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The Beaverton High School replacement in Beaverton, Oregon, opened its new building in August 2026, but the campus project is not finished: demolition of the former school and other site work are continuing, with overall completion scheduled for summer 2027. The project is described as a potential K–12 design model because it combines seismic features, varied learning and career-training spaces, and student amenities. That is a design ambition, not a proven outcome: the available sources do not report comparative evaluations or post-opening performance data.
The new facility replaces a school whose history dates to 1916, according to the district. Its opening gives students and staff a new building for the 2026–27 school year, while construction activity continues elsewhere on campus. That distinction matters: the school building is in use, but demolition, parking and athletic-field work are still part of the broader project.
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Outbyte PC Repair FREEClear out junk files and repair common Windows errorsFree Scan →Outbyte Driver Updater FREEFix the driver behind crashes, sound loss and screen glitchesFind Drivers →What is the Beaverton High School project?
It is a phased replacement of Beaverton High School, funded through Beaverton School District’s bond program. The district identifies the project as a new high school of approximately 292,000 square feet, designed for 1,500 students. Building Design + Construction (BD+C) reported a 300,500-square-foot building and the same capacity in its 2025 project coverage. Those area figures differ and should be understood as source-specific estimates rather than a single reconciled measurement.
The district’s Beaverton High School bond project page lists a $253 million project budget. BD+C’s 2025 account distinguishes $221 million for construction from $253 million in total replacement-school costs, including design, permitting and project management. These are different cost scopes, not necessarily conflicting totals: the construction figure covers a narrower category, while the total includes associated project costs. The district’s current project page also gives $253 million as the budget.
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BD+C described the replacement as Beaverton’s most ambitious K–12 project to date and reported that it was funded within a $753 million bond passed in May 2022. Those statements provide context about the project’s scale and funding; they do not establish the building’s long-term cost efficiency or educational impact.
When did the new school open, and what remains unfinished?
The new building opened in August 2026, and students and staff are using it during the 2026–27 school year. The district’s September 21, 2026 update says Phase 2 work remains underway and identifies summer 2027 as the planned completion point for the overall project.
The work is divided into phases rather than a single opening date. Phase 1 allowed the school community to move into the new building. Phase 2 includes demolition of the old building, parking and bus drop-off work, and conversions of athletic fields, including baseball and softball field work. The district’s September 2026 project update says the completed Phase 1 lets students and staff make the new campus their own and enjoy the 2026–27 school year.
For families, staff and visitors, the practical takeaway is to distinguish the building’s operational status from the campus construction schedule. The school is open, but routes, parking arrangements and outdoor facilities may be affected by remaining work. The district update establishes that these activities are ongoing; it does not provide a permanent post-construction circulation plan or exact completion dates for each individual site feature.
How is the building designed for earthquakes and controlled access?
Seismic resilience and access control are among the project’s documented design priorities. The district lists seismic reinforcement and identifies the school as a community earthquake evacuation center. BD+C describes a higher-than-required seismic standard and integrated seismic joints intended to let separate building segments move independently.
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That structural approach is relevant in a school made up of multiple connected areas: joints can accommodate movement between segments rather than treating the whole building as one uninterrupted structure. The sources describe the design intent, however, not a post-opening seismic test, a guarantee against damage, or measured safety performance. The evacuation-center designation likewise identifies a planned community role; it should not be read as evidence that the facility has already been evaluated in an emergency.
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A free scan shows the junk files, broken settings and background clutter dragging Windows down - then fixes them in one click.Free scan · Windows 10 & 11BD+C also reports a single controlled entry, strategic restrictions on access, and no access from the school to the adjacent Farmington Road thoroughfare. These are architectural and circulation choices intended to manage how people enter and move around the site. The available descriptions do not provide a detailed security plan, explain every access procedure, or establish how the design performs in practice after occupancy.
What learning and career-training spaces does the school include?
The program extends beyond standard classrooms, with dedicated facilities for science, special education, career and technical education (CTE), arts, athletics, and student support. The district lists 36 general-education classrooms, eight science classrooms, three special-education classrooms and four CTE classrooms, along with two CTE labs.
Those counts help clarify the mix of spaces, but they do not describe enrollment by program, class size, course offerings or staffing. CTE rooms and labs are identified as containing career-training infrastructure in BD+C’s account; the sources do not specify the equipment in each lab or which technical pathways students will be able to pursue. The design provides settings intended for career-oriented instruction, while the educational program ultimately depends on how the district uses and staffs them.
