................... 3,675,000 Bond Interest ........................................................ 7,409,459 Fees ........................................................................ 109,390 Fund Balance ....................................................... 7,707,512 Total .................................................................... 18,901,361 House Bill 98 gave school districts the option to end their fiscal year on June 30 or remain with Aug. 31 date. On Feb. 27, 2001, the Denton lSD Board of Trustees approved the recommendation to change the year-end to June 30 effective June 30, 2002. Due to this change in fiscal year, the increase in Fund Balance is retained forAug.15, 2002 bond payment. Contracted Services 9% General Fund Expenditures by Object Travel & Other Debt 2% Services )utlay 3% 83% 13 Denton Independent School District Campus Directory Hiqh School Campuses Denton High School 1007 Fulton Denton 76201 369-2000 Fred Moore High School 815 Crosstimbers Denton 76205 369-4000 Ryan High School 5101 E. McKinney Denton 76208 369-3000 Middle School Campuses Calhoun Middle School 709 Congress Denton 76201 369-2400 Crownover Middle School 1901 Creekside Corinth 76210 369-4700 McMcMath Middle School 1900 Jason Dp Denton 76205 369-3300 Strickland Middle School 324Windsor Denton76209 369-4200 Alternative Campus Touchstone Academy 690Wye Denton 76205 369-4050 Borman Elementary 1201Pa~[n Denton 76205 369-2500 Evers Park Elementary 3300 Evers Parkway Denton 76207 369-2600 Ginnings Elementary 2525 N. Yellowstone PI. Denton 76209 369-2700 Hodge Elementary 3900 Grant Parkway Denton 76208 369-2800 Houston Elementary 3100Teasley Ln. Denton 76205 369-2900 Elementary School Ca .m_ _~uses Lee Elementary 800 Mack Dh Denton 76201 369-3500 McNair Elementary 1212 Hickory Creek Rd. Denton 76210 369-3600 Eugenia Porter Rayzor Elementary 377 Rayzor Rd. Argyle 76226 369-4100 Newton Rayzor Elementary 1400 Malone Denton 76201 369-3700 Rivera Elementary 701 Newton Denton 76205 369-3800 Wayne Stuart Ryan Elementary 201 W. Ryan Rd. Denton 76210 369-4600 Wilson Elementary 1306 E. Windsor Denton 76209 369-45OO Ann Windle School for Young Children 901 Audra Ln. Denton 76201 369-3900 .¸8 . The AmeriCan College Town Page 1 of 9 The American College Town A Research Prospectus Revised, 21 June 2000 BLake Gumprecht The Idea The college town is a uniquely American institution. Nowhere else in the world are there so many communities that are so dominated by college and universities, and the cultures they create, as there are in the United States. In most countries, institutions of higher education are chiefly a metropolitan phenomenon, Located in the largest cities and national capitals. In contrast, many U.S. colleges and universities are Located in sma[[ towns and cities with fewer than 100,000 residents, where they are typically the biggest employer and Largest Landowner in town, and students outnumber all other residents. In many ways, the hundreds of college towns that dot the U.S'. map are like an academic archipelago: Similar to one another, they have LittLe in common with nearby cities and the regions in which they are located. They are alike in their relative lack of heavy industry, their abundance of young people and highly educated adults, and their plethora of cultural opportunJties more characteristic of Large metropolitan areas. They are typically more poLiticalLy Liberal than towns without prominent colleges. They tend to be more tolerant of unusual behavior and eclectic ideas. They have become magnets for high technology development. The characteristics of the institutions Located in college towns and the people who live in these places, furthermore, breed unique landscapes -- the campus, fraternity row, the student ghetto, the colLege-oriented commercial district, the research park, and more. This study seeks to understand why college towns have developed as they have in the United States, to differentiate between the different types of college towns that exist, and to examine some of the characteristics that make them unusual. In doing this, i hope to create a detailed portrait of the college town The American College Town Page 2 of 9 and to demonstrate that coLLege towns are distinctive features on the [andscape, deservin§ of more attention from scholars and others interested in the American experience. Significance Sixty-four years ago, the writer Henry Se[deL Canby remarked, "Surety it is amazing that neither history, nor sociotogy, nor fiction, has given more than passing attention to the American coLLege town, for surely it has had a character and a personatity unlike other towns." More than a half century after that statement was written, it retains a surprising currency. StiLL today, no major study of the coLLege town has ever been produced, despite the prominent image such towns have in American culture and the important roles they have played in the Lives of so many Americans. Whike much has been written about the colleges themselves, their campuses, student life, town-gown relations, and retated subjects, researchers have often seemed to assume that coLLeges exist in a vacuum, as if the Lives of their students, faculty, and staff do not extend beyond the campus. No scholar has yet attempted to create an integrative profile of this quintessentia~Ly American type of p~ace. Product of Research I plan to produce a book-Length study of the American coLLege town written to appeal to general readers. The potential audience for such a book is vast. It includes academics in American studies, anthropology, architecture, business administration, education, geography, history, poLiticaL science, public policy, sociology, and urban studies. It includes professionals outside the academy, such as planners, elected