statewide master plan...whiteville 101 total 6,638 enrollment is based on total contact hour data...

SBC Project No. 166/000-04-2011

July 2014

STATEWIDE MASTER PLAN

This plan was prepared by TSW, in association with SSR. The team would like to thank the Board of Regents for their comprehensive assistance with this effort.

TENNESSEE COLLEGES OF APPLIED TECHNOLOGY 2013 MASTER PLAN

Dr. James King, Vice Chancellor for Tennessee Colleges of Applied TechnologyDr. Carol Puryear, Associate Vice Chancellor for Instruction and Special Projects, TCATMr. Dick Tracy, Executive Director, Facilities DevelopmentMr. Carl Manka, Senior Director, Facilities Development, Research & Planning

TCAT CampusAthens

ChattanoogaCovingtonCrossville

CrumpDickson

ElizabethtonHarrimanHartsville

HohenwaldJacksboro

JacksonKnoxville

LivingstonMcKenzie

McMinnvilleMemphis

MorristownMurfreesboro

NashvilleNewbern

Oneida/HuntsvilleParis

PulaskiRipley

ShelbyvilleWhiteville

DirectorMr. Stewart SmithDr. James L. BarrottMr. William N. RayMr. Don SadlerDr. Arrita SummersMr. Mark E. PowersMr. Dean BlevinsMs. Danice TurpinMrs. Mae PerryMr. Rick Brewer & Ms. Kelli Kea CarrollMr. David BrowderMr. Jeff SiskMr. Dwight MurphyDr. Myra WestDr. Brad WhiteDr. Warren LauxMr. Roland RaynerMs. Lynn Elkins & Mr. Jerry PattonDr. Lynn KreiderMr. Mark LenzMs. Donna HastingsMr. Dwight MurphyDr. Brad WhiteMr. Tony CreecyMr. William N. RayMr. Ivan JonesMs. Carolyn Beverly

The master planning team would like to thank the following individuals for their generous participation in the planning process: the TCAT Directors listed below, the 425 instructors who participated in the online survey, and the members of each campus Business and Advisory Board.

1Tennessee Colleges of Applied Technology Statewide Master Plan: Overview

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Campus Master Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Athens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Chattanooga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Covington . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Crossville . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Crump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Dickson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Dickson (Clarksville) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Elizabethton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135Harriman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151Hartsville . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165Hohenwald . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179Jacksboro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197Jackson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .211Jackson (Lexington) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227Knoxville . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239Livingston . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259McKenzie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277McMinnville . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293Memphis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307Morristown. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331Murfreesboro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .351Nashville . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367Newbern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385Oneida/Huntsville (Huntsville) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399Oneida/Huntsville (Oneida) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .411Paris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421Pulaski . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437Ripley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451Shelbyville . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463Whiteville . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479

Appendix A: Space Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .491

Appendix B: Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499

2 Tennessee Colleges of Applied Technology Statewide Master Plan: Overview

Introduction

This Master Plan contains the most comprehensive analysis of the Tennessee Colleges of Applied Technology (TCAT) system to date. It examines every owned campus in the state and recommends improvements based on the following goals:

• Ensure that each campus has the space it needs to adequately serve its current enrollment.

• Provide space for new programs that will expand enrollment and help meet statewide goals for more college graduates.

• Identify the most serious facilities needs on each campus to create a safe, accessible, and non-distracting environment for students.

This Master Plan is consistent with and will help the Tennessee Board of Regents meet the goals of the Complete College Tennessee Act of 2010. The most relevant goals are: addressing the state’s economic

development, workforce development and research needs; and ensuring increased degree production within the state’s capacity to support higher education.

This plan has also been drafted with the Drive to 55 and the Tennessee Promise initiatives in mind. The goal of Drive to 55 is to bring the percentage of Tennesseans with college degrees or certifications to 55% by the year 2025. To this end, the Tennessee Promise Scholarship will provide free tuition at any TCAT or public community college within the state to anyone who graduates high school in 2015. This and other efforts are expected to significantly increase enrollment in the TCAT system. Aspirations for the number of degrees to be awarded each year to meet this goal are shown in the chart on page 4.

As Tennessee’s economy continues to grow and become more complex, the presence of TCAT facilities and graduates will be a key economic development tool to help recruit and retain businesses and high paying jobs in a variety of industry sectors.

