As identified, most of elementary schools from the School Improvement List are underutilized (52%), where the building maintains less than 65% capacity.  In other words, as defined by the Chicago Public Schools (CPS), when looking at the building capacity alone, one might say there is too much extra space in the school.  Some may even argue that we should close and consolidate these schools.  However, in an era where districts are moving towards and adopting the educational theory of "Small Schools," where more intimate learning and social environments are encouraged, respectful of small class sizes, more one-on-one student-teacher contact, and as many researchers point out, a recommended learning environment for low-performing, low-income, and minority students, it seems more advisable for CPS to hold and retain these smaller, underutilized, and struggling schools.  In fact, NCBG considers these 93 "small schools" half-way there.  Now it's up to us to effectively identify adequate resources to truly provide the best educational environments for teaching and learning in all of our schools. 

When we think about underutilized schools, it is important to think about the factors that may influence schools to lose enrollment and how this low enrollment may help or hinder learning.  Often, the immediate neighborhood has a significant impact on the population within the schools, which is why it is important to include schools as an integral piece of community planning and development.  In other words, schools should be used to anchor and stabilize communities.  Since 95 of these failing schools are considered "underutilized," it is likely that neighborhood and social factors are influencing these schools to lose enrollment, and instead of punishing the school by allowing resources to lessen and perhaps closing the school, we must admit to the value of small, underutilized schools and engage the school and community to identify the needs so that high academic performance is achieved.

The concern with overcrowded schools, where percent capacities exceed 80% on the other hand must also be noted as burdening the learning.  Overcrowded schools are likely to have larger class sizes, less direct teacher-student contact, discipline problems, and even health and safety concerns.  In some overcrowded schools, students are forced to learn in spaces never meant to be classrooms (such as hallways or storage rooms), or have important facilities such as the school library converted into one or more classrooms just to meet the crush of students.  We know that it is distracting for students to learn when they are squeezed together, and it is difficult for the teacher to spend quality learning time with struggling students when classrooms are overflowing.  17% of the failing elementary schools are overcrowded.  Coupled with additional economic and social factors, CPS should try to decrease the class sizes so that children can be given the appropriate attention to help bring achievement up to grade level.

Since many of these communities are densely populated and crowded themselves, particularly on the City's Southwest and Northwest sides, CPS needs to better plan for and build more schools.  While they may say that children could attend schools elsewhere, the fact is, students should not have to be forced to attend a school outside of the neighborhood, whether due to overcrowding, or a failing school.  These situations must be addressed and solved, permanently.