representatives, Law enforcement officials, attorneys, real estate developers, and other entrepreneurs. It also includes everyone who has ever .tired in a coLLege town, since the coLLege years have an enduring impact on many people. Plan of Work Research on the project began in March 1999. I started by examining the social and economic characteristics of The American College Town Page 3 of 9 hundreds of towns with colleges and universities, and the institutional attributes of the schools located in them. I then selected 58 towns that are representative of the different types of college towns that exist, t have attempted to gain a broad understanding of these towns as a way to discern characteristics and trends common to college towns in general To do this, I have relied on secondary sources such as town and institutional histories, journal literature, and periodical articles. I have also obtained a variety of information from local governments, college and universities, libraries, and chambers of commerce. I have sought individual input by placing author's queries in alumni magazines, town and college newspapers, and other publications. In addition, I have compiled a sizable collection of data about each town. In order to place the study in proper context and to comprehend the larger factors that have helped to shape college towns, I have also done extensive reading on the history of higher education, student tile, the campus, urban development, youth culture, housing, and related subjects. From this research and my own experience, 1 established a list of attributes of I. ife in college towns that help explain their distinctive nature and began investigating in greater detail a smart number of towns that could serve as case studies for exploring some of these themes. Ultimately, I selected nine themes to investigate more thoroughly. One chapter wilt be devoted to each theme in the finished study; a different college town wilt serve as the focus of each of these chapters. In October 1999, I began field work in the first of these towns. I have now completed one-to- two weeks of intensive research in each of six such towns, engaging in archival research, conducting interviews, and undertaking detailed examinations. I prepared for each of these trips by doing extensive research about the towns and the institutions located in them, and by developing contacts in these cities. In each case, significant follow-up research wilt also be required. In the interim between research trips, t have continued my background reading. To date, I have read more than one thousand books, articles, and other items in support of this study. Research on the project is probably one-third complete. I must still do field research in three of the towns that are to be the focus of thematic chapters. I may have to return to some of the towns I have already visited for The American College Town Page 4 of 9 further in-person investigations. In addition, extensive research will be necessary to prepare for the subsequent field excursions and to provide source material for the introductory and concluding chapters. From the beginning, I have envisioned this study as a four-to-six year project. I hope to complete the manuscript by the end of 2003. Organization of Study Three initial chapters will be used to introduce the college town idea, trace the history of cortege towns in the United States, and delineate the different types of cortege towns that exist. The bulk of the study wilt be composed of the nine thematic chapters that explore characteristic elements of tile in cortege towns. While each will examine one theme using a single cortege town as an example, 1 wilt also draw on information from other towns to create a more complete picture and to demonstrate the ways in which cortege towns are similar to one another but different from other cities. A concluding chapter wilt examine the changing nature of college towns and contemplate their future. Chapter Outline The cities listed in parentheses after the descriptions of chapters 4 through 12 are the town or towns that will be, or are being considered as, the focus of these chapters. Asterisks denote chapters for which significant field research has already been conducted. 1. The College Town: This introductory chapter will define in broad terms what is meant by a college town as it is conceived in this study, seek to understand why the college town is chiefly an American phenomenon, and provide an outline of the attributes that make college towns different from other cities. 2. Origins and Evolution: Although the image of the college town remains static in the minds of many -- adjectives such as sleepy, idyllic and isolated come to mind -- college towns have changed significantly since Harvard College was founded in 1636 in the nascent village of Cambridge in Massachusetts colony. This chapter will discuss the European antecedents of the American college town and provide a capsule history of college towns in this country organized according to the ' The American College Town Page 5 of 9 major periods in their development. 3. Types o[ ColleBe Towns: Although cortege towns share many attributes, their individual personalities vary significantly. The varying nature of college towns largely reflects the diversity of the institutions located in them. A town that is home to a flagship state university, for example, is usually quite different from one with a church-affiliated college. Likewise, a town with a major land-grant institution, with its emphasis on applied sciences and its typically large international .student.population, is often very different from a town with a regional state university that began as a teachers college and still draws most of its students from nearby. This chapter will differentiate between the types of college towns that exist and describe the factors that have shaped these differences. 