Recreational park plan proposal submitted by Richard Emmel, 1996-2000

RECEIVED 24404 Knabe Lane Little Rock, AR 72210 July 7, 1996 JUL 8 1996 Office of Desegregation Monitoring Dear Friend, Enclosed is a copy of the Little Rock Educational Plan as devised in 1990. Beginning in 1989 a small group of people meet at Hoover Methodist Church on a regular basis for the purpose of writing a plan for the Little Rock Schools. The group varied from month to month but always had a nucleus of Little Rock School parents present. This plan has been distributed to many people over the last six years and has met only token resistance. There has been no hostile opposition to the plan and it seems to have some appeal to both the Desegregation Monitor and Mr. John Walker. The plan changes the form of government in the Little Rock District from a superintendency to site-based management using three zone managers called community facilitators. One third of the current central office staff would be assigned to each zone. Some operations, for example payroll, would continue as unified operations. The plan advocates building at least one Educational Park and suggests all transportation be the responsibility of CAT. Any student who integrates a school while maintaining average grades and good behavior would be rewarded with a college scholarship. Not mentioned in the plan but recently discussed was the possibility of the Central High Area becoming an Educational Park. One unconventional idea was to use a train to transport students from Southwest Little Rock to the Central site. A Little Rock board member stated that riding a train to school was a common practice in European schools she recently visited. Many hours and several dollars have been spent on this plan. It provides the catalyst necessary to reinvigorate the Little Rock Schools. Will you please respond and help formulate a strategy to change the image of the Little Rock Schools. Sincerely, Richard Emmel azettc XK r THURSDAY, APRIL 13, 2000 A plan for LRs educational woes BY RICHARD P.MMEL M-l < l.\l III Illi III MUI K \l l.\/l III he Liltle Hock School Disirict will ask for bond money lo repair multiple worn out biiilding.s :ind build a T newclenienlaiy.Mhool in western Pulaski County. That new space and rcpair.s are neces saiy is undeniable, but ha.s the Little Hock administration presented the best solution? Would the taxpayers respond to a vision of excellence that draws the community together? Or do we placate the poor and give a new school to tlie rich while tliousands get private education, thereby thumbing our metaphorical noses at tlie mean old people who foisted all this trouble on them? In the late 1920s. Little Rock built two of the finest higli schools in tlie world. Seventy years later. Central High and Dunbar are still active LRSD schools. When Dunbar served a.s a high school, it became one of the first accredited African-American high schools in the United States. Building two classy high schools during such lean times of the late 1920s showed tlie importance Little Rock placed on education then. In 1954. the U.S. Supreme Court ended the sham of separate but equal" schools. Before that decision. African-Americans typically went to school in old, woim out buildings and used secondhand books. When they got a rare new building, it was usually built inferior to white schools. Conditions in Little Rock public schools today are not too dissimilar from the segregated schools of the past. The public schools are treated similarly to African-American schools before the 8>mm vs. Board of Education decision, while much money and much effort go into building excellent private schools. Thinking so little of public schools causes the students to feel like second-class citizens. Being treated with indifference many times causes one not to think too highly of oneself. There i.s much research verifying the bad effects of low self-esteem on learning. A recent suivey indicated that neighborhood schools might cause people to return to public schools. However, neighborhood schools would cause resegregation by creating majority white schools in western Pulaski County while schools in the southwest oast and central region.s would be majority black. A plan i.s needed to strengthen the public schools without causing more segregation in the process. Please consider the following idea a.s a solution to Little Hocks e'lucalional woes. Guest writer Imagine several hiincired acres alop Ka nis Hill set aside for tlie public schools. This site i.s the geographical center of Little Hock. Iflhe city and school district bought the Kanis property, they would own all of the land from the northwest end of Kanis Hark to the southeast end of Boyle Park. The "educational village would be built in the center of this huge city park. Putting several schools in a large, central park does away with the neighborhood school problem because tlie park is so large that it is not part of any particular neighborhood. Its location, in the center of tlie city, makes it easy to get from anywhere in the city, The village has 18 school buildings arranged so they each have privacy. The el- ementarj' area looks similar to Disneyland, making it vei7 attractive for children. All the buildings on campus have safe rooms built to protect lives during tornadoes. Safe rooms cost about 13 percent more than regular constmetion. but parents would know that their children would be safe in the event of a deadly stonn. None of the ele- 100111017 buildings has over 400 students, so the small-school atnios- phere would prevail. Having so many children at one site allows special services and facilities that would be too costly to place in neighborhood schools. Building many schools on a campus eliminates one hours of travel time that specialists normally spend getting from school to school. Instruction is organized by subject matter rather than grades. Planning and meeting by departments rather than grades promotes communication between teachers at eveiy level. Vertical teaming is the educational term used to describe such organization. Meeting and planning by subject rather than grade encourages continuity during the years of public school instruction. Vertical teaming eliminates failing an entire grade if a student does not grasp all of the material for that grade. Children will have the option of additional time to repeat difficult material with another teacher. Tlie student will not repeat an entire grade because one or two courses were not understood. The village operates year-round, so retaking .a course can often happen within one year. Ihe technologically advanced class rooms of the village function like TV stu dio.s with the flip of a switch. The city pro- vidc.s ,a classroom channel so absent children can watch their classes on a standard TV until returning to school. Interactions take place over the Inteniet to check grades, attendance, read lesson plans and keep up with school events. The city and school district will share the costs for mutually used employees and facilities, e.g. libraries, playgrounds and museums. CAT would transport students as part of their nonnal bus routes and would also receive funds from the school district. The school district and city also can build a 5.0(X)-seat auditorium for use by both. A police academy located on the campus provides unparalleled 24-hour campus security. The roads in and out of the village have controlled access. During the in- stnictional day. the school campus is closed to the public. The village after-school program provides students with homework help, planned free-time activities and healthy snacks. There also will be an intramural sports program for those unable to make _________one of the school teams. Select organizations such as the YMCA. YWCA, the Boys and Girls Club and churches will have facilities on campus further providing wholesome activities for the village students. City buses make stops in the village and provide rides until late at night. A retirement center on campus provides a source for substitutes and aids in return for reduced rent. The retirees can also eat with the students for substantially less than buying or preparing their own meals. There also will be stipends paid for tutoring students before and after school. The village concept just might be powerful enough to replace the Central High crisis as the image associated with the name Little Rock. There you have a visionary spark. It can easily be doused, or perhaps an advocate will step forward and fan it into a Tire of change. liicfmni Kiiiinil. teuchi'r in Ilie Inliiski Connlii Sliecial ScliDol Districl. Ures in Lillie lioeli.THE LITTLE ROCK COMMUNITY EDUCATIONAL PLAN For further information: Richard Emmel 821-3747 Ruth Ragsdale 661-1986TABLE OF CONTENTS THE LITTLE ROCK COMMUNITY PLAN Section Page I. GENERAL PLAN CONCEPTS 1 Foundational Principles .......... Choices and School Types ........ Progressive Changes for the LRSD Zone and Site-Based Management K-12 Schools: Capacities and Zones Map of Community Zones ...... 2 5 7 9 11 12 II. THE COMMUNITY EDUCATIONAL PARK 13 Advantages of the Educational Park Location and Site ............... Map Showing Location .......... Proposed Facilities ............ 14 17 19 20 III. INTEGRATION AND STUDENT ASSIGNMENTS 23 Incorporating the Park into the Current Plan Major Enhancement (Incentive) Schools . . . Burden of Busing ......................... Equalizing Choices ....................... Desegregation and the Educational Park . . School Choices for K-6 Students .......... 24 25 26 27 28 341 GENERAL CONCEPTS OF THE LITTLE ROCK COMMUNITY PLAN2 FOUNDATIONAL PRINCIPLES The foundation of the Little Rock Community Plan is the commitment to these basic principles: FAIRNESS - It is not fair to expect young children to solve a community problem created by their parents and grandparents. Therefore, the Plan must not force children to sacrifice for the sake of desegregation. The adults in the community must provide schools and an environment that will facilitate integration. Any child that does go out of his/her way to help desegregate a school should be given a community award, such as a partial college scholarship. Neither is it fair for the LRSD administration to be totally responsible for desegregating the schools. Their responsibility is to provide equal educational opportunities for all children. and when they are shouldered with social problems they are overloaded and unable to do anything well. Therefore, the Plan must delegate significant responsibility for integration to the community. It is also fair for integrated neighborhoods (SWLR) to be allowed to administer their schools free of entanglement in the problems of segregated areas.3 EQUALITY - All schools should have roughly equal facilities and staff. Demonstrated progressive ideas and special approaches could receive additional funding from a special account established to encourage research and growth. Student assignments should be equalized and all students should have the choice of attending their closest school or transferring elsewhere. There will be no mandatory assignments for the purpose of desegregation (no "satellite zones") and no assignments made solely on the basis of "race". All children must be valued equally by staff and LRSD officials. PARENT/CHILD DECISION-MAKING - The family will select their child's school and have the right to determine if and when their child is capable of being an integrator in a segregated neighborhood. INVESTMENT IN THE FUTURE - Desegregation funds will primarily be invested into building an educational park, continued enhancement in central/east Little Rock schools, and scholarships for integrators. These investments should all work toward permanent integration and greater learning in the LRSD. Some of the currently proposed programs should be re-evaluated to ensure that they will in fact make a difference (such as having a teacher and an aide in each class of 10-20 students in the incentive schools).4 COMMUNITY INTEGRATION AND COOPERATION - The goal is to build community ties, working together to strengthen and harmonize the comm unity. We could make Little Rock the first non-racial city in the United States, and change our reputation in the history books . TEACHING CHILDREN SOCIAL RESPONSIBILITY - Community participation in the desegregation process will be a model of unselfish concern for others rather than pursuing narrow self-interests. The Little Rock Community Plan emphasizes voluntary integration for the good of the whole community, and then gives tangible awards to children who are willing to help integrate schools outside their area. This will teach even very young children the concept of social responsibility, and show them that people appreciate their positive contributions to building a better community.5 CHOICES AND SCHOOL TYPES Little Rock currently offers two types of elementary schools: neighborhood (area) schools and magnet schools. In the Community Plan, these would be supplemented with up to three other types of schools
Educational Park schools - A cluster of six elementary schools sharing facilities on a large acreage between Kanis and Boyle Parks . A junior high school, as well as other community facilities, will also be in the Park (see Section II). Alternative School(s) - Children with special learning or behavior needs may attend an alternative school. It is a highly specialized, therapeutic school in which need dictates length of attendance. If the community closes any B or C school, the alternative school could be located there. Work Schools Schools located in businesses where there are enough children of employees to populate an accredited school. The community would decide if any would be feasible and where they would be located. They will be subsidized by the business but managed by the school district. These type schools are very convenient and offer the opportunity for a parent to more closely monitor the education process.6 ASSIGNMENT OPTIONS Parents of elementary children would have various options, depending on where they live. They would all have the option of a neighborhood/area school closest to them, subject to capacity. No mandatory assignments will be made on the basis of racial classification. Those who prefer to attend the Educational Park or a magnet school can apply for one of those schools. A third option is to volunteer to be an integrator by attending an area school that would otherwise be outside court-ordered ratios. This will mainly be available to students in Zones B and C. If an integrator maintains satisfactory attendance and acceptable grades, the student would receive a community scholarship award for each year of service. First choice for all Little Rock elementary seats will be given to Little Rock students. Only if there are still vacancies will county and NLR students be allowed to transfer. LRSD students classified as "Black" will no longer be encouraged to transfer out of the district, except for legitimate educational reasons.7 PROGRESSIVE CHANGES FOR THE LRSD Long-term integration and educational excellence will be facilitated by implementing some progressive changes in Little Rock: (1) Building more capacity in neutral areas and decreasing capacity in segregated areas. This will be furthered by the construction of an educational park. (2) Improving communications by installing an advanced phone system that will enable automatic dial-outs to keep parents informed of their children's attendance and performance. It would also provide for student registration over the telephone and a 24-hour message service. (3) Expansion of the Central Arkansas Transit Authority so that it can carry students to/from school and enable parents to have t)etter access to their children's schools. The LRSD transportation department should be minimized or eliminated. with it being absorbed into CAT. (4) Zone administration and site-based management to decentralize the LRSD administration and bring it into closer contact with the public it is serving (see pages 11-12).8 (5) Policies that encourage community members to become involved and empower them to make decisions affecting their schools. (6) Expanded and improved vocational programs that are responsive to the community's needs. Apprenticeship programs would be especially productive.9 ZONE ADMINISTRATION AND SITE-BASED MANAGEMENT The Little Rock School District will be divided into three geographical zones and one Educational Park zone. Each zone will have at least one high school and junior high along with several elementary schools (see map, page 12). Each zone will have a chief administrator, called the Community Facilitator. The CF's office will be in the high school, accessible to the public. The CF will be responsible for coordinating programs, helping the community to attain and maintain integrated schools, and keeping track of the schools' progress. He/she will be a source of information and progressive ideas for involved community members. He will moderate community meetings and provide positive, unifying leadership. He/she will develop constructive, cooperative relationships with the other zone CFs. Zone A and the Educational Park zone will be non-racial, and will have very little responsibility for student recruitment. Zones B and C will need much more community involvement and effort in order to integrate all of their elementary schools. Cooperation between the two zones will be required for them to succeed.10 Creating