This guide focuses on clean energy financing options for school administrators, facility managers, and other K-12 school decision makers who are considering investments in high performance school projects. This guide explicitly focuses on comprehensive energy upgrades, those that involve multiple measures and are targeted toward achieving significant energy savings. Successful implementation of clean energy upgrades in schools is a matter of understanding the opportunity, making the commitment, and creatively tapping into available financing. This guide attempts to provide the foundation needed for successful projects in U.S. schools. It walks through the financing options available to K-12 schools and provides case studies of six school districts from around the country.
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A recast of a presentation done for the Fairfax Chapter of Association of Energy Engineers in November of 2013. Presentation focuses on the the Advanced Energy Design Guides published by ASHRAE with association of AIA, USGBC, and IES with funding and technical support from DOE, NREL, and PNNL. In addition, the DOE Advanced Retrofit Guides are also discussed. Both sets of guides are available for download from this resource database.
On December 6, 2016, the U.S. Department of Energy announced the launch of a new partnership to jump-start zero energy schools across the country. The Zero Energy Schools Accelerator enables states and school districts alike to design, construct, and operate these cutting-edge, energy-saving schools. This press release highlights the importance of the Accelerator by featuring a completed zero energy school, Discovery Elementary in Arlington, Virginia.
This document provides an example request for proposal (RFP) for a Department of Energy (DOE) and National Renewable Energy Laboratory (NREL) Ingress/Egress Project with a Site Entrance Building and Parking Structure. The RFP has been annotated by NREL to demonstrate the project’s steps that follow NREL and DOE’s Energy-Performance-Based Acquisition process.
This document provides an example request for proposal (RFP) for the Stanford Linear Accelerator Center (SLAC) National Accelerator Laboratory Science and User Support Building. The RFP has been annotated by the National Renewable Energy Lab (NREL) to demonstrate the project’s steps that follow NREL and DOE’s Energy-Performance-Based Acquisition process.
This document created by Gensler for the University of California San Francisco (UCSF) provides an example request for proposal (RFP) for an academic office building. The RFP has been annotated by the National Renewable Energy Lab (NREL) to demonstrate the project’s steps that follow NREL and DOE’s Energy-Performance-Based Acquisition process.
The Department of Energy’s (DOE) National Renewable Energy Laboratory’s (NREL) goal is to expand our leadership as a state-of the-art laboratory that supports innovative research, development, and commercialization of renewable energy and energy efficiency technologies that address the nation’s energy and environmental needs. Fundamental to this goal is NREL’s commitment to sustainability--operating in a manner that balances environmental, economic, and social values in the delivery of our mission. At NREL, sustainability is integral to both our research and operations. NREL is committed to demonstrating federal leadership in sustainability, working to continuously improve our performance and lead by example. This document provides an updated NREL site sustainability plan for 2014.
"This paper discusses the evidence regarding daylighting and student performance and development, and presents four case studies of schools that have cost effectively implemented daylighting into their buildings."
This study expands and validates previous research by Heschong Mahone Group that found a statistical correlation between the amount of daylight in elementary school classrooms and student performance. The researchers reanalyzed student performance data from two school districts to answer questions raised by the previous study. The results are consistent with the original findings and affirm that daylight has a positive and highly significant association with improved student performance.
Despite the humid climate and lack of financial incentives, the American South is a hotbed of zero energy school construction.