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<br />u~:j:" <br /> <br />social impacts of the project alternatives upnn education, <br /> <br />it was first important to establish the present levels of <br /> <br />enrollment in various schools throughout the valley, and to <br /> <br />know what the extent of an impact could be in terms of who is <br /> <br />available to be affected and how. <br /> <br />This would provide a factual <br /> <br />.. <br /> <br />bases from which to depart in the subsequent analyses. <br /> <br />The next step, labeled "~~~~alImp"c1:s of_the Alternatives," <br /> <br />.. <br /> <br />was to examine what trends, if any, were going on, to gain a <br /> <br />perspective on what would be likely to happen if the alternative <br /> <br />of No Project were decided upon. <br /> <br />For example, the presence of <br /> <br />a gradually rising enrollment in selected schools. combined with <br /> <br />information concern~ng the population composition in the area, <br /> <br />might suggest that without a project the school enrollment would <br /> <br />continue to climb for the next few years, then (barring a major <br /> <br />change in employment and farm opportunities) peak and begin to <br /> <br />decline. This forecast in turn became the assessment of a "No <br /> <br />Project" impact upon the area against which the alternatives <br /> <br />could be prepared. <br /> <br />FOllowing this, both of the alternatives were reviewed <br /> <br />in terms of what difference they would be likely to make in the <br /> <br />"No Project" forecast. <br /> <br />Continuing with the example of education, <br /> <br />it was obvious that if the Narrows site was built that the <br /> <br />'" <br /> <br />WcJrlona School System would cease to exist when the project <br /> <br />W.1S completed. <br /> <br />Moreover, investigation of the matter had re- <br /> <br />.. <br /> <br />\'cCa 1 c'>l tlhll plans were already underway inVOlving both local <br /> <br />Jnd SL,ltc officials with respect to where, these students would <br /> <br />go (d"pending in part on where thei r parents moved). <br /> <br />In contrast, <br /> <br />40 <br />