4. The Campus: With their residential areas, restaurants and bookstores, recreational facilities, concert halls, sports stadiums, park-like green spaces and busy calendars of events, college campuses often function as self-contained cities and centers of culture that serve not only students and staff, but the larger population of a town and region. This chapter will explore the evolution of the campus as both an environment for learning and as a public space. While much has been written about college architecture and campus development, most research on these subjects has focused on the symbolic centers of campuses and their signature buildings. To understand the Larger significance of the campus in the college town, this chapter will examine a typical campus more cornpteteLy by exploring its ordinary as well as its landmark buildings, its functional as well as its sublime landscapes, and other elements that make the campus distinctly American. (Norman, Oklahoma) * 5. Faculty Heights, Fraternity Row, and the Student Ghetto: The social divisions that exist in college towns have led to the emergence of distinctive residential Landscapes. This chapter will explore three such landscapes -- the traditional faculty neighborhood, the fraternity district, and the off-campus student rental area. The traditional faculty residential area is typically an older neighborhood of classic homes and tree-Lined streets built close to campus, where residents vigilantly seek to preserve the area's character and prevent incursions by students. Fraternity row, with its Greek- ' The American College Town Page 6 of 9 revival mansions and the unique traditions of the organizations that Live in them, is often Located nearby, but the social divide that exists between these groups is usually great. The student ghetto is characterized by dilapidated houses split into apartments, torn couches sitting on front porches, cars parked on lawns, and bicycles chained to anything that won't move. It is the result of what happened to many campus-adjacent neighborhoods when enrollments mushroomed in the post-war years, colleges became Less able to house their students, entrepreneurs saw an investment opportunity, and homeowners sought refuge from the influx of young people. (Ithaca, New York) * 6. Campus Corners and Aggfevilles: The presence of unusually large densities of college students and highly educated adults has Led to the development in many college towns of distinctive commercial districts, full of trendy shops, book and music stores, coffee houses, ethnic and fast food restaurants, cybercafes, and bars. In some college towns, these areas have developed separately from a city's central business district, perhaps because downtown was too far from campus for students to travel regularly in the pre-automobile age. This chapter will trace the development of the campus- adjacent shopping area, portray its persona[Ky, and explore the ways in which the business districts of college towns differ from those in communities without conspicuous institutions of higher education. (Manhattan, Kansas) * 7. The Research Park: Just as every nineteenth century college had to have its Gothic or Greek revival administration building fronting on a quadrangle, every twenty-first century university must have its research park. This chapter wiLL explore how the growing emphasis on research and development at universities has changed the landscape of some coLLege towns. The research park is but the most visible evidence of this transformation. Many university campuses and college towns continue to grow even as enrollments have leveled off in the post-baby-boom era. Much of this growth can be explained by the emergence of high-tech and other higher-education-related industries in towns that, ironically, were once known for their relative absence of industrial development. (Ann Arbor, Michigan; Princeton, New Jersey; Provo, Utah) 8. Town and Gown: CoLleges and the towns that The American College Town Page 7 of 9 surround them have been in conflict since medieval times, when institutions of learning walled themselves in like monasteries for protection from attacks by townspeople. Though town-gown relations are rarely as violent today, even when a co[tege and its community have good relations, they are se[dom in complete harmony. Much of that tension is the simple resutt of what happens when so many young people, free from parental supervision for the first time, descend on relatively small towns. But certain other issues also come to the fore again and again -- the problems caused by the tax-exempt status of colleges and universities, the expansion of campuses, the conversion of single-family neighborhoods to student rental areas, college competition with private business, traffic and parking problems, and more. This chapter wilt explore the elements that keep town and gown at odds and wi[[ examine the ways in which some cities have sought to address these problems. (Newark, De[aware) * 9. Places al Personal Discovery: The cortege years are widely acknowledged as a time of individual awakening, but too often what happens in the classroom is given exclusive credit for this. Countless teenagers who go away to college with traditional aspirations of becoming teachers, businessmen, lawyers and the tike, discover something new atong the way and abandon those goals in favor of dreams of a different sort. Some drop out. Others never leave town. A few create lives that have an impact far beyond what they would have achieved if they had continued to pursue their original goals. Often the experiences that trigger such life transformations occur not on