{"response":{"docs":[{"id":"bcas_bcmss0837_437","title":"Enrollment","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":["1991/2006"],"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","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment"],"dcterms_title":["Enrollment"],"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/437"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["134 pages"],"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\nDate: From: May 18, 1993 Alm Brown To: Marie Parker MEMORANDUM Subject: McClellans Enrollment for 1993-94 Im concerned about reports Ive received regarding student assignments to McClellan. Below are some comments and information to set the context of my concerns about McClellan and the crucial pre-school recruitment and registration period. They are followed by some specific questions about enrollment, magnet seats, parent complaints, desegregation transfers, and recruitment. As you know, McClellans white enrollment has been steadily declining for a number of years. Since the 1989-90 academic year, the schools black enrollment has been higher than any other LRSD high school. The McClellan community school program and business/communications magnet program are very well-thought-out (and expensive) attempts to improve the schools racial balance. The district has invested considerable resources in the McClellan specialties and, with proper management and intensive recruitment, these programs hold great promise for improving desegregation at McClellan. The chart below depicts McClellans annual enrollment since 1988-89. The figures for 1993-94 reflect the schools enrollment according to information available May 10, 1993: 1988-89 1989-90 1990-91 1991-92 1992-93 1993-94 Black White Total % Black 615 634 613 640 638 576 447 390 340 328 1,191 52% 1,081 59% 1,003 61% 980 65% 966 66% (710) (230) (940) (76%) The following provision regarding desegregation transfers appears at page 140 of the LRSD Desegregation Plan: Deseg^gation Transfers 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available... The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2 percent above to 25 percent below the district-wide percentage of black students at each organizational level (i.e., high school and junior high school). Secondary enrollment for the 1992-93 school year determined that the acceptable maximum for a desegregation transfer on the senior high level was 675% black. Please answer the attached questions as soon as possible. If youd like to arrange a time for us to talk over these items. Ill be happy to meet with you. Thanks so much for your help. cc: Mac Bernd1. March enrollment On March 10, 1993, school assignment letters were mailed to parents. At that time, what was McClellans total enrollment (excluding kindergarten)? What was the black percentage of that number? How many of that number were 10th, 11th, and 12th graders? How many of the children in each grade were black and what percentage of each grades enrollment did that number represent? What were the comparable enrollment figures at the other LRSD high schools at that time? 2. Current enrollment What is the current enrollment of McClellan (excluding kindergarten)? What is the black percentage of that number? How many of them are 10th, 11th, and 12th graders? How many of the children in each grade are black and what percentage of each grades enrollment does that number represent? Currently, what are the comparable enrollment figures at the other LRSD high schools? 3. Magnet seats and enrollment What is the number of total magnet seats at McClellan by grade level and race? During 1992-93, how many of those seats were filled (by grade level and race)? By grade level and race, how many of the magnet seats are currently filled? 4. Parent complaints Some parents have told ODM that, according to Student Assignment, there are presently no McClellan magnet seats available and their children would have to be put on a waiting list. Is this information correct? One parent complained that someone in the LRSD Student Assignment Office discouraged him from enrolling his child at McClellan. What could account for this parents impression? 5. Desegregation transfers By grade and by race, how many desegregation transfers have been permitted from McClellan so far during the current pre-school registration period? To which schools were these transfers made? What criteria are being use to grant desegregation transfers from McClellan? 6. Recruitment What recruitment efforts have been made this year to recruit white students to McClellan? What recruitment efforts are still to be implemented to increase white enrollment at McClellan? When are these efforts scheduled?ALtS-27-1993 10:31 LRSD 501 324 2146 P.001 Vj KCg0E 5 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, AR 72201 FAX (501) 324:2146 _ DATC TO FROM SENDERS PHONE # -U SUBJECT SPECIAL INSIKUCnONS Number of Pages (include cover page)_z^ Fax Phone Number Speed DialAUG-27-1993 10:31 LRSD 501 324 2146 P.002 To\nFrom\nRe\nDate\n5\u0026lt;^ CKCBBBi Little Rock School District Ms. Melissa Guldin, Associate Monitor Sterling ingram^^irector - Planning, Research and Evaluation Request for Student Enrollment August 27, 1993 On Friday, August 27, 1993, you to request the third (3rd) day Rock School District. I am : I am a .m. called at approximately 9:20_ enrollment figures for the Little faxing that information to you in response to your request. Thanks. cc: Estelle Matthis Jerry L. MaloneftUG-27-1993 10:52 LRSD 501 !4 2146 P.003 IJrSDS^ooI Checklist Hiflh School* [5] Grode* 10-12 ---------------------- TdZL---------------- 1500 Pork, 72202 - 376-4751__________ -----77^^--------- .5201 Dovid O-\"0odd, 72210 - 224-66OT ------------------------------------------ 6700 \"H\", 72205 - 661-9000 _ McClellan  nior  9417 Geyer Springs, 72209  565-0314 Pnrkvifiw Fine Arts Mognet  Junious Bobbs  2501 Borrow, 72204 - 225-6440 V,ntioHol-Tchnkt\u0026gt;l Center [f] Grode* 10-H i-ii^kg Metropolitan - Df\u0026gt; Doyl^ Diitohunty - 7701 Scott Hamilton, 72209 - 565-8465 lueiof High S\u0026lt;hool7] Grode* 7-9* Cloverdole - Ounbor - _ Forest Heights - Henderson - Mobelvale - . 6300 Hinkson Rd.. 72209  565.8426 1100 Wright Ave., 72206 - 375-5574 - 5901 Evergreen, 72205 - 66a-3391 _____. 401 Borrow Rd., 72205 - 225-3358 10811 ,V\\abelvaleW^^________________ PG Box 187, Mobelvale,_72103 - 455-2413--------------- . -3793123 Mann MognTT, - 1000  2 ? Puloski Height?: _ 401 N- ------------------------ 4n..HM^t. - 3301 S.Bryont, 72204 - 565-4416 Elementory Sthool* [37] Grode* K-6 6900 Pecan Rood, 72206  490-1582 Badgett - Mory Golston - ______ ftnU - levcnno Wilson - 6501 W. 32nd, 72204  565-6621 -------------------------- . 