California's unsafe schools

Scott Mile's earlier post on school earthquake safety is interesting, especially in light of the many collapsed school structures in China's recent earthquake. I certainly agree with Yumei Wang that Oregon and Washington schools are in serious need of attention. However, the implicit argument that California has passed laws and has safe schools, is a fallacy. We need to look to California to see and hopefully emulate the successes, but we also need to be painfully aware that even California still has serious school safety issues to consider.

Here are just a few of the issues:

A. The Field Act, requiring higher design standards, dedicated plan reviews and continuous inspection for public school buildings does increase building resistance to shaking. However, the higher standards only bring these structures up to somewhere between "life-safe" and ready for immediate occupancy.

Many of the Field Act school buildings will still sustain moderate structural damage and perhaps, significant non-structural damage. Many will not be able to be used for emergency community centers or even as schools until repairs are made. This is certainly better than buildings in danger of collapse, but remains far below ideal.

B. Private schools are and school out buildings used for after-school care are not covered by the act.

C. Portable classrooms used throughout school districts in California and other states are a significant hazard. These account for a whopping 30% of public classrooms in California. I was not able to really visualize the threat of these portable classrooms and was emailing colleagues in California about this issue. Here was the explanation of Fred Turner, a consulting structure engineer in Sacramento:
1) If unattached classrooms move relative to their stair systems(which can be structurally separated from the classroom) doors that open outward can be prevented from opening by creation of an offset, gap or obstruction that forms between the classrooms and the stairs during the earthquake, potentially obstructing egress. Obstructed egress coupled with a post-earthquake fire threat can create casualty risks.

2) Some improperly attached classrooms are on steel or concrete supports that include steel bearing plates and height adjusters. When classroom supports dislodge from the chassis during earthquakes, the steel bearing plates and height adjusters can penetrate through the floor of the classroom unit and protrude into the floor space where occupants may be dropping, covering and holding on under furniture. Occupants may come in contact with the protruding support height adjusters and bearing plates. To date, post-earthquake images document supports protruding through floors, and no records of injuries.

D. Additionally, there are legal catch 22 situations where schools desiring to tie down portable classrooms to make them more earthquake resistant wind up having to suddenly count these portables as "permanent" structures. The school then looses capital funds needed for constructing truly permanent classrooms.

The issue of school safety is immense in China, in the Pacific Northwest and, unfortunately, even in California.

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School Vulnerability in OR & WA

Been a bit too busy to catch lots of the good stuff in the NYT. I was reading along today and read the name of a friend, Yumei Wang, who wrote the NYT about seismic safety of school in the US and in particular Oregon. She answered this question for us:

I hope that the problem with seismically unsafe schools in the U.S. does not get overlooked. Although California has had school safety laws since 1933, other states have not. As you know, I work in Oregon. Last year, we conducted “screenings” on 3,300 public schools and emergency buildings. Our results, which are available online, indicate that 1,300 have high to very high probability of collapse. We will apply another screening “filter” to reduce that number; however, in the end, Oregon will need to mitigate about 1,000 school buildings.

And on the topic of Washington and their schools? She wrote, "They are still sleeping (except the city of Seattle has done stuff)."

Considering that Washington State's constitution states that "[i]t is the paramount duty of the state to make ample provision for the education of all children residing within its borders, without distinction or preference on account of race, color, caste, or sex" it would seem like seismic safety of all public schools, regardless of location, is also of "paramount duty."

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School Vulnerability... Not In Our Backyard!?

The New York Times has a good side-bar article about the vulnerability of schools around the world. They interview disaster luminaries Brian Tucker and Ben Wisner -- probably the most knowledgeable folks out there. (Part of the email interview of Dr. Wisner is in this NYT blog post.)

(Dr. Tucker won the MacArthur Award because of work he did related to earthquake risk reduction for schools, particularly in Katmandu in association with his organization GeoHazards International. Dr. Wisner has written volumes on disaster risk reduction, most notably on this topic is this report [pdf].)

The NYT article observes that...

[e]xperts on earthquake dangers have warned for years that tens of millions of students in thousands of schools, from Asia to the Americas, face similar risks, yet programs to reinforce existing schools or require that new ones be built to extra-sturdy standards are inconsistent, slow and inadequately financed.

Well, of course. That sounds obvious -- schools are vulnerable in places around the world that we associate with being most vulnerable. When the experts says schools are vulnerable in "the Americas," they mean Central and South America.

Right?

Yes.

Well, and North America...

... the risks are not limited to poor or emerging countries. In Vancouver, British Columbia, parents’ groups have been agitating to accelerate a decades-long program aimed at bringing schools up to modern earthquake standards.

Because of the Sichuan earthquake, the Seattle PI is reporting on building vulnerability in Seattle, citing a report for the City of Seattle [big pdf] on unreinforced masonry (URM) buildings that was published in December 2007. The report notes that some of the URMs in Seattle are schools -- not surprising given the age of construction:

Among the more notable buildings on the list are West Seattle High School, John Marshall School in the Roosevelt area, First United Methodist Church downtown, and the Merchants Cafe and the Union Gospel Mission in Pioneer Square.

To my knowledge, the State of Washington has not publicly disclosed schools in the state that are seismically vulnerable, particularly URMs. I'm not even certain if they have them inventoried. Obviously, this is a first step in mobilizing political will to retrofit or replace these schools.

Anyone know about a school seismic-safety inventory in WA?

Other states?

UPDATE

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Emergency planning in our schools

Over the last week, I have been in Los Angeles talking with school administrators about emergency plans. This is in preparation for the largest earthquake drill California has ever done - the Great Southern California ShakeOut scheduled for November 13, 2008. In the process I have been inducted into some of the real-world headaches of school emergency planning.


At the Team Safe-T office, a non-profit organization helping to create education material on safety, emegency preparedness and social responsibility, I learned of the hazards of doing earthquake drills....not the hazards of a real earthquake, but the hazards of the drill.

Every time there is a fire drill or earthquake drill, the students file out of the building. In some inner city LA schools, some students go to the designated field and are accounted for. Others just disappear- and get in trouble. Following the drill, teachers cannot account for all of their students. The number of hall fights and vandalism goes up that day. Police report increased gang violence on the days schools do such drills.

Fire and earthquake drills are mandated by the state of California, yet so is keeping students in school and learning. Its a tough call and some school administrators have chosen to stop doing drills. This does not bode well for an actual emergency. Students and staff will be unprepared and unpracticed. Moreover, what is occuring in drills may very well indicate major issues that could arise in a real emergency. Following a major earthquake, staff charged with accounting for students and searching for injured and unaccounted students may be looking for students who have left the premises all together. Looting may also be an intensified issue if students take off after the shaking subsides. I also do not envy the school administrators facing anxious parents and telling them then have no idea where their kids are.

In other conversations, I heard about issues of special needs kids. Students on life-saving medication may not have extra supplies to last until their parents can re-unify with them. Nor may staff have the authority to administer needed medications, even if it was on the premises.

Finally, I read a recent new report out of Florida where post-hurricane building code improvements for schools is interfering with police radios. You can look at the article yourself here. Hurricane-resistant concrete walls are so thick they block police radios and have led to difficulties in on-premise police calling for back-up when dealing with security issues.

There are obviously a lot of questions to ask about how to better address the underlying causes of school violence and how to address the needs of disabled students. Those larger questions aside, I was reminded of the vast difference between clear-cut emergency plans on paper and the complicated reality that occurs when they are implemented.

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