A New Lincoln High School

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Heart of a Community?

A New Lincoln High School as the Center of a 20-minute Neighborhood

July 31, 2009

Planning and Leadership Across City Environments: A Catlin Gabel Program

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Table of Contents Executive Summary .....................................................................................................................3 Who We Are ..............................................................................................................................4 Introduction ..............................................................................................................................5 Historical Background ..................................................................................................................6 LHS Current Conditions.................................................................................................................7 Findings ...................................................................................................................................8 Recommendations ..................................................................................................................... 10 Methodology............................................................................................................................ 11 Appendix A: Refrences ............................................................................................................... 12 Appendix B: Glossary ................................................................................................................. 15 Appendix C: Surveys .................................................................................................................. 16 Appendix D: Acknowledgements .................................................................................................... 23

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Executive Summary Students from Catlin Gabel’s PLACE (Planning and Leadership Across City Environments) worked with professional urban planners, developers, professors, and Lincoln High School (LHS) to discover the possibility of making LHS the center of a 20-minute neighborhood. We hope LHS faculty, students, and the Goose Hollow community use our report as a foundation for future projects benefiting the LHS neighborhood. Currently, LHS is facing a lot of pressing issues, such as the surrounding area, and the failing facilities. LHS needs improvements not just to the inside and outside of the campus, but to the surrounding area. According to our research, the current problems facing Lincoln and the surrounding area are as follow: • Neighborhood is partly blighted • School is falling apart • Lack of public and green spaces • Campus is cut off from the community Over the past two weeks, we surveyed community members, LHS teachers, students, and parents to identify pressing issues facing the LHS area, and formed a list of recommendations that will help LHS become the center of a 20-minute neighborhood. The recommendations are: • Public Pool • More green and public space • Parking • Create a citizen involvement program We hope that LHS students use our research as a building block to start their own program to leading their school to become a center of 20-minute neighborhood.

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Who We Are In early July, a committed team of students was assembled from a variety of schools: Catlin Gabel, Marshall High School’s Renaissance Academy and St. Mary's Academy. Our team consists of Max Baron, Christina Boom, Chris Eden, Sarah Ellis, Philip Paek, and Hana Wilder. We were not alone though. Without George Zaninovich and Peter Shulman, we would not have been able to meet with leaders who work in bettering the City of Portland. Looking at the variety of jobs and opinions of the public, as well as the private, and non-profit sectors of the planning community, we saw how these organizations work together.. We had four weeks to glean the complexities of urban planning, and to gain experience from working on a client project. Our client is Lincoln High School's principal, Peyton Chapman. This is our project.

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Introduction Imagine a place where you turn a corner and there's your favorite grocery store. Down a block or two, is the park that your children beg to play in. And just a hop and a skip from your home is a major bus line, the streetcar or the MAX, and it is bike and pedestrian accessible at every turn. This is a 20-minute neighborhood. This neighborhood could have a 21st Century school, which is a welcoming hub for the community. It can be a place for students to grow to their individual learning style. Sustainable and technologically astute, it is the future of schools. This is Lincoln’s vision for the future. In response to the community, Portland Public Schools (PPS) authorized the formation of the Long-Term Development Committee (LTDC). The committee was created to pursue sustainable, long-term solutions. They have created multiple concepts to expand the capacity at LHS. They also created other concepts for the school such as relocating, rebuilding, or modernizing the facility. Issues to address There are too many students; LHS is overcrowded but under-enrolled, not supporting all the programs wanted. The school makes room for the excess students by putting makeshift classrooms in the basement, cafeteria, and portables. With gas leaks, a need for improved water quality and an infestation of mold spores and rats, LHS is in need of renewal.