zones will increase initiative and creativity and foster healthy competition. Dividing the total population into smaller units will make management easier and more responsive to the community. Ideas can be tried in a zone before they are used by the entire district. When necessary, each zone will coordinate plans in order to provide continuity. However, each zone will be encouraged to be unique, prepared, bold. aggressive, and always ready to meet the educational needs of the children. The current policy of site-based management will be expanded to include teachers and parents in each school's management team, which is designed to allow the school to control itself. Along with self-control, of course, comes a healthy dose of accountability. A proper balance between the various administrative offices and each school management team will be achieved.11 K-12 COMMUNITY ZONES Zone A Zone B Zone C Educ. Park FAIR MCCLELLAN CENTRAL HALL PARKVIEW CLOVERDALE MABELVALE PULASKI HTS. DUNBAR MANN MAGNET SOUTHWEST FOREST HTS. HENDERSON NEW JR. HIGH Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams School #1 School #2 School #3 School #4 School #5 School #6 Washington - m m m m PROJECTED CAPACITIES, K-12 Zone A Schools Zone B Schools Zone C Schools Educational Park Zone 9975 8100 (decrease of 1200) 5750 (decrease of 1200) 4400 TOTAL 28,225 (Zones are defined by the combined area of their elementary attendance zones).13 SECTION II THE COMMUNITY EDUCATIONAL PARK14 ADVANTAGES OF THE COMMUNITY EDUCATIONAL PARK The idea of building educational parks was very popular in the late 196O's. In fact, a 1967 Civil Rights Commission report praised educational parks as being a superior and more permanent solution to segregation than incentive schools, cross-town busing, paired schools and/or open enrollment. It appears that many places considered building these parks but were limited by the availability of land and the cost of the initial investment. In Little Rock, we can overcome both of these obstacles. A large, undeveloped tract of land joining Kanis and Boyle Parks is available at a very reasonable cost. The state settlement proceeds, as well as the recent millage increase. provide the resources with which to finance the construction of the Park. It would be far better to invest some of these funds into a permanent solution rather than spending it all on unproven programs. An educational park on Kanis Road would eliminate the need to build or rebuild new schools in segregated neighborhoods. This location is in a fairly neutral area, and students from both east Little Rock and northwest Little Rock would have bus rides of approximately the same length of time. Newly developed areas in Chenal Valley will only be 10-15 minutes away from the Park, thereby eliminating any need for a new school to be built there. Many area schools would still continue for those who prefer them, but their capacity will decrease because of15 students opting to attend the Educational Park. The smaller capacity in east and west Little Rock zones will make the remaining schools there easier to desegregate. The people of the community of Little Rock, working together, could plan and develop a Community Educational Park unmatched in the world. We would become known for our progressiveness and willingness to exceed the bare minimum required by the law. We can come together to solve the problem of inequality rather than continuing to circumvent doing the right thing. The following is a partial list of the advantages of an Educational Park: A Equidistant from the eastern and northwestern boundaries of Little Rock. * It would bring a variety of children together, enabling those in segregated neighborhoods to expand their understanding and experiences with people different from them. It would give the community the opportunity to plan a grand educational complex together. Inherent in the administration of an educational park is community participation. The cluster of elementary schools will enable students to change schools without changing location. * Children from the same family, with different interests, will be able to attend different schools in the same location. There would be much opportunity for multi-age activities and peer tutoring. * A retirement center located in the Park would be a source of volunteers and paid part-time help.16 Most of the facilities could be used by the entire community when school was not in session. * Specialized teachers could instruct more and travel less. * There is greater opportunity for continuity in the curriculum. * Guidance counselors, nurses, social workers and other specialists could reach more children. Shared funding would reduce costs to the school district. Community participation would help prevent the formation of bureaucracies and autocratic decrees. * Specialized equipment and facilities would be available to all students at every grade level. A fourth grade could easily visit a high school physics class. * The Educational Park would espouse democracy. * Because of the high concentration of children and the physical proximity of the buildings it would be possible for special classes. For example, the high school French teacher might be scheduled for one period in the Primary School. * It would provide an opportunity for cooperative planning, funding, and managing of the complex. Many agencies such as public libraries, museums, park boards, colleges, city planners, social agencies, and other government departments would all be involved with an educational park. it Parents would know where their child would attend school and could easily interact with future teachers. All K-12 children from the same family could attend schools in or on the perimeter of the Park, if they chose. it An educational park would keep the community involved in the education process. it Computer networks, satellite hookups, and sophisticated telephone systems would be easily installed. it An educational park offers a great amount of flexibility and choices. It would make Little Rock a more desirable place to live and work.17 LOCATION AND SITE LITTLE ROCK EDUCATIONAL PARK It is proposed that the Educational Park be developed and constructed on acreage between Kanis Park and Boyle Park (see map on page 19). There is a 23 acre tract on the north frontage of Kanis Road, between Michael Drive on the west and Kanis Park on the east. South of this property (across Kanis Road) is a 97 acre tract bordered by Brownwood Terrace Subdivision on the south, Michael Drive on the west, and mostly undeveloped land on the east. There is potential to acquire adjacent property of approximately 69 acres. This acreage would join Boyle Park (243 acres) and Kanis Park (46 acres), creating a large central park of 409-478 acres. depending on how much property was acquired. There are already some facilities in these parks, such as baseball fields, tennis courts, picnic areas, pavilions, nature trailseven a skateboard bowl! North of the property is a retirement home. Woodland Heights. The proposed site of the educational facilities is level to rolling wooded land. It has two small lakes that would add a beautiful touch to the park if left undisturbed. Rock Creek runs through Kanis and Boyle Parks but not through the Educational Park site, which is elevated enough to have no flooding problems. The Little Rock Parks and Recreation would make improvements to the existing parks by increasing lighting and developing more18 nature trails. Although school buildings would not be built in Kanis Park or Boyle Park, other related facilities possibly would. Kanis Park is already connected to Henderson Junior High via a paved bike trail that goes underneath 1-630. It would be possible to widen it for a campus shuttle. A similar road could possibly be built between the Educational Park and Parkview High School. The site is easily accessible from 1-630 taking the Barrow Road exit. Barrow Road is now a five-lane from Kanis Road to Asher, providing quick, uncongested access from areas south of the Park. Kanis Road would probably need to be widened to four or five lanes
