{"response":{"docs":[{"id":"bcas_bcmss0837_1130","title":"Little Rock's Public Schools: A Plan for Success by Little Rock Alliance for Public Schools to the Little Rock School District, the Office of Desegregation Monitoring, and the Little Rock, Community","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1950/2024"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock School District","Education--Arkansas","Educational statistics","Little Rock (Ark.). Office of Desegregation Monitoring"],"dcterms_title":["Little Rock's Public Schools: A Plan for Success by Little Rock Alliance for Public Schools to the Little Rock School District, the Office of Desegregation Monitoring, and the Little Rock, Community"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1130"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock's Public Schools: \"A Plan For Success\" Submitted By: FOR OUR PUBLIC SCHOOLS To The Little Rock School District, The Office Of Desegregation Monitoring, And The Little Rock Community LITTlE ROCK FOR OUR PUBLIC SCHOOLS BOARD OF DIRECTORS LET A JO ANlHONY The Leadership Roundtable 515 Pershing Boulevard. Fourth Floor North Little Rock. AR ROBIN ARMSTRONG Former Little Rock School Board Member Arkansas Children's Hospital 800 Marshall Street Little Rock. AR 72202 REV. STEVEN MARCUS ARNOLD Pastor. St. Mark's Baptist Church 5722 W. 12th Street Little Rock, AR 72204 DEBORAH FRAZIER Division of Child and Adolescent Health Arkansas Department of Health 4815 West Markham Street, Slot 17 Little Rock, AR 72205-3865 BILL HAMIL TON Former Little Rock School Board Member Director. Division of Reproductive Health Arkansas Department of Health 306 Arthur Drive Little Rock, AR 72204 JIM HATHAWAY The Hathaway Group 100 Morgan Keegan Drive Little Rock, AR 72202 DR. REX M. HORNE, JR. Pastor. Immanuel Baptist Church 1000 Bishop Street Little Rock. AR 72202 JANET JONES The Janet Jones Company 7915 Cantrell Road Little Rock, AR 72207-2493 BAKER KURRUS Shults, Ray \u0026amp; Kurrus 1600 Worthen Bank Building Little Rock, AR 72201 MARY MANNING Vice President \u0026amp; General Manager. Arkansas Division Southwestern Bell Telephone Company 1111 W. Capitol Street, Room 1070 Little Rock, AR 72201 VIRGIL MILLER Director of Community Development Boatmen's National Bank of Arkansas 200 West Capitol Avenue Little Rock. AR 72201 DELIA MOORE Pulaski County United Way 615 West Markham Street Little Rock. AR 72201 JOHN STEURI Chairman \u0026amp; CEO (Retired) ALLTEL Information Services, Inc. 4001 Rodney Parham Road Little Rock. AR 72212 SHERMAN TA TE Vice President - Arkansas Division ARKLA Gas Company 400 E. Capitol Avenue Little Rock. AR 72201 RETT lUCKER Flake, Tabor. Tucker. Wells \u0026amp; Kelley. Inc. 425 W. Capitol - TCBY Tower Little Rock. AR 72201 ODIES WILSON Executive Assistant Office of the Governor State Capitol Building Little Rock, AR 72201 Page 2: \"A Plan For Success\" EXECUTIVE SUMMARY This paper, entitled \"A Plan for Success,\" contains the following recommendations by the Alliance for Our Public Schools:  Increased enrollmem is critical. Our school leaders must recognize the relationship between enrollment and school finances. -  Enrollment can be increased through aggressive marketing of the Little Rock public schools system as an education system superior to schools anywhere in the state of Arkansas.  School enrollment registration or pre-registration should be available throughout the year, instead of a narrow period of time.  Children in satellite zones should be allowed to attend neighborhood schools if they choose. This would increase parental involvement in the schools.  Relax racial balance ratios, which would relieve the over-capacity area schools.  Construct a new area elementary school in Little Rock west of Interstate 430.  Rebuild Stephens Elementary School as an area school in central Little Rock.  Close under-utilized schools that are below acceptable structural and engineering standards.  Create criteria for dosing outdated and under-used school buildings.  Create alternative schools at every level.  Achieve financial stability through increased enrollment.  Concentrate budget cuts on operational costs, not classroom costs.  Adopt a new accounting method called Finance Analysis Model, which allows for understandable school budgeting.  Devote all resources necessary to reduce class size in racially identifiable schools.  Create a workable combination of community-based programs and school-based programs.  The District's administration and Board of Education should seek a mediation service to help them overcome personality conflict and strive for unity, teamwork and true leadership.  The District should recruit the highest quality principals and give them the authority and support to create stability and promote educational success in their schools. Page 3: \"A Plan For Success\" INTRODUCTION The Little Rock School District again finds itself at a crossroads. Continued declines in enrollment. increased financial pressures. and the seeming inability by the District's leadership to work together have created an unstable environment that has reached crisis proportions. Out of this crisis atmosphere have come major initiatives by parents. business leaders. community leaders and others who share a deep concern for the District's future and the Little Rock community as a whole. Their concern for and commitment to the Little Rock School District have led to the creation of such groups as the Little Rock Alliance for Our Public Schools, Parents for Public Schools. and the African-American Fact Finding Committee. It is a result of this concern and commitment that the Little Rock Alliance for our Public Schools submits to the Office of Desegregation Monitoring and the Little Rock School District the attached \"Plan For Success.\" which addresses the issues facing Little Rock's public schools and lists recommendations that can provide greater opportunities for the children of the District as well as the community as a whole. The District is seeking relief from federal court monitoring. Because we are an organization composed of parents. grandparents and business and community leaders - not school employees - it would be inappropriate for the Alliance to comment on the status of the obligations outlined in the Desegregation Plan. However, we do believe that even if the federal court were to find unitary status today or ask for Plan modifications, our recommendations would be the same. These recommendations are based on shared goals - that the Little Rock School District strive for a high quality. integrated educational system with strong community support. Our recommendations build on the strengths of the existing Desegregation Plan. The Alliance believes the recommendations foster and advance the ultimate goals of the Plan. namely quality integrated education for all students. With that in mind. the Little Rock Alliance for Our Public Schools submits the following case statement. This problem analysis and included recommendations are offered with the intent of working with the Little Rock School District in any possible way to help identify problems as well as serve as problem solvers ourselves. We hope that the School Administration. members of the LRSD School Board, the litigants and other members of the Little Rock community will find new energy and a renewed sense of hope as we strive to help bring about an even more excellent public school system equipped to provide the highest quality education to every student in our District. It shou'ld be noted that school budget data and census information regarding school population were provided by the School Administration and the Office of Desegregation Monitoring. unless otherwise noted. IDENTIFYING OUR BARRIERS Decreasing Enrollment in little Rock's Public Schools Since 1991, the Little Rock School District has continued to see students and patrons depart our public school system. In fact, the following chart speaks for itself in terms of the enrollment trends that have become anticipated and commonplace within our public school district. Page 4: \"A Plan For Success\" Year Total Pop. Blacks Whites Others 1986-87 19,437 71% 27% 1% 1987-88 26,867 61% 38% - 1% 1988-89 26,633 63% 36% 1% 1989-90 26,042 64% 34% 1% 1990-91 25.749 65% 34% 1% 1991-92 26.301 64% 34% 1% 1992-93  26,212 64% 34% 1% 1993-94 25.594 65% 33% 1% 1994-95 25,231 65% 32% 2% 1995-96 24,922 67% 30% 2% The huge increase in enrollment between the years 1986-87 and 1987-88 was caused by the LRSD's expansion of its boundaries to the Little Rock city limits, as required by the Federal Court. - At that time, the LRSD took in a number of schools that had been part of the Pulaski County Special School District. Thus we are using the population of 26,867 as our benchmark figure for the Little Rock School District. A population decline over the next eight years is clearly evident. Projections by 3D Internacional. a Houston consulting firm, tell us that by the year 2005, the Little Rock School Discrkc could have as few as 21.000 students. These numbers are alarming for those who see a direct link between the public schools and the well-being of our community as a whole (See Addendum). Increasing Private School Enrollment A cursory review of private schools shows chat affluent and advantaged students, both white and black. are leaving the District and entering the private system. As enrollment decreases, discussions increase regarding the closing of our public school buildings. The private schools in Little Rock continue co add enrollment and expand their physical plant facilities. Recent reports indicate that a third of all school-age children in Little Rock attend private schools. In fact, in 1992-93 (the latest year for which we have figures), enrollment in private schools increased by 1,000 students from the previous school year. for a total enrollment of 10.787. Pulaski Academy has expanded co approximately 1.300 students. and has no more room at its current site to grow. The Arkansas Baptist Schools have constructed a new high school campus in