3623 Rnseline Rd., 72209 - 565-5589 Boseline - Booker Arts Magnet - Brady -  2016 Sorbet, 72206 - 376-3319 - 7915 W. Morkhom, 72205 - 225-1315 __ Carver Mognet School - Mery Guinn - 800 Apperson, 72202 - 374-3783 (2hicot - Otis Preslor - 11100 Chicot Rd.,  PO Sox 405, Mobelvoie, 72103 - 563-2554______ -  Cloverdol?^ _ - ^SOO Hinkson Rd., 72209 - 565-0986 Dodd - 6423 Stcgecocch Rd., 72204 - 455-3110------------: F\ni7~Pa?k~--------------- . 616 N. Horrison, 72205 - 666-0359 \" 16QQ N. Tyler, 72207 - 666-5415 _ Forest Park - Virginia Ashley -, Franklin * - 1701 S. Harrison, 72204  666-0348 7ulbright . Mac Huffmon - 300 Pleosont Volley Dr., 72212 - 22^gS Gorlond - __________ Geyer Springs - Eleanor Cox . 3615 W. 25th, 72204 - 666-9436 o\u0026gt; T 21^ A-3^ 321 :-V5g\u0026gt; -if! 1 }')(\nGibbs Mognet - Donno Do vis  ' \u0026lt;* /\\ rs e I 5240 Mobelvoie Pike, 72209 - 565-0184 1115 W. 16lh. 72202 - 372-0251 20 i \"1 Z-l rrswii*??' ^**\u0026gt;*4?*' ih. i-n i22- 1 ^7nkn^l, 2-7-i^v^ gX ' ' I , QMri 5 i 71 130 12'2 203- C? Id 511 iJ-L ZU-O. i~i5 no- 3 '' Up,  S' i^^Sl ! I ' 7.fc 1,2^ i i . m I h 5ZLm+.^ L , I L-x-n l4- \\ SJJ342iA 2^2! i 2*^7! '-1-^ I m 1 I   I 11^ 2OS Ith Jefferson - King - Mobelvale - . 3001 S. Puloski, 72206 - 376-3629 _________ . 2600 N. McKinley, 72207 - 663-9472 4800 W. 26th, 72204 - 663-6397  ,r . 9401 Mobelvoie Cut-off_____ PO Box 207, Mobelvale, 72103 - 455-2227 _______________ McDermott- ~ 1200 Reservoir Rd., 72207 - 225^^ M,,rlnwrl\nff - Jerry Worm '- 25 Sheraton Or., 72209 - 563-032 Mitcheir'  P41Q aottery. 72206 - 375-6931 _ Otter Creek - 16000 Otter Creek Pkwy., 72209 - 455-3320 Elementary SchoeU  l\u0026lt;antinu\u0026lt;il an back) inSi 201 3^ n 3Z S3: mi 275 lX:3iZ W i 4^:^3' mo ^tlXiS 22,61/ ll 15212, x,o\\z- uMzV (ii=l\u0026gt;7^ S(L) 3^^ CM- I a^3 u/iuif 1 6pW^ 1^17Prepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 71993 Day after Labor Day 1 School Principal 1 2 5 8 12 Central High Hall High______________ Parkview High__________ Fair High McClellan Community High Totals for High Schools 1 1 1 1 1 Rudolph Howard Vic Anderson Junious Babbs Al Niven Jodie Carter Black 92-93 1133 560 485 562 638 3378 White 92-93 761 390 358 310 312 2131 Other 92-93 56 11 14 ___W 123 Total 92-93 1950 976 854 886 966 5632 edacity Black 93-94 1070 544 469 580 641 3304 White 93-94 630 321 297 282 243 1773 Other 93-94 43 34 20 8 7 112 Total 93-94 1743 899 786 870 891 5189 Black Diff -63 -16 __ 18 3 -74 White Diff -131 -69 -61 -28 -69 -358 Other Diff -13 8 9 -6 -9 -11 Total Diff -207 -77 -68 -16 -75 -443 Total % Diff -10.62% -7.89% -7.96% -1.81% -7.76% -7.87% 92 Black Percent 58.10% 57.38% 56.79% 63.43% 66.05% 59.98% 93 Black Percent 61.39% 60.51% 59.67% 66.67% 71.94% 63.67% Percent Diff 3.29% 3.13% 2.88% 3.24% 5.90% 3.69% 3 7 9 10 11 13 15 16 Mann Jr. High Dunbar Jr High Forest Heights Pulaski Hts. Jr High Southwest Jr High Henderson Jr High Cloverdale Jr. High Mablevale Jr. 2 2 2 2 2 2 2 2 Marian Lacey Nancy Volson Richard Maple Ralph Hoffman Charity Smith Clell Watts Gayle Bradford 505 410 554 452 Totals for Junior High Schools 523 685 571 438 4138 327 283 319 166 215 192 226 1948 17 12 13 3 6 14 12 3 80 849 705 787 774 695 914 775 667 6166 479 438 542 432 507 678 528 339 3943 336 243 187 357 145 199 122 169 1758 18 9 14 6 10 25 7 6 95 833 690 743 795 662 902 657 514 5796 -26 28 -12 -20 -16 -7 -43 -99 -195 9 -40 ~-33 38 -21 -16 -70 -57 -190 1 -3 1 3 4 11 -5 3 15 -16 -15 -44 21 -33 -12 -118 -153 -370 -1.88% -2.13% -5.59% 2.71% -4.75% -1.31% I -15.23% -22.94% -6.00% 59.48% 58.16% 70.39% 58.40% 75.25% 74.95% 73.68% 65.67% 67.11% 57.50% 63.48% 72.95% 54.34% 76.59% 75.17% 80.37% 65.95% 68.03% -1.98% 5.32% 2.55% -4.06% 1.33% 0.22% 6.69% 0.29% 0.92% 19 17 22 6 18 21 28 yr 32 23 24 25 48 26 37 27 49 30 35 46 20 Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King Mablevale McDermott 3 3 3 6 3 6 3 3 3 3 3 4 3 4 3 6 4 3 5 3 3 Mary Golston Levanna Wilson Mary Jane Cheatham Dr. Cheryl Simmons Mary Menking Mary Guinn________ Otis Presler Frederick Fields Barbara Means Virginia Ashley Franklin Davis Mac Huffman Robert Brown Eleanor Cox Donna Davis Stan Strauss Francis Cawthon Sadie Mitchell Julie Davenport Mike Oliver 154 248 262 345 275 329 350 291 183 192 198 352 225 233 177 191 182 204 48 62 74 269 111 262 177 71 121 49 242 50 296 17 105 134 5 273 0 11 3 7 12 7 8 4 0 2 4 9 9 6 0 11 0 6 202 321 339 621 398 598 535 366 304 243 444 411 530 256 282 336 187 483 278 275 219 220 3 14 500 509 257 401 390 656 467 613 558 492 328 351 376 544 540 346 328 353 0 492 7M 515 517 126 222 262 324 255 319 352 304 177 198 197 293 244 182 182 168 a 206 371 310 251 52 62 71 262 131 257 136 78 94 67 254 34 269 3 ^80 118 0 280 202 172 237 0 12 6 11 14 7 5 7 5 5 3 6 17 21 4 g 0 4 7 3 15 178 296 339 597 400 583 493 389 276 270 454 333 530 206 266 295 ~0 490 580 485 503 -28 -26 0 -21 -20 -10 2 13 -6 6 -1 -59 19 -51 5 -23 -182 2 371 32 -24 4 0 -3 -7 20 -5 -41 7 -27 18 12 -16 -27 -14 -25 -16 T 7 202 -47 17 0 1 3 4 2 0 -3 3 5 3 -1 -3 8 15 4 -2 0 -2 7 0 1 -24 -25 0 -24 2 -15 -42 23 -28 27 10 -78 0 -50 -16 -41 -187 7 580 -15 -6 -11.88% -7.79% 0.00% -3.86% 0.50% -2.51% -7.85% 6.28% -9.21% 11.11% 2.25% -18.98% 0.00% -19.53% -5.67% -12.20% -100.00% 1.45% 76.24%, 77.26% 77.29% 55.56% 69.10% 55.02% 65.42% 79.51% 60.20% 79.01% 44.59% 85.64% 42.45% 91.02% 62.77% 56.85% 97.33% 42.24% 70 79% 75.00% 77.29% 54.27% 63.75% 54.72% 71.40% 78.15% 64.13% 73.33% 43.39% 67.99% 46.04% 88.35% 68.42% 56.95% -5.45% -2.26% 0.00% -1.28% -5.35% -0.30% 5.98% -1.36% 3.93% -5.68% -1.20% 2.34% 3.58% -2.67% 5.66% 0.10% -3.00% -1.18% 55.60% 54.03% 42.04% 63.97% 63.92% 49.90% -0.20% 8.32% -4.13%Prepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 71993 Day after Labor Day 2 School Principal 33 34 50 38 39 36 40 41 47 51 42 52 29 43 44 45 Meadowdiff Mitchell Otter Creek Pulaski Hts. Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 3j 4 3 s' 4 4 ? 