there may already be city funds allocated for this. There is also access from northern areas of town via Mississippi Street and from central Little Rock via 12th Street. This site is relatively close to the hospitals, UALR, and the zoo. It is neutral and acceptable to people from various parts of Little Rock.20 PROPOSED FACILITIES LITTLE ROCK EDUCATIONAL PARK People from the community who volunteer to be involved with planning the Park will make the final determination as to what facilities will be included, possibilities: However, here are some CLASSROOM FACILITIES - Six separate elementary schools, each with classroom space for 400 students, in the future. Reserve spaces for additional schools - One new junior high school, with classroom space for 1000 students. the Park). (Henderson Junior High may also be linked with These classroom buildings would be locked at the end of each school day, and will not be used by the community, help facilitate security. This will RECREATION AND ATHLETIC FACILITIES - Two covered elementary playgrounds, which will also serve as unloading points for students - Large open field for free play and team sports - Two elementary gyms - One junior high gym - A football/track/soccer stadium (and/or possibly link the Educational Park with Parkview and use its track). Ten tennis courts - Special training facilities for all athletes - 50 meter covered swimming pool21 SPECIALIZED EDUCATIONAL FACILITIES (open to community) - Elementary media center - Junior High/adult media center - Elementary music room - Junior High/adult music room - One special environmental classroom - A health and counseling center - Large community garden OTHER FACILITIES - Firefighter academy Police substation Teacher retirement center - Heating/cooling plant - Food service building with cafeteria - Convocation/Basketball Arena with parking area Most of the above facilities would not require funds from the LRSD. MISCELLANEOUS - Extensive system of nature trails throughout all three parks - Intra-park shuttle with access roads to Parkview High School and Henderson Junior High. - Ample and convenient parking for teachers, staff, and visitors - Several outside restrooms and drinking fountains22 NOTES: Bus traffic will be separated from car traffic and have it own roads. There will be ample office and conference space for teachers and administrators and well-equipped work rooms. All classrooms will be designed for computers and video equipment. Each elementary building will have access to individual playgrounds as well as the shared facilities.SECTION III INTEGRATION AND STUDENT ASSIGNMENTS 235 24 (1) INCORPORATING THE EDUCATIONAL PARK INTO THE CURRENT PLAN Cancel building plans in Zone B and Zone C, including proposed additions at Mitchell and Rightsell. (2) Keep all current attendance zones while the Park is being developed. (3) opens, Plot projected attendance zones for the year that the Park Most zones in west and southwest Little Rock will remain the same, with the addition of an attendance zone for Williams school. Re-draw attendance zones in central and east Little Rock, eliminating satellite zones and absorbing them into existing neighborhood zones (Most B schools will be oversubscribed according to attendance zones.) (4) Give community groups the following information
a. b. c. d. e . f. g- Number of students in each attendance zone Capacity of each school Required ratios Number of integrators needed to fulfill ratios Transfer options for students in oversubscribed areas How much capacity must be decreased in their zone. Possible options for closing school(s) and decreasing capacity. (5) Let the community groups work together to coordinate efforts to integrate neighborhood schools and decide where to decrease capacity. Be helpful in providing them with resources and information they need to make wise decisions. (6) The LRSD distributes school choice forms to those who elect NOT to attend their area school. Working together with the community group, the Assoc. Supt. for Desegregation will process the forms and compile statistics showing which schools will be out of compliance, oversubscribed, or undersubscribed. This information will be the basis of community cooperative efforts to balance the elementary schools. (7) By the time the Park opens, the community would have already completed (4), (5) and (6), thereby allowing for a smooth transition.25 MAJOR ENHANCEMENT (INCENTIVE) SCHOOLS During Park construction, current incentive programs will be continued in the six major enhancement schools. The LRSD should continue to inform the community about the incentive schools and recruit students, telling them that it may only be a two-year assignment. However, if seats are left unfilled in these schools as of Sept. 1, 1990, neighborhood children who are currently bused to west Little Rock should be allowed to transfer if they so desire. This will help decrease the burden of busing on those children. The Park must be constructed as quickly as possible in order to minimize the number of years that elementary schools are out of compliance with court-ordered ratios. Unfilled seats as of July 3, 1990: Garland Ish Mitchell Rightsell Rockefeller Stephens 70 51 77 43 74 53 TOTAL 368BURDEN OF BUSING 26 In the current plan, the involuntary burden of busing falls squarely on the shoulders of lower-income minority children. Middle and upper income community members are spared desegregative busing except for those who voluntarily attend magnet schools in east Little Rock. This, along with unequal choice opportunities, is a glaring inequity in the plan. The educational park located on Kanis Road would enable us to equalize the burden of busing and equalize options. Children will be bused equidistant from Pleasant Valley/Chenal Valley/Heights (Zone C) and central/east Little Rock (Zone B). More students from Zone C will be bused then than now, while many students from Zone B will have shorter bus rides than they do now. The Park will also be much closer to the Zone B students' homes than Terry, Fulbright, McDermott and Jefferson
thus, it will facilitate parental involvement.27 EQUALIZING CHOICES In the current plan, students in west/northwest Little Rock (Zone C) are all eligible to attend their neighborhood school. They may opt to transfer to any of the six incentive schools or one of the marginal schools such as Bale, Romine or Franklin. No elementary students will be bused involuntarily for desegregative purposes. In contrast, students in central/east Little Rock (Zone B) are divided into mandatory neighborhood zones and mandatory satellite zones. They have virtually no options. Rather than regressing by restricting options for west Little Rock students. it would be better to open similar options for central/east Little Rock students. The educational park. coupled with the elimination of satellite zones, will enable Zone B students to have the same options as Zone C students. They will be able to choose either their neighborhood school, the educational park, or any Zone C school (subject to capacity). West/northwest children will be able to choose either their neighborhood school, the educational park, or any Zone B school. The CAT bus system will be utilized in transporting students.28 1. 2. DESEGREGATION AND THE EDUCATIONAL PARK Little Rock will be divided into three zones (see map): Zone A: Zone B: Zone C: Southwest and part of Central Little Rock Central and East Little Rock West and North Zone A is integrated and will have neighborhood schools. Zones B and C are currently segregated for the most part
they will have neighborhood schools and the educational park. All areas will have access to the existing magnet schools. Zones B and C will each decrease capacity in their neighborhood schools by 1200 students, for a total of 2400 elementary students. will absorb these 2400 students. The six elementary schools at the Park (Zone B will be decreasing current elementary capacity by 22%
Zone C elementary capacity will be decreased by 30%. The reason for this disparity is that Zone B currently has many more students relative to its schools' capacity than does Zone C). 3. Zone B will be allocated 60% of the elementary seats in the Park (1440)
Zone C will be allocated 40% of the seats (960). This will insure an acceptable integration of the Park without assigning on the basis of race, will be handled by a lottery. Excessive demand in either area 4. The remaining students in Zones B and C will have a choice: (A) Attend the neighborhood school closest to them (subject 5. (B) to capacity), OR Be an integrator for a school in the other Zone, students attending a school in Zone B, and Zone B Zone C students attending a school in Zone C will receive a community scholarship award of $500 for each year of being an Integrator (magnet schools do not apply). Zones B and C will be responsible for recruiting integrators so that they can keep their neighborhood schools open. If they fail to do this in a school (or if too few students choose to attend it), they will be required to close it. Schools in Zone B will be allowed to have extra funds for incentive programs to compensate for their relative disadvantage in recruiting students. However, there will be NO UNIVERSAL SCHOLARSHIPS FOR INCENTIVE SCHOOLS as is proposed in the current desegregation29 plan. awards. Only integrators would be eligible for scholarship These awards would be given by a community group, not the LRSD administration, money to do this. The community group would be allocated 6. If both Zones B and C agree to do so, they may decrease their school capacities more than 1200 each so that more of their students could attend the school park. In this case, another school would be built at the Park to accommodate them. 7 . school. Williams Magnet school would be converted to a neighborhood The remaining magnets (Booker, Gibbs, Carver, Washington) will remain open "as is" with the same assignment process. 8. Integrated neighborhoods (Zone A) will have the advantage of a neighborhood school with no responsibility for recruiting students. 9. Zones will be used for two purposes: grouping schools for management purposes and for allocating seats among students in each area. They will NOT restrict a student from attending a school outside his zone