west Little Rock. Christ Lutheran Schools recently acquired additional property and announced the intention to construct a new high school. Two new private elementary schools were announced for completion in the next six months. Christ the King Catholic Church has recently acquired additional property. Walnut Valley Academy has announced its intention to construct a new K-12 school on the western limits of Little Rock. Word of Outreach, Heritage Christian Schools, Agape School and many ochers are expanding. It is no secret that the children and families who are enrolling in the private education system are the citizens we should be attracting co the Little Rock School District. Page 5: \"A Plan For Success\" It is important to point out that the Alliance directs no criticism. toward private schools for the problems faced by the Little Rock School District. Instead, the current public education situation in Little Rock has directly resulted in a demand for alternative choices, namely schools that are perceived as safe, friendly, convenient, excellent in their instruction, and free from relentless controversy. In turn, the District has not outlined a plan for aggressively marketing the outstanding education it has to offer. Major demographic changes are occurring in Little Rock .. The City has experienced explosive growth in the western part of the City, but the District has not constructed a new school in that part of the city since 1979. The central city has lost school-aged population, while the south and southwest parts of the City have continued to increase their student population. In 1987, 51 percent of the high school students who attended LRSD high schools were African-American. In 1995, 67  percent of these students are African-American. If present trends continue, the LRSD high schools will be 80 percent black within five years. Any discussion of ratios and the related need to attract white students should not be misconstrued. One-race education institutions are not, in and of themselves, necessarily bad or inferior educationally. In a community that is multiracial, however, one-race institutions - of either kind - are indicative of a dual system that may not be funded appropriately or may not be equal in the quality of education provided. In a multiracial community such as Little Rock, a one-race public education system will inevitably result from a dwindling student population:.. ln addition, a dwindling student population ultimately results in funding deficiencies, which could ultimately lead to, again, educational inequities. Unless the challenges facing the District are met with bold action, current trends indicate the City will find itself embroiled in a dual system of education, one public and one private. The private system will serve those who can afford to pay, while the public system will be left to primarily serve those who cannot pay or cannot relocate into surrounding areas.  Meeting the Challenges of Demographic Change Just as we witness the flight to private schools, Little Rock is also witnessing family flight to surrounding communities. Surrounding suburban schools are burgeoning. It is difficult to quantify the exact number of families who have relocated to surrounding communities or those who have chosen not to move to Little Rock. But we do know that while the Little Rock School District loses student enrollment, communities such as Conway, Cabot, Sheridan, Bryant, Benton and other surrounding towns are all experiencing substantial growth. Below are 1984 and 1994 enrollment figures for some of these surrounding school districts: 1984 Enrollment 1994 Enrollment 10-Year Gain Conway 4,888 7,160 2,272 Cabot 3,686 5,873 2,187 Benton 3,765 4,424 659 Bryant 4,521 5,530 1,009 TOTAL 16,860 22,987 6,127 This growth is also reflected in the issues facing each of these school districts. While the Little Rock School District has languished over the issue of closing several of its school facilities, the Cabot School District recently approved numerous construction projects as a result of growth last year of about 150 students (5.6 percent). Little Rock's city officials and the Greater Little Rock Chamber of Commerce representatives have not scientifically proven the reason for this suburban flight. But anecdotal evidence certainly assumes that urban flight is a direct result of issues surrounding crime and the perception of the public school system. Page 6: MA Plan For Success\" Financial Pressures on the Little Rock School District The Little Rock School District has received from the state, by virtue of the desegregation case settlement, $59 million for compensatory education and other desegregation expenses. These payments have, for all practical purposes, dwindled to an insignificant amount and will soon be limited to Majority-to-Minority transfer funding and Magnet School funding. Without these desegregation funds, the Little Rock School District must adjust its budget and begin to operate on the normal funds allocated by the state and by the taxpayers of Little Rock. The Little Rock School District faces dwindling financial resources from the State. Every time we lose a child from our District, the schools eventually lose money that is allocated on a per pupil basis. Because of the four-year enrollment decline, it is no surprise each spring when District administrators and school board members begin discussing programs that must be cut and school buildings that must be closed. This financial squeeze is not just a result of inflation or increased expenses for employees but is also a result of ongoing enrollment declines that translate into decreased funds from the state and the city, loss of desegregation funds, and failure to fully adjust to changing conditions. School and community leaders must begin to look at enrollment in terms of its economic impact on the Little Rock School District. Take for example the current funding formula for students in the Little Rock public schools. For every student who attends the Little Rock School District, the District receives approximately $4,600 in combined taxpayer money to pay for the education of that child over a nine month period of time. I The following information provided by the LRSD Food Service Department indicates that with each year of decreasing enrollment, the District has also experienced an increasing number of children eligible for the free and reduced price meal programs. School Year Enrollment Free/Reduced Eligible Percent 1991-92 26,070 11.574 44.40% 1992-93 1993-94 1994-95 1995-96 26,139 25,840 25,285 24,844 12,051 12.300 12,792 12.577 46.10% 47.60% 50.59% 50.62% As the private schools and suburban communities continue to attract predominately middle and upper socioeconomic patrons, the Little Rock School District is left with a larger percentage of lower socioeconomic students - both white and black - who have special educational and social needs. OUR FUTURE: Educating a District of Children with Greater Learning Challenges Many elements of the current Desegregation Plan have resulted in positive programs and achievements for many students in the Little Rock School District. Yet, the philosophical basis for the original Plan is rooted in old educational ideas. Unfortunately. the school district has not kept up with recent educational developments. Page 7: \"A Plan For Success\" Although the Desegregation Plan set out to desegregate the school system, it is clear that the present trends, if not changed, will result in resegregation of the children. Little Rock will again have a dual system of education - much like the one that was declared unconstitutional by the Brown v. Board of Education decision - except worse, because the public half of this new dual system will cons,ist primarily of those economically disadvantaged students, white and black, who lack the ability to leave or pay for a private education. These students have special needs that cannot be met by a district with dwindling financial resources, directly attributable to dwindling student enrollment. We must have the resources to educate children with special needs. children who have failed in the regular classroom and children who have no learning support at home. The fundamental task of the Little Rock School District is to provide a quality education to all students. However, the fundamental question is whether the Little Rock School District can achieve its goals if present enrollment trends continue. Lost revenue reduces the per capita program resources actually available for each remaining student because the r~maining administrative and facilities costs are spread over a decreasing_number of students. Real solutions to real problems - such as excess facilities and staffing - must be identified and implemented by the leadership if we are to adequately address these challenges. MEETING lHE LEADERSHIP CHALLENGE It takes a well-planned and well-managed effort to create an environment of learning that challenges and unleashes the potential of every student in the classroom. Schools with that kind of reputation are in high demand by today's demanding parent. And we can look at successful public and private schools within our community - some of which have not enjoyed an abundance of financial resources - and see that one obvious key to success is leadership within the school. A key component of leadership is the ability to work well together as a team. If the Little Rock School District is to create a strong sense of support and faith by the community. it is imperative that the community has leaders who are vigorously addressing the needs of the District and the children that it serves. It is apparent that there is too much unproductive discourse among administrators and school board members. News media reports abqut the public school system oftentimes focus on the i_nfighting between school board members and District administrators. As the District's leadership continues to prolong its disagreements. patrons of the District grow weary of the lack of focus on the important issues facing the Little Rock schools. The current conflicts are perceived as power struggles and personality disputes rather than disagreements over school facilities. educational programs. or school assignments. It is time that District administrators and school board members recognize that their inability to work together plays a key role in how the public perceives the stability of the Little Rock School District. The key focus of the Little Rock School District should be on providing quality education for our children. The District must also recognize the important leadership role of the school principals. It is the principal who can provide an environment of learning, a sense of stability. and productive relationships with students. teachers and parents. This type of leadership can ultimately lead to the success of an individual school. The Little Rock School District needs to continue to attract and train the highest quality principals and administrators. And once attracted. recruited or promoted. they should be empowered to accomplish their objectives while being assigned to a school with the goai of staying for a significant length of time so that they can help create stability and promote success. Page 8: \"A Plan For Success\" \"A PLAN FOR SUCCESS\" An Introduction In order to recover students who are now attending private schools or who are not coming into the District at all. the LRSD must begin to \"Plan For Success\" by addressing six fundamental and interrelated issues:  Increasing Enrollment.  