Between the years of 1999 to 2001, LHS had a spike in enrollment (15%), and so it has been limiting the number of transfer students since 2007. Compared to the average high schools in the district, LHS’s student density is twice the average. On a density index scale, the average school is between 7 and 18; but LHS's density index is 26. To solve this problem, LHS created the LTDC, who met to put together long-term goals for LHS. One of the many options for the school was modernization, but to repair and adjust the building up to current building codes would cost 50-100% of the cost to relocate, and build an entirely new school. The school’s current square footage is 200,870 with 1,300 students. What they would prefer is a facility of 300,000 square feet (SF) that can hold up to 1,800 students, which could also serve as a center for the Goose Hollow community. But as always, financing a project is challenging, because many other schools are also in need of renovations. There is a possibility that another school in the district (i.e. Jefferson, Benson, or Marshall) could be remodeled around or at the same time. LHS wants to maximize efficiency by building vertically and potentially sharing the space with public or private businesses and organizations. These partnerships could add to both educational and job opportunities in a walkable, 20-minute neighborhood.

The five guiding principles of the LTDC project are to provide a world class education, promote equity and opportunity, develop a state of the art high school facility, provide a safe environment, and build partnerships with neighborhood organizations.

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Historical Background

LHS has been going strong for nearly 125 years, it is the second oldest public high school west of the Mississippi. The school has been at six different sites in those years, including the current locations of Pioneer Square, Portland State University’s Lincoln Hall and the art museum. Historically, the school moved whenever the size of the student body surpassed the size of the school. We are seeing another need for a new campus in the coming years with the deterioration of the current 57 year-old building and the increase of the student body. So, the best choice for the students, at this time, is to completely rebuild the school. LHS has always been a strong participant in the community, but in recent years the school’s involvement with the Goose Hollow area has been lacking. With a remodeled LHS, it is hoped that the new campus would be more open and welcoming to the community.

Throughout history, LHS has provided students with an excellent public education. In 1976, the school became the center for international studies and today, it is well known for its strong International Baccalaureate program. Currently, the program holds 60 full time IB students and it is still growing. No matter the size or location of LHS, it will always be know its academic excellence.

1920: Lincoln High School at the current location of Portland State University’s Lincoln Hall.

1869: The original Lincoln High School then named Portland High School

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Current Conditions

Currently, LHS’s facility is outdated and falling apart. According to the LTDC, and as we have observed, the facilities are in dismal conditions. They need extensive repairs. The facility is not sustainable and is a health hazard to the students and faculty. There is mold growing in some areas, and there aren’t adequate ventilation systems to clean the air out. Storage spaces without natural light have been converted into classrooms. The heating, cooling and water are antiquated, and the water from the drinking fountains is not safe to drink. The school has limited disability access and inadequate technology. The most notable issue is that the LHS alarm system is grossly outdated. It must either be on or off for every door, so even if only one area is being used in the school, anyone could get in the school without the hindrance of an alarm. The exercise facilities are also inadequate; there is not enough gym space for all of the teams to practice within reasonable hours of the day. The classrooms at LHS are also less than regulation standards. They are generally between 460-800 SF, but they should have between 940-1000 SF of teaching space. LHS is the densest school in the district, but to facilitate equality, it should be open for all students to transfer.

From a statistical perspective the Goose Hollow neighborhood has all the qualities of a 20-minute neighborhood. When the Coalition for a Livable Future gathered data for the area in 2000, the data suggested that it already is a 20-minute neighborhood. The Regional Equity Atlas states that 97% of the population lives within a ½ mile of a store, 99% live within a ¼ mile of a public transit stop and 74% live within ¼ mile of

some sort of a green space. Yet, the neighborhood surrounding LHS is one that could be deemed ‘blighted’, because the Portland Development Commission is considering it for the next urban renewal area. Just walking around the area, we noticed many vacant lots and buildings, and the multitude of surface parking lots. We observed a lack of restaurants, entertainment

and parks near for highschoolers to hang out in, at least on LHS’s side of I-405. The sidewalks seem well maintained though, and public transit is easily accessible. There are many apartment buildings and houses, so there should be the density for a 20-minute neighborhood. It lacks many of the establishments needed though, but has enough to be considered a 20-minute neighborhood. If LHS is rebuilt, it can provide some of the services needed in the Goose Hollow neighborhood.