Other reported spaces include a black-box theater with acoustic cedar cladding, a pottery room, breakout study zones and an enclosed student courtyard. These features support different activities—performance, making, informal collaboration and time outside the main classroom sequence—rather than requiring every school task to take place in a conventional room. The existence of varied spaces is documented; the sources do not measure how frequently students use them or whether they change learning outcomes.
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How does the project address student health, comfort and accessibility?
The district lists natural light and fresh air, accessibility, a health clinic, and a yoga studio among the building’s features. These choices place physical comfort, access and student support alongside academic facilities in the project brief. A naturally lit gymnasium with a second-level track is also reported by BD+C, as are the enclosed courtyard and breakout study areas.
The health clinic is a notable element because it gives the campus a dedicated space for student health services. The sources do not state what clinical services are offered, who operates the clinic, or its hours, so those details should be confirmed with the school or district rather than inferred from the facility’s presence. Similarly, the listed accessibility features indicate a design priority but do not substitute for a technical accessibility audit or user feedback.
The district also lists solar panels. Their presence is a documented building feature, but the available project material does not state system capacity, annual generation, energy-use intensity, utility savings or emissions reductions. A solar installation can contribute to a building’s energy strategy; without those figures, it is not possible to quantify its effect or compare the school’s energy performance with another facility.
Which sports and campus improvements are complete?
The new building’s sports-related amenities include a naturally lit gymnasium and its second-level track. BD+C also reports new tennis courts and athletic-field improvements, including new football-field turf. The district’s September 2026 update, however, places baseball and softball fields among the Phase 2 work still underway.
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That separation avoids treating every athletic improvement as complete simply because the school building has opened. Some facilities are described as part of the new campus, while particular field work remains in the construction phase. The update does not provide a complete feature-by-feature inventory of what is open to students as of a given date, so current access to a specific field or court should be checked with the district.
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Who designed and built the replacement school?
BD+C identifies BRIC Architecture as architect of record, Walker Macy as designer, KPFF as structural engineer, and Skanska as contractor. Those attributions describe the reported project team and roles. They do not, by themselves, establish an evaluation of the firms’ work or the building’s delivered performance.
BD+C’s September 2025 account presented the project as being positioned as a K–12 design model, drawing attention to its seismic approach, program variety and student amenities. “Model” is best read as a claim about design ambition or potential influence. The sources available here are project descriptions and district updates, not an independent comparison of schools or a post-occupancy study.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.What can—and cannot—be concluded about the school as a design model?
The project offers a documented combination of features that other school-planning discussions can examine: seismic reinforcement and movement joints; controlled entry and restricted access; a substantial mix of general, science, special-education and CTE rooms; arts and wellness spaces; and community-oriented emergency and event functions. These elements explain why the project has drawn attention as a design example.
They do not yet answer the outcome questions that would establish whether it is a successful model. The supplied sources do not provide post-occupancy measurements of safety, energy use, maintenance costs, classroom utilization, accessibility in practice, learning results or total cost performance. Nor do they compare Beaverton with another school built to a similar standard. A careful assessment can therefore describe what was designed and what is operating, while reserving judgment on performance until comparable evidence is available.
The most useful distinction is between design intent and verified results. Seismic joints and access choices document an approach; they do not prove safety outcomes. Solar panels document an installation; they do not quantify energy savings. A range of specialized spaces demonstrates a varied program; it does not prove changes in achievement. The project’s opening is a milestone, and the planned summer 2027 completion will close the remaining construction phase, but neither event is itself an outcomes evaluation.
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Frequently Asked Questions
How many students can the new Beaverton High School hold?
The district and BD+C both give the school a capacity of 1,500 students. That is a stated design capacity, not a report of current enrollment or daily attendance.
When was the original Beaverton High School built?
The district says the original school dates to 1916. The new replacement building opened in August 2026, while demolition of the old building is part of the remaining campus work.
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Are public tours of the new Beaverton High School available?
The district’s September 2026 update announced community tours for 2027, but the supplied information does not give dates, registration details or visitor requirements. Check the district’s bond-project updates for current tour arrangements.
Has the new school been proven to improve learning or withstand an earthquake?
The available material documents design features and the school’s intended community evacuation role, but it does not report post-opening earthquake testing or measured learning outcomes. Those conclusions would require evidence beyond project descriptions.