4 3 3 5 3 3 6 3 3 Jerry Worm Samuel Branch Carolyn Teeter Lillie Carter Sharon Davis Anne Mangan Lionel Ward Lonnie Dean La Dell Looper Willie Morris Karen Buchanan Teresa Courtney Totals for Elementary Schools Dr. Ed Jackson Gwen Ziegler Pat Higgenbotham Black 92-93 292 232 143 198 239 250 277 202 238 347 483 332 209 275 265 147 9073 White 92-93 147 28 203 173 9 104 74 7 286 147 332 117 124 218 90 83 4947 Other 92-93 1 4 7 8 1 7 ___10 0 17 6 ____ 2 2 9 0 4 201 Total 92-93 440 264 353 379 249 361 361 209 541 500 822 451 335 502 355 234 14221 Capacity 442 346 351 351 346 425 467 298 492 492 939 492 328 517 394 324 16256 Black 93-94 294 205 130 192 182 237 233 139 242 322 450 365 209 240 259 143 8785 White 93-94 134 18 195 199 4 93 68 3 290 107 261 86 117 211 89 82 4816 Other 93-94 1 2 6 11 1 8 14 1 26 6 12 0 3 10 4 5 271 Total 93-94 429 225 331 402 187 338 315 143 558 435 723 451 329 461 352 230 13872 Black Diff 2 -27 -13 -6 -57 -13 -44 -63 -25 -33 33 0 -35 -6 -4 -288 White Diff -13 -10 -8 26 -5 -11 -6 -4 4 -40 -71 -31 -7 -7 -1 -1 -131 Other Diff 0 -2 -1 3 0 1 4 1 9 ____0 5 -2 1 T 4 1 70 Total Diff -11 -39 -22 23 -62 -23 -46 -66 17 -65 -99 0 ___ -41 -3 -4 -349 Total % Diff -2.50% -14.77% -6.23% 6.07% -24.90% -6.37% -12.74% -31.58% 3.14% -13.00% -12.04% 0.00% -1.79% -8.17% -0.85% -1.71% -2.45% 92 Black Percent 66.36% 87.88%, 40.51% 52.24% 95.98% 69.25% 76.73% 96.65% 43.99% 69.40% 58.76% 73.61% 62.39% 54.78% 74.65% 62.82% 63.80% 93 Black Percent 68.53% 91.11% 39.27% 47.76% 97.33% 70.12% 73.97% 97.20% 43.37% 74.02% 62.24% 80.93% 63.53% 52.06% 73.58% 62.17% 63.33% Percent Diff 2.17% 3.23% -1.23% -4.48% 1.34% 0.87% -2.76% 0.55% -0.62% 4.62% 3.48% 7.32% 1.14% -2.72% -1.07% -0.65% -0.47% Totals for the School District 16589 9026 404 26019 16032 8347 478 24857 -557 -679 74 -1162 -4.47% 63.76% 64.50% 0.74%fl d ur FEB 19 1993 Offica of Cese^\nn f.' FORMULA FOR CALCULATING ACCEPTABLE RACIAL RANGE 1993-94 Basis of calculations\nOctober 1, 1992 enrollment Elementary: Enrollment Less Magnet Enrl. Total 14,003 2,057 Area School Enrl. 11,946 Black 3994 1140 7854 %Black 64 55.42 65.75 65.75 X .125 8.22 73.97 74.00% Maximum Black % 40.00% Minimum Black % (Set by Plan) Junior High: Enrollment Less Magnet Enrl. Area School Enrl. 6166 849 5317 4138 505 3633 67 59.48 68.33 68.33 X .125 8.54 76.87 76.75% Maximum Black % 68.33 X .25 = 17.08 51.25% Minimum Black % Senior High: Enrollment Less Magnet Enrl. Area School Enrl. 5632 871 4761 3378 501 2877 60 57.52 60.43 60.43 X .125 7.55 67.98 68.00% Maximum Black % 60.43 X .25 15.11 45.32 45.50% Minimum Black %School Enrollment % BIk Elem Jr. High High Area Badgel Elem Bale Elem Baseline Elem Booker Elem Brady Elem Carver Elem Ghicol Elem Cloverdale Dodd Elem Fair Park Elem Forest Park Franklin Elem Fulbright Elem Garland Elem Geyer Springs Gibbs Elem Ish Elem Jefferson Elem King Elem Mabelvale McDermott Meadowcliff Mitdieft Elem Otter Creek Pul Heights Rightsell Elem 189 303 343 595 397 595 609 386 292 263 458 345 520 205 288 299 504 553 488 509 434 230 341 398 189 70 74 77 54 33 55 70 79 65 76 44 87 45 88 72 57 42 65 64 51 71 93 41 48 97 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X LITTLE ROCK SCHOOL DISTRICT 1993-94 Incentive Magnet Inter- diSt Magnet Inter- dist Magnet Prog 4-Year- Olds Prog X X X X X X X X X X X X X X X X X X Annexed X X X X X X X X Comments Closed after the 1992-93 school year. Qpbri^ frit the 1993^94 sishSchool Enrollment % BIk Elem Jr. High High Area Incentive Magnet Inter- dist Magnet Inter- dist Magnet Prog 4-Year- Olds Prog Annexed Comments Rockefeller 340 71 X X X X An incentive school with an early childhood magnet program serving children beginning a 6-weeks old Romine Elem 334 74 X X Stephens Bern Terry Elem Waketieid Elem Washington Watson Efem Western Hills Williams Etem Wilson Elem Woodruff Elem Cloverdale Jr. Dunbar Jr. Forest Heights Henderson Jr. Mabelvate Jr. Mann Jr. Pulaski Heights Southwest Jr. Central High Fair High HallMigh McClellan High Parkview High High Sch Kind 145 561 447 721 442 332 472 354 236 701 701 788 915 654 851 790 679 1,829 899 958 866 768 127 97 43 7S 63 80 65 74 62 81 63 73 74 69 58 65 77 64 65 61 75 58 87 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X An area school with a magnet program. X X X X X X X X X X X X X An area school with: a magnet program. An area school with a magnet program. All high schools house 1 or 2 kindergarten classes.School Acceptable Balance Otter Creek Jefferson Terry Forest Park Fulbright Pulaski Hts. McDermott Out of Balance Woodruff Mablevale Dodd Western Hills Brady Meadowcliff Chicot Badgett Geyer Springs Wilson Wakefield Bale Fair Park Baseline Watson Cloverdale Incentive Franklin Garland Mitchell Stephens Rightsell Rockefeller Interdistrict Washington King Romine Magnet Booker Williams Carver Gibbs LRSD Enrollment Showing Available Seats and Excess Capacity Principal Carolyn Teeter Francis Cawthon La Dell Looper Virginia Ashley Mac Huffman Lillie Carter Mike Oliver Pat Higgenbotham Julie Davenport Mary Menking Jerry Worm Otis Presler Mary Golston Eleanor Cox Gwen Ziegler Willie Morris Levanna Wilson Barbara Means Mary Jane Cheatha Teresa Courtney Frederick Fields Franklin Davis Robert Brown Samuel Branch Lonnie Dean Sharon Davis Anne Mangan Karen Buchanan Sadie Mitchell Lionel Ward Capacity Black Other Total 93-94 Black Available Dr. Cheryl Simmons Dr. Ed Jackson Mary Guinn Donna Davis Totals for Elementary Schools Below Capacity Seats \u0026amp; Percent of Capacity BOBSSPEC.XLS 93-94 93-94 93-94 Percent Seats 351 492 492 376 540 351 517 141 213 243 200 233 190 262 200 291 318 258 287 208 247 3119 1482 1809 341 504 561 458 520 398 509 3291 41.35% 42.26% 43.32% 43.67% 44.81% 47.74% 51.47% 45.03% 10 -12 -69 -82 20 -47 8 -172 324 515 328 328 467 442 558 257 328 394 492 401 351 390 492 492 147 311 189 215 265 306 346 124 208 263 337 216 200 247 353 277 89 177 103 117 124 128 144 49 80 91 110 69 63 65 89 69 6559 4004 1567 236 488 292 332 389 434 490 173 288 354 447 285 263 312 442 346 5571 62.29% 63.73% 64.73% 64.76% 68.12% 70.51% 70.61% 71.68% 72.22% 74.29% 75.39% 75.79% 76.05% 79.17% 79.86% 80.06% 71.87% 88 27 36 -4 78 8 68 84 40 40 45 116 88 78 50 146 988 544 346 346 298 346 425 300 181 215 141 184 240 2305 1261 939 728 487 1667 451 357 247 808 660 515 613 351 321 257 325 170 2139 1073 45 24 15 4 5 100 193 270 196 87 466 274 215 270 129 888 345 205 230 145 189 340 1454 721 553 334 1274 595 472 595 299 1961 15789 8628 4923 13551 2238 86% 86.96% 88.29% 93.48% 97.24% 97.35% 70.59% 86.73% 62.55% 64.56% 73.95% 63.42% 53.95% 54.45% 54.62% 56.86% 54.72% 63.67% 199 141 116 153 157 85 851 218 175 153 546 65 43 18 52 178 2238Date: May 17, 1993 From: Bob \u0026amp; Polly MEMORANDUM To: Subject: Ann McClellans Enrollment for 1993-94 Below are the highlights of a telephone conversation between Polly and Mattie Ruth Tipton, McClellans registrar, on May 17,1993 about McClellans 1993-94 enrollment and the loss of 109 students. On March 11, one day after all assignments had been made and letters mailed to parents, Mattie Ruth pulled up on the terminal McClellans enrollment: 1,029 students (not including kindergarten students) 75.1% total black population 427 tenth graders 336 black 91 white 78.7% black 213% white All other high schools were eight to ten percentage points higher than McClellans black percentage. On April 23, Mattie Ruth pulled up on the terminal McClellans enrollment: 929 students (not including kindergarten students) 75.4% total black population 336 tenth graders 268 black 68 white 79.8% black 203% white McClellan had lost 100 students, 91 of which were tenth graders, between March 11 and April 23. Mattie Ruth and Mr. Carter met with Marie Parker on the 23rd