The architect leads the discussions as the group works its way through ideas, themes and what they would like to see in the school. From those, the architect develops concepts the committee will "tweak" or love or reject outright. If the committee signs off on it, it goes to the neighborhood for input, before it's presented to the school board for approval. The committee may help choose the color scheme, cabinetry and floor plan, etc. Then the facility staff, architect, design team, engineers and others who see it through construction take over.

Involving the community reduces complaints. But they've also found that neighborhoods that have had input feel some pride of ownership. Those schools less often fall victim to graffiti, Turner says.

Some key construction issues are less aesthetic but no less important, such as drop-off zones and places for school buses to pick up and deliver. Parking lots are key as well, but those factors can be determined as much by the the space available. External features are important to the whole neighborhood.

Neighborhoods and schools are increasingly well integrated in use, as well as appearance, with buildings that are not just for the students, but for community enhancement, too. Some schools are venues for community meetings or after-hours community education classes. Their auditoriums are concert venues and meeting places. Even if the school population shrinks, Nichols says, "the community is always there to use that facility as teaching and recreational space."

His schools, says Crane, are like his kids — "They're all my favorites and I could talk about them all day long."

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E-mail: lois@desnews.com