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Findings Healthy Foods A good amount of the community, LHS students, and parents are unsatisfied with the availability of healthy food alternatives. Percentage of parents and students of LHS unsatisfied with healthy food alternatives. • 40.3% of the parents • 42.2% of the students • 27.3% of the teachers • 27.3% of the teachers are very unsatisfied. Public Pool According to our survey, a great number of people feel that a public pool would be of great benefit to the community. -55.6% of students, 44.4% of parents, and 54.5%

of teachers would like to have a public pool. -45% of the community also agrees that a public

pool would be an asset to the area. Green Space An overwhelming amount of LHS students and teachers desire more green and public space. ‐ 71.1% of students want additional green space ‐ 72.7% of teachers want additional green space ‐ 45% of the community around LHS want additional

green space ‐ 52.8% of parents want additional green space

around LHS ‐ 54.5% of teachers want more public space

‐ 41.3% of students want more public space ‐ 34.7% of parents want more green space ‐ 31.7% of the community around LHS want more

public space Parking LHS students, teachers, parents, and the community of the Lincoln neighborhood want more parking.

‐ 70.8% of parents drive children to school ‐ 72.7% of teachers live 5 or more miles away from

school ‐ 72.7% of the teachers also drive to school ‐ 71.1% of students want more parking ‐ 15.6% of students drive to school ‐ 32.5% of the community around LHS would like to

see more parking Clean up/maintain vacant lots and buildings around LHS There are plenty of vacant lots and buildings surrounding LHS. The LHS students, teachers, parents and the community would like to see improvements in the vacant areas.

‐ 65.3% of parents want to clean up and maintain vacant lots and buildings

‐ 47.8% of students want to clean up and maintain vacant lots and buildings

‐ 54.5% of teachers want to clean up and maintain vacant lots and buildings

‐ 33.8% of parents agree that the Lincoln neighborhood is clean

‐ 30.4% of students agree that the Lincoln neighborhood is clean

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As indicated on the previous page, many LHS students, parents, and the community want healthy food alternatives around LHS. Restaurants that serve healthy food are important for any area. When we mapped the LHS area, we could not find many restaurants, healthy or otherwise. If LHS becomes a center of the community, diverse demographics will visit LHS. Parents, kids, teenagers, and the elderly would come to LHS for a public pool, park, or other amenities, and they need to eat. If there aren’t many options available, they might have to leave the LHS area, not supporting the 20-minute neighborhood ideal. A public pool was also one of the most popular amenities among LHS students, parents, teachers, and the community. Not every one around LHS has a MAC club membership or able to afford the membership. They have to go somewhere else to swim. The closest public pool is the Portland City of Parks and Recreation: Metropolitan Learning Center. It is .7 miles away, which is outside of LHS’s 20-minute neighborhood. Green space is where the community, students, parents, and teachers can relax and exercise. Of the teachers, 90.9% stay on campus during their free periods or lunches. But they might want a space for fresh air and relaxing. They could meet with students at the park or other green space instead of their

classrooms, if need be, and the teachers would not have to stay on campus all the time. Since a fair amount of LHS students and parents said that the LHS area is a fun and safe place to hang out, there should be a park to enhance community. At a park, big neighborhood events or any other community activity can be held also. So people can be safe, have fun, and be near.

Parking seems to be the largest issue among LHS students, teachers and the community. Although parking might seem contradictory to a 20-minute neighborhood, a many LHS students desire parking. A lot of teachers also agree that parking is an issue. Only 15.6% of students drive themselves to school, yet 71.1% of students want parking. That could suggest that more students would drive if they had a parking spot. It would seem that more parking is a necessity to the new LHS. The cleaning of vacant lots is an important factor to many people in the Goose Hollow neighborhood. In our experience, with cleaner vacant

buildings and lots, the environment could feel safer for walking. Therefore, cleaning up might make it a more successful 20-minute neighborhood. It could help the area around LHS feel safer and more walkable by maintaining vacant lots and buildings.