to find out why McClellan had lost so many tenth graders. Reason given: student assignment had \"worked the deseg transfers\".On May 10, Mattie Ruth pulled up on the terminal McClellans enrollment: 920 students 755% total black population No tenth graders transferred 9 eleventh and twelfth graders transferred out 5 black 4 white This information was given to Marie Parker during a meeting on April 23, Dr. Bernd during a meeting on May 10, and the Biracial Monitoring Team last week during a monitoring visit. Both Mattie Ruth and Mr. Carter attended the meetings with Marie Parker and Dr. Bernd. Reported incidents: Dr. Stanford from UALR wanted to enroll a child in McClellan. At the Student Assignment Office, Dr. Stanford was discouraged about enrolling in McClellan: no magnet seats, lives in Central attendance zone, really does not want to send child to McClellan. Enrolled at Central Another person wanting a McClellan assignment was told by the Student Assignment Office they would have to be put on a waiting list. Enrolled in another district high school. A tenth grader wanted to be assigned to Fair where her boyfriend attended. She received a deseg transfer to Fair. A parent was dissatisfied with the McClellan baseball coach. Student Assignment granted a deseg transfer. McClellan has a 100% black satellite attendance zone. We requested and Bob picked up from Mattie Ruth the attached copies of the enrollment print-out for the above dates.General Information: McClellans Enrollment 1988-89 1989-90 1990-91 1991-92 1992-93 1993-94 Black White Total % Black 615 576 1,191 52% 634 447 1,081 59% 613 390 1,003 61% 640 340 980 65% 638 328 966 66% 710 230 940 76% Desegregation Transfers 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available... The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement tn secondary schools is that all schools will remain within a range of 12-1/2 percent above to 25 percent below the district-wide percentage of black students at each organizational level (i.e., high school and junior high school). Desegregation Plan, page 140 LRSD For the 1992-93 school year, the acceptable maximum for a desegregation transfer on the senior high level was 6750% black. Questions: With McClellans black enrollment, why were deseg transfers permitted after March 11? According to our information, McClellans magnet program has never been full. Why were parents told either there were no seats or they would have to be put on a waiting list? Why are personnel in the LRSD Student Assignment Office discouraging parents to enroll their children at McClellan? What recruitment efforts have been made this year to recruit white students to McClellan? Why did not a \"red flag\" appear in student assignment when McClellans black enrollment increased 10 percentage points since last school year? How does LRSD plan to correct the increasing black enrollment at McClellan? Why can parents so easily get deseg transfers from McClellan?/TA Po// Little Rock School District September 3, 1993 RECEiVEO SEP 7 1993 To\nMrs. Ann Brown, Federal Monitor From: ,stelle Matthis, Interim Superintendent Subject: Office of Desegrcgaiion i. aing Enrollment Figures for Romine and Washington Interdistrict Schools Per your request, the following information is provided by the District's Student Assignment Office: INTRADISTRICT TRANSFERS - 1992-93 School: Romine Interdistrict Elementary School Students: Black 144 White 59 Total Enrollment 203 School: Washington Elementary Interdistrict School Students: Black 176 White 186 Total Enrollment 362 We will make I regret the delay in responding to your request. an extra effort to be more timely. Please call if additional information is needed. EM:nr 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-200009/.08/93 15:08 301 324 2032 L R School Dlst ODM 001/004 ( LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 DATE: TO: \u0026lt;3 . FROM: SENDER'S PHONE#: SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page . Speed Dial _________ Fax Phone Number ^7/ - C\u0026gt; I CiC\u0026gt; 09/08/93 15:09 501 324 2032 L R School Dlst ODM 0002/004 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date\nSeptember 8, 1993 To: Melissa Guldin, Associate Monitor From: Sterling Ingramf^Director Planning, Research and Evaluation Re: Enrollment Data Attached you will find the eleventh day enrollment data, as requested. Official October 1, 1993 information will be forwarded as soon as the report is completed. If additional information is needed, please let me know. bjgt 09-08-93 13:09 301 324 2032 L R School Dlst s\u0026gt;ep ODM 08,93 0003-004 11:06 Nc ,002 P .02 r LRSD School Checklist , niff High SehooU [SI Grade, 10^ 12 _r_ar^l - Everett Hawks - 1500 Pork, 72202'- 376-475 -\n:A12P' - Soni Sloeort  5201 ^'cvld O. Dodd, 72210  Bill Bornhouta ' ~  6700 \"H\", 72205 -?61-90dQ' ^2.**]!'  '^'^olph Howard - 9217 Ge^g Porkvie^^,- f  224-6609 ir Springs, 72209 . SdS-OSU Bobbs  2501 Borrow. 72204' 225-6440 VoeeHonol-Technicol Cenf.r [I'fGrodAs lolfx' '  _ Metropa!a_an_-r. DoyleJ^lahani^ Homiltoi. 7'25H77\n74:^ Junior Htflh SchooU [8J Gro'des 7-9 --------, 63'oo Hlnksan Rd., 72209 - \"f.dTwx\" --------Lacey - 11?6 Wright Ave., 722O6r37S:n74------------------------------------ Forest Heights  James Wise -~'S9Xl\"'Evergreen, 72205 -'66r33?r~ ____Gradberry  401 Borrow Rd., 72205  225-3358\" ____.Mobelvale  Clell Walls - igsi'~Mobeivale W.. -------------------------- PC 3x 1S7, Mobelvaie, 72103 . 455-2^13 ft ......J-M  -tp ....U-IMasJJji' -^^'1 j \u0026gt; ! 5% xo.. W'^ .'nL. 5Vh^ (pt-j 1 5. m.O..] (1,3 * - V i.yB I 0 3\u0026amp;d-R. -----  loop E. Roosevelt Rd\", 72206 - 372-3123 uloiki Heights - Dr. Jim Haley - 401 N. Pine, 72205 - 664-\"7073-------------------- -------McLaughlin -3301 .5, Bryant. 722Dr.\"56S-44i6 '--------------------------------------------------------- EUmantory Sehook [37] Grades K-S' '  6900 'p'^roiT^pd, 72206 - '4^1582------------------ Wilson . 6501'77.' 32nd, 72204 - 565-6621--------------------  T^nno Tatum  3623~Baseline Rd., 72209 -'\"sdST^-------------------- ''.'1 - 2016 Barber, 72206 - SZdlaS 19 --------glSfy ihomas - 7915 W. Marfcham. 72205  225-7'815 -------^^ir_^.'?Snttt School Mary Guimi'\"-\" 800 A7p~erson. 72202 - 374.T77r\" Chicot - Olis'Prusiar - IIIQ'q Chicot Rd., ---------------------------  6900 Pc-con Rood, ^2206  490.1562 icm Carver Magntfl 72205  2251615 PO Box 405^ Mabatyglp, 72103  568-25^ 14 Dednson . 6500 Hinksan~PH 72209 : 565:^ ..........Nelson - 6423 Stogacoaeh Rd.. 72204455-3110 ......-''' Qill  616 N. Harrison, 72205 - 666^359 \" ' ..........Ashley 1600 N. Tylur, 722d7'^^\n34T5_____________________________ i-rrwLli  A  ak - .. . . * -^^_______ _____ Rd.. 72204 - 455-3110 .