1. Why is PPS closing schools? What was the process for arriving at this decision?

The decision to consider school closures is not one we take lightly. Over the years, Pittsburgh Public Schools has seen a significant decline in student enrollment—losing more than a quarter of our students—yet we have continued operating the same number of schools. This model has created multiple challenges, including the impact on our ability to staff schools adequately and provide a breadth of opportunities and programs for our students.

The closing of nine underused school buildings would help the District avoid spending approximately $102.9 million in future facility costs. These savings would allow us to reinvest $34.4 million—on top of the $68.9 million already included in the District’s 7-Year Capital Plan—to modernize classrooms, upgrade infrastructure, and create more welcoming, high-quality learning spaces.

In total, we could invest $103.3 million over the next seven years, while still avoiding about $68.5 million in additional costs.

2. What steps are being taken to prevent student loss when programs close, and is there a plan to attract back students?

We understand that closing or consolidating programs raises concerns about students leaving the district. To prevent further loss, we are committed to creating a thoughtful transition process that prioritizes each student’s needs, providing support for them to thrive in their new school environments. We are enhancing our curriculum, expanding extracurriculars, and investing in the resources and facilities needed to ensure a high-quality education, so students continue to feel connected and engaged. To attract back families who have chosen other options, we are also launching new initiatives aimed at revitalizing our district and showcasing the unique strengths of our schools. This includes building stronger pathways to career and college, enhancing STEM and arts programs, and ensuring every school is equipped to meet the diverse needs of our students.

3. Why would K-5, 6-8, 9-12 schools work better?

Shifting to a streamlined K-5, 6-8, and 9-12 structure aligns with research showing that these configurations support students' academic, social, and emotional growth. This model allows us to focus resources, staffing, and support tailored to each age group, ensuring clear transitions, and strengthening curriculum continuity. By establishing distinct stages, we create more effective programs, enhance teacher collaboration, and provide a cohesive path for student success at each developmental stage.

4. How were the recommendations for closures made?

Community feedback was among multiple factors considered in developing final recommendations, including:

· Enrollment Trends

· Capacity, age, condition, and quality of school buildings

· Location of schools relative to where students live

· Student experiences in various schools

· School community dynamics

· Needs of special populations and historically marginalized communities

5. How do school closures, consolidations, and reconfigurations impact class sizes?

· The impact of school closure, consolidation and reconfiguration on class sizes depends on a variety of factors, including any changes made to PPS’ school funding formula, staff vacancies and year-over-year enrollment change.

· Class size increases are not the same as large class sizes, and all class sizes would remain below the “reasonable class sizes” for each grade as outlined in the PPS’ contract with the Pittsburgh Federation of Teachers.

6. How do school closures, consolidations, and reconfigurations impact class sizes?

The impact of school closure, consolidation and reconfiguration on class sizes depends on a variety of factors, including any changes made to the District’s school funding formula, staff vacancies and year-over-year enrollment change.

Class size increases are not the same as large class sizes, and all class sizes would remain below the “reasonable class sizes” for each grade as outlined in the District’s contract with the Pittsburgh Federation of Teachers.

7. What is the District’s commitment to STEM/STEAM education?

Our commitment is to provide equitable access to high-quality STEM/STEAM learning experiences across all grade levels. While the current elementary and middle school schedules focus on ensuring instructional time in core content areas and access to a well-rounded education, we recognize the need to be more explicit about how STEM and STEAM are integrated.

In elementary schools, STEM/STEAM experiences will be incorporated through:

· Integration into core science instruction, with interdisciplinary projects that connect science, math, and technology.

· Enrichment opportunities aligned to the district’s instructional framework, including robotics, and engineering kits.

In middle schools, STEM/STEAM education will be supported through:

· Dedicated specials rotations such as Tech Ed which emphasize design thinking and hands-on problem-solving. Tech Ed will introduce students to foundational skills in engineering, technology, and applied sciences.

· The use of Maker Space environments for hands-on, inquiry-based projects that blend art, design, and innovation.

· Integration into core science instruction, with interdisciplinary projects that connect science, math, and technology.

At the high school level, the district will continue to offer robust opportunities in STEM, including:

· Engineering, biotechnology, and computer science electives.

· Pathway-aligned CTE programs that lead to college and career readiness in high-demand STEM fields.

· Access to dual enrollment and partnerships with local universities and industry partners to deepen students’ STEM engagement.

We are currently working to bring greater clarity and alignment to STEM/STEAM experiences across K–12, ensuring they are intentional, standards-aligned, and accessible to all students.