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Recommendations The surveys we gave to the community had a few definite suggestions on them. They include putting a public pool in, having more public green spaces and more parking. The public pool seems to be the one amenity that many people would like to see. We recommend a new LHS include this amenity to strengthen the community and give people a fun and healthy place to hang out. Also, in the plans for a new LHS, we recommend added green space to provide a relaxing and beautiful place to spend time in. It would draw more people from the community to the LHS campus, and make the students want to spend more time at school. We recommend that additional space for public use should be put aside when planning for a new school. The surveys showed many people would also like more parking. It hardly facilitates a 20-minute neighborhood, but not all people attending LHS live within the Goose Hollow area. We think it is regrettable that we need it, but necessary to have, for teachers and guests that might want to visit LHS. We received many comments saying that students living out of the school boundary lack access to public transportation, so there is a need for these students to have parking to promote equity. We recommend that LHS add parking to their school, but limit it to the

students who don’t have access to public transportation. We still would like to encourage the use of public transportation for those who can access it, but be sympathetic to those who can’t. We recommend that the LHS students who take on this project create a citizen involvement program and have a series of public meetings where the community can have an open dialogue and express their opinions. It would be beneficial to ask questions to the

community in person and discuss the 21st Century School and the 20-minute neighborhood concepts. The Lincoln students can also use the information we gathered and continue to make recommendations to feel ownership of the future of LHS. When time isn’t a constraint, more people can be surveyed. We only got a small sample, but with a longer testing time, more people could have input. Some important questions we didn’t ask during our community survey, but are important

are listed below. Do you think LHS has an inviting campus?

Do people want LHS to be the center of the community?

Would you change anything about Lincoln? (Give them the option not to change anything) Overall, we would like LHS students to continue to research and gather information to make a more comprehensive, student-led plan.

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Methodology

Important sources for this project were the many urban planners, architects and city officials we talked with early in our 4-week class. These people helped us gain a better understanding of urban planning in Portland (Appendix E).

Our survey was a major resource in this project. We surveyed LHS students, parents and teachers along with the Goose Hollow community members that were utilizing the services in the Goose Hollow area. We surveyed a grand total of 249 people: 46 students, 72 parents, 11 teachers and 120 community members. The purpose of our survey was to analyze

how Lincoln provides for its students, parents, teachers and community members. We took the statistics from our surveys to create the findings and recommendations section of this document (Appendix C). Some flaws we found after creating and analyzing the survey responses are as follows: -Our survey was biased in that we assumed our subjects wanted LHS to change. We did not provide the option for subjects to say they did not want to

change LHS. -Since we had a very limited amount of time to collect surveys, we would have like to have surveyed a larger group of people. -Also, because of the short time period, we were unable to spend large amounts of time analyzing survey results. With more time, we would have been able to create more complete recommendations. -The community survey didn’t necessarily target the group of people we wanted. For example, 52.7% of the people we surveyed from the community had never been to LHS. While this fact is interesting, as a group, we questioned whether people who had never been to the school really understood the best way to help make it the center of the community. We hope that with further work on this plan, the next team could find a way solve these issues.

Another major source for this project were our own personal opinions of the area. We mapped a ¼ radius of the school on foot, noting anything we saw (businesses, parking lots, green space, bus lines, etc.). The purpose of this research was to see what amenities were available for people within the area and what services were unavailable. Using this knowledge, we gained a better understanding of LHS’s possibility of being the center of a 20-minute neighborhood. From mapping the area, we were able to see where, for example, a student could go for lunch if they walked two blocks, or if there were any safe places to hang out after school near by. If we had more time, we could have created a more professional looking map of the area.

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Appendix A: References

1. David Bragdon Metro Council President 600 NE Grand Avenue Portland, Oregon 97232 6 July 2009 Note: It is important to keep updating the city. Listen to the community. Do not assume what you are thinking is always correct. Public transportation is important because if people cannot move smoothly, the city will not work.