-rcnklin - Connie Aston 1701 S. Ilniiitori, 72204 - 666-0348 I  ____ * * Wv'\\*v*v Huffman - 300 Pieasent Volley~5^.' 722127224-2350 --------'. Pp.Cheryl A.\" Simmons . 361.5 \\w\"2Slh. 72204 - 666-9^'6~ Eleanc^r Cax - 5240 --------Magnei  Donno Davis - 1115 W, 16th^ 72202 - 372-02.81 --------iZhcMiihq^liyer - 30^\n'Pu[oski, 72206 737613629'................ -------- 663-9472 --------Goodwin - 4800 W. 26th, 72204 - '663-6397 ' 2 - 224-2350 on*\n--------Foull.ner-'9d0-| \"Mobelvule Cul-^ff _______207, Mobelvole, '72103  455-2227 -------- --------Mcber^H lynn Moore - 1200 Rcservair Rd., 72207 - 22T61^6S..... . .Meodoweliff  Jerry Wom77~25 Sheroton Dr., 72209^ Mikheil  Danila .Hu^eth - 2410 Bettery, - 565-0324 Qner Creek - PoTPrice 72206 - 37.5-6931  16Q0Q Oner Creak Pkwy., 72207 ** l*l-w*rrfirtzv^ / 423-3320 i3(, 425 ^l3'd Ji ) 0 .233 ..,5^ .2^^' .5^ ' r:',o r/ JA^J' 6 i'r2Tj) \"hI A' 7^^''  -f -m. cis-.S' 7 I?) 'll .ky. S5'  3^ I '*7*^ in fl I I 3 46'^^ H5 -......^13 ..J^ ri.,_ sjo 34 (, I -----'Jxl M' { ------------..luj H lACL-U-i, ......IVl. \\\\T i 5'1 ! iaoG ij'^5 11L ?lb I . I .....J.-3^ iT'Kd' c3__ --U 15 I 331 ( J09/08/93 13:10 0301 324 2032 L R School Dlst ODM 004/004 IB LRSD School Checklist Etamentary School* [37] Grode* K\u0026lt;-6 (conttnutd) Pvioski Haights - E6dja McCoy - '319' N. Pine, 72205  663-9469 ___Rightsell ~ Kay lost  911 W. 19th. 72206 - 374-7448___________ Roeke^eller - Anne Mongon - 700 E. 17fh, 72206 - 374-1226 Romina - Lionel Ward  3400 Romine Rd., 72204  225-8tl33 - __^hert5_- Stan Strouts - 3700 W. iSth, 72204 - 663-8374 Terry - Noncy Volsen - 10800 Mora Lynn Dr., 72211 -225-1215 Wakefield - Lloyd Black - 75 Westminster, 72209 - 568-3674 f Woth'tngton  Lonnie Sue Peon  115 W, 27th, 72206  375-5275 _ Wattcn - Dr. Diana Glaae - 7000 Votisy Dr., 72209  565-1577 Wastarn l-lill - Maggie Puckett - 4901 Western Hills, 72204 - 562-2247 _Williams Magnet - Dr. Ed Jackion - 7301 Evergreen, 72207  666-0346 Wilson - Seine Price - 4015 Stannus Rd., 72204.565-0924 Woodruff - Keren Buchanan - 3010 W. 7th, 72205 -.665-4149 q' ^^- i).  A bn gits) nt AnZ cMJ \\%^1. 1 ss lis m3. .'iii lg3S7 - 13. ...zJl. -e2-O T _L JJl -A- 0 _3. IH-S im. J1J_ .W, ^.^\\. \"1^ jiJh.. 1^ \u0026lt; i' yn n'U MH i,^.5 ... . 1 ( I I -1 I I I I 1 I i f00/08/93 15:08 301 324 2032 L R School DISt ODM @001/004 ( LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 DATE: -?3 TO: FROM: SENDER''S PHONE#: SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed Dial__________ Fax Phone Number S-7J \"G ICiC\u0026gt; oa/08/93 15:09 301 324 2032 L R School Dlst ODM 002/004 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date\nSeptember 8, 1993 To\nMelissa Guldin, Associate Monitor From\nSterling Ingramf^Director Planning, Research and Evaluation Re: Enrollment Data Attacbed you will find the eleventh day enrollment data, as requested. Official October 1, 1993 information will be forwarded as soon as the report is completed. If additional information is needed, please let me know. bjgI 09'08/93 13:09 301 324 2032 L R School Dlst ODM 08.93 0003.-004 ll''O6 Nc .002 P , 02 t r . High SchooU [5] Grodet 10-12 LRSD School Checklist - Centrol . E~ver(t Howks - isop Pc^2202 ' 376-4757 .\n___i-A. Pair - Sqm St,  ------- ------------------------------- iy.yPO  ^701 pcvid O. Dodd, 72210 - 224-6609 Hall R-ll a k-------------- - - 444-6609 -2^.Ml?nf'Ouse - 6700 \"H\", 72205 - 6779000---------------------------- ^Oellon - R'-'d9l_ph H^7r7^417A^^r\n^7^^ -------  2SQ] Borrow. 72204 ft ...Cl-'Zi.. FzI. .....4 - Had..u a.'ixi ^25 1 c: h 0 ^3/7 -  - VeeQlone|.T,ehnict,[ Cnt,, [lyGrgda, 10-12 S6S-846S \u0026gt; \u0026lt;^ F\\ I /5 / I VA ...'JU, Uc Junior High SchpoU [sf Gra'dei - -  ------i~ --------Sooth . 630FH\nnl\u0026lt;jan Rd., 7226\n. --------5H!LLM2'-fpn Lacey - 11^' Wright Ave,, 7220?7375,' barest Heights  Jomas Wie,-. _  --------n3....... - ' a63-3391 --------*^0^ Borrow RdJJ 72205  72209 . 65-8426 ::-S574 - 5901 Evergreen, 72205 - 663-3391 -------Mobelvale - Clell Wgtl\n-'laSlTMabelvnle W \"'----------- FO Sux_I87, Mobelvale, 72103 . 455-2413 ---------^^7  V'7?\nAnderson - IQQQ E.^Rj^^eyelt Rd.,_722n6 ^^g9ht5 - Dr-Jim Holey - 401 hi. Pine,'72205 - 664-7073------ --------McLoughlin . ,3301 .5. Brygnt, 722br.~5A4.42ix ' ' Elemantory SehooU [oFf Grodes K-6   664.7073  372-3123''  ^90D Pfccon Rood, 72206 --------------- M/iison - dsom 32nd. 72204.56S-662'l--------------------- ------- Anna Tolum  3623ba^e Rd..'729nP ---------------- --------1227 :,Hgle_n Thoff,a,  7915 W. Marfchcm. 72205  225-\"lS15 Sehpol M7.2A2*5='725or3S:H , _ Chjcot - Olli, PrcJcr . ] n QO Chi ------  565*5539 -\u0026gt;.\"1.0..j' (,3 ' 11L ''J f \u0026gt;-f jAy-'Chj\n' ,-9\u0026lt;j.'j(ill -zAV'Oi ..h LS bi Ut. rM^^-lAClsj^a tu  n r- .c\u0026gt;. H-... .s.C)\n-] JO 21 .5^ .3 n ^s- snil'Sa , p  0 11'1^)' l\"\"'71 li Ab9\\.. Li3i i#: I Wr'ii ,'i ' l3 'I. 'll _________ licot Rd., PO Box 405, Mabelvale, 72103.568-2554 -----gy?-L. ..'..{?oqoollp* Deamon - 6500 Hinkson Rd., 7220? i 565-0986 --------Agf Nelson - 6423 Stggecoqch Rd., 72204 J 455.35'10 .......N. Harrison, 72205 - 666^0359 ' --------Ashley'. 1600 ,\\. Tylur, 72207~66(l^------------------------------------------------- .-rqnklin - Connie Aston 1701 S. ' '^ ------------- 1-1011 bon, 722C4 - 666.0343 --------Moc-Huffmon . 300 Pleasant Volley Dr..\"72?~i\n~224.235Q cjorland . Or. Cheryl A. Simm, ....... I- -- \n-.-... --\n\"r. Z1..ZIU. - 666-94.16 Springs- aegno^Caz^^^ 7\n2Gg --------^bbs Mggnei . Donno Davis - 1115 W. 76fh,\"722D??37rii2r----------- --------Slij ' Michce^Oliver - SOOTsrprioiki, 72206 -\"3777629' ................ --------. 663-9472 --------Bobbie Goodwin - 4800 W. 26th 7??rir: AAyj.2a-r XAnkA ii^lx. . Pk _  l  * * \" ion*\n 3615 W.''2Slh. 72204 - 666.9436 --------Foutkner- 9401 Mqbelvule CulAfF'---------------------------------------------------- -----------^Q7, Mobelvoie, 72103  455.2227 --------------------------- --------^i'^^Lynn Mporc'.' 1200 R\n7\nir Rd., 72207.2\n2To^61-----  7  ^^7.yw^n,?72nh\n7\ni\n7K77^^  . . MOehell - Oon.la He^peth  2410 Sctte,7. 72204 . q75.xc.Qi------------ f^PlAr { VAJhL t\u0026gt;_ n.-' - '' * _Qner Creek - Forprice. i6qqq 6T\nrc?\nz\u0026gt;iz: f * * F wrt \u0026gt;ut..R^ r- 7220? 455 3320 aaq. sq- .m. .^J. .^33/71 : I -i I \"I yyi (-I -s I -UelZiSj.,5\" '7J\\ .3.... a'7/. U4 -------U.iJ55J..5-MS-B 73 lamm 3 a-s'-j 43 5 45/^ ----------- -----------zi(\n: .1^? MU XVL  T^lb '*! li. Ji olbC ^^3 i ...b-.'i i 5'7 i i 213C, -4^-S i' if'-t ....nii I?. 3\u0026lt;SI w. 130 --k -bsa.-.