in fact, a large percentage of children will be attending a school outside of their zone.30 ZONE A ELEMENTARY SCHOOLS School Capacity 1990 Enrolled 7-3-90 % African-Amerlean Overall 1st Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Wocdru-PC 238 390 558 424 353 236 533 454 378 348 472 469 325 398 57 232 372 508 396 345 199 513 449 361 285 469 442 310 371 115 S427 73 73 64 72 58 64 55 62 50 62 66 65 58 66 (j} 50 67 56 71 65 41 41 54 50 17 69 61 44 51 <^3, 70 76 64 71 42 53 65 60 44 54 59 75 66 50 K = currently has a satellite zone These satellite zones will also be eliminated, with those schools being responsible for recruiting any students which are necessary to balance the school. However, this should not be a major problem for them since they are located in integrated neighborhoods which will continue to become more balanced.School Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine m-Booker m-Carver m-Gibbs m-Washington TOTAL Brady Fair Park Forest Park Fulbright Jefferson McDermott Terry Williams TOTAL ZONE B ELEMENTARY SCHOOLS Capacity 1990 Enrolled 7-3-90 % African-Amerlean Overall K 1st 31 300 200 273 240 340 260 230 149 196 197 266 207 92 99 90 93 78 94 87 100 93 94 61 81 85 98 89 86 68 97 399 529 492 650 613 353 866 5515 337 437 381 590 318 756 76 81 83 50 54 60 ZONE C ELEMENTARY SCHOOLS 491 351 413 587 513 562 537 517 427 312 411 573 479 515 516 490 65 71 52 51 45 60 57 53 3971 3723 78 78 81 61 65 49 45 45 41 44 35 37 36 58 82 83 89 54 56 76 69 74 38 56 54 61 56 5032 Community members in each zone will decide where to cut capacity. They will likely keep schools that will be easiest to desegregate voluntarily, and decrease capacity in hard-to- desegregate schools or close them entirely. The LRSD will not have the responsibility of making these decisions
they will simply carry out the decisions of the community. Neither will the LRSD be responsible for integrating schools in segregated neighborhoods
the people in those areas will have that responsibility. Mandatory satellite zones will be eliminated. All elementary children in Zones B and C will have equal options: (1) Closest neighborhood school (recruiting responsibility) (2) Educational Park (non-racial*) (3) Be an Integrator ($500 scholarship per year) (4) Magnet school (special programs) Elementary children in Zone A will be able to attend non-racial* neighborhood schools with no responsibility for recruiting students. They will also be eligible for magnet schools, the educational Park, and being an Integrator. A lottery will be the sole means of dealing with excessive demand for any particular option. *Race will have no bearing on student assignments or identification, except for state requirements on tests.33 Zone A ELEMENTARY SCHOOLS AND THEIR ZONE AFFILIATION For Integration and Management Purposes Zone B Zone C Park** Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakef ield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - : Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams School #1 School #2 School #3 School #4 School #5 School #6 ( 5785 0) 5785 * m m m Washington - nt 5515 (1200) 3971 (1200 ) -0- 2400 Capacity Changes + - 4315 2771 2400 Proposed Capacity Schools to be named by community. 34 CHOICES FOR STUDENTS WHO LIVE IN... Zone A: neighborhood schools (current capacity
non-racial) transfers on a case-by-case basis to magnet schools, Educ. Park, and Zones B and C schools Zone B: area schools (decreased capacity
40% of seats to be filled by Zone A and Zone C integrators) magnet schools educational park transfers to Zones A and C schools
may apply for an Integrator scholarship Zone C
area schools (decreased capacity
40% of seats to be filled by Zone B integrators) magnet schools educational park transfers to Zone B schools Park: No students will reside in the Educational Park Zone. It will get approx. 60% of its students from Zone B and 40% of its students from Zone C. (Zone A will also be allocated seats if there is demand from that area.) Each zone is defined by the combined attendance zones of its schools. As demographics change, schools may transfer to a different community zone. As neighborhoods integrate, they will join Zone A.THE LITTLE ROCK COMMUNITY EDUCATIONAL PLAN For further information: Richard Emmel 821-3747TABLE OF CONTENTS Section Page I. GENERAL PLAN CONCEPTS Foundational Principles ............. Choices and School Types .......... Assignment Options . . . . .......... Progressive Changes for the LRSD . . Zone and Site-Based Management . . . K-12 Schools: Capacities and Zones Map of Community Zones ............. 8 9 11 13 14 II. THE COMMUNITY EDUCATIONAL PARK Advantages of the Educational Park. . . Location and Site ..................... Map Showing Location ................. Proposed Facilities ................... 16 19 21 22 III. INTEGRATION AND STUDENT ASSIGNMENTS Incorporating the Park into the Current Plan Major Enhancement (Incentive) Schools . . . Burden of Busing ......................... Equalizing Choices ....................... Desegregation and the Educational Park . . Zones A, B, and C Schools ................. School Choices for K-6 Students .......... 26 27 28 29 30 32 36 4 7 2SECTION I GENERAL CONCEPTS OF THE LITTLE ROCK COMMUNITY PLAN 3FOUNDATIONAL PRINCIPLES The foundation of the Little Rock Community Plan is the commitment to these basic principles: FAIRNESS - It is not fair to expect young children to solve a community problem created by their parents and grandparents. Therefore, the Plan must not force children to sacrifice for the sake of desegregation. The adults in the community must provide schools and an environment that will facilitate integration. Any child that does go out of his/her way to help desegregate a school should be given a community award, such as a partial college scholarship. Neither is it fair for the LRSD administration to be totally responsible for desegregating the schools. Their responsibility is to provide equal educational opportunities for all children. and when they are shouldered with social problems they are overloaded and unable to do anything well. Therefore, the Plan must delegate significant responsibility for integration to the community. It is also fair for integrated neighborhoods (SWLR) to be allowed to administer their schools free of entanglement in the problems of segregated areas. 4EQUALITY - All schools should have roughly equal facilities and staff. Demonstrated progressive ideas and special approaches could receive additional funding from a special account established to encourage research and growth. Student assignments should be equalized and all students should have the choice of attending their closest school or transferring elsewhere. There will be no mandatory assignments for the purpose of desegregation (no "satellite zones") and no assignments made solely on the basis of race". All children must be valued equally by staff and LRSD officials. PARENT/CHILD DECISION-MAKING - The family will select their child's school and have the right to determine if and when their child is capable of being an integrator in a segregated neighborhood. INVESTMENT IN THE FUTURE - Desegregation funds will primarily be invested into building an educational park, continued enhancement in central/east Little Rock schools, and scholarships for integrators. These investments should all work toward permanent integration and greater learning in the LRSD. Some of the currently proposed programs should be re-evaluated to ensure that they will in fact make a difference (such as having a teacher and an aide in each class of 10-20 students in the incentive schools). 