Students counted toward capacity ÷ class size gives the homerooms a building needs. The gap to CPS’s homeroom count, converted to classrooms at CPS’s own 0.77 (elementary) and 0.80 (high school) homerooms per classroom, is the balance.

The figures are classroom-equivalents at the class size you set, not empty rooms anyone counted, and they say nothing about gyms, labs, offices, plumbing, separate entrances or access.

Blue is a surplus, green is balanced, and red is a need. Only buildings CPS scores in its space utilization report get a color: district schools, and the charters that occupy a CPS building. Gray means not scored. The scale tops out at 25 rooms either way.

Area tracks the adjusted classroom count, so markers add up by eye across a neighborhood, and it does not change with class size. A school with no published count is drawn at a small fixed size; an unscored charter gets a fixed hatched marker that is not to scale.

Inside the school building wherever a City building footprint matched, and on the address point otherwise. Footprints are the City’s 2015 snapshot, the most recent it publishes. Every layer is placed the same way, so distances between markers mean the same thing.

A filled circle is open to the public, a ring is restricted to enrolled or named students, a diamond sits in a separate building, and × has closed. The roster was researched by AI agents. The two mobile units are not drawn: neither has a fixed site.

None of the three City rosters says whether a site is open today. A marker means the City listed the address, not that the service is there now.

CDPH runs seven mental health clinics today; this list has five, and the article measures distances to the seven. Where one address holds several clinics, their markers sit on top of each other.

Both are drawn at one size. The library roster records where a branch is, not its size or staffing. The park layer is an asset inventory, not a program roster: it says a building of a recorded type stands here, not what runs inside it.