Marketing the Schools.  Creating Financial Stability,  Addressing the Facility Needs of Our Community.  Decreasing the Achievement Disparity Among Students. and  Building Effective Leadership. This \"Plan For Success\" is a road map for improvement that requires fundamental adjustments in the basic attitudes of every person who works with or for the District. The initial actions are designed to build enrollment, ensure financial stability and place educational \"capacity\" where it. is needed. At all times, and without fail. every step should be toward a district that is broad-base~\nL fair and committed to quality education. The simple objective should be the delivery of a full measure of resources to every student in the District so that all students reach their full potential. The focus needs to be returned to meeting the educational needs of children. whatever those needs may be. We can all benefit from a \"Plan For Success.\" There is nothing more important to this city. We must not settle for anything less than success. If we work together. we can achieve it. Marketing Our Schools In spite of its current problems. the Little Rock School District provides one of the best educational experiences in Arkansas. The Little Rock School District offers more foreign languages and more advanced placement courses than any district in the state. LRSD is operating two nationally recognized programs on a trial basis - \"Great Expectations\" and \"Reading Recovery\" - that go beyond remediation and instead bring children to the appropriate level of learning and performance. The LRSD offers more school choices, including vocational/technical training. than any district in the state. And our high school graduates continue to score high on college entrance exams. positioning them for scholarships and acceptance to some of the country's finest institutions of higher education. With all of that said, why, is it that the Little Rock School District continues to see decreasing enrollment? The answer is simple - LRSD does not adequately communicate its message to the families who have the opportunity to be a part of public education in Little Rock. or provide persuasive information to potential families at \"the point of sale.\" Now is the time for the Little Rock School District to be assertive and competitive. Whether we like it or not, an \"education marketplace\" has been created - a marketplace of abundant private competition. Page 9: \"A Plan For Success\" I / I Information is becoming available that explains why people choose cine school over another. Some of these characteristics are:  high expectations of students  results oriented  special programs offered to meet students' needs  good curriculum for their students  open. warm atmosphere  accessible staff  positive communications  academic and athletic achievement  involved parents  safe schools  safe neighborhoods  location convenient for parents  parents and alumni speak favorably about the school. The good news is that the Little Rock School District can already claim most of these accomplishments from among our current student/parent body. So why do parents in Little Rock not know about it? Because, again, the District is not adequately telling its story. For example. the current line-item budget by the LRSD for general advertising is $1,500. Advertising for incentive schools currently has a budget of $9,500. Private schools spend much more to advertise their product to parents looking for alternative choices. The Little Rock School District should do the same. Marketing and advertising the product need not be expensive, but adequate funds should be allocated.  The Alliance strongl3/ recommends that the Administration and the School Board give serious consideration to developing a comprehensive marketing plan that establishes a warm. friendly and personal relationship with families who might choose to enroll their children in the Uttle Rock public schools. This plan should be aggressive, creative and should welcome the advice and participation of as many grnups as possible - groups like the Little Rock PTA Council. Parents for Public Schools, The African-American Fact Finding Committee, neighborhood associations, and marketing professionals from the private sector. These representatives should be asked to assist with developing and implementing the plan. Once the plan is put into place. adequate funds should be allocated for effective implementation. When the plan is formulated and funded. the next step is to communicate the marketing mission to every employee in the Little Rock School District. All District employees must understand their important role as ambassadors of public education and how they can influence student enrollment/ recruitment in our public schools. Every District employee must consider himself or herself to be a member of the LRSD Marketing Team. Another change that should be made is to make registration/pre-registration available throughout the year. At the present time. we have imposed restrictive time periods on families who seek to register their children into the District (other than those who relocate into the area). The District should eliminate any time restrictions and never send away a prospective family because the day they decide to enroll in public schools is not convenient for the school district. The Little Rock School District should also give strong consideration to working with the private sector in providing marketing training to those employees who have frequent contact with prospective LRSD families. No private sector organization places employees in marketing positions without giving Page 1 O: \"A Plan For Success\" them adequate tools and adequate training. Such should be the case for public schools, as well. The City of Little Rock has an abundance of marketing experts who would lend their expertise to our schodls. Due to the successful private sector partnerships created by the Volunteers in Public Schools program, the Little Rock School District has enjoyed increased volunteer hours. additional professional resources. and abundant in-kind contributions for the fifty schools the programs serves. The private sector partnerships are also successful at the District level and should be utilized in any organized marketing effort. The Little Rock Alliance for Our Public Schools and the Greater Little Rock Chamber of Commerce recently organized a two-day open house for the community called \"Show and Tell.\" Because the campaign was communicated to the public through public service announcements, the only cost to the Alliance and the Little Rock Chamber \\.,Vas a minimal amount for printing and postage. The results of this two-day event included over 350 visitors inside the LRSD school buildings. Many schools reported recruiting families who were not previously aware of the District's extensive computer labs. curriculum and library resources. the high caliber of teaching staff, the level of parental involvement, the strong tutoring and mentoring programs, enhanced playgrounds, extracurricular programs and numerous other advantages. \"Show and Tell\" proves that if the public can be brought into the school buildings, they can witness the high-quality educational system LRSD has to offer. The Alliance is currently working with the District in hopes that we can continue this campaign and conduct it next year at an earlier date. The Little Rock School District also needs to make area Realtors, Little Rock CEOs and human resource managers high priority partners. Without the support of those business interests, families who relocate into the city may not find out the good news about Little Rock's public schools. It is imperative that the District. with community support, produce a comprehensive and up-to-date communications package that clearly tells the story of the great things happening in the Little Rock public schools, school-by-school. Again, a package such as this could use the assistance of the private sector. In order to survive in today's competitive market, the District must change into a friendly, accessible, service-oriented organization. It muse adopt the same marketing principles that make or break the American business community today. And it must aggressively and actively seek to meet the needs of every student and parent - current or prospective. But with careful planning. adequate funds and community participation. the Little Rock School District can position itself to be \"the school of choice\" in the Little Rock community. STEP2 Increasing Enrollment Under the current student assignment