2. Lew Bowers Director of Urban Development at Portland Development Commission (PDC) 7 July 2009 and 23 July 2009 Note: Always keep note of public transportation if you want to get a job in planning. He said he wants to develop a bit more around the Pearl District so that the LHS area could be added as one of the urban renewal areas.

3. Susan Anderson Director of City of Portland Bureau of Planning and Sustainability 8 July 2009 Note: Susan Anderson explained what sustainability is in the context of economy, environment and equity. Ms. Anderson talked about building green buildings and how they can improve the economy by creating jobs for everyone.

4. Patrick Sweeney Senior Head of Streetcar Development at Portland Bureau Transportation 8 July 2009 Note: Patrick Sweeney discussed infrastructure in Portland and how a bus, MAX, or streetcar can increase the property value of a neighborhood. Public transportation does not make money. Buses and streetcars are comparable modes of transportation. Streetcars are much more expensive than buses, but they connect neighborhoods and build community.

5. Jeri Williams Director City of Portland Office of Neighborhood Involvement 9 July 2009 Note: Youth empowerment and the importance of surveying the community and getting their opinion (what we’ve been doing out in the Goose Hollow area).

6. Kevin Odell Executive Director of OPAL (Organizing People/Activating Leaders) 2407 SE 49th Avenue, Portland OR 97206 www.opalpdx.org Note: Youth empowerment, youth deserves to be heard in the society. There are different ways to look at a city. For example when you look at 60th and Foster, you could see diverse stores, such as Polish meat shop, Vietnamese bakery, Chinese fortune cookie shop, and Korean grocery store. Sometimes, modernizing isn’t everything.

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7. Kirsten Leonard

Lincoln High School 17 July 2009 Note: Thinks LHS area needs more public space and stores. Also she wants a better public transit (since there’s no public transit near her home).

8. Peyton Chapman Principal of Lincoln High School 20 July 2009 Note: Thinks LHS area needs a clean, more community driven spaces. She wants LHS area to the center of the community.

9. Jill Fuglister Co-director of Coalition For A Livable Future 22 July 2009 Note: Out of the three E’s (economy, environment, equity) equity is most frequently left out.

10. Dr. Ethan Seltzer

Director, Nohad A. Toulan School of Urban and Regional Planning at Portland State University 9 July 2009

11. Dr. Ellen Bassett Professor, Nohad A. Toulan School of Urban and Regional Planning at Portland State University

12. Dr. Sy Adler Professor, Nohad A. Toulan School of Urban and Regional Planning at Portland State University 29 July 2009

Documents

13. Portland Plan (Twenty-minute neighborhood) by City of Portland Bureau of Planning and Sustainability: Three basic characteristics of Portland’s twenty-minute neighborhood:

a) A walkable environment (Average person can walk ¼ to ½ mile in 20 minute).

b) Destinations that support a range of daily needs.

c) Resident density (there should be enough people to support the shops. There should be at least 12-18 homes per block).

Benefits of 20-minute neighborhood a) Building scales that are comfortable for

pedestrians. b) Mixed-use and dense development near

neighborhood services and transit; c) Distinct and identifiable centers and public

spaces; d) A variety of connected transportation

options.

14. High School Redesign Update Community High Schools, Magnets and Alternate Options The Long Term Game Plan (The Next 6 Years) 15. The Regional Equity Atlas Metropolitan Portland’s Geography of

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Opportunity Published by The Coalition for a Livable Future 310 SW Fourth Avenue, Suite 612 Portland, Oregon 97204 16. A Vision for 21st Century Schools Portland, Oregon 9 June 2008 Lincoln High School Long Term Development Committee

a) Lower speed streets b) Accessible design c) A street grid or other frequently connected network of local streets.

* All of the images used in this document were either taken by students or taken from Google Images.