The recommendations of the Master Plan will help provide adequate space for existing and future programs

Introduction


System Overview

The Tennessee Colleges of Applied Technology had an enrollment of 27,392 (headcount) students during the 2012-2013 academic year. The system includes approximately 60 sites, of which the Master Plan addresses only the 32 owned sites shown in the map on page 5. Enrollment at these sites varies significantly, as shown in the chart on the following page. These sites are divided into 27 institutions.

During the 2012-2013 academic year, the statewide average completion rate was 83% and the statewide average job placement rate was 85%. These numbers are significantly higher than those for other types of educational institutions and underscore the importance of technical certificates in meeting statewide educational goals.

The Tennessee Colleges of Applied Technology are unique in that full-time students attend class for 30 hours per week (typically five days per week) and earn their certificates in three to five trimesters. Class sizes

This Master Plan will help the TCAT system increase graduates to reach the goals of Governor Bill Haslam’s Drive to 55 initiative

TCAT facilities and graduates will be a key economic development tool to attract and retain businesses statewide


In 2008, 70% of students came from households with annual incomes of less than $24,000 and 45% came from households with annual incomes of less than $12,000. Tuition varies between approximately $1,200 and $4,000 to complete an entire program, not including the cost of books or materials. A majority of students qualify for the Wilder-Naifeh state lottery scholarship or federal Pell Grants, which combined can cover the complete cost of education.

A wide variety of programs are offered on the Tennessee Colleges of Applied Technology, as shown in the table on pages 6 and 7. The names and content of programs vary by campus, but based on the opinion of the Master Plan consultant, there are currently 45 programs taught statewide. In general, urban campuses offer more programs than some of the rural campuses. All programs are certified by the Council on Occupational Education.

are small (typically around 20 students) and there is often only one instructor per program on each campus. All teaching typically occurs in one lab or shop space, with an adjacent classroom when lecturing or individual computer work is necessary. Instructors have a professional background in their field and remain in frequent contact with industry advisors in their region to ensure that what they teach is relevant in the real world. Nearly all programs and campuses have a rolling admissions system that allows a student to begin study at any time and learn at their own pace.

Open enrollment means that anyone with a high school diploma or equivalent can become a student. Those students who need assistance with reading, writing, and math skills participate in Technology Foundations in addition to their regular program of study. Technology Foundations allows them to learn the necessary skills at their own pace.

MemphisWhiteville

Crump

Covington

Ripley

Newbern McKenzieParis

Jackson LexingtonHohenwald

Pulaski

Dickson

Clarksville

Nashville

Shelbyville

Murfreesboro

Hartsville

McMinnville

Chattanooga

AthensSequatchie

Crossville

Livingston Huntsville

Harriman Knoxville

JacksboroMorristown

SurgoinsvilleElizabethton

Owned TCAT Sites

Oneida

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2020-2021

2021-2022

2022-2023

2023-2024

2024-2025

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Aspirational Annual Degrees To Be Awarded


Enrollment by Site

Sequatch

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Memphis

Nashville

Chattanoo

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Knoxvil

le

Shelb

yville

Murfrees

boro

Livingst

on

Hohen

wald

DicksonParis

Crossvi

lle

Hartsvil

le

Jackson

Harriman

Newbern

Crump

McKen

zie

McMinnvil

le

Athens

Jacksboro

Covingto

n

Lexington

Pulaski

Huntsville

White

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Oneida

Surgo

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Morrist

own

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Adjusted FTE EnrollmentAthens 146Chattanooga 464Chattanooga-Sequatchie 13Covington 129Crossville 208Crump 150Dickson 216Dickson-Clarksville 126Elizabethton 324Harriman 176Hartsville 194Hohenwald 217Jacksboro 142Jackson 190Jackson-Lexington 108Knoxville 436Livingston 247McKenzie 150McMinnville 147Memphis 611Morristown 338Morristown-Surgoinsville 19Murfreesboro 259Nashville 549Newbern 155Oneida/Huntsville-Huntsville 105Oneida/Huntsville-Oneida 33Paris 210Pulaski 108Ripley 72Shelbyville 295Whiteville 101Total 6,638

Enrollment is based on total contact hour data for the 2012-2013 academic year and assumes 1,296 contact hours per full-time equivalent student, Source: Tennessee Board of Regents, TCAT campuses

Enrollment by SiteEnrollment varies significantly between campuses, as shown in the chart and table here. These numbers reflect only the number of students on each owned site, not the enrollment for each TCAT as a whole. The four largest sites are those in the state’s largest urban areas. For more information on how adjusted full-time equivalent enrollment numbers were calculated, see Appendix A.