plan, area schools in majority white neighborhoods have attendance zones that surround each school. In order to provide the source of minority students for schools in majority white areas, satellite zones were established in majority black neighborhoods. Some of these zones are fairly distant from the schools. Children in satellite zones are not given a neighborhood alternative. The use of out-of-neighborhood attendance zones has also increased the - burden on parents who have found it more difficult to attend school meetings outside of their neighborhoods. Parental involvement in a child's school confirms to the child that school is important. The issue of increasing parental involvement should not be ignored. Page 11:  A Plan For Success\" The use of satellite zones has had a positive desegregative effect in some schools, but has also filled some neighborhood schools to capacity. forcing many children on to waiting lists and then to private schools. This is demonstrated by the attendance patterns at Otter, Creek, Terry, Fulbright, Jefferson and McDermott schools. The District also generally has vacant seats in schools close to most of the satellite zones. while the District has a shortage of seats in western and northern Little Rock schools. Children in satellite zones should at least be afforded the opportunity to attend a neighborhood school if they choose. To the extent that children in satellite zones attend a neighborhood school and if racial ratios are relaxed to allow neighborhood children to attend, regardless of race, additional seats would be freed for children in schools - such as Terry Elementary - that are presently over capacity. We recognize that this could have a negative impact on desegregation at the elementary school level. However, we also _recognize that if additional white children are brought into the system at the elementary level. it is more likely that these students will be available to desegregate junior and senior high schools. In order to make room for students in over-capacity area schools. racial balance ratios should be relaxed. The present ratio effectively caps white enrollment in some schools that are sixty percent white and over-capacity. The strict adherence to the ratio in a few schools. when it is not being met elsewhere, is causing overall enrollment to d~cline at the elementary level. This decline is inhibiting desegregation efforts in secondary schools. while also eroding community support and reducing financial resources. Reports prepared by the Office of Desegregation Monitoring indicate that the racial balance guidelines are becoming statistically unachievable given the population of the Little Rock School District. White enrollment has dropped substantially at Forest Heights. Henderson, Cloverdale. Mabelvale, and Southwest, which means those schools will probably be greater than 80% black next year. This will leave Pulaski Heights as the only area junior high school with a balanced enrollment. Dunbar and Mann, which have magnet characteristics. are maintaining balanced enrollments. Likewise. area high schools such as Fair and Hall are moving toward all-black enrollments and will have greater than 80% black enrollments within several years. Some action must be taken or all but a very few of the schools in the District will become fully resegregated. A resegregated district will lack financial resources (due to decreasing enrollment) and will ultimately be unable to deliver its students the kinds of programs necessary in today's competitive enviroament. STEP3 Addressing The Facilities Needs Of Our Community ADDRESSING lHE POPULATION DEMANDS OF WESTERN LITTI.E ROCK An out-of-state firm - 3D International of San Antonio - recently conducted a facilities study for the District. The study offers a number of plans for phasing out or closing schools to accommodate projected decreases in enrollment. It is important to match our current needs with our existing resources. but we believe the facilities study is a plan for failure rather than a plan for success. The school board and District administrators should be aggressively putting into place a plan to increase enrollment at these \"under capacity\" school buildings and to expand the seating where additional capacity is needed. Page 12: \"A Plan For Success\" The following diagram shows the six elementary schools that are over capacity. Four of these schools are in the western and northern corridors of the city. School Capacity Pulaski Heights 109% Forest Park 109% Terry 104% Carver 103% Jefferson 102% Gibbs Magnet 101% The District must give strong consideration to constructing a new area elementary school in Little Rock west of Interstate 430. This school should be in a growth area such as the area near Kanis and Bowman Roads. Although there has been explosive growth in west Little Rock, the District has not constructed a new school in this area since 1979. For example, in School District Zone 4. an area that has approximately 25.000 residents, there are two public elementary schools and no public secondary schools. In this same area there are more than half a d9zen private elementary schools and at least three private secondary schools. The private schools have rapidly grown since 1979. If the Little Rock District is going co be successful in its desegregation efforts, it must build a strong enrollment base at the elementary level. Unless immediate steps are taken to meet the needs of patrons in gi:_owth areas, the District will continue to lose students to private schools and Little Rock will chart its course to return to a dual system of education. This is stifling to middle class growth and frequently results in the development of a typical urban pattern of inner-city decay and suburban sprawl. This type of pattern does not foster student achievement and does not promote desegregation. It has the opposite result. REBUILD STEPHENS ELEMENTARY SCHOOL The District has discussed rebuilding Stephens Elementary in the past. and the reconstruction of Stephens was an integral part of a proposal to construct a community center adjacent to the school during a recent bond election. There are several older inner-city schools that. from a structural and engineering point of view. are below acceptable standards. These schools should be closed and the students at those schools should attend central city schools such as King and Washington. which have vacancies. Stephens should be reconstructed in south-central Little Rock, and the school should absolutely be the best that it can be. The District should consider the reconstruction of Stephens as the first step in a demonstrated commitment to deliver everything that is needed to be certain that all children. regardless of where they live. have the resources and programs available to them that will allow them to maximize their potential. Stephens should be an area school. and it will probably be majority black. The legacy of Mrs. Stephens should be the foundation on which the New Little Rock School District is built. By constructing a new school in a growth area. and by building a new Stephens Elementary School. the District will demonstrate by its actions that it intends cq meet the needs of everyone it is charged to serve. CREA TING CRITERIA FOR SCHOOL CLOSINGS School closings are inevitable in a dynamic environment. especially if overall enrollment is declining. Balanced criteria for consideration of school closings must be developed. If objective criteria are used. the closing of out-dated and under-utilized facilities can be foreseen and accomplished when necessary. Page 13: \"A Plan For Success~ PROVIDING ALTERNATIVE SCHOOL ENVIRONMENTS FOR lliOSE IN NEED The Little Rock School District does not have a program of sufficient size to meet the needs of students who find it difficult to achieve satisfactory progress in the regular classroom. Many of these students have special educational and social needs chat. when not met, result in disciplinary problems. Other districts in the nation - and even in the Pulaski County area - are responding by addressing qiese disciplinary and special educational needs through an alternative environment - an environment that is created to better serve these students by utilizing different educational methodologies that address the individual needs of the student. An alternative learning environment will reduce disruption in the regular classroom and allow for a better educational experience for the students who_ remain in the traditional classroom setting. At the present time, the LRSD only provides this type of educational setting at the junior high level. Prjncipals, teachers, parents, and even some students agree chat some of our school-age children would do better in a setting chat addresses their specific needs. It is time to address these special children's needs by reallocating resources to incorporate this type of specialized training into a school-wide plan. However, in addressing chis concept, we muse be sensitive co the concerns of many in our community that a separate alternative school facility has the undesirable effect of racial segregation. Alternative learning environments can be. but are not required co be, separate school facilities. Whatever method is used, the important thing is chat we create a District-wide alternative learning method for chose students who can benefit most from it. STEP4 Creating Financial Stability FINANCIAL ST ABILITY DEPENDS ON ENROLLMENT ST ABILITY Enrollment declines decrease the LRSD revenue base - which works against chose children with the lease opportunity. For the most pare, it is less expensive to teach a child from a supportive and educationally enriched home than it is to teach a child from a home where education is not supported and emphasized. Empey seats are costly co the District. Money comes in on a per student basis. Goes out on a per teacher basis. Administrative coses, while not fixed, are not proportionally reduced as enrollment dee.lines. In chis respect, the District is similar co an airline. le coses almost as much co fly a plane