5COMMUNITY INTEGRATION AND COOPERATION - The goal is to build conununity ties, working together to strengthen and harmonize the conununity. We could make Little Rock the first non-racial city in the United States, and change our reputation in the history books. TEACHING CHILDREN SOCIAL RESPONSIBILITY - Community participation in the desegregation process will be a model of unselfish concern for others rather than pursuing narrow self-interests. The Little Rock Conununity Plan emphasizes voluntary integration for the good of the whole community, and then gives tangible awards to children who are willing to help integrate schools outside their area. This will teach even very young children the concept of social responsibility, and show them that people appreciate their positive contributions to building a better conununity. 6CHOICES AND SCHOOL TYPES Little Rock currently offers two types of elementary schools: neighborhood (area) schools and magnet schools. In the Community Plan, these would be supplemented with up to three other types of schools: Educational Park schools - A cluster of six elementary schools sharing facilities on a large acreage between Kanis and Boyle Parks. A junior high school, as well as other community facilities, will also be in the Park (see Section II). Alternative School(s) - Children with special learning or behavior needs may attend an alternative school. It is a highly specialized, therapeutic school in which need dictates length of attendance. If the community closes any B or C school, the alternative school could be located there. Work Schools - Schools located in businesses where there are enough children of employees to populate an accredited school. The community would decide if any would be feasible and where they would be located. They will be subsidized by the business but managed by the school district. These type schools are very convenient and offer the opportunity for a parent to more closely monitor the education process. 7ASSIGNMENT OPTIONS Parents of elementary children would have various options. depending on where they live. They would all have the option of a neighborhood/area school closest to them, subject to capacity. No mandatory assignments will be made on the basis of racial classification. Those who prefer to attend the Educational Park or a magnet school can apply for one of those schools. A third option is to volunteer to be an integrator by attending an area school that would otherwise be outside court-ordered ratios. This will mainly be available to students in Zones B and C. If an integrator maintains satisfactory attendance and acceptable grades, the student would receive a community scholarship award for each year of service. First choice for all Little Rock elementary seats will be given to Little Rock students. Only if there are still vacancies will county and NLR students be allowed to transfer. LRSD students classified as Black" will no longer be encouraged to transfer out of the district, except for legitimate educational reasons. 8PROGRESSIVE CHANGES FOR THE LRSD Long-term integration and educational excellence will be facilitated by implementing some progressive changes in Little Rock: (1 ) Building more capacity in neutral areas and decreasing capacity in segregated areas. This will be furthered by the construction of an educational park. (2) Improving communications by installing an advanced phone system that will enable automatic dial-outs to keep parents informed of their children's attendance and performance. It would also provide for student registration over the telephone and a 24-hour message service. (3) Expansion of the Central Arkansas Transit Authority so that it can carry students to/from school and enable parents to have better access to their children's schools. The LRSD transportation department should be minimized or eliminated, with it being absorbed into CAT. (4) Zone administration and site-based management to decentralize the LRSD administration and bring it into closer contact with the public it is serving (see pages 11-12). 9(5) Policies that encourage community members to become involved and empower them to make decisions affecting their schools. (6) Expanded and improved vocational programs that are responsive to the community's needs. Apprenticeship programs would be especially productive. 10ZONE ADMINISTRATION AND SITE-BASED MANAGEMENT The Little Rock School District will be divided into three geographical zones and one Educational Park zone. Each zone will have at least one high school and junior high along with several elementary schools (see map, page 12). Each zone will have a chief administrator, called the Community Facilitator. The CF's office will be in the high school, accessible to the public. The CF will be responsible for coordinating programs, helping the community to attain and maintain integrated schools, and keeping track of the schools' progress. He/she will be a source of information and progressive ideas for involved community members. He will moderate community meetings and provide positive, unifying leadership. He/she will develop constructive, cooperative relationships with the other zone CFs. Zone A and the Educational Park zone will be non-racial, and will have very little responsibility for student recruitment. Zones B and C will need much more community involvement and effort in order to integrate all of their elementary schools. Cooperation between the two zones will be required for them to succeed. 11Creating zones will increase initiative and creativity and foster healthy competition. Dividing the total population into smaller units will make management easier and more responsive to the community. Ideas can be tried in a zone before they are used by the entire district. When necessary, each zone will coordinate plans in order to provide continuity. However, each zone will be encouraged to be unique, prepared, bold, aggressive. and always ready to meet the educational needs of the children. The current policy of site-based management will be expanded to include teachers and parents in each school's management team. which is designed to allow the school to control itself. Along with self-control, of course, comes a healthy dose of accountability. A proper balance between the various administrative offices and each school management team will be achieved. 12K-12 COMMUNITY ZONES Zone A Zone B Zone C Educ. Park FAIR MCCLELLAN CLOVERDALE MABELVALE PULASKI HTS. CENTRAL HALL PARKVIEW DUNBAR MANN MAGNET SOUTHWEST FOREST HTS. HENDERSON NEW JR. HIGH Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - 1 Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams School #1 School #2 School #3 School #4 School #5 School #6 Washington - m m m m PROJECTED CAPACITIES, K-12 Zone A Schools Zone B Schools Zone C Schools Educational Park Zone 9975 8100 (decrease of 1200) 5750 (decrease of 1200) 4400 TOTAL 28,225 (Zones are defined by the combined area of their elementary attendance zones). 1314 ADVANTAGES OF THE COMMUNITY EDUCATIONAL PARK The idea of building educational parks was very popular in the late 196O's. In fact, a 1967 Civil Rights Commission report praised educational parks as being a superior and more permanent solution to segregation than incentive schools, cross-town busing, paired schools and/or open enrollment. It appears that many places considered building these parks but were limited by the availability of land and the cost of the initial investment. In Little Rock, we can overcome both of these obstacles. A large, undeveloped tract of land joining Kanis and Boyle Parks is available at a very reasonable cost. The state settlement proceeds, as well as the recent millage increase, provide the resources with which to finance the construction of the Park. It would be far better to invest some of these funds into a permanent solution rather than spending it all on unproven programs. An educational park on Kanis Road would eliminate the need to build or rebuild new schools in segregated neighborhoods. This location is in a fairly neutral area, and students from both east Little Rock and northwest Little Rock would have bus rides of approximately the same length of time. Newly developed areas in Chenal Valley will only be 10-15 minutes away from the Park, thereby eliminating any need for a new school to be built there. Many area schools would still continue for those who prefer them. but their capacity will decrease because of students opting to 16 Most of the facilities could be used by the entire community when school was not in session. * Specialized teachers could instruct more and travel less. * There is greater opportunity for continuity in the curriculum. Guidance counselors, nurses, social workers and other specialists could reach more children. * Shared funding would reduce costs to the school district. * Community participation would help prevent the formation of bureaucracies and autocratic decrees. Specialized equipment and facilities would be available to