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Appendix B: Glossary

21st Century School: A collaborative, community focused, technology‐infused facility with a variety of flexible learning spaces. Blight: 1. Extremely adverse environmental condition. 2. Impedes progress and prosperity. Bond: Debt instrument used to raise capital by borrowing. Floor Area Ratio: Arithmetic relation of square feet of a building and the square feet of land area. G.I.S (Geographic Information Systems): Integrates hardware, software, and data for capturing, managing, analyzing, and displaying all forms of geographically referenced information. International Studies Research Center: An International Baccalaureate study and research facility that is open to both students in the program and the community. Renewable Energy: Naturally replenishable energy, generated from natural sources. (i.e. Sunlight, Wind, Rain, etc.)

School Density Index: The ratio between the number of pupils in a school and the number of acres in the school. Sustainable Development: Development that meets the needs of the present, without compromising the environment. Taxes: Government fee charged on a product, income or activity. T.I.F. (Tax increment Financing): “Tax increment financing is a tool that local governments can use to publicly finance needed structural improvements and enhanced infrastructure within a defined area. These improvements usually are undertaken to promote the viability of existing businesses and to attract new commercial enterprises to the area"(www.window.state.tx.us). With these commercial enterprises in the area making money they are taxed, and that money goes to financing the structural improvements. Urban Renewal: Rehabilitation of impoverished urban neighborhoods. Zoning: Land use regulation.

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Appendix C: Surveys Student Survey- 46 people 1. What is your gender? A. Female 34.8% B. Male 65.2% 2. What grade are you entering in the fall? A. 9th 2.2% B. 10th 37.0%

C. 11th 23.9% D. 12th 37.0% 3. How close do you live to Lincoln High School? (In miles) A. o.5 or less 0.0% B. 1 to 2 32.6% C. 3to 4 37.0% D. 5 or more 30.4% 4. How do you get to and from school? (Mark all that apply) A. Walk 17.4% B. Bus 67.4% C. MAX 19.6% D. Bike 13.0% E. Drive self 15.2% F. Carpool 30.4% G. Parent drop off 52.2% H. Other 2.2%

5. On average how far away do you travel away from Lincoln during lunch or free periods? A. Stay on campus 21.7% B. 1-2 blocks 41.3% C. 3-4 blocks 26.1% D. 5-6 blocks 8.7% E. 7 or more blocks 2.2% 6. Please rate: How satisfied are you with the availability of the following in Lincoln's neighborhood (about a 1/2 mile radius around the school)?

Very

unsatisfied Unsatisfied

No opinion

Satisfied Very

satisfied Food carts 2.2% 8.7% 30.4% 41.3% 17.4%

Coffee shops 2.2% 2.2% 13.0% 47.8% 34.8% Restaurants 0% 8.7% 30.4% 45.7% 15.2%

Grocery stores

2.2% 17.4% 19.6% 41.3% 19.6%

Convenience stores

0% 2.2% 13.0% 54.3% 30.4%

Fast food 0% 2.2% 52.2% 26.1% 19.6% Healthy food alternatives

8.7% 41.3% 10.9% 30.4% 8.7%

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7. Do you agree or disagree with the following? Strongly

agree Agree Neutral Disagree

Strongly Disagree

Lincoln’s surrounding

neighborhood is safe.

13.0% 54.3% 19.6% 13.0% 0.0%

Lincoln is easily

accessible through public

transportation or walking.

65.2% 30.4% 0.0% 4.3% 0.0%

The surrounding

neighborhood is a fun place to hang out.

28.3% 37.0% 23.9% 8.7% 2.2%

Lincoln’s campus is

welcoming to the

community.

26.1% 47.8% 15.2% 10.9% 0.0%


neighborhood is clean

8.7% 30.4% 30.4% 28.3% 2.2%

8. What are the top four changes you want made to the Lincoln neighborhood? Improved street lighting 15.2% Clean up and maintain vacant lots and buildings

47.8%

Improved sidewalks 19.6% Improved bike accessibility and storage

28.3%

Improved public transit 19.6% Additional green space (i.e. sidewalk trees, parks)

69.6%

Increased police presence 4.3% Slower car and truck traffic 32.6% More parking 71.7% Less parking 4.3% More public spaces 41.3% Other (please specify) 6.5%

