Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the School Facilities topic
No spam. Unsubscribe anytime.
Columbus City Schools lays out realignment plan; Broadley and Mhler set for phased moves and boundary talks
Summary
Superintendent Dr. Angela Chapman and staff told the district’s Community Engagement Committee that Broadley and Mhler elementary schools are part of a board‑approved realignment: Broadley is slated to close at the end of the coming school year and students will be reassigned to nearby FMP (facility master plan) buildings; Mhler’s transition is planned for 2025–26. The district outlined an August–October boundary outreach schedule and a memorialization plan for closed buildings.
Superintendent Dr. Angela Chapman and district staff presented a realignment update to the Community Engagement and Advocacy Committee on June 10, describing a phased plan to consolidate underutilized buildings and expand access to services in neighborhood schools.
Dr. Brown summarized the district footprint, saying, “we have 112 school buildings across the system” with about 8.3 million square feet of instructional space and current enrollment near 47,000 — well below capacity. He noted many buildings are aged: “On average, our buildings are approximately 50 years old,” and 66 legacy buildings average about 68 years.
The board previously approved a set of five closures or realignments. District leaders said Broadley and Mhler are part of phase one. The district expects Broadley to close at the end of the coming academic year; students will be realigned to one of three nearby schools — Eastgate, East Columbus or Fairmore — with Eastgate likely to receive the majority. Mhler’s move is planned for the 2025–26 school year, with Livingston and Lincoln Park named as receiving schools.
Dr. Chapman framed the work as a community process: “we’re going to take a different spin on that presentation through the lens of engagement,” she said, announcing a boundary‑setting timeline that runs roughly August–October, after which parents will be informed by address which school their child will attend next year.
The district outlined a multi‑stage engagement plan that begins with boundary conversations and then moves into “joining” activities to help students and families integrate. Staff said the plan will include representative neighborhood groups, online interactive maps, and a mix of in‑person and virtual events. Alex Trevino said the district has contracted outside GIS expertise to run interactive mapping and boundary scenarios and that the board has funded the initial database work.
Officials emphasized priorities for vulnerable students. Dr. Chapman and staff said they will try to minimize disruption for students who receive intensive supports: “we want to prioritize those relationships,” they said, and where possible the district will “move the teacher with the kids” to preserve continuity for students receiving special education or English‑learner services.
The presentation also described procedural and symbolic steps the district will take when buildings close: staff will work with local historical organizations to memorialize closed schools and will stage events (from small group visits to joint activities) so new and existing students can meet before full integration.
Committee members asked how the district will assure families that program offerings will be improved by consolidation. Chapman and her team cited larger, modernized FMP buildings as enabling fuller unified‑arts schedules, more consistent specialist coverage and expanded program options for middle and high school students.
Next steps: the district will run the neighborhood boundary engagements August–October, assemble representative boundary groups for each affected neighborhood, and bring committee input to the board for discussion and further guidance.