campus, but in the coffee houses, nightclubs, art galleries, and roach-infested student apartments so characteristic of towns with universities. Thanks to their youthful populations and the presence of cultural amenities unusual for cities of their size, college towns can influence students in ways that have little to do with formal higher education. (Athens, Georgia) * 10. All Things Right and Relevant: With their abundant young people, traditionally [eft-leaning faculty, and the lingering influence of the idealism of the 1960s, many coLtege towns have become bastions of liberalism. They have been pioneers in the slow-growth movement. They have fought the development of shopping ma[is and War-Marts. They have nurtured environmentally friendly industry, housing, and public works. They have sought The American College Town Page 8 of 9 to preserve green space, restore waterways, and build bike paths. Their local governments have attempted to shape public policy welt outside their boundaries. In an effort to recreate the characteristics of the pre- automobile city by restoring downtowns and emphasizing watkab[e, mixed-use neighborhoods, some college towns have also become models of an ethic that is increasingly popular in city planning known as "the new urbanism." At the same time, such towns have been criticized for being elitist and intolerant, too expensive for the non-academic people who work in them, and unlivable for those who do not share such views. This chapter will trace the emergence of a liberal political culture in one such town. (Davis, California) 11. Stadium Culture: One aspect of life in American college towns that is absent from university cities elsewhere is the emphasis on college athletics. The rise of big-time college sports has helped to shape the character of many college towns. Stadiums and arenas · tower over campuses and are typically the largest buildings around. Tens of thousands of fans descend upon the campus to attend sporting events. The huge influx of vehicles requires that road networks be enlarged and sprawling parking lots be developed. Such regular pilgrimages are economic boons to college towns. Tax revenues from football weekends can be the single biggest source of income for some municipalities, while certain types of businesses could not survive without the injection of cash provided by sports fans. To some in a college town, furthermore, the cycle of tile is governed by the schedule of games. Residents adorn their houses in the college colors. Sports paraphernalia Lines the waLLs of businesses. Fraternity members paint the windows of merchants to inspire their teams. Victory celebrations are the most remembered events in local lore. This chapter wi[[ examine the metamorphosis that some cortege towns experience in preparation for the big game and the year-round impact of cortege athletics on life in the college town. (Auburn, ALabama) * 12. A Place Apart: Not alt college towns are characterized by sprawling campuses, high-rise dormitories, massive football stadiums, shiny new research parks, dense concentrations of coffee houses and bars, and block-upon-block of student rental properties. Some have changed relatively little in the The American College Town Page 9 of 9 last century and still project the air of the quintessential college town of movies and Literature. In dozens of small towns that are home to private liberal arts colleges, enrollments have grown only moderately since WorLd War II, most students stilt live on campus, teaching rather than research remains the priority, and tile has the unhurried tempo and rarefied atmosphere of a nineteenth century New England village. This chapter wilt examine the ways in which towns with private coLLeges have developed very differently from those with state universities, and wilt explore the contemporary nature of one such town. (Greencastle, Indiana; Oberlin, Ohio; Wittiamstown, Massachusetts) 13. Continuity and Change: Many college towns are changing dramatically as a result of economic diversification, the influx of newcomers with no connection to the university drawn by the perceived livability of such communities, the promotion of college towns as retirement destinations, and other developments. This chapter wit[ explore the diverging character of college towns, investigate efforts of college towns to preserve their ways of life in the face of such changes, and examine the future of the college town. © 2000 BLake Gumprecht _~ Page last 200[) by Dept. ot'Geograplxy, Univcrsily of Oklahoma. all rights reserved, modified 6;'22:00 College Towns Page I of 2 ~-College Towns Below is a list of the 58 college towns (and the institutions located in them) upon which I am focusing my research; it is not intended to be comprehensive list of college towns. Amherst, tvlassachusetts (Amherst College, University of Massachusetts, Hampshire College) Ann Arbor, Michigan (University of Michigan) Arcata, California (Humboldt State University) Athens, Georgia (University of Georgia) Auburn, Alabama (Auburn University) Baldwin C~ty, Kansas (Baker University) Berkeley, California (University of California) B[acksburg, Virginia (Virginia Polytechnic and State University) Bloomington, Indiana (lndiana University) Brockport, New York (State Univesity of New York College at Brockport) Cambridge, Massachusetts (Harvard University, MIT, Cambridge College, Lesley College) Carbonda[e, Illinois (Southern Illinois University) Chadron, Nebraska (Chadron State College) Champaign-Urbana, Illinois (University of Illinois) Chapel Hill, North Carolina (University of North Carolina) C[aremont, California (C[aremont Colleges) CoUege Station, Texas (Texas AM University) CorvatUs, Oregon (Oregon State University) Davidson, North Carolina (Davidson