Transit-oriented development, or TOD, means building more stuff in places with good access to public transportation, typically the immediate vicinity of a train station. This way people have more convenient access to transit and are encouraged to take it because they live or work near the train, or ideally both. In practice, American implementations heavily focus on residential TOD, and secondarily on commercial TOD, the latter focusing more on office than retail. I covered some retail issues here; in this post, I’m going to look at a completely different form of TOD, namely public-sector institutions that government at various levels can choose the location of by fiat. These includes schools, government offices, and cultural institutions like museums. Of these, the most important are schools, since a huge share of the population consists of schoolchildren, who need convenient transportation to class.
This principle here is that the state or the city can site public schools where it wants, whether it’s by diktat or by inducements through funding for school construction. This occurs even in situations with a great deal of autonomy: American suburban schools are autocephalous, but still receive state funding for school construction, and if anything that incentivizes moving to new suburban campuses inaccessible by public transit. Other cultural institutes are usually less autonomous and more strapped for cash, and getting them to move to where it’s easier for people to access them without a car should be easier.
School siting: central cities
Urban schools tend to spread all over the city. There are more schools in denser and younger neighborhoods; there also are more high-end schools (Gymnasiums, etc.) in richer neighborhoods. But overall, there isn’t much clustering. For example, here is what I get when Googling both Gymnasiums in Berlin:
There are many Gymnasiums in rich areas like Wilmersdorf and few in poor areas (the map shows one in Neukölln and none in Gesundbrunnen and Wedding, although a few that aren’t shown at this zoom level do exist). But overall, the school locations are not especially rail-oriented. They’re strewn all over the middle-class parts of the city, even though most students do not live close enough to walk. Only the most specialized of the elite schools is in city center, the French school.
The situation in New York is similar to that of Berlin – the schools in the city are all over. This is despite the fact that there’s extensive school choice at the high school level, so that students typically take the subway and bus network over long distances. New York’s school stratification is not the same as Berlin’s – its Specialized High Schools serve the top 3% of city population, Germany’s Gymnasiums serve maybe 30% – but there, too, schools that explicitly aim to draw from all over the city are located all over the city. Only the most elite of New York’s schools, Stuyvesant, is in the central business district, namely in Lower Manhattan; the second and third most elite, Bronx Science and Brooklyn Tech, are just outside Downtown Brooklyn and in the North Bronx, respectively. A huge fraction of Bronx Science’s student population commutes from feeder neighborhoods like Flushing, Sunset Park, Chinatown, Jackson Heights, and the Upper West Side, and has to wake up early in the morning for an hour-long commute.
If schools are not just for very local neighborhood children, then they should not be isotropic, or even middle-class-isotropic as in Berlin. They should be in areas that are easily accessible by the city’s rapid transit network, on the theory that the time of children, too, is valuable, and replacing an hour-long commute with a half-hour one has noticeable benefits to child welfare and educational outcomes.
Urban school nodes
So to improve transit access to school in transit cities, it’s useful to get schools to move to be closer to key nodes on the rail network. City center may be too expensive – the highest and best use of land around Times Square or Pariser Platz is not a school. But there are other useful nodes.
The first class of good locations is central and near-center areas that don’t have huge business demand. In New York, Lower Manhattan and Downtown Brooklyn both qualify – business prefers Midtown. In Berlin, there are a lot of areas in Mitte that don’t have the development intensity of Potsdamer Platz, and to some extent the French school picked such an area, on the margin of Mitte.
The second is key connection points on the rail network that are not in the center. Berlin is rich in such connections thanks to the Ring. To some extent there are a bunch of schools close to Ringbahn stations, but this isn’t perfect, and for example the Europasportspark shown on the map is between two Ringbahn stations, at one of the few arterial roads through the Ring that doesn’t have an S-Bahn station. In New York, there is no ring, so connections are more sporadic; desirable nodes may include Queensborough Plaza, Metropolitan/Lorimer in Williamsburg, and East New York.
East New York supplies an example of the third class: an area that is rich in transit connections but is commercially undesirable because the population is poor. (The Berlin equivalent is Gesundbrunnen – non-German readers would be astounded by the bile Germans I know, even leftists who vote for anti-racist politicians, heap on U8 and on Gesundbrunnen and Neukölln.) Since everyone goes to school, even working-class children, it is valuable to site schools and other cultural amenities in such areas for easy accessibility.
One important caveat is that freeways, which make office and retail more attractive, have the opposite effect on schools. Air pollution makes learning more difficult, and children do not own cars and thus do not benefit from the convenience offered by the car. If rail lines are near freeways, then schools should be set somewhat away, on the principle that the extra 5-minute walk is worth the gain in health from not sitting hours in a polluted environment.
Outside the cities, the place for schools is the same as that for local retail and offices: the town center, with a regional rail station offering frequent access by train and timed connections by bus. Even when the student population is local, as it is in American suburbs, the density is too low for people to walk, forcing some kind of mechanized transportation. For this, the school bus is a poor option – it is capital-intensive, requiring what is in effect a second bus system, one that is as useless for non-students as the regular buses are for students if the school is far away from the local transit network.
Instead, a central school location means that the suburban bus network, oriented around city center, is useful for students. It increases transportation efficiency rather than decreasing it – there is no duplication of service, and the school peaks don’t usually coincide with other travel peaks, like the office worker peak and the retail worker peak. The bus network, designed around a 15- or 30-minute clockface schedule, also means that students can stay in longer, if they have on-campus club activity or if they have things to do in the town center, such as going shopping.
In some distant suburbs the school peak, arriving around 8 in the morning, may be the same as the peak for office workers who take the bus to the train to go to the central city. This isn’t necessarily a bad thing – for parents who insist on driving, this makes it easier to drop off children on the way to work. If this turns out to create real congestion on the bus, then the solution is to move school start time later, to 9 or so.
It’s crucial to use state power to effect this change when possible. For example, Massachusetts funds school construction through state funds but not renovation, which has encouraged schools to move to new campuses, generally in harder-to-reach areas. Fitchburg’s high school used to be in city center but recently moved to a suburban location close to nothing. Even in environments with a lot of local autonomy, the state should fund school construction in more central areas.