-T 0 \u0026lt;r\\ /I f LdLi5 33} i09/08/93 15:10 501 324 2032 L R School Dlst ODM 0004/004 LRSD School Checklist ElTnntQry Sehoel* [37] Grad* K-4 (eontfnutd) Piilo$ki Haights - Eddia MeCoy  319 N. Ping, 72205  6639469_____________ Rightsall ~ Koy toss  911 W. 19th, 72206  374-7448_______________________ Rockafaller - Anne Mongon  700 E, 17th, 72206 - 374-1226 Romina  Lionel Word - 3400 Rornina Rd'., 72204 - 225-8833 - Stephens - Stan Strauss - 3700 W. 1 Sth, 72204 - 663-8374 Terry - Nancy Volsen - 10800 Mora Lynn Dr,, 72211 - 225-1215____________ Waketield - Lloyd Black - 75 Westminster, 72209 - 568-3674 Washington - Lonnie Sue Peon  115 W, 2ih, 72206  375-8275 Watson - Dr. Diana Glaze - /OOb'Voiley Or-, 72209  565-'1577 Wastarn Hilts  Margie Puckett - 4901 Western Hills, 72204 - 562-2247 _^W!Iiiams Magnet - Dr. Ed Jockion - 7301 Evergreen, 72207  666-0346 Wilson  Reine Price - 4015 Stonnus Rd.. 72204 - 565-0924 Woodruff - Keren Suchonan - 3010 W, 7fh, 72205 665-4149 AAA' \"A ..I i *13 Ah! An. _JU. Bilk s. __ZJA 1^^ ay? i 9, fm SS :5^sr AL3_ \\^3 M _L Aik jL IS o _3. _A I 5KS' AiL^ jSSX 2BLi. Jl]_ .w.. US. JL^. U (g Al_' -kAi... azik.. 11^1 r-^iMru I I -1 I  i 4.. - I 1 I I I 1 I {Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: September 10, 1993 To: Little Rock School District Board of Education Members From: in Brown Subject: 1993-94 LRSD Enrollment Figures After last nights Agenda Meeting, my associate Bob Morgan gave the enclosed chart to Estelle Matthis because there had been an inquiry about enrollment numbers during the meeting. Bob used ODMs PC software to quickly compile and format this information. The chart compares school-by-school October 1, 1992 enrollment data with the numbers we received from Sterling Ingram on September 7, 1993. We hope you will find this preliminary information helpful. Enc. cc: Hank Williams Estelle MatthisPrepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 7 1993 Day after Labor Day 1 School Principal 1 2 5 8 12 Central High I Hall High______________ Parkview High__________ Fair High McClellan Community High Totals for High Schools 1 1 1 1 1 Rudolph Howard Vic Anderson Junious Babbs Al Niven Jodie Carter Black 92-93 1133 560 485 562 638 3378 White 92-93 761 390 358 310 312 2131 Other 92-93 56 26 11 14 16 123 Total 92-93 1950 976 854 886 966 5632 Capacity Black 93-94 1070 544 469 580 641 3304 White 93-94 630 321 297 282 243 1773 Other 93-94 43 34 20 8 7 112 Total 93-94 1743 899 786 870 891 5189 Black Diff -63 -16 -16 18 3 -74 White Diff -131 Ira -61 -28 -69 -358 Other Diff -13 8 9 -6 -9 -11 Total Diff -207 -77' -68 -16 -75 443 Total % Diff -10.62% -7.89% -7.96% -1.81% -7.76% -7.87% 92 Black Percent 58.10% 57.38% 56.79% 63.43% 66.05% 59.98% 93 Black Percent 61.39% 60.51% 59.67% 66.67% 71.94% 63.67% Percent Diff 3.29% 3.13% 2.88% 3.24% 5.90% 3.69% 3 7 9 10 11 13 15 16 Mann Jr. High Dunbar Jr High Forest Heights Pulaski Hts. Jr High Southwest Jr High Henderson Jr High Cloverdale Jr. High Mablevale Jr. 2 2 2 2 2 2 2 2 Marian Lacey Nancy Volson Richard Maple Ralph Hoffman Charity Smith Clell Watts Gayle Bradford Totals for Junior High Schools 505 410 554 452 523 685 571 438 4138 327 283 220 319 166 215 192 226 1948 17 12 13 3 6 14 12 3 80 849 705 787 774 695 914 775 667 6166 479 438 542 432 507 678 528 339 3943 336 243 187 357 145 199 122 169 1758 18 9 14 6 10 25 ~T 6 95 833 690 743 795 662 902 657 514 5796 -26 28 -12 -20 -16 -7 -99 -195 9 -40 -33 38 -21 -16 -70 -57 -190 1 -3 1 3 4 11 -5 3 15 -16 -15 -44 21 -33 -12 -118 -153 -370 -1.88% -2.13% -5.59% 2.71% -4.75% -1.31% -15.23% -22.94% -6.00% 59.48% 58.16% 70.39% 58.40% 75.25% 74.95% 73.68% 65.67% 67.11% 57.50% 63.48% 72.95% 54.34% 76.59% 75.17% 80.37% 65.95% 68.03% -1.98% 5.32% 2.55% -4.06% 1.33% 0.22% 6.69% 0.29% 0.92% 19 17 22 6 18 21 28 31 32 23 25 48 26 37 27 49 30 35 46 20 Badgett Bate Baseline Booker Brady Carver______ Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King________ Mablevale McDermott 3 3 3 6 3 6 3 3 3 3 3 4 3 4 3 6 4 3 5 3 3 Mary Golston Levanna Wilson Mary Jane Cheatham Dr. Cheryl Simmons Mary Menking______ Mary Guinn Otis Prester Frederick Fields Barbara Means Virginia Ashley Franklin Davis Mac Huffman Robert Brown Eleanor Cox Donna Davis Stan Strauss Francis Cawthon Sadie Mitchell Julie Davenport Mike Oliver 154 248 262 345 275 329 350 291 183 192 198 352 225 233 177 191 182 204 48 62 74 269 111 262 177 71 121 49 242 50 296 17 105 134 5 273 0 11 3 7 12 7 8 4 0 2 4 9 6 0 11 0 6 202 321 339 621 398 598 535 366 243 444 411 530 256 282 336 187 483 278 275 219 220 3 14 500 509 257 401 390 656 467 613 558 492 328 351 376 544 540 346 328 353 0 492 728 515 517 126 222 262 324 255 319 352 304 177 198 197 293 244 182 182 168 0 206 371 310 251 52 62 71 262 131 257 136 78 94 67 254 34 269 3 118 0 280 202 172 0 12 6 11 14 7 5 7 5 5 3 6 17 21 4 9 0 4 7 3 15 178 296 339 597 400 583 493 389 276 270 454 333 530 206 266 295 0 490 580 485 -28 -26 0 -21 -20 -10 2 13 -6 6 -1 -59 19 -51 5 -23 -182 2 371 32 -24 4 0 -3 -7 20 -5 -41 7 -27 18 12 -16 -27 -14 -25 -16 -5 7 202 -47 17 0 1 3 4 2 0 -3 3 5 3 -1 -3 8 15 4 -2 0 -2 7 0 1 -24 -25 0 -24 2 -15 -42 23 -28 27 10 -78 0 -50 -16 -41 -187 7 580 -15 -6 -11.88% -7.79% 0.00% -3.86% 0.50% -2.51% -7.85% 6.28% -9.21% 11.11% 2.25% -18.98% 0.00% -19.53% -5.67% -12.20% -100.00% 1.45% 76.24% 77.26% 77.29% 55.56% 69.10% 55.02% 65.42% 79.51% 60.20% 79.01% 44.59% 85.64% 42.45% 91.02% 62.77% 56.85% 97.33% 42.24% 70.79% 75.00% 77.29% 54.27% 63.75% 54.72% 71.40% 78.15% 64.13% 73.33% 43.39% 87.99% 46.04% 88.35% 68.42% 56.95% -5.45% -2.26% 0.00% -1.28% -5.35% -0.30% 5.98% -1.36% 3.93% -5.68% -1.20% 2.34% 3.58% -2.67% 5.66% 0.10% -3.00% -1.18% 55.60% 54.03% 42.04% 63.97% 63.92% 49.90% -0.20% 8.32% -4.13%Prepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 71993 Day after Labor Day 2 School Principal 33 34 50 38 39 36 40 41 47 51 42 52 29 43 44 45 Meadowcliff Mitchell Offer Creek Pulaski Hts. Rightsell Rockefeller Romine Stephens Terry______ Wakefield Washington Watson Western Hills Williams Wilson Woodnrff 3 4 3 3 4 4 5 4 3 ? 5 3 3 6 3 3 Jerry Worm Samuel Branch Carolyn Teeter Lillie Carter Sharon Davis Anne Mangan Lionel Ward Lonnie Dean La Dell Looper Willie Morris Karen Buchanan Teresa Courtney Dr. Ed Jackson Gwen Ziegler Pat Higgenbofham Totals for Elementary Schools Black 92-93 292 232 143 198 239 250 277 202 238 347 483 332 209 275 265 147 9073 White 92-93 147 28 203 173 9 104 74 / 286 147 332 117 124 218 90 83 4947 Other 92-93 1 4 7 8 1 7 10 0 17 6 7 2 ____2j 9 0 4 201 Total 92-93 440 264 353 379 249 361 361 209 541 500 822 451 335 502 355 234 14221 Capacity 442 346 351 351 346 425 467 298 492 492 939 492 328 517 394 324 16256 Black 93-94 294 205 130 192 182 237 233 139 242 322 450 365 209 240 259 143 8785 White 93-94 134 18 195 199 4 93 68 3 290 107 261 86 117 211 89 82 4816 Other 93-94 1 2 6 11 1 8 14 r ___26 6 12 0 3 10 4 5 271 Total 93-94 429 225 331 402 187 338 315 143 558 435 723 451 329 461 352 230 13872 Black Diff 2 -27 -13 -6 -57 -13 -44 -63 4 -25 -33 33 ____0 -35 -6 -4 -288 White Diff -13 -10 -8 26 -5 -11 -6 -4 4 -40 -71 -31 -7 -7 -1 -1 -131 Other Diff 0 -2 -1 3 0 1 4 1 9 0 5 -2 1 1 4 1 70 Total Diff -11 -39 -22 23 -62 -23 -46 -66 17 -65 -99 0 -6 -41 -3 -4 -349 Total % Diff -2.50% -14.77% -6.23% 6.07% -24.90% -6.37% -12.74% -31.58% 3.14% -13.00% -12.04% 0.00% -1.79% -8.17% -0.85% -1.71% -2.45% 92 Black Percent 66.36% 87.88% 40.51% 52.24% 95.98% 69.25% 76.73% 96.65% 43.99% 69.40% 58.76% 73.61% 6239% 54.78% 74.65% 62.82% 63.80% 93 Black Percent 68.53% 91.11% 39.27% 47.76% 97.33% 70.12% 73.97% 97.20% 43.37% 74.02% 62.24% 80.93% 63.53% 52.06% 73.58% 62.17% 63.33% Percent Diff 2.17% 3.23% -1.23% -4.48% 1.34% 0.87% -2.76% 0.55% -0.62% 4.62% 3.48% 7.32% 1.14% -2.72% -1.07% -0.65% -0.47% Totals for the School District 16589 9026 404 26019 16032 8347 478 24857 -557 -679 74 -1162 -4.47% 63.76% 64.50% 0.74%Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 29, 1993 To: From: Subject: Nancy Acre, Faith Donovan, and Joyce Underwood Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Dunbar Enrollment and Recruitment This memo is to confirm our meeting on Friday, October 8,1993 at 10:00 a.m. We are very interested in your magnet programs success, since it was designed to help desegregate Dunbar. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the Sth. Enrollment Data:  October 1 magnet program enrollment by grade, including race and gender, for the 1990- 91 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1991- 92 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1992- 93 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The number of LRSD students recruited by grade, including race, gender and where they were recruited, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender, during the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (ie. white sixth grade PCSSD students at Lawson, Baker, Romine), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 29, 1993 To: From: Subject: Clell Watts and Joyce Stiedle Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Henderson Enrollment and Recruitment This memo is to confirm our meeting on Thursday, October 7,1993 at 10:00 a.m. We are very interested in your magnet programs success, since it was designed to help desegregate Henderson. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the 7th. Enrollment Data:  October 1 total school enrollment by grade, including race and gender, for the 1992-93 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1992- 93 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The number of students recruited who live in Hendersons attendance zone by grade, including race and gender, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender, during the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (ie. white sixth grade PCSSD students at Lawson, Baker, Romine), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results.ST) f u-t Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: September 29, 1993 To: From: Subject: Rudolph Howard and Dorthy McDonald Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Central Enrollment and Recruitment This memo is to confirm our meeting on Friday, October 8,1993 at 1:40 p.ra. We are very interested in your magnet programs success, since it was designed to help desegregate Central. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the Sth. Enrollment Data:  October 1 magnet program enrollment by grade, including race and gender, for the 1990- 91 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1991- 92 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1992- 93 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The number of LRSD students recruited by grade, including race, gender and where they were recruited, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender, during the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (all white PCSSD junior high students, private school students, and LRSD junior high students), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 29, 1993 To: From: Subject: Jodi Carter and Steve Garrett Horace Smith and Connie Hickman Tanner, ODM Associate Monitors McClellan Enrollment and Recruitment This memo is to confirm our meeting on Thursday, October 7, 1993 at 1:30 p.m. We are very interested in your magnet programs success, since it was designed to help desegregate McClellan. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the 7th. Enrollment Data:  October 1 total school enrollment by grade, including race and gender, for the 1992-93 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1992- 93 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The recruitment committee roster by race, gender, and position  Recruitment committee agenda and minutes  A list of all recommended recruitment strategies developed and implemented by the recruitment committee  Recruitment training documentation,including the person(s) responsible, topic,location, time, sign-in sheets, and evaluation criteria  The number of students recruited who live in McClellans attendance zone by grade, including race and gender, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender, during the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (all white PCSSD junior high students, private school students, and LRSD junior high students), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 October 20, 1993 Sue Pederson LRSD Student Assignment 501 Sherman Little Rock, AR 72202 Dear Sue: As we discussed today, I anticipate receiving the following information from you by Wednesday, October 27,1993: October 1, 1992 four-year-old enrollment by school, including race and gender Information on where each of these children are as of October 1,1993 (For example, are they currently enrolled in a kindergarten class at the school where they were enrolled in a four year old class, have they transferred to another LRSD school, and if so which one, or have they left the LRSD.) I will be out of the office until October 26,1993. If you have any questions, please call me on the 26th at 376-6200. Sincerely, Connie Hickman Tanner Associate MonitorOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 26, 1993 To: Donna Grady Creer From: Melissa Guldin Subject: Magnet School Enrollment In reviewing the 1993-94 enrollment figures for the Little Rock School District, I noted that none of the magnet schools is filled to capacity and some have enrollments significantly below their maximum. In order to complete monitoring of this years enrollment, I will need some information from the Magnet Review Committee. Please provide the number of unfilled seats at each of the six original magnet schools. In addition to identifying empty seats by school, also indicate the number of vacancies attributed to each school district, and whether the empty seats are reserved for black or white