CoUege) Davis, California (University of California, Davis) Decorah, Iowa (Luther CoUege) DeLand, Florida (Stetson Univesity) Ellensburg, Washington (Central Washington University) Eugene, Oregon (University of Oregon) Frostburg, Mary[and (Frostberg State College) Gainesville, Florida (University of Florida) Grambting, Louisiana (Grambling State University) Greencast[e, Indiana (De Pauw University) Hanover, New Hampshire (Dartmouth College) Houghton, Michigan (Michigan Technological University) Iowa City, Iowa (University of Iowa Ithaca, New York (Cornel[ University, Ithaca CoUege) Laramie, Wyoming (University of Wyoming) Lawrence, Kansas (University of Kansas, Haskell Indian Nations University) Lew~sburg, Pennsy[ania (§ucknelt University) Manhattan, Kansas (Kansas State University) Missou[a, Montana (University of Montana) Murray, Kentucky (Murray State University) Newark, Delaware (Unlversity of Delaware) Norman, Oklahoma (University of Oklahoma) Northfie[d, Minnesota (Car[eton CoUege, St. Olaf College) Oberlin, Ohio (Oberlin College) Oxford, Ohio (Miami University) Princess Anne, Maryland (University of Mary[and, Eastern Shore) t~ttp'.//geography.ou.edu/research/colleg¢list.html 12/23/02 Urban Economic Prospects in the Knowledge Economy CEOs for Cities and Progressive Policy Institute, Fall 2000 Executive Summary A global, knowledge-based, and technology-driven economy has emerged. The New Economy will restructure metropolitan and urban economies, bringing new opportunities and new challenges. Urban economic development strategies must be transformed from focusing on industrial attraction through subsidies and low costs, to growth from within and attraction of knowledge workers through a high quality environment. Trends There are new economic realities, many driven by technology, that are shaping the economic potential of cities and their surrounding regions. These include: Trend 1: The high-tech industry is growing quickly relative to other parts of the economy and it is driving overall metro growth rates; Trend 2: The high-tech industry tends to cluster in metropolitan regions; Trend 3: Attracting and retaining talent is a critical factor to a region's success; Trend 4: Within metropolitan regions, high-tech development remains, for the most part, a suburban phenomena; Trend 5: High-tech products and services are transforming the rest of the economy, putting a greater share of the metropolitan and urban economy "in play." How Cities Compete within a Metropolitan Region Most urban and suburban areas located in major metro areas have advantages stemming from large labor markets, good airports, excelfent telecommunications capabilities, and clusters of firms in the same or similar industries. However, within a region, there appear to be some competitive advantages and disadvantages to locating in the city as opposed to the surrounding suburbs. Advantages Urban areas can have three kinds of advantages over their suburban counterparts when it comes to growing, attracting, and retaining technology companies and knowledge workers: 1) urban culture and amenities; 2) proximity to research institutions; and 3) industry clusters. Disadvantages Urban areas can also face distinct disadvantages relative to their suburban counterparts. These include: 1) higher taxes; 2) traffic congestion; 3) old and rundown housing, building, and physical infrastructure stock; 4) poor quality K-12 education; and 5) higher crime. What to Do: New Economy Success Factors and Policies Know Your Region High-tech is not one industry, it is many, and each has different requirements and location patterns. Develop an in-depth and ongoing understanding of the regional economy, including how the major economic sectors work and what the region's economic strengths and weaknesses are. Stop Trying to Get Bigger; Try to Get More Prosperous ]n the old economy, the goat of economic development was almost always to "get big." ~[n the new economy, the goal should be to "get prosperous," meaning to create higher wages and better jobs, improve the quality of life, reduce poverty, and expand opportunities for all of the region's citizens. Stop Trying to Get Cheaper; Try to Get Better In the old economy, "getting cheap" meant tax holidays, big subsidies, and other giveaways to companies that only cared about reducing costs. In the new economy, the key to success is to "get better." Getting better means: Develop a vibrant technology infrastructure. Support and enhance high quality research universities and institutions; invest in fast and [ow cost telecommunications infrastructure; and expand access to the Tnternet. Create a skilled workforce. Hake all schoois high quality schools; increase training in technology skills; create industryqed workforce development a!liances; reform local Workforce Investment Boards. Create a great quality of life. P~educe crime, increase transportation mobiIity, boost "New Economy culture" (European-like urban amenities combined with Western U.S.