9. What type of service would you like to see in the new Lincoln High School? (Mark all that apply) Community court room 10.9% Community library 34.8% Public Pool 56.5% Public Gym/exercise facility 52.2% Internet café 45.7% Larger public theatre 34.8% Underground parking 47.8% Community audio/visual facility 17.4% Youth health center 41.3% Community health center 8.7% Homeless youth services 28.3% PCC classes 34.8% Beauty school 4.3% Culinary arts school 21.7% International studies research center

34.8%

Other (please specify) 4.3%

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Parent Survey- 72 people 1. What is your gender? A. Female 80.6% B. Male 19.4% 2. What is your age? A. 20-30 0.0% B. 31-40 1.4% C. 41-50 56.9% D. 51-60 37.5% E. 60 or above 4.2% 3. Do you live within the Lincoln school boundary or is your child a transfer student? A. Live with boundary 87.5% B. Transfer from outside of boundary 12.5% 4. How close do you live to Lincoln High School? (In miles) A. o.5 or less 4.2% B. 1 to 2 34.7% C. 3to 4 33.3% D. 5 or more 27.8% How close do you work to Lincoln High School? (In miles) A. o.5 or less 18.1% B. 1 to 2 34.7% C. 3to 4 19.4% D. 5 or more 27.8%

6. What is your main mode of transportation when traveling to Lincoln High school/the Goose Hollow area? (Mark all that apply)

A. Walk 15.3% B. Bus 22.2% C. MAX 9.7% D. Bike 13.9% E. Drive self 70.8% F. Carpool 18.1% H. Other 4.2% 7. Please rate: How satisfied are you with the availability of the following in Lincoln's neighborhood (about a 1/2 mile radius around the school)?

Very


No opinion

Satisfied Very


Coffee shops 2.8% 2.8% 13.9% 63.9% 16.7% Restaurants 2.8% 6.9% 16.7% 63.9% 9.7%

Grocery stores 2.8% 15.5% 23.9% 46.5% 11.3% Convenience

stores 2.9% 5.8% 37.7% 49.3% 4.3%

Fast food 1.4% 5.6% 36.6% 50.7% 5.6% Healthy food alternatives

6.9% 40.3% 25.0% 25.0% 2.8%

Entertainment o.o% 7.1% 31.4% 50.0% 11.4% Public use buildings

4.2% 13.9% 48.6% 29.2% 4.2%

Gyms/exercise areas

5.6% 11.1% 31.9% 40.3% 11.1%

Parks 7.0% 22.5% 18.3% 45.1% 7.0%

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8. Do you agree or disagree with the following? Strongly

agree Agree Neutral Disagree

Strongly Disagree



2.8% 56.9% 25.0% 0.0% 0.0%

Lincoln is easily

accessible through public

transportation or walking.

41.7% 43.1% 2.8% 2.8% 2.8%

The surrounding


6.9% 30.6% 30.6% 1.4% 1.4%


welcoming to the

community.

8.5% 45.1% 22.5% 4.2% 4.2%



1.4% 33.8% 31.0% 8.5% 8.5%


65.3%


31.9%


52.8%


10. What type of service would you like to see in the new Lincoln High School? (Mark all that apply) Community court room 5.6% Community library 30.6% Public Pool 44.4% Public Gym/exercise facility 36.1% Internet café 31.9% Larger public theatre 37.5% Underground parking 37.5% Community audio/visual facility 20.8% Youth health center 37.5% Community health center 16.7% Daycare center 6.9% Homeless youth services 15.3% PCC classes 44.4% Beauty school 2.8% Culinary arts school 16.7% International studies research center

59.7%


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Teacher Survey-11people 1. What is your gender? A. Female 63.6% B. Male 36.4% 2. How long have you been teaching at Lincoln? A. It’s my first year teaching 9.1% B. 2 to 3 years 18.2% C. 4 to 5 years 0.0% D. 6 or more years 72.7% 3. How close do you live to Lincoln High School? (In miles) A. o.5 or less 0.0% B. 1 to 2 9.1% C. 3to 4 18.2% D. 5 or more 72.7% 4. What is your main mode of transportation when traveling to Lincoln High school/the Goose Hollow area? (Mark all that apply)