1. How will students be phased?

The current phasing plan is structured across three phases, with the majority of schools included in Phase 1. This approach is designed to minimize the disruption caused by school closures and transitions. While changes will affect a wide range of students, we intend to implement the proposed phasing as outlined.

Elementary and Middle School Transitions

Students in grades K-8 whose schools are closing or being reconfigured will transition to their newly assigned schools, as applicable.

· For example, Pittsburgh Colfax students in grades K–4 would transition to either Pittsburgh Greenfield or Pittsburgh Minadeo, based on their updated attendance zones.

· Students in grades 5–7 would remain at Colfax, which will continue as a 6–8 middle school.

High School Transitions

Current high school students whose feeder patterns change for the 2026–2027 school year may choose to remain in their current school. They may also opt to attend their new neighborhood school, an available magnet, or a Career and Technical Education (CTE) program. Additional considerations include:

· Students enrolled in full or partial magnet programs will remain in their magnet program.

· CTE students whose feeder school changes from Westinghouse to Obama must remain enrolled at Westinghouse to continue in their CTE program.

· Students assigned to Obama or Sci-Tech who wish to participate in CTE will need to enroll at Westinghouse or Allderdice (HVAC program only), as the Obama and Sci-Tech programs cannot accommodate half-day CTE schedules.

· Allderdice students currently attending Westinghouse for CTE classes will experience no changes.

Magnet School Considerations

Under the proposed plan, some magnet programs will transition into neighborhood schools.

· Students who live within the new attendance zones of these schools will remain enrolled.

· Students living outside the zone will transition to their designated feeder school.

2. How will Northside students be assigned during the gap year before Northview reopens?

Under the current Future-Ready Plan, students in grades K–5 who reside in the Northview community will attend Allegheny at King (K-5) until the Northview facility is ready to open. All students in grades 6-8 will attend Schiller at Allegheny. Pittsburgh Spring Hill K–5 will also remain open during this transition period for students in grades PreK–5. Currently, English Language Learners in grades K–5 from Northview are transported to Pittsburgh Arsenal in Lawrenceville. These students will transition to Allegheny at King until the opening of the Northview facility.

1. Why does the plan recommend eliminating K-5 magnet schools?

Limiting magnet programs to grades 6-8 and 9-12 would transition existing K-5 magnet schools into neighborhood schools, integrating them into local feeder patterns, based on revised attendance zones. This approach would enable the District to focus on providing a consistent, foundational K-5 experience for students citywide.

2. Will current magnet students who attend Pittsburgh Obama and Pittsburgh Science and Technology Academy need to reapply?

No. Current students at Pittsburgh Obama 6–12 and Pittsburgh Sci-Tech 6–12 will retain their magnet status within the newly designated 6–8 and 9–12 neighborhood magnet school structures.

3. What is a Neighborhood Magnet?

Neighborhood magnets would operate like full magnets by enrolling students from across the city while guaranteeing seats and identical programming to all students who reside in the attendance zone. Neighborhood magnets differ from the current partial magnet system by guaranteeing both seats and magnet programming for all students who reside within the school’s attendance zone. 

The Future-Ready Facilities Plan recommends the following schools become neighborhood magnets:

Arsenal 6-8 (International Baccalaureate Middle Year Program)

Obama 9-12 (in existing building)

Sci Tech 6-8 (in Milliones building)

Sci Tech 9-12 (in existing building)

4. What will the process be for students in a Neighborhood Magnet attendance zone who do not want to attend that particular program?

The neighborhood magnet programs are proposed to exist at four buildings (2 middle and 2 high) which were originally Sci Tech 6-12 and Obama International Baccalaureate 6-12.

If a student does not want to attend their neighborhood magnet, they are free to explore other magnet or CTE options available to all city of Pittsburgh residents.

5. Why is Montessori the only K-5 magnet in the ERS plan?

According to ERS, Pittsburgh Montessori offers a distinctive instructional model featuring multi-aged classrooms, self-directed learning, and requires a Montessori-certified staff.

6. Will current Montessori automatically transition to the new location at Linden?

Yes. Students at Pittsburgh Montessori will continue in the Montessori program and transition to the new location at Pittsburgh Linden.

7. If we end up with one elementary magnet school that is a Montessori school, will it still be possible for families to pay for preschool and then keep a secured spot in the school?

If we move to offering Montessori as the only elementary magnet option, it may still be possible for families to pay for preschool and then continue into kindergarten; however, there are a few important considerations.

