Two recent peer-reviewed studies support the need to update the traditional school design model that has remained fundamentally unchanged for over a century. In a 2011 study published by the American Educational Research Journal, entitled "Problem-Based Learning in K-12 Education," Clarice Wirkala and Deanna Kuhn document a 200-500 percent improvement in learning retention with authentically student-driven, inquiry-based learning. This is precisely the type of teaching and learning supported by the varied spaces in FNI designs, including interconnected Learning Studios, DaVinci Studios, Common Areas with wet and messy zones and small Meeting Rooms. In a ten-year study published in 2011 in the Stanford Social Innovation Review, entitled "The Missing Link in School Reform," Prof. Carrie Leana documents higher learning outcomes when teachers collaborate in a meaningful way. The importance of treating teachers as professionals and providing suitable spaces for their collaboration is exactly why FNI provides teacher collaboration rooms with individual teacher workstations, storage areas, and meeting space. One research identifies some obstacles in implementing updated school facilities. They include: (1) A lack of coordinated professional development; (2) Many districts will avoid innovation out of fear of repeating mistakes of the past; (3) Pressure to focus on standardized testing and the need for short-term results getting in the way of a holistic, long term results; (4) Lack of funds; (5) Lack of good information; and (6) It takes time.