Labor Education Alignment Program (LEAP)

The goals of the Workforce Advanced Training Fund, created as part of the 2013 LEAP act, are to enable students to earn certificates and degrees in technical fields and better meet the workforce needs of technical industries. TCAT campuses that create such a program may be eligible for competitive grants.

The goals of this Master Plan are consistent with the Labor Education Alignment Program, particularly with regard to increasing graduates, meeting the needs of industry statewide, and collaborating with industries in each region with real-world training skills.

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Athens ■ ■ ■ ■Chattanooga ■ ■ ■ ■ ■Chattanooga-SequatchieCovington ■ ■ ■Crossville ■ ■ ■ ■ ■ ■ ■Crump ■ ■ ■ ■ ■Dickson ■ ■ ■ ■ ■ ■Dickson-Clarksville ■ ■ ■ ■Elizabethton ■ ■ ■ ■Harriman ■ ■ ■ ■ ■Hartsville ■ ■ ■ ■Hohenwald ■ ■ ■ ■ ■ ■ ■Jacksboro ■ ■ ■Jackson ■ ■ ■ ■ ■Jackson-Lexington ■ ■Knoxville ■ ■ ■ ■ ■ ■ ■Livingston ■ ■ ■ ■ ■ ■ ■McKenzie ■ ■ ■ ■McMinnville ■ ■ ■Memphis ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■Morristown ■ ■ ■ ■ ■Morristown-Surgoinsville ■ ■Murfreesboro ■ ■ ■ ■ ■ ■Nashville ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■Newbern ■ ■ ■ ■Oneida/Huntsville-Huntsville ■ ■ ■ ■Oneida/Huntsville-Oneida ■ ■Paris ■ ■ ■ ■ ■ ■Pulaski ■ ■Ripley ■ ■Shelbyville ■ ■ ■ ■ ■Whiteville ■ ■ ■Total Count 1 1 1 13 24 2 1 2 4 29 11 27 11 5 2 6 3 9 1

Programs Offered by Site


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History

In 1917, the U.S. Congress passed the Smith-Hughes National Vocational Education Act, which provided federal funding for vocational instruction at existing secondary schools. Funds for separate facilities were not made available until the 1963 Vocational Education Act. This legislation, in response to increasing technological change, the obsolete nature of many workers’ skills, and the large number of young Americans in need of education, broadened the application of federal funds to include instructor training, support for minorities, and facilities construction funds, among other things.

In response to the 1963 Vocational Education Act, the Tennessee General Assembly passed House Bill 633, which allowed the State Board for Vocational Education to construct and operate a statewide system of Area Vocational-Technical Schools. The first such school begin construction in 1964 in Shelbyville. By 1968, 17 schools has been constructed statewide at a typical cost of $500,000 ($3.8M in current dollars) for rural sites and more than twice that for urban schools.

In 1983, the 26 Area Vocational-Technical Schools then in existence were brought under the purview of the Board of Regents. In 1994, legislation was passed to change the name of the State Area Vocational-Technical Schools to Tennessee Technology Centers. In 2013, legislation was passed to change the name again to the Tennessee Colleges of Applied Technology.

Recent enrollment trends for the Tennessee Colleges of Applied Technology are shown on the following page. Statewide, enrollment tends to increase during economic recessions as the job market becomes more competitive and layoffs lead adults to seek new training.

During the last decade and at the level of each campus, enrollment growth has varied significantly. This is due to a variety of factors, including regional population and economic growth, as discussed below.

Some historical information in this section comes from the 1987 Master’s Thesis “A Historical Study of the Area Vocational-Technical School System in Tennessee” by Junior Bryce Boles

Shelbyville was the site of the first vocational school (now TCAT) constructed in the state

Facsimile of the 1963 legislation that created Tennessee’s Area Vocational-Technical Schools


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Historic TCAT System Enrollment

Chattanooga Hartsville Elizabethton Pulaski Harriman Newbern Murfreesboro OneidaMcMinnvilleLivingstonCrumpJacksonShelbyvilleKnoxvilleNashvilleParisAthensWhitevilleCrossvilleCovington RipleyMemphisMcKenzieDicksonJacksboroMorristownHohenwald

Average Annual Enrollment Growth by Campus (2003-2013)

Source for both tables: Tennessee Board of Regents Central Office; Includes data for leased sites


What one word would you use to describe what the college could become in the future?