at half its capacity as it coses co fly the same plane when it is full. Administrative coses for such an undercapacity airline are also not directly reduced, or increased, by passenger load factors. Under-capacity schools have high per-pupil coses. These high-cost schools cause the District co have fewer resources available for actual program coses. The District has been slow co make the difficult cues in staff and facilities. The primary focus of the school administration and board of directors muse be increasing our student enrollment and using available resources wisely. If Little Rock can build enrollment. it will attain financial stability. Every new student brings additional funding. If existing empty seats are filled, the new revenues will not be offset by increased coses. \"Low cost\" students provide the resources necessary co educate higher cost students. In many of the over-capacity schools, the cost per pupil is less than the revenue amibucable co each student. For example, the District receives $4,600 for every enrolled student. However, the average cost co educate a student at Pulaski Page 14:  A Plan For Success\" Heights Elementary School is only about $2,300. The District must increase its low-cost enrollment if it is to meet the special needs of many of its students. FINANCIAL ST ABILITY Because we have too many teachers, too many s~hool buildings and not enough students, the District's financial resources are spread too thin. Today the District must strive to rebuild its enrollment while also balancing its present resources and needs. The Board and administrators have been unable to make some tough decisions. Failure of the school board to close schools that are significantly below capacity has forced budget cuts in other areas. We must work aggressively to increase enrollment by providing school facilities in areas of the citywhere there is population growth, while also matching existing facilities with current enrollment and eliminating under-utilized and outdated facilities. At the same time, any decisions to cut the budget should be focused on operational costs, not classroom costs. Budget cuts should never water-down the excell~nce of programs and curriculum. BUDGETING FOR PUBLIC UNDERSTANDING - COOPERS \u0026amp; LYBRAND FINANCIAL ANALYSIS , MODEL For the past three decades, Americans have continued to address the issue of school reform. Our attempts to achieve sound, basic education and increased student achievement have been a goal of every American dedicated to the success of the public schools. However, continual increases in funding for education have led to Ol'le conclusion - more funding does not always guarantee enhanced student performance. In fact, even though communities may begin to run out of increased funding options, school districts are still required to provide more programs with fewer resources. It has become increasingly critical for school districts across our country to find and apply comprehensive solutions to allocating scarce education dollars more efficiently. A new technology called the Finance Analysis Model - developed by Coopers \u0026amp; Lybrand L.L.P. and the U.S. Chamber of Commerce's Center for_ Workforce Preparation - supports community efforts to redefine education. The product organizes school financial records into one report that can be easily understood by teachers, parents, business leaders and students alike. Tbe model in and of itself will not solve a school district's problems, but in the hands of citizens, school and business leaders, teachers and parents, the process assures that all members of the community can make informed decisions to improve education for the community's children. If the budget process is open and understandable, the difficult decisions can be explained. Once the problems and solutions are understood, the hard choices can be supported. We recommend that the LRSD adopt the Finance Analysis Model. STEPS Refocus Curriculum and Resources to Decrease the Achievement Disparity Among a Diverse Student Population When the existing Desegregation Plan was implemented, it was anticipated that seven schools (Franklin, Carland, lsh, Mitchell, Rightsell, Rockefeller and Stephens) would have predominately black enrollments and that these schools would be designated as incentive_schools. The incentive schools would receive double funding to ensure that the children who were in racially isolated settings were provided with meaningful opportunities for desegregated experiences and activities. Page 15: \"A Plan For Success\" These schools were designed to accommodate a sufficient number of black students who, by attending these schools, would make it easier to achieve a student population in the remaining elementary area schools of 55 percent black and 45 percent whfte wit:h a variance of 5 percent. It was also the intent of the incentive schools to desegregate themselves in phases through a plan of white recruitment by offering special programs that would attract out-of-neighborhood white children. With the exception of Rockefeller. the incentive schools have not become desegregated. In addition. the additional funds have not resulted in higher achievement for incentive school students when compared to students in area schools. In the period since the plan was implemented. a number of other elementary schools have attained the same enrollment and demographic characteristics of the original incentive schools. These are area schools that do not have funds for compensatory education nor funds to pay for incentive programs to foster desegregation. It should not go without notice the recent expert testimony provided to District Judge Susan Webber-Wright. The testimony given by all three experts reiterated the fact that racial balance in schools does not nec~ssarily lead to closing the achievement gap. By eliminating the focus of racial balance and getting back to the basics of providing a quality educational product for all students. the Little Rock School District can then begin to aggressivery address the needs of the students. This will ultimately broaden the enrollment base of the District and foster the goal of desegregation. Based on current enrollment trends and characteristics. double-funding of the five remaining incentive schools is probably not justified. All of these double-funding resources. and any other necessary funds. should be devoted to meeting the needs of students in schools that have the same enrollment characteristics of an incentive school. All of the resources available should be devoted to reduce class sizes in those schools. provide economic incentives for the teachers and principals to stay in those schools. and to implement educational programs in those schools that meet the needs of the children who are actually there.  Programs such as Great Expectations and Reading Recovery should be carefully examined with the idea that children in all schools, including students in schools with characteristics similar to incentive schools, should be achieving all that is possible. This should involve a combination of communitybased programs in addition to school-based programs. The District should not bear all the burden for the community-based programs, but the District should be actively involved in proposing and then pursuing a plan that allows children to succeed. Success will require energetic and imaginative efforts to face the changing needs and conditions. , The educational programs in the Desegregation Plan are static prescriptions that exist in a very dynamic environment. The educational goals should be elevated, and the plans should grow and change as necessary to meet the goals that remain constant. Successful plans that meet goals should be expanded. Unsuccessful plans should be discontinued in favor of new plans and ideas that have a reasonable likelihood to meet goals. In fact, the District has a number of one-race schools, and this will not change, in the short term. One-race schools are not inevitably inferior or unworkable. One of the goals of the original plan was, by definition, desegregation. This goal must not be forsaken, but we must also recast our expectations based on our experience. As a community, we must be especially vigilant. in light of the existing one-race schools, to be certain that these schools are successful for the children who are there.  Page 16:  A Plan For Success\" STEP\u0026amp; Building Effective leadership TEAMWORK BY ADMINISlRA TORS AND SCHOOL BOARD MEMBERS: True success will depend in large measure on the leadership of the District. It is essential that we strive for a school board and superintendent who can work together. We need fifty strong principals, and the ability of these leaders to be open to community participation in school development. Our own strategy for success wm require the District leadership to coalesce and cooperate in order to implement and achieve basic improvements. The school board and District administrators must take prominent and decisive public action in order to demonstrate unity and leadership. Several community leaders, parents and media commentators have often lamented the problems we face as a result of a lack of teamwork by our District leaders. These cries for cooperation have been to no avail. It is the recommendation of the Alliance that the LRSD board and District officials seek some type of mediation service that can help guide them to an increased sense of purpose in addressing not the issues of \"who is in charge,\" but rather the important issues facing the children of Little Rock. Even as office-holders come and go, the Little Rock School District suffers from a reputation for conflict and lack of teamwork. It is imperative that this change immediately. BUILDING LEADERSHIP Equally important is the leadership that we place in our schools. It is the responsibility of the Little Rock School District to strive for stability of leadership in each of our schools in an effort to build a sense of continuity and increased trust by students, parents and visiting community melnbers. Although