Early Childhood programs prioritize enrollment for families who meet the income guidelines for Head Start, which may limit the number of tuition-paying spots available. While the current process allows children to continue from Early Childhood into kindergarten—supporting the Montessori multi-age model—we are also actively exploring ways to create additional space at the kindergarten level for families who did not attend the preschool program. Our ultimate goal would be to balance continued access for current Montessori students while also opening opportunities for new families who are interested in kindergarten (or older) entry.

8. Will current 5th grade students at language magnets – Fulton, Liberty, Linden and Phillips remain eligible to continue in the Middle Years Program at Arsenal 6-8?

Yes. Current 5th-grade students at language magnets Fulton, Linden, Phillips, and Liberty will remain eligible to continue to Pittsburgh Arsenal for 6th grade.

9. Do any Partial Magnet programs still exist?

Yes. There were no changes recommended to the partial magnet programs found in following high schools:

· Allderdice High School: Pre- Engineering

· Brashear High School: Computer Science

· Perry High School: JROTC

10. What does it mean that PCA (Pittsburgh Classical Academy) is listed as a neighborhood magnet?

Pittsburgh Classical Academy (PCA) will transition from a magnet school to a neighborhood school.

11. What is the future status of the magnet program at Allderdice?

There is no proposed change to the magnet program at Allderdice.

1.What will transitioning the gifted program in-house look like?

We are committed to ensuring that students who are identified as gifted continue to receive rigorous, enriched, and appropriately differentiated instruction that meets their individual learning needs. The transition from the current centralized Gifted Center model

to school-based enrichment services is part of Phase 2 of the plan, slated for implementation in the 2027–2028 school year.

This transition will align with Chapter 16 requirements by ensuring that all students with Gifted Individualized Education Plans (GIEPs) continue to receive services that match their identified strengths and instructional levels, regardless of their home school.

2. How will the transition and implementation of Gifted services work? Who will teach this instruction?

· Professional Learning & Capacity Building: Beginning in the 2026–2027 school year, elementary and middle school teachers will engage in comprehensive professional development focused on differentiation, enrichment, and curriculum acceleration for gifted learners. This learning will be guided by a train-the-trainer model, similar to the district’s implementation at Dilworth and Grandview, with oversight by the Office of Professional Learning.

· External Expert Partnership: The district will engage an external provider with expertise in gifted education and program design to support the development of training modules and coaching frameworks.

· Teacher Roles: Instructional delivery will be handled by certified teachers within each school. Instruction will reflect the acceleration, depth, and complexity required under Chapter 16, including opportunities for independent study, project-based learning, advanced content, and social-emotional supports tailored to the needs of gifted learners.

A consistent districtwide framework for gifted services will be developed to ensure fidelity of implementation and equitable access across all schools. GIEPs will continue to drive individualized instruction and service delivery, with school teams receiving ongoing support to monitor and adjust services as needed.

1. What is an Attendance Zone?

The geographic boundaries that determine what school you attend.

2. What is a Feeder Pattern?

The default progression K-12 i.e., proposed Faison K-5, Sterrett 6-8, Westinghouse 9-12

3. How can I find my child’s feeder pattern under the proposed Future-Ready Plan?

Families can find their proposed feeder pattern K-12 by using the “Find My School” tool at app.guidek12.com/pittsburghpa/school_search/proposed/

4. Why wasn’t a demographer hired?

In line with recommendations from Education Resource Strategies (ERS), the District issued a Request for Proposals (RFP) to hire a demographer to support a strategic review of attendance zones. Of the two proposals received, one exceeded $200,000 and lacked local knowledge, while the other—priced at over $270,000—ultimately could not fulfill the full scope outlined in the RFP.

Given these limitations, the District has chosen to move forward with an in-house approach. While this adds responsibilities to internal teams, we are confident that our staff, equipped with local expertise, historical data, and advanced tools, is well-positioned to lead this work. This approach is not only more cost-effective, but also more responsive to the specific needs of our students and communities.

5. What is the in-house software the District is using to conduct the analysis required to redesign the attendance zones? Which staff have been trained in this software?

The software being used to support the attendance zone redesign is Location Analytics, a web-based application hosted through Frontline Education.

Chief Accountability Officer Dr. Theodore Dwyer has been trained in using this software.

6. Why are some elementary schools (Sunnyside, Lincoln, Minadeo) split up after 5th grade into two different feeder patterns?

School assignments are based on factors such as proximity, enrollment patterns, and geographic considerations.