The “wordles” above are based on responses to the online survey of instructors

What one word would you use to describe students’ first impression of the campus & facilities?


The maps on the following page show a series of key demographic factors that show an important context for each TCAT campus. The first map shows population distribution. As expected, more population is located in urban areas. These areas have fewer TCAT campuses per capita than less densely populated areas, but urban campuses tend to be much larger. The population projection map shows where growth is expected to be concentrated.

The third map shows that rural areas and Western Tennessee have higher unemployment rates than the rest of the state. The fourth map shows educational attainment and indicates that the need for increased education is most significant in rural areas.

Economic & Demographic Factors

The Tennessee Colleges of Applied Technology have maintained high job placement rates in part because their programs correspond to strong industries in the region they serve. This Master Plan, therefore, takes into consideration not only the specific needs of each program and campus, but also examines the broader regional economic context to ensure that existing and proposed programs remain strong.

With an understanding that modern economies operate at the regional scale, and based on data availability, the Master Plans for each individual campus in the following section include a detailed look at the following factors for the workforce investment area within which each campus is located:

• Population growth

• Educational attainment

• Percentage of jobs in each industry sector

• Employment outlook in each industry sector related to programs taught at each campus

The best statewide perspective on the economy can be found in the 2014 Economic Report to the Governor.

• Tennessee’s economy is beginning to recover from the recession, as state gross domestic product (GDP), the number of jobs, personal income, and personal spending show moderate growth. Unemployment is expected to continue to decrease.

• Leisure and hospitality, professional and business services, and transportation equipment are expected to grow more than the manufacturing sector. Efforts to expand advanced manufacturing may help strengthen this sector.

The Master Plan takes into consideration the needs of each campus within the broader economic context of each region to ensure that existing and proposed programs remain strong.


Population Density (2012)

Projected Population Growth (2012-2017)

April 2014 Unemployment Rate

Population 25+ Having Completed Some College

Population per Sq. Mi. 25,001 to 100,000 10,001 to 25,000 1,001 to 10,000

Annual Growth 2.6% or more 1.3% to 2.5% 0.4% to 1.2% 0.1% to 1.3% 0% or negative

10.8% to 13.5% 8.1% to 10.8% 5.4% to 8.1% 2.7% to 5.4% 0% to 2.7%

54% & higher 44% to 54% 36% to 44% 27% to 36% 0% to 27%

Source for all maps: ESRI and U.S. Census


(particularly true in urban areas), and awareness in the region of the offerings of the campus. The boundaries of each workforce investment area also influence the participation rate. The numbers, however, remain one measure of the market penetration of each campus.

Teaching Space per Student

The chart on the following page shows the amount of teaching space (classroom and lab space) per FTE student at each owned site during the 2012-2013 academic year. There is an enormous amount of variation, and while much of this can be attributed to satellite locations with lower enrollment, even among main campuses the amount of teaching space per student varies by a factor of 2.6.

Participation Rate

Participation rate is the number of students in an area divided by the population in that same area. For the sake of this Master Plan, the total enrollment at all Tennessee College of Applied Technology sites (whether owned or leased) within a region was calculated for the 2012-2013 academic year. Those numbers were then aggregated for each Workforce Investment Area in the state and divided by the 2012 estimated population in the same Workforce Investment Area. The result is the participation rate for each region, as shown in the table and on the map below.

Many factors can influence the participation rate of a campus, including current enrollment fluctuations, the presence of competing programs in the region

Workforce Investment Area TCAT Campuses Participation Rate*8 Dickson 5.013 Memphis 6.22 Morristown 8.23 Knoxville 9.59 Hartsville, Murfreesboro, Nashville 10.31 Elizabethton 10.47 Livingston 11.35 Athens, Chattanooga 13.44 Crossville, Harriman, Jacksboro, Huntsville-Oneida 13.810 Hohenwald, Pulaski 19.66 McMinnville, Shelbyville 20.811 Crump, Jackson, Whiteville 24.82 Covington, McKenzie, Newbern, Paris, Ripley 25.2

Enrollment is based on total contact hour data for the 2012-2013 academic year and assumes 1,296 contact hours per full-time equivalent student, Source: Tennessee Board of Regents, TCAT campuses

Participation Rate

Participation Rate by Workforce Investment Area

13

12

11 10

89

6

7

5

4 32

1

Participation rate is the percentage of the population in each region enrolled at a TCAT; darker areas indicate that a higher percentage of residents are TCAT students


Finally, these numbers do not include other types of space such as offices, multipurpose rooms, or hallways, so while they do not give a complete picture of the amount of space on each campus, they do offer one perspective on efficiency, since teaching space is most closely tied to enrollment.