some circumstances arise that require reassignment, school officials should strive to promote the highest quality leaders while also providing an environment of minimal turnover in principals. There is a direct correlation supporting the belief that LRSD's most successful schools are also the schools with the least amount of leadership turnover. Page 17:  A Plan For Success\" SUMMARY RECOMMENDATIONS There is a great sense of urgency for District leaders to respond to these critical problems. It is fundamentally undeniable that a continuatiol} of existing policies and programs will ultimately result in the Little Rock School District becoming a typical urban district that lacks community support and serves only those who do not have the resources co choose other educational means. The potential for the \"Plan for Success\" will be enhanced if every major player in the District completely commits co a strategy of success for every student., This will require every party to place past differences aside and to begin planning for success. We must press forward without besitation and work diligently until we can say that the Little Rock School District is held in high esteem by the community, that the Little Rock School District recognizes the needs of its students and meets them. and that the Little Rock School District will never settle for anything less than the best for all of its students. Increasing our enrollment is critical. Our school leaders must recognize the relationship between enrollment and school finances. If satellite-zone busing is made voluntary, and if plans are made for alternative educational environments. Stephens, and the west Little Rock school. the District could begin to increase enrollment at the elementary level. If a west Little Rock school .yere to be constructed, the enrollment gains at the elementary level would ultimately be used to desegregate junior high schools, which are becoming one-race schools. Student recruitment can also happen through building and maintaining effective and responsive school leadership - leadership that is responsive to parent-driven marketing campaigns that attempt to bring more families into the District. We can begin today. We must begin today. The leadership must recognize that the current course of negative publicity without aggressive marketing and communications will only lead us in a defensive public stance rather than creating the Little Rock School Distri~t as \"The School of Choice\" in the Little Rock community. Page 18: NA Plan For Success\" ADDENDUM: An Historical Picture of Enrollment In order to understand the true picture of the current enrollment problems, it is important that we take a look at enrollment at the time of the desegregation plan. Following the settlement reached by the LRSD and the U.S. Courts in 1989, the District did, in fact, see an increase in student enrollment between 1990 and 1991. This disproves the theory that the implementation of the desegregation plan is the cause of our decreasing enrollment. In fact, it was quite the contrary. In some ways the desegregation settlement was instrumental in adding enrollment and in promoting desegregation by guaranteeing student assignment that allowed parents to know where their children would attend school from kindergarten th'rough twelfth grade. This stability promoted enrollme)lt. A good example of this beneficial effect can be seen by an examination of the enrollment figures at western and northern Little Rock's area ~lementary schools. These schools had a higher enrollment of black students, a result of complex student assignment plans. Each of these schools attained stable or increasing enrollments when neighborhood children were allowed to attend there. Terry Fulbright Jefferson % Black (1988-89) 59% 55% 56% Forest Park 59% Pulaski Heights 69% % Black (1995-96) 45% 49% 42% 47% 47% When the settlement was reached in 1990. there were eleven elementary schools that were predominately (over 75%) black. Although magnet and incentive schools have been desegregated in some instances, these schools have not slowed the exodus from the Little Rock School District. There are now seats available in many magnet and inter-District schools, such as Washington (180 seats available), Booker (52 seats available), Gibbs (46 seats available), Romine (185 seats available) and King (197 seats available). It is clear that new schools like King are not stemming the growth of the private system or amacting children in sufficient numbers to allow the District to continue to be desegregated. Two of these incentive schools have been closed, yet now there are fifteen elementary schools with the same enrollment characteristics. In light of current enrollment and financial trends, it is probably an accurate assumption that the District cannot afford to fund incentive programs for all of these children attending \"racially identifiable schools.\" The initial goals of the desegregation lawsuit were financial stability and integrated education. The District made a commitment to educate disadvantaged youth when the case was settled. These goals can only be reached when the LRSD immediately begins to recover the students it has already lost and continues to lose at an alarming rate. If the District fails to recover these students, the District will not be able to support itself financially and it will be financially burdened by the task of educating a large number of students who require specialized programs and services in order to adequately meet their educational and social needs. Page 19: \"A Plan For Success\" FOR OUR PUBLIC SCHOOLS 101 South Spring Street. Suite 401 Little Rock. Arkansas 72201-2486 (SOI) 370-9300  Fax (SOI) 375-8774\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"suc_p17173coll25","title":"M. Hayes Mizell Papers","collection_id":null,"collection_title":null,"dcterms_contributor":["Mizell, M. Hayes","United States Commission on Civil Rights","American Friends Service Committee","Alston, Allard","Matthias, Paul","Black Star Project","Bremond, Walter","ERIC Clearinghouse on Tests, Measurement, and Evaluation","Kraus, Jon","McCain, James","Moss, Thomas","Orange, James","Riley, Dick","Twiggs County District Advisory Council and Jeffersonville School Advisory Council","U.S. Commission on Civil Rights","Williams, Isaac"],"dcterms_spatial":["United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481","United States, Southern States, 33.346678, -84.119434"],"dcterms_creator":["Mizell, M. Hayes","Williams, Jacqueline","Jolley, Bobby","Peterson, Terry","American Friends Service Committee","Buhl, Herbert E., III","Mazyck, Ruby","Lester, Willie F.","Valder, Bob","Lemon, Teretha","Taylor, Jesse","Johnson, I.S. Leevy","Williams, Jacqueline A.","Brown, Cindy","Crosswell, A.G.","Daniel, Michael R.","Tyson, Robert M.","Waldo, Everett A.","Baldwin, Christina"],"dc_date":["1950/2024"],"dcterms_description":["A native of High Point, North Carolina, Hayes Mizell graduated with a degree in history from Wofford College in 1960. After enrolling at the University of South Carolina the same year, his attention turned quickly toward political activism. He participated in sit-ins with students from the historically black Benedict College in Columbia in 1961, was an active participant in the student chapter of the South Carolina Council on Human Relations, and helped organize the Student Committee to Observe Order and Peace—a group dedicated to the peaceful integration of USC. By 1964, Mizell had left USC to direct the National Student Association’s Southern Student Human Relations Project in Atlanta, thus beginning a career dedicated to social justice and equal rights for all.","Mizell next accepted an offer to become a Program Associate for the American Friends Service Committee’s (AFSC) School Desegregation Task Force in Columbia, South Carolina in 1966. He would continue working for the AFSC for nearly twenty years, eventually rising to the position of Associate Director of the group’s Southeastern Public Education Program (SPEP). During these years Mizell’s efforts focused primarily on advocating for and monitoring the desegregation of South Carolina and the region’s public schools, but he also engaged in a broad range of other community-based activities to improve the quality of education for all students. He played a key role in garnering public and political support for the enactment of state school finance reform legislation and increasing citizen involvement in school governance.","In 1970 Mizell won a seat on the Board of School Commissioners of Richland County School District 1. As a vocal advocate of desegregation on the Board of School Commissioners, Mizell drew the ire of critics of desegregation. One of Mizell’s most severe detractors was Lower Richland High School football coach Mooney Player, who spearheaded an anti-desegregation, anti-Mizell movement called “Deadline ’72.” This movement sought to elect five conservative candidates to the school board to counteract Mizell’s supposed dominance over the board. Though the candidates supported by “Deadline ’72” were elected, Mizell continued to serve on the school board until 1974, when he lost a bid for reelection. After leaving SPEP in 1984, Mizell served as Coordinator of the State Employment Initiatives for Youth Demonstration Project in the Office of the South Carolina Governor and then as director of the Program for Disadvantaged Youth for the Edna McConnell Clark Foundation.","Hayes Mizell possesses a commendable appreciation for the power of memory and history. As early as 1974, he began to donate his personal papers and those relating to his career to the South Caroliniana Library at the University of South Carolina. Today his collection consists of over 165 linear feet of personal papers, speeches, writings, topical files, audio/visual materials, and ephemera.","To date, this digital collection, which will continue to grow, consists chiefly of reports relating to implementation of school desegregation that were sent to Mizell in his role with the AFSC, his own speeches and writings, and photographs."