all students at every grade level. A fourth grade could easily visit a high school physics class. * The Educational Park would espouse democracy. * Because of the high concentration of children and the physical proximity of the buildings it would be possible for special classes. For example, the high school French teacher might be scheduled for one period in the Primary School. * It would provide an opportunity for cooperative planning, funding, and managing of the complex. Many agencies such as public libraries, museums, park boards, colleges, city planners, social agencies, and other government departments would all be involved with an educational park. * Parents would know where their child would attend school and could easily interact with future teachers. All K-12 children from the same family could attend schools in or on the perimeter of the Park, if they chose. * An educational park would keep the community involved in the education process. * Computer networks, satellite hookups, and sophisticated telephone systems would be easily installed. * An educational park offers a great amount of flexibility and choices. It would make Little Rock a more desirable place to live and work. 18LOCATION AND SITE of the LITTLE ROCK EDUCATIONAL PARK It is proposed that the Educational Park be developed and constructed on acreage between Kanis Park and Boyle Park (see map on page 19). There is a 23 acre tract on the north frontage of Kanis Road, between Michael Drive on the west and Kanis Park on the east. South of this property (across Kanis Road) is a 97 acre tract bordered by Brownwood Terrace Subdivision on the south, Michael Drive on the west, and mostly undeveloped land on the east. There is potential to acquire adjacent property of approximately 69 acres. This acreage would join Boyle Park (243 acres) and Kanis Park (46 acres), creating a large central park of 409-478 acres. depending on how much property was acquired. There are already some facilities in these parks, such as baseball fields, tennis courts, picnic areas, pavilions, nature trailseven a skateboard bowl! North of the property is a retirement home. Woodland Heights. The proposed site of the educational facilities is level to rolling wooded land. It has two small lakes that would add a beautiful touch to the park if left undisturbed. Rock Creek runs through Kanis and Boyle Parks but not through the Educational Park site, which is elevated enough to have no flooding problems. The Little Rock Parks and Recreation would make improvements to the existing parks by increasing lighting and developing more 19nature trails. Although school buildings would not be built in Kanis Park or Boyle Park, other related facilities possibly would. Kanis Park is already connected to Henderson Junior High via a paved bike trail that goes underneath 1-630. It would be possible to widen it for a campus shuttle. A similar road could possibly be built between the Educational Park and Parkview High School. The site is easily accessible from 1-630 taking the Barrow Road exit. Barrow Road is now a five-lane from Kanis Road to Asher, providing quick, uncongested access from areas south of the Park. Kanis Road would probably need to be widened to four or five lanes
there may already be city funds allocated for this. There is also access from northern areas of town via Mississippi Street and from central Little Rock via 12th Street. This site is relatively close to the hospitals, UALR, and the zoo. It is neutral and acceptable to people from various parts of Little Rock. 20Map Showing Location of Proposed Educational Park Buying the Kanis and Brown properties would connect the two city parks with the new Educational Park and create a campus of several hundred acres. 21 PROPOSED FACILITIES for the LITTLE ROCK EDUCATIONAL PARK People from the community who volunteer to be involved with planning the Park will make the final determination as to what facilities will be included. However, here are some possibilities: CLASSROOM FACILITIES - Six separate elementary schools, each with classroom space Reserve spaces for additional schools for 400 students, the future. in - One new junior high school, with classroom space for 1000 (Henderson Junior High may also be linked with students. the Park). These classroom buildings would be locked at the end of each school day, and will not be used by the community, help facilitate security. This will RECREATION AND ATHLETIC FACILITIES - Two covered elementary playgrounds, which will also serve as unloading points for students play and team sports - Large open field for free - Two elementary gyms - One junior high gym - A football/track/soccer stadium (and/or possibly link the Educational Park with Parkview and use its track). - Ten tennis courts - Special training facilities for all athletes - 50 meter covered swimming pool 22SPECIALIZED EDUCATIONAL FACILITIES (open to conununity) - Elementary media center - Junior High/adult media center - Elementary music room - Junior High/adult music room - One special environmental classroom - A health and counseling center - Large community garden OTHER FACILITIES - Firefighter academy Police substation Teacher retirement center - Heating/cooling plant - Food service building with cafeteria - Convocation/Basketball Arena with parking area Most of the above facilities would not require funds from the LRSD. MISCELLANEOUS - Extensive system of nature trails throughout all three parks - Intra-park shuttle with access roads to Parkview High School and Henderson Junior High. - Ample and convenient parking for teachers, staff, and visitors - Several outside restrooms and drinking fountains 23NOTES: Bus traffic will be separated from car traffic and have it own roads. There will be ample office and conference space for teachers and administrators and well-equipped work rooms. All classrooms will be designed for computers and video equipment. Each elementary building will have access to individual playgrounds as well as the shared facilities. 24SECTION III INTEGRATION AND STUDENT ASSIGNMENTS 25INCORPORATING THE EDUCATIONAL PARK INTO THE CURRENT PLAN (1) Cancel building plans in Zone B and Zone C, including proposed additions at Mitchell and Rightsell. (2) Keep all current attendance zones while the Park is being developed. (3) Plot projected attendance zones for the year that the Park opens. Most zones in west and southwest Little Rock will remain the same, with the addition of an attendance zone for Williams school. Re-draw attendance zones in central and east Little Rock, eliminating satellite zones and absorbing them into existing neighborhood zones (Most B schools will be oversubscribed according to attendance zones.) (4) Give community groups the following information: a. b. c. d. e. f. g- Number of students in each attendance zone Capacity of each school Required ratios Number of integrators needed to fulfill ratios Transfer options for students in oversubscribed areas How much capacity must be decreased in their zone. Possible options for closing school(s) and decreasing capacity. (5) Let the community groups work together to coordinate efforts to integrate neighborhood schools and decide where to decrease capacity. Be helpful in providing them with resources and information they need to make wise decisions. (6) The LRSD distributes school choice forms to those who elect NOT to attend their area school. Working together with the community group, the Assoc. Supt. for Desegregation will process the forms and compile statistics showing which schools will be out of compliance, oversubscribed, or undersubscribed. This information will be the basis of community cooperative efforts to balance the elementary schools. (7) By the time the Park opens, the community would have already completed (4), (5) and (6), thereby allowing for a smooth transition. 26BURDEN OF BUSING In the current plan, the involuntary burden of busing falls squarely on the shoulders of lower-income minority children. Middle and upper income community members are spared desegregative busing except for those who voluntarily attend magnet schools in east Little Rock. This, along with unequal choice opportunities, is a glaring inequity in the plan. The educational park located on Kanis Road would enable us to equalize the burden of busing and equalize options. Children will be bused equidistant from Pleasant Valley/Chenal Valley/Heights (Zone C) and central/east Little Rock (Zone B). More students from Zone C will be bused then than now, while many students from Zone B will have shorter bus rides than they do now. The Park will also be much closer to the Zone B students' homes than Terry, Fulbright, McDermott and Jefferson