Several factors beyond the quantity of teaching space contribute to these numbers. Enrollment, the space needs of individual programs taught, the configuration of labs, and other factors affect these numbers significantly and make any comparisons between campuses difficult.

For this reason, campuses with more or less teaching space per student do not necessarily have a surplus or need of space. The comprehensive picture of space needs for each program on each owned site is provided in the campus master plans in the following section.

Teaching Space per Student

Surgo

insville

Hartsvil

le

Knoxvil

le

Nashville*

Hohen

wald

Shelb

yville Paris

Chattanoo

ga

Livingst

on

Dickson

*

McKen

zie

Elizabeth

ton

McMinnvil

le

Lexington

Newbern

Crump

Morrist

own*

Jacksboro

Covingto

n

Huntsville

Jackson*

Crossvi

lle

Harriman

White

ville

Athens

Pulaski

Oneida

Sequatch

ie

Clarksville

Memphis*

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• Plumbing. This category scored low in the survey because of aging plumbing fixtures and lack of ADA accessibility in restrooms.

• Electrical. The need for electrical capacity in shop areas is higher than when most facilities were constructed decades ago.

• Roofs. Aging roofs throughout the system are evidence of deferred maintenance; many are in need of replacement and lack adequate insulation.

Facilities at the colleges focus almost entirely on teaching spaces and offices, with fewer of the amenities common on community college campuses. Each TCAT campus typically includes a small lunch room and small outdoor gathering space.

Facilities Conditions

Between July and November 2013, the Master Planning team conducted a detailed walk through of every owned building in the Tennessee Colleges of Applied Technology system. The analysis was conducted by planners as well as engineering and architectural representatives and resulted in a comprehensive update of the Physical Facilities Survey database.

The median building age is 37 years, and many facilities remain in their original condition. While the condition of buildings and building systems varies widely between and within campuses, issues were consistently noted with the following building systems:

• Building enclosure. Poor conditions are primarily due to the lack of thermal insulation, aging windows, cracks or gaps in facades, and aging doors.

• HVAC. Poor conditions are primarily due to aging chillers, boilers, air handlers, and other equipment, as well as some ventilation issues in shop areas.

Nearly every TCAT campus has two long shop buildings with a covered central walkway


Total Gross Square FeetAthens 58,720Chattanooga 99,309Chattanooga-Sequatchie 31,864Covington 57,779Crossville 71,975Crump 46,979Dickson 64,743Dickson-Clarksville 88,197Elizabethton 95,220Harriman 60,227Hartsville 30,018Hohenwald 48,651Jacksboro 36,700*Jackson 70,234Jackson-Lexington 40,135Knoxville 97,484Livingston 62,502McKenzie 40,795McMinnville 43,477Memphis 140,546Morristown 109,690Morristown-Surgoinsville 26,000Murfreesboro 58,173Nashville 102,494Newbern 46,451Oneida/Huntsville-Huntsville 35,000Oneida/Huntsville-Oneida 28,745Paris 50,816Pulaski 54,337Ripley 35,568Shelbyville 81,882Whiteville 43,800Total 1,958,511

Source: Tennessee Board of Regents Physical Facilities Survey online database*Source: TCAT Jacksboro

Total Building Area by Site

Statewide Average

Exterior Enclosure 80%HVAC 82%Plumbing 83%Electrical 86%Roofing 87%Interior Finishes 88%Data Communications 88%Fire Protection 90%Site Conditions 90%Interior Construction 91%Foundation 92%Superstructure 92%Safety Standards 93%Basement Construction 96%Conveying 96%Stairs 97%Building Suitability 98%Building Adaptability 98%Special Construction 99%Equipment & Furnishings 100%

Statewide Average Facilities Ratings by Building System

Campus Master Plans

statewide master plan...whiteville 101 total 6,638 enrollment is based on total contact hour data...

Documents