A. Walk 9.1% B. Bus 0.0% C. MAX 9.1% D. Bike 36.4% E. Drive self 72.7% F. Carpool 9.1% H. Other 0.0% 5. On average how far away do you travel away from Lincoln during lunch or free periods? (on foot) A. Stay on campus 90.9% B. 1-2 blocks 0.0% C. 3-4 blocks 9.1%

D. 5-6 blocks 0.0% E. 7 or more blocks 0.0% 6. Please rate: How satisfied are you with the availability of the following in Lincoln's neighborhood (about a 1/2 mile radius around the school)?

Very


No opinion

Satisfied Very


Coffee shops 0.0% 9.1% 18.2% 54.5% 18.2% Restaurants 0.0% 18.2% 9.1% 72.7% 0.0%

Grocery stores

0.0% 27.3% 18.2% 54.5% 0.0%

Convenience stores

0.0% 9.1% 45.5% 45.5% 0.0%

Fast food 0.0% 20.0% 60.0% 20.0% 0.0% Healthy food alternatives 27.3% 27.3% 18.2% 27.3% 0.0%

Parking lots o.o% 20.0% 40.0% 30.0% 10.0%

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7. Do you agree or disagree with the following?

Strongly agree

Agree Neutral Disagree Strongly Disagree



0.0% 54.5% 36.4% 9.1% 0.0%

Lincoln is easily

accessible through public transportation

or walking.

45.5% 54.5% 0.0% 0.0% 0.0%

The surrounding


0.0% 18.2% 54.5% 27.3% 0.0%


welcoming to the

community.

18.2% 27.3% 27.3% 27.3% 0.0%



0.0% 27.3% 45.5% 27.3% 0.0%


54.5%


27.3%


72.7%


9. What type of service would you like to see in the new Lincoln High School? (Mark all that apply) Community court room 9.1% Community library 36.4% Public Pool 54.5% Public Gym/exercise facility 45.5% Internet café 36.4% Larger public theatre 36.4% Underground parking 9.1% Community audio/visual facility 63.6% Youth health center 45.5% Community health center 18.2% Homeless youth services 45.5% PCC classes 54.5% Beauty school 18.2% Culinary arts school 27.3% International studies research center

45.5%


22

Community Survey-120 people 1. What is your age?

A. under 20 B. 21-30 C. 31-40 (average age) D. 41-50 E. 51-60 F. 61 or above

2. What is your current zip code? (No statistical answer) 3. How often do you go to the Lincoln High School campus? (No statistical answer) 4. Why do you visit Lincoln High School? (No statistical answer)


45.83%

Improved sidewalks 20% Improved bike accessibility and storage

31.67%


45%

Increased police presence 14.17% Slower car and truck traffic 13.34% More parking 32.5% Less parking 4.17% More public spaces 31.67% Other (please specify)

9. What type of service would you like to see in the new Lincoln High School? (Mark all that apply) Community court room 8.34% Community library 29.17% Public Pool 45% Public Gym/exercise facility 32.5% Internet café 22.5% Larger public theatre 15% Underground parking 15% Community audio/visual facility 8.34% Youth health center 20% Community health center 15% Homeless youth services 20.83% PCC classes 15% Beauty school 17.5% Culinary arts school 8.34% International studies research center

7.5%

Other (please specify)

23

Appendix D: Acknowledgements

Thank you…

First Christian Church Metro

Portland Development Commission PSU Urban Planning Department Portland Depart of Transportation

The Portland Bureau of Planning and Sustainability Portland Youth Planners

OPAL Walker Macy

URS Corporation Emily Hicks

Jeri Williams Bob and Will Naito

Adidas Long-Term Development Committee

Peyton Chapman Kirsten Leonard

Lincoln High School Joe from Bridge City Legal

Kinkos Jill Fuglister

Everyone we surveyed

Date post:	30-Mar-2016
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