thus, it will facilitate parental involvement. 28EQUALIZING CHOICES In the current plan, students in west/northwest Little Rock. (Zone C) are all eligible to attend their neighborhood school. They may opt to transfer to any of the six incentive schools or one of the marginal schools such as Bale, Romine or Franklin. No elementary students will be bused involuntarily for desegregative purposes. In contrast, students in central/east Little Rock (Zone B) are divided into mandatory neighborhood zones and mandatory satellite zones. They have virtually no options. Rather than regressing by restricting options for west Little Rock students, it would be better to open similar options for central/east Little Rock students. The educational park, coupled with the elimination of satellite zones, will enable Zone B students to have the same options as Zone C students. They will be able to choose either their neighborhood school, the educational park, or any Zone C school (subject to capacity). West/northwest children will be able to choose either their neighborhood school, the educational park, or any Zone B school. The CAT bus system will be utilized in transporting students. The school district will reimburse CAT on a monthly basis. 29DESEGREGATION AND THE EDUCATIONAL PARK 1 . Little Rock will be divided into three zones (see map): Zone A: Zone B: Zone C: Southwest and part of Central Little Rock Central and East Little Rock West and North Zone A is integrated and will have neighborhood schools. Zones B and C are currently segregated-for the most part
they will have neighborhood schools and the educational park. All areas will have access to the existing magnet schools. 2. Zones B and C will each decrease capacity in their neighborhood schools by 1200 students, for a total of 2400 elementary students. absorb these 2400 students. The six elementary schools at the Park will (Zone B will be decreasing current elementary capacity by 22%
Zone C elementary capacity will be decreased by 30%. The reason for this disparity is that Zone B currently has many more students relative to its schools' capacity than does Zone C). 3. Zone B will be allocated 60% of the elementary seats in the Park (1440)
Zone C will be allocated 40% of the seats (960). This will insure an acceptable integration of the Park without assigning on the basis of race, will be handled by a lottery. Excessive demand in either area 4. The remaining students in Zones B and C will have a choice: (A) Attend the neighborhood school closest to them (subject (B) to capacity), OR Be an integrator for a school in the other Zone, students attending a school in Zone B, and Zone B Zone C students attending a school in Zone C will receive a community scholarship award of $500 for each year of being an Integrator (magnet schools do not apply). 305. so Zones B and C will be responsible for recruiting integrators If they that they can keep their neighborhood schools open. fail to do this in a school (or if too few students choose to attend it), they will be required to close it. Schools in Zone B will be allowed to have extra funds for incentive programs to compensate for their relative disadvantage in recruiting students. However, there will be NO UNIVERSAL SCHOLARSHIPS FOR INCENTIVE SCHOOLS as is proposed in the current desegregation Only integrators would be eligible for scholarship awards. plan. These awards would be given by a community group, not the LRSD administration. do this. The community group would be allocated money to 6. If both Zones B and C agree to do so, they may decrease their school capacities more than 1200 each so that more of their students could attend the school park. In this case, another school would be built at the Park to accommodate them. 7. school. Williams Magnet school would be converted to a neighborhood The remaining magnets (Booker, Gibbs, Carver, Washington) will remain open process. as is with the same assignment 8. a Integrated neighborhoods (Zone A) will have the advantage of neighborhood school with no responsibility for recruiting students. 9. Zones will be used for two purposes: grouping schools for management purposes and for allocating seats among students in each area. They will NOT restrict a student from attending a school outside his zone
in fact, a large percentage of children will be attending a school outside of their zone. 31Zones A, B, and C Elementary Schools ZONE A ELEMENTARY SCHOOLS School Capacity 1990 Enrolled 7-3-90 % African-American Overall 1 st Badgett Baseline Chicot Cloverdale Dodd Geyer Springs(s) Mabelvale(s) Meadowcliff(s) Otter Creek(s) Pulaski Heights Wakefield Watson Western Hills Wilson(s) Woodruff Total 238 390 558 424 353 236 533 454 378 348 472 469 325 398 209 5785 232 372 508 396 345 199 513 449 361 285 469 442 310 371 175 5427 73 73 64 72 58 64 55 62 50 62 66 65 58 66 65 50 67 56 71 65 41 41 54 50 17 69 61 44 51 42 70 76 64 71 42 53 65 60 44 54 59 75 66 50 56 K (s) = currently has a satellite zone These satellite zones will also be eliminated, with those schools being responsible for recruiting any students which are necessary to balance the school. However, this should not be a major problem for them since they are located in integrated neighborhoods which will continue to become more balanced. 32School Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine m-Booker m-Carver m-Gibbs m-Washington TOTAL Brady- Fair Park Forest Park Fulbright Jefferson McDermott Terry Williams TOTAL ZONE B ELEMENTARY SCHOOLS Capacity 1990 Enrolled 7-3-90 % African-American Overall K 1 st 300 200 273 240 340 260 399 529 492 650 613 353 866 551 5 230 149 196 197 266 207 337 437 381 590 318 756 92 99 -90 93 78 94 87 100 93 94 61 81 85 98 89 86 68 97 76 81 83 78 78 81 82 83 89 50 54 60 61 65 49 54 56 76 ZONE C ELEMENTARY SCHOOLS 491 351 41 3 587 513 562 537 517 427 312 411 573 479 51 5 516 490 65 71 52 51 45 60 57 53 45 45 41 44 35 37 36 58 69 74 38 56 54 61 56 50 3971 3723 33Community members in each zone will decide where to cut capacity. They will likely keep schools that will be easiest to desegregate voluntarily, and decrease capacity in hard-to- desegregate schools or close them entirely. The LRSD will not have the responsibility of making these decisions
they will simply carry out the decisions of the community. Neither will the LRSD be responsible for integrating schools in segregated neighborhoods
the people in those areas will have that responsibility. Mandatory satellite zones will be eliminated. All elementary children in Zones B and C will have equal options: (1 ) Closest neighborhood school (recruiting responsibility) (2) Educational Park (non-racial*) (3) Be an Integrator ($500 scholarship per year) (4) Magnet school (special programs) Elementary children in Zone A will be able to attend non-racial* neighborhood schools with no responsibility for recruiting students. They will also be eligible for magnet schools, the educational Park, and being an Integrator. A lottery will be the sole means of dealing with excessive demand for any particular option. *Race will have no bearing on student assignments or identification, except for state requirements on tests. 34Zone A ELEMENTARY SCHOOLS AND THEIR ZONE AFFILIATION For Integration and Management Purposes Zone B Zone C Park** Badgett Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Meadowcliff Otter Creek Pulaski Heights Wakefield Watson Western Hills Wilson Woodruff Garland Ish Mitchell Rightsell Rockefeller Stephens Bale Franklin Romine Booker - Carver - Gibbs - 1 m m m Washington - m ( 5785 0) 5515 (1200) 5785 4315 ** Brady Forest Park Fair Park Fulbright Jefferson McDermott Terry Williams 3971 (1200) 2771 Schools to be named by community. 35 School #1 School #2 School #3 School #4 School #5 School #6 -0- Capacity 2400 Changes+ - 2400 Proposed CapacityCHOICES FOR STUDENTS WHO LIVE IN... Zone A: neighborhood schools (current capacity
non-racial) transfers on a case-by-case basis to magnet schools, Educ. Park, and Zones B and C schools Zone B: area schools (decreased capacity
,40% of seats to be filled by Zone A and Zone C integrators) magnet schools educational park transfers to Zones A and C schools
may apply for an Integrator scholarship Zone C: area schools (decreased capacity
40% of seats to be filled by Zone B integrators) magnet schools educational park transfers to Zone B schools Park: No students will reside in the Educational Park Zone. It will get approx. 60% of its students from Zone B and 40% of its students from Zone C. (Zone A will also be allocated seats if there is demand from that area.) Each zone is defined by the combined attendance zones of its schools. As demographics change, schools may transfer to a different community zone. As neighborhoods integrate, they will join Zone A. 36
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