7. Why do Lincoln students from Lincoln-Lemington-Belmar go to Arsenal and then Westinghouse instead of Obama in the updated attendance?

Currently, students from the Lincoln-Lemington-Belmar area in grades 6–12 attend Pittsburgh Westinghouse.

In the latest draft of the Future-Ready Facilities Plan, Pittsburgh Lincoln students would transition to two middle schools: Arsenal and Sterrett. After middle school, they would move on to one of three high schools — Allderdice, Obama, or Westinghouse — based on their attendance zone.

Students following the Lincoln–Arsenal–Westinghouse feeder pattern have been assigned to Arsenal primarily due to space limitations at Sterrett. Additionally, maintaining the Lincoln-Lemington-Belmar feeder to Westinghouse helps ensure a stable high school population and supports the overall health of the school community.

Students interested in continuing in the International Baccalaureate (IB) program at the high school level may apply through the magnet process. Those who participate in the Middle Years Programme (MYP) at Arsenal and apply to the IB high school program receive additional weight in the magnet lottery, consistent with current procedures.

1. What would happen with early childhood classrooms under the Future-Ready Plan?

There are currently 85 Early Childhood (PreK) and 6 Early Head Start (infant/toddler) classrooms in 39 buildings across the district. The majority of the classrooms are in our Early Childhood Centers which are not slated to change as part of the Facilities Utilization Plan. The PreK classrooms in elementary schools will move with the K-5 building when applicable to assure continuity of services PreK - 5. Our grant funding requires that we serve a set number of children so the number of classrooms will remain the same even if physical classroom spaces move.

1. What are construction contingencies (both in terms of timeline and finances)?

All construction projects include a 10% budget contingency to account for unforeseen conditions and potential change orders. Projects approved through the 7-year Capital Plan are scheduled on realistic timelines that reflect thoughtful planning and execution. Larger projects are intentionally phased over multiple years to reduce disruption to school operations and activities. Most of the projects associated with this plan are room reconfigurations and relocations, not major construction.

2. What is going to happen to school buildings that close?

In accordance with Board Policy No. 814 and the Pennsylvania School Code, any building disposition will follow established procedures. Upon the closure of facilities, the District will engage a real estate firm to assess the value of, market, and manage the sale of the properties. The District will also collaborate with the Urban Redevelopment Authority and other local government entities to explore opportunities for reuse or redevelopment of the buildings.

3. As we move forward with plans to reconfigure the District, how can we better track and share capital projects with the public in clear and digestible ways?

PPS is considering the following:

· Creating a Centralized, Public-Facing Dashboard

· Developing a user-friendly online dashboard or webpage that outlines all current major capital projects, timelines and current status (e.g., planning, in progress, completed) which can include visuals like maps, progress bars, and photos.

· Involving School Communities by keeping school principals and PTOs informed so they can help communicate updates in a more personal way to their school families.

4. What is the attrition tipping point (i.e., if we lose X number of students, we will automatically be forced to close another school, starting a downward spiral)?

Periodic adjustment of feeder patterns and the school portfolio due to enrollment trends is a common process that all Districts should undertake. In Strategic Plan, Theme C.2.c calls for the development of standardized, student-centered metrics and a rubric to evaluate the building portfolio, identifying schools for continued use or closure during district consolidation. This rubric, when developed, will guide future discussion on consolidation.

5. Why doesn’t the District close the Central Office Building located in Oakland?

At this time, there are no plans to sell the Central Administration Building. It serves as the central hub for District operations and plays a vital role in supporting schools and students across the city. Its central location makes it accessible to families, staff, and community members from all neighborhoods, helping ensure that services, meetings, and resources are within reach for the entire PPS community.

Maintaining a centrally located administrative headquarters strengthens our ability to operate efficiently, respond quickly to needs across the District, and engage meaningfully with stakeholders citywide.

There is significant misinformation circulating suggesting that the District could simply sell the Central Administration Building to solve its financial challenges. In reality, as outlined in our updated Feasibility Report, any proceeds from the sale of District-owned facilities are legally restricted. They must be used either to fund capital improvements or to pay down existing debt. These funds cannot be used to cover operating costs or close budget gaps.

1. My child currently walks to school. What happens if their new school is further away?

We understand that any change involving your child is deeply personal, and we appreciate your trust as we work together to create the best possible opportunities for all students to learn and grow.

If your child is moving to a school that is further away, please know that kindergarten through grade eight students are eligible for transportation if they live more than 1.5 miles from their assigned school. Grades nine through 12 students are eligible for transportation if they live more than 2 miles from school.