-like outdoor recreation activities)~ and ensure adequate physical infrastructure. Foster a culture of innovation. Identi~ cultural strengths and weaknesses; recognize and celebrate innovation, both public and private; support the formation of high-tech business councils to encourage networking and learning. Reinvent and digitize government. Government in the New Economy can't govern alone-it needs to form strategic visioning and managing partnerships with the other key players. Be entrepreneurial and innovative and rely on information technology to create a fast and responsive government. [~previous nexl:~ Urban Economic Prospects in the Knowledge Economy CEOs for Cities and Progressive Policy ]~nstitute, Fall 2000 Introduction In the last decade, a New Economy has emerged. The rapid pace of technological change that characterizes the New Economy will have major implications for what people do and, more importantly,' where they do it. Economic growth, in the New Economy, is determined by the extent to which innovative ideas and technology are embedded in services and manufactured products. Below is a list of trends that define some of the key realities of the New Economy followed by a look at urban advantages and challenges in this context. Lastly, there is a brief outline of policy options for mayors, CEOs, and other nonprofit leaders to consider when addressing issues of urban competitiveness in the New Economy. Trend 1: The High-Tech Zndustry Is Growing Quickly Relative to Other Parts of the Economy and TS Driving Overall Metro Growth Rates High-tech is growing faster than the overall economy. Noreover, because this trend is expected Lo continue, high-tech will be an important influence on overall metropolitan · economic growth going forward. In part, high-tech has become a driver because high- ' tech output has grown four times faster in the :L990s than the economy as a whole and because high-tech jobs pay an average of 78 percent more than the median wage. Information technology industries now represent 8.2 percent of GDP-up from 4.9 percent in :L985-and are expected to account for approximately 15 percent of GDP in 2020. High-tech also appears to play a large role in driving economic growth at the metropolitan level. The Miliken Institute found that almost two-thirds of the differential growth of metro areas from 1990 to 1998 was explained by high-tech growth, and this is almost twice as high as it was in the 1980s. In other words, if a region's high-tech sector grew fast, it was likely that the overall metro economy also grew quickly. Trend 2: The High-Tech Tndustry Tends to Cluster in Metropolitan Regions High-tech concentrates more in metropolitan areas. While the top 114 metro areas account for 67 percent of all jobs, they account for 8l percent of high-tech employment. In addition, 91 percent of ~[nternet domain names are in metropolitan areas. The advantage of locating in metropolitan areas can be explained by the economic benefits gained from locating in proximity to other factors. First, metropolitan areas provide better air service, telecommunications infrastructure, and large and diverse labor markets. Second, there are distinct benefits to high-tech firms of locating in clusters. Clustering of high-tech firms in the same or similar industries allows companies to interact on a close basis with suppliers, customers, competitors, and other institutions (including universities and research institutes). ~4ore important[y, clustering fosters innovation and high-tech firms are dependent on innovation. Firms in a region can share new ideas and process innovations, particularly between suppliers and customers. As Anna-lee Saxenian has shown in comparing Silicon Valley to Boston's Route 128, a local milieu that encourages and facilitates sharing of information between firms-even competitors-in a region, speeds the innovation process for all firms there. One way this inter-firm learning takes place is through the exchange of workers between firms. While companies may not like labor markets with high turnover, this process does transfer new knowledge and ways of doing things between firms in a cluster. High-tech growth can be spurred by random entrepreneurial events (witness Microsoft in Seattle). But most high-tech development emerges from other high-tech growth. Therefore, building clusters of high-tech firms is critical to developing a strong high-tech sector. If an initial group of companies can make it far enough, they begin to spin off additional firms and attract workers, suppliers, and other high-tech firms to the region. In this sense, high-tech growth begets even more high-tech growth. As these companies take the lead, the local business environment becomes more attractive for high-tech innovation. Legal firms, accounting firms, and banks and other financial'institutions begin to be versed in what it takes to help high-tech grow. Universities and community colleges develop the curricula and technical capacities to support high-tech. And government creates the quality of life and civic institutions attractive to high-tech companies and knowledge workers. However, as high-tech manufacturing firms mature, continuous innovation becomes less important to their survival and they are likely to place greater emphasis on cost reduction. The focus on lowering costs forces them to locate in lower cost regions. The Miliken study found that high-tech production activity has become slightly less concentrated in the top 25 metropolitan areas over the last 20 years. However, high- tech firms have not shown any marked tendency to deconcentrate out of the major metropolitan areas, in part because high-tech services are still innovative and rely on Iocat clustering and communications. Trend 3: Attracting and Retaining Talent is Becoming a Critical Factor to a Region's Economic Success tn a knowledge economy with Iow unemployment, companies place more importance on attracting and retaining talent. Moreover, highly skilled workers are more geographically mobile than workers with less education. As a result, a key ingredient in determining a region's success is its ability to attract (and grow) knowledge workers. This paradigm is a distinct shift from that in the old economy where the key was attracting companies to a region. Knowledge workers are important because the principal factor determining where high- tech firms locate is an adequate supply of skilled labor. But knowledge workers are also important because they lead to a more prosperous regional economy. Economic researcher Paul Gottlieb