State Construction Department staff told the Select Committee on School Facilities that Wyoming’s statewide enrollment has declined since pre‑COVID 2019 and described how capacity and condition triggers lead to most cost‑effective remedy (Mercer) studies.

Administrator Carlson and facility planners explained that the capacity schedule uses October 1 enrollment and a cohort survival model and projects eight years forward; when a building’s projected capacity reaches the department’s threshold within that period, staff initiate a Mercer study to evaluate options. On condition, the facility condition index (FCI) is calculated using five years of projected deficiencies divided by a facility replacement value; an FCI above 0.30 signals a review for a most‑cost‑effective remedy.

Staff presented charts showing district and charter school enrollment trends. The department said statewide brick‑and‑mortar enrollment is below pre‑COVID 2019 levels in 39 districts, down three from last year, and that charter students have grown in aggregate. Statewide, the department reported a loss of about 1,130 brick‑and‑mortar students from one year to the next.

Mercer studies, staff said, can recommend a range of options based on condition, capacity or adequacy concerns: do nothing, component‑level repairs, additions, renovation or replacement. The department described the Mercer workflow: draft study, coordination with the district, a formal recommendation, district board of trustees review, informal review period if the district disagrees, director decision on informal review, and final commission review. If the commission and district disagree, the district may pursue an appeal under the Wyoming Administrative Procedures Act.

Committee members asked how the department accounts for short‑term enrollment surges when planning design capacity; staff said they generally use the highest recent value (looking back five years and forward) and open new facilities to approximately 90% of design capacity so space is available for short‑term growth. Committee members also raised classroom‑size standards and how those interact with funding models and capacity calculations.