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["American Friends Service Committee","Southern States--Race relations","Education--Southern States","Education--United States","Education--South Carolina","Educational equalization","Broadcast journalism","Educational equalization--United States","American Friends Service Committee. 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Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.library.sc.edu/collections/m-hayes-mizell-papers"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact University of South Carolina. South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["administrative reports","speeches (compositions)","correspondence","photographs","documents (object genre)","newsletters","pamphlets","itineraries","charts","clippings (information artifacts)","leaflets (printed works)","notes (documents)","articles","journals (periodicals)","memorandums","programs (documents)","agendas (administrative records)","bills (legislative records)","books","ephemera (general object genre)","images (object genre)","reports","school records","transcripts"],"dcterms_extent":null,"dlg_subject_personal":["Mizell, M. Hayes","Buhl, Herbert E., III","Buber, Martin, 1878-1965","Lamar, L. Q. C. (Lucius Quintus Cincinnatus), 1825-1893","Simkins, Modjeska Monteith, 1899-1992","Tillman, Benjamin R. 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Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://idn.duke.edu/ark:/87924/r40k26h97"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Duke has not determined the copyright status of this item. Regardless of its status, we have made a good faith determination that online access through the Duke Digital Repository is an acceptable fair use and otherwise permitted under U.S. copyright law. For more information, see our page on copyright and citations: https://library.duke.edu/rubenstein/research/citations-and-permissions."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_978","title":"Needs assessment, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1950/2024"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational planning","School improvement programs","Students","Parents"],"dcterms_title":["Needs assessment, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/978"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n*DEVELOPING A NEEDS ASSESSMENT There are four basic steps in developing a needs assessment and utilizing the information. 1. Assessing needs. The importance of a needs assessment cannot be overemphasized. It allows the planners to address the most important and/ or manageable needs of a target population. It can avoid wasting time, energy, and resources. The results of a needs assessment shapes the contents of a complete list of goals and objectives listed in order of priority. 2. Developing Objectives. Goals should be clearly spelled out in simple statements. The means to reach these goals are the objectives. Objectives should be specific, observable, and measurable, including the who, what where and when of their accomplishment. They also serve as guide posts that help measure progress or as \"reality checks\" on the course of action taken. Objectives also serve as the basis for further planning activities and determine the focus of evaluation. 3. Assessing Resources. In order to achieve success in implementing goals and objectives, consideration must be given to what will be needed to be successful. Resources come in several forms: human, materials, organizational, financial, and facility. Do not be afraid to look outside traditional arenas. Be receptive to unusual ideas and nontraditional approaches\njust because you've never done it that way before, doesn't mean it can't be done. 4. Developing Strategies Start by brainstorming and work towards refinements. Consider all ideas and approaches and then start analyzing and selecting the best for exploration and implementation. At this phase, you already have completed the first three steps. A needs assessment should be short, simple, and easy to return. Captive audiences work best because you don't have to wait for responses, nor trust that they will even be returned. Many people fail to respond to surveys even when free postage is provided. The downside to using the captive audience approach is that your results are tainted. You may get a certain result because the audience consisted of people with the same problems, beliefs, or biases\ntherefore, they would tend to have a strong common link and results might not be truly representative of the population that will be served. A combination of captive audiences, mailouts, and deposits at places frequented by the target population is recommended (neighborhood stores, beauty shops, churches, laundromats, etc.) * Based on Arkansas Scope And Sequence K-12 Guidance and Curriculum Guide, Appendix E, pages 56, 57 (1987) STAFFING NEEDS ASSESSMENT 1.How many students are enrolled Grade Pre-K Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade Black Male Black Female White Male White Female Total 2. If your enrollment is over 450, do you have an additional counselor in your building every day? Aside from the fact that a school is technically out of compliance when they have a student population over 450 and only has the part-time counselor in the building on certain days instead of every day, the lack of an additional counselor requires more time on the part of the principal to handle personal, social, and developmental matters usually referred to a school counselor. 3. Do you have a social worker? If so, is he/ she in the building every day? Social workers spend a great deal of time working with students and their families. Some of the services they provide include referrals to social service agencies, assisting with applying for public assistance, counseling, and home visits. Without a social worker, the school must depend on the principal to assume some of these duties. 4. How many students are referred to the principal's office for disciplinary matters on a daily average? Disciplinary actions are very time consuming, and depending on the number and severity of the problems, could have a negative impact on the principal's ability to concentrate on other areas of importance in the school. 5. How many students are enrolled in special education? Special education students bring unique problems and situations to a school. Couple that with students from economically and socially deprived backgrounds and the need for specialized intervention grows exponentially. Social workers are of enormous benefit to faculty and parents because they can serve as facilitators in arranging services or providing intervention for this high-risk population. They can train faculty and parents in methods to work with these students in areas that are not directly related to curriculum and instruction, but are important to their educational process. 6. How many students receive free/ reduced lunch? The answer to this question helps to determine the number and proportion of economically disadvantaged students in the school. The higher the number, the greater need for specialized social services. 7. Estimate the percentage of your students from single-parent homes. Single parent homes are generally headed by females. This often means smaller incomes and little to no male influence in child-rearing. The lack of proper role models or the presence of an overworked parent can lead to problems that place families at risk of winding up in the social service or criminal justice system. A social worker may be the difference between success or failure for some of these families. 8. How many homeless students attend your school. Foster Care Residential Care Facilities (Dorcas House, Battered Women's Shelter, Elizabeth Mitchell, etc.) These speak for themselves. 9. Do you have in-school suspension? The LRSD desegregation plan commits to placing alternatives to suspension in each school. (LRSD Desegregation Plan, April 29, 1992, page 34) 10. If not, is space available? Schools are required to develop a school-based discipline plan and to have discipline/ attendance intervention teams. (page 34) Incentive schools are required to have time-out rooms staffed with trained personnel. This person provides training in problem solving techniques. (page 175) 11. How many out-of-school suspensions did you have last year? Expulsions? High numbers strengthen the need for an alternative classroom specialist. 12. What is the average number of certified personnel absent each day? This helps to ascertain the cost-effectiveness of hiring a permanent substitute teacher. 13. What is the average number of post-observation conferences held with teachers each nine weeks? These conferences take the teacher out of the classroom during normal instruction time. If a principal averages three of these conferences a year per teacher, the need for a permanent substitute increases with the size of the teaching staff. 14. What percentage of the staff is nontenured? A large nontenured staff also poses the need for an additional person, preferably a certified teacher. That person could wear more than one hat. Questions 1-4 relate to the need for an assistant principal. Schools with large student populations, high numbers of disciplinary incidents, and significant absentee rates would benefit from an assistant principal. Questions 5-8 would indicate the need for a social worker if a disproportionate number of students fall into those categories. Questions 9-11 address the need for an alternative classroom specialist. Questions 12-14 help to identify the need for a permanent substitute. This person not only substitutes for absent teachers, but also serves as classroom replacements for teachers during post-observation conferences. NEEDS ASSESSMENT- PARENTS/ STUDENTS 1. I visit the school - daily weekly monthly twice a year once a year only when I have to (circle one) When parents visit the school, they generally see the principal, even if they have a meeting with the child's teacher. This is an important part of a principal's job, but it too can take time from other essential duties. 