found that from 1980 to 1997, the per capita incomes of metro areas with the most educated populations grew ten percent, while those with the least educated declined eight percent. Moreover, entrepreneurs are more likely to have higher levels of education, and as entrepreneurial start-ups become more important to a region's economic success, having more knowledge workers increases the odds that an entrepreneurial startup will be successful and turn into a rapidly growing company. Location patterns of knowledge workers Studies suggest that knowledge workers choose places to live on the basis of two factors: 1) the presence of an existing cluster of employment in their occupation and 2) quality of life. Because knowledge workers have career paths based on job mobility, places with a rich abundance of employment opportunities are more attractive for workers. For example, all else equal, young software workers are more likely to move to Boston or Silicon Valley than to Boise or Louisville because if they lose their jobs in Boston or Silicon Valley, they can probably get an equivalent or better job within a few days. They would likely face a much tougher time in places with fewer opportunities. For example, after a software firm in suburban Washington, DC, recently announced it was closing down, the workers were inundated with requests from other companies before the company shut its doors. quality of life matters Knowledge workers can afford to choose locations that provide more than just a good job with a good income because they are in greater demand and have some ability to be picky about who they work for and where they work. This is reflected in the fact that places differ considerably in the share of knowledge workers. For example, in Washington, DC, approximately 42 percent of the adult population has a BA or above, compared to just 14 percent in Las Vegas. There are numerous factors that go into making a region attractive to knowledge workers. Richard Florida at Carnegie Mellon has argued that cultural diversity is positively associated with the location of knowledge workers, because culturally diverse areas are generally more open to outsiders than more homogenous ones. He also argues that knowledge workers, particularly younger ones, want places with a New Economy culture: not the opera houses and art galleries of the old economy, but restaurants, active outdoor recreation (hiking, wind surfing, biking, rock climbing, kayaking, etc.), nightclubs, and bustling street life of the New Economy. For example, Providence, Rhode Island's award-winning "river walk," with its cafes, boating, and regular "River Fire" festivals, makes the Providence area more attractive to knowledge workers who vafue fun urban experiences. Knowledge workers cluster together Moreover, just as high-tech firms are attracted by other high-tech firms, knowledge workers are also attracted by other knowledge workers. Workers with higher skills and more education want to live in communities and regions that have higher levels of workers that are like them. This partly explains why in most metropolitan areas high- tech usuatIy concentrates in the part of the region that has higher income and more educated residents rather than the part with lower income and less educated residents. This pattern can be seen in Atlanta, Washington, Boston, Philadelphia, and Chicago, to name just a few, where high-tech is on one side of the metro and lower income communities on the other. Trend 4: Within Metropolitan Regions, High-Tech Remains, for the Most Part, a Suburban Phenomena While most high-tech employment is in large and mid-sized metropolitan areas, within those regions, most of the employment is in the suburbs. ]~n a prior Office of Technology Assessment study, I found that high-tech industries are more suburbanized than Iow- tech industries. Other researchers have found that high-tech is attracted to affluent communities within metropolitan areas. Anecdotal observations confirm these findings: in Boston most high-tech is in the suburban 128 corridor, in Washington it is in the suburban Dulles corridor, mid- peninsula Silicon Vafley in San Francisco, Orange County in Los Angeles its in Orange County, and the O'Hare corridor in Chicago. Many of the companies in these suburban areas are seeking campus-like settings near knowledge workers who dwell in the suburbs. This is not to say that high-tech does not sometimes locate in central cities. Perhaps emblematic of this phenomenon are the "dot.com" startups in many regions located in urban warehouses. For example, the warehouse district adjacent to downtown Dallas has been transformed by high-tech information technology (lIT) startups and boasts coffee bars, health clubs, and trendy restaurants. San Francisco's long struggling Mission District south of downtown is a home not only to Wired Magazine but to a host of dot.corn companies as well. As discussed below, urban areas can and should try to grow these kinds of high-tech companies, but by and large, high-tech is still a suburban phenomenon. Trend 5: High-Tech Products and Services Are Transforming the Rest of the Economy, Putting a Greater Share of the Metropolitan and Urban Economy "In Play" .While the jobs and income produced by the high-tech sector are important, high-tech products and services are also transforming the rest of the economy. As more of the economy is conducted digitally, old patterns of location based on minimizing distance and maximizing communication become less important. We see this both in so-called "front-office" and "back-office" functions. For example, a large share of the economy, including banking, advertising, law, medicine, and much of government and education, is now involved in managing, processing, or distributing