2. My child(ren) has been sent to the principal's office this year for breaking the rules. Y N This question is self-explanatory. Disciplinary hearings and other discipline related activities are very time consuming. 3. My child(ren) has been to see the principal as a reward for good behavior. Y N While principals should love these types of activities, they too take time, and plenty of time should be given to students who are being \"rewarded\" with a visit to or by the principal. 4. When I need to speak to the principal he/ she has time to listen. y N Self-explanatory. 5. I live within two miles of the school. y N Students who live in the neighborhoods of the incentive schools tend to come from families of low socio-economic backgrounds and are often headed by single parents. These circumstances sometimes requires the intervention or assistance of a social worker or counselor. The higher the at-risk population, the greater the need for a full-time social worker. 6. I have 3 or more children at home. y N Poverty can be defeating in itself, add several children and some parents have trouble coping. Sometimes a trained specialist is the only thing standing between neglect and assistance. 7. I am employed full-time part-time not employed This will help the administrative staff to determine the number of students that are from families of \"the working poor.\" These families are often eligible for assistance and are not aware of the help that is available to them. Social workers are invaluable to these families. 8. My child has gotten into trouble at school for fighting. Y N Fighting leads to suspension or expulsion. Trained specialists help students to acquire the skills necessary to handle and express anger. They are also helpful in designing and implementing an equitable disciplinary policy. 9. My child likes his/ her school. y N If a child does not his/ her school, this dislike is often manifested in the form of behavior problems. Alternative classrooms can be designed to accommodate problem students and to help them to learn how to become members of the school community. My child has been sent home for getting into trouble at school. y N Students cannot learn when they are not in school. An alternative classroom should be a part of the school's structure. 11. My child has trouble sitting still in the classroom. y N Hyperactive children, kinesthetic learners, and some gifted children have trouble in traditional classrooms. It is like trying to put square pegs into round holes\nthey don't fit. Many of these children wind up in disciplinary trouble and too often out of school. While punishment isn't the answer, a good alternative classroom could be. (See 1991- 1992 Monitoring Report on the Alternative Schools, ODM, December 18, 1992) 12. My child likes to talk. y N See #11. 13.My child gets upset when he/ she doesn't know the substitute teacher. y N Children like stability. They like familiar surroundings and faculty that is familiar to them. Getting to know a new teacher takes time, and there is a need for a certain amount of bonding to occur before a new person is accepted into the \"academic family.\" 14. The best time of day for me to come to school to talk to my child's teacher is If the only time a parent can visit the school is during the regular school day, then the teacher has to leave the classroom or the visit doesn't take place. This survey should be filled out by the parent and child together. The sequences of questions reveal the need for an assistant principal, social worker, alternative classroom specialist, and a permanent substitute teacher. Some of the other recommended positions in the incentive schools (pp. 190-191) would require similar assessments. The district must also take into consideration space allotment, number and types of special programs in the school and staff positions already in place. Some other areas of exploration are outlined below. PE - Does the school have a gym? If not, does it have a good play area, equipment, safe surroundings? How does PE fit in with the required wellness program? Do the nurse and PE instructor coordinate activities? What is the level of fitness/ health in the school? Art - What is available in the neighborhood or community to enhance art instruction (museum, historic buildings, local artists, art gallery, etc.)? How is art infused into the curriculum? Can it help to provide integrative experiences? Media Clerk - How often is the library used?. Is the library and its staff a regular part of instruction? Are students allowed easy access to the library? Is the library well stocked? Does it have the latest equipment? Can parents use the library? Are guest speakers and presenters a regular component of library services? Consideration should be given to the effectiveness of parent and volunteer participation in the school. How strong is the PT A/ PTO? Does the school have a functioning parent center? Are parents utilized in the school on a regular basis - do they serve as mentors, classroom aides, tutors, chauffeurs, office assistants, or guest lecturers? How can parent participation be strengthened so that the school can become self-sufficient yet economically viable? By looking at each position and analyzing information obtained through the needs assessment, the district can make informed decisions about staffing needs in any of the schools. The publication A Curriculum Audit of the Little Rock School District (1990) points out that the district has a wealth of data but is weak on information. By following the steps outlining how to develop and use a needs assessment at the beginning of this document, the district will have the technical ability to develop plans, guidelines and policies on any subject affecting the LRSD.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"ndd_holsaertfaith_r4v97zz16","title":"Notes for a talk on Albany, Georgia, [undated]","collection_id":"ndd_holsaertfaith","collection_title":"Faith Holsaert Papers 1950-2011","dcterms_contributor":["Holsaert, Faith"],"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":null,"dc_date":["1950/2011"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":["fhpst02054","https://repository.duke.edu/iipsrv/iipsrv.fcgi?IIIF=/srv/perkins/repo_deriv/multires_image/3/3/67/3367def9-b6f0-4ab1-bdc3-97cde74cce68/fhpst02054001.ptif/full/!350,350/0/default.jpg"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":["Faith Holsaert papers"],"dcterms_subject":["Feminism","Civil rights","Social justice","Women political activists","Women's rights","Voter registration--Georgia"],"dcterms_title":["Notes for a talk on Albany, Georgia, [undated]"],"dcterms_type":["Text"],"dcterms_provenance":["Duke University. 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G"],"dc_date":["1950"],"dcterms_description":["This is a personal, self-published history of African-Americans by this Texas minister. It is a truly scarce book; WorldCat locates only one copy.."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movement"],"dcterms_title":["The Origin and History of the Negroes and the Dark Races And Their Achievements Before and After Slavery"],"dcterms_type":["Text"],"dcterms_provenance":["Valdosta State University. Odum Library. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School facilities","School integration"],"dcterms_title":["Recreational park plan proposal submitted by Richard Emmel, 1996-2000"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/737"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nRECEIVED 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 \u0026lt; 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\u0026gt;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\nEducational 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\nthere 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\na. 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\nthus, 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\nthey 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%\nZone 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)\nZone 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\nin 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 \u0026lt;^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\nthey will simply carry out the decisions of the community. Neither will the LRSD be responsible for integrating schools in segregated neighborhoods\nthe 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\nnon-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\n40% of seats to be filled by Zone A and Zone C integrators) magnet schools educational park transfers to Zones A and C schools\nmay apply for an Integrator scholarship Zone C\narea schools (decreased capacity\n40% 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\nthere 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\nthus, 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\nthey 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%\nZone 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)\nZone 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\nin 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\nthey will simply carry out the decisions of the community. Neither will the LRSD be responsible for integrating schools in segregated neighborhoods\nthe 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\nnon-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\n,40% of seats to be filled by Zone A and Zone C integrators) magnet schools educational park transfers to Zones A and C schools\nmay apply for an Integrator scholarship Zone C: area schools (decreased capacity\n40% 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\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"suc_p17173coll25_2210","title":"Remarks by Ann S. Coles Titled \"Keeping the Options Open: Joint Ventures with Businesses, Colleges and Community Agencies\"","collection_id":"suc_p17173coll25","collection_title":"M. 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