information. In many of these industries, iT equipment represents over eighty percent of capital investment. And e-commerce is reshaping many of these industries. These changes have profound effects on many occupations such as managers, lawyers, bankers, sales reps, accountants, and teachers. The IT revolution is also affecting traditional sectors such as manufacturing and .agriculture. in manufacturing, companies are linked to suppliers and customers through the Internet; production is done on computer-controlled machine roofs; inventory is controlled by computers and automated warehouses; design and prototyping is done on computer screens. Impact on employment Historically, the location of a large share of non-manufacturing employment was dictated by local market demand. Branch banks, retail stores, customer service centers, and other consumer functions usually located in neighborhoods where their customers lived. But with the rise of the IT revolution some functions may now be automated, reducing the demand for local employment while keeping services still close to the customer. For example, technologies in the hotel industry that allow for self-service check-in and check-out will likely reduce local employment needs. Impact on local retail In other cases, the rise of e-commerce has increased the share of services that can be conducted without physical proximity to the customer. For example, within ten years most consumers witl probably no longer purchase compact discs or rent movies from their corner record or video store, instead they will download them on the Net. Similarly, as e-commerce book-selling grows, local bookstores will close, while jobs will grow at places like Amazon.corn's headquarters in Seattle and its warehouses outside of Wilmington, Delaware, and Kansas City. Similarly, on-line grocery shopping is likely to reduce local grocery store activity and instead create super-regional grocery distribution centers located at the edge of metropolitan areas. :Impact on "back office" functions Historicafly, large-scale back office functions were literally behind the front office, usually in the central business district (CBD). The growing share of easily transmitted digital information, along with effective intra-firm communications, has meant that many routine back office functions can more easily be physically separated from front office and complex back office work with small losses in overall efficiency. These digital technologies provide companies with greater Iocational freedom. For example, the United States Postal Service uses optical character readers (OCR) to read addresses on mail, which is then bar coded and automatically sorted to its appropriate substation. Addresses that the reader cannot recognize are digitally photographed and transmitted to a computer screen where a person manually types the address into a terminal. In Washington, DC, OCR sorting takes place at the central mail facility, but the manual address entry is done in Greensboro, North Carolina, where wage rates are lower. Workers in North Carolina view images of letters as they are sorted in Washington and enter correct'addresses, which are in turn electronically transmitted back to be bar coded on the piece of mail. By allowing instantaneous communication, many companies are consolidating dispersed regional facilities into larger ones. For example, Aetna insurance put a large share of its policies on databases accessible by personal computer anywhere in the Aetna system. Because of this, the company was able to eliminate 33 of 55 branch claims offices and shrink underwriting centers by a similar amount. All this means that the technology revolution is putting a greater share of a city's economy "in play," as more and more companies gain increased Iocational freedom and more and more local-serving industries are open to attack by concentrated e-commerce competitors. F--ll:)revious nextF---I " CEOs for Cities > about CEOs Page 1 of 2 for Cities~' home > about CEOs ABOUT CEOs H~tory, Staff, Nows~ Press Cel~ter About CEOs for Cities CEOs for Cities serves as a unique platform for discussion, debate and action on the key economic issue facing cities today. CEOs for Cities is a national bipartisan alliance of mayors, corporate executives, university presidents and other nonprofit leaders. Its mission is to advance the economic competitiveness of cities. Its national meetings and research products underscore the organization's basic tenet, which is that urban economies are strengthened when public and private sectors come together to collaborate on economic development policy-making and practice. EXECUTIVE COMMITTEE May_or Richard M. Oaley Paul S. GrogaQ Charles A. 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Research products include case studies and best practices in a wide range of economic competitiveness issues, as we[l as new data and policy analysis of trends in urban affairs. The research offers replicable examples from around the nation and offers new strategic frameworks and action steps for government, business, higher education, and non-profit sectors. Research partners include the Brookings Institution, the Initiative for a Competitive Inner City, Shorebank and McKinsey and Company. CEOs works actively to deepen the impact of its research by collaborating with principals in member cities to present best practices, case studies, and new frameworks and recommendations to local leaders. POLICY AGENDA http://www.ceosforcities.org/about/index.html 12/16/02 CEOs for Cities > about CEOs Page 2 of 2 CEO for Cities educates government officials, urban leaders, and the general public about new opportunities and the changing role of cities in regional economies. 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