students. I have included a chart that you may wish to use in order to simplify the reporting process. Since the information requested is part of an ongoing monitoring project, I would appreciate receiving the figures as soon as possible. Thank you for your cooperation.The Number of Unfilled Magnet Seats as of October 1,1993 School LRSD NLRSD PCSSD TOTAL Black White Black White Black White Black White Booker Carver Gibbs Wiliams Mann Parkview- A  A 1^- Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: November 1, 1993 To: From: Subject: Anne Mangan and Pat Price Connie Hickman Tanner, ODM Associate Monitor Rockefeller Magnet Program Enrollment and Recruitment This memo is to confirm our meeting on Monday, November 15,1993 at 11:00 a.m. ODM is very interested in your magnet programs success, since it was designed to help desegregate Rockefeller. At this time I will be looking for answers to a variety of questions regarding your recruitment efforts and results. I will also need to review certain documentation. Please bring copies of the following information to our meeting on the 15th. If you have any questions, please do not hesitate to contact me at 376-6200. Eorollment Data:  October 1 magnet program enrollment by age level, including race and gender, for the 1989-90 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1990-91 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1991-92 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1992-93 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1993-94 school year  The number of new children by age level, including race and gender, enrolled in the magnet program as of October 1,1993  The number of children by age level, including race and gender, who withdrew from the magnet program between the 1992-93 school year and the 1993-94 school yearRecruitment Data:  The number of children recruited to Rockfellers magnet program by age level, including race, gender, and where they were recruited, during the 1992-93 school year  Documentation of all recruitment strategies and activities during the 1992-93 school year and those planned for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: name the person(s) responsible for its development and distribution\nprovide a copy of the brochure, if it has been completed\nidentify the audience targeted to receive the brochure (day care centers, PCSSD children, private school students, and targeted LRSD students), state the brochure distribution dates\nidentify the amount of money budgeted for the brochures development and distribution, the total expenditures to date, and any remaining budget expenses\nand explain how you will track your results. B. If an activity involves a presentation: identify the persons(s) responsible for developing and making the presentation\nidentify the audience targeted for the presentation\nbriefly describe the type of presentation, including the date and location\nprovide copies of participant sign-in sheets\nand explain how you will track your results.\u0026gt;1 1-1 Little Rock School District RSCSIVFD November 24, 1993 NOV 2 9 1993 Cr:c3 or Desi3\nc'nsl\no\ni fZo\nMrs. Ann Brown Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building LittleRock, AR 72201 Dear Mrs. Brown\nThank you for your letter of November 9, 1993. Obviously, I did not use October 1, 1993 enrollment figures in reporting to the Board. Instead, I attempted to give an updated report which I thought included enrollees since October 1. Please be assured that the information supplied to your office regarding October 1 enrollment by this District is correct. We will be updating the Board as it relates to enrollment trends at Washington Magnet School. Again, thank you for your assistance. Sincerely yours. Larry S. Robertson cc\nEstelle Matthis 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371-0100 November 19, 1993 Mr. Larry S. Robertson Little Rock School District 810 West Markham Street Little Rock, ?\\R 72201 Dear Larry: At the districts Board of Education meeting last night, 1 heard you and Estelle Matthis answer the boards questions about the number of students attending Washington Magnet and the schools racial balance. The board also asked about the number of Washington M-to-M students and how the schools total 1993-94 enrollment compared to that of the previous year. You told the board that Washingtons enrollment was 765 and its racial distribution was within the desegregation plans racial balance mandate of between 60% and 40%. ODM annually compiles enrollment data based on the October 1 figures reported to the State by the three Pulaski County school districts. The attached chart reflects Washingtons October 1 enrollment data for the last five school years, information which the LRSD furnished ODM. Note that Washingtons 1993-94 enrollment is 721, 101 fewer pupils than the previous year, and that the schools racial balance is 63% black, a proportion that places the school in violation of the desegregation plan. Our records also indicate that 106 M-to-M students presently attend Washington, 69 of them from PCSSD and 37 from NLRSD. We phoned Washington this morning to see if there had been some recent influx of children into the school that would account for the 765 total you reported to the board last night. We were told that the school presently has 722 students enrolled, 63% of whom are black. Because ODM is an arm of the Federal Court, 1 necessarily place a great deal of emphasis on the accuracy of all information given us by the school districts. If ODMs October 1 enrollment information on Washington is incorrect, please immediately furnish me with the accurate figures. If, however, you agree that our records are correct, 1 trust you will immediately supply Mrs. Matthis and your Board of Directors with accurate data on Washington so they can make decisions based on sound information. Sincerely yours. in S. Brown Enc. CC: Estelle Matthis FIVE YEAR ENROLLMENT COMPARISON Using October 1 Enrollment Washington Elementary School 1989-90 1990-91 1991-92 1992-93 1993-94 Washington Elem Black 510 438 480 483 451 White 313 356 332 260 Other 11 10 Total 519 762 841 822 721 % Black 98 57 57 59 63 8 1 5 7 Prepared by ODM based on information supplied by LRSDAikansas Democrat (gazette  WEDNESDAY, OCTOBER 20,1993  Public school rolls plunge by 1,933 in county BY CYNTHIA HOWELL Democrat-Gazette Education Writer Enrollment in the three Pulaski County school districts has dropped dramatically this year  by 1,933 students compared to last year, according to the official Oct. 1 enrollment reports the districts submitted to the state Department of Education. Nearly all  1,885, or 97.5 percent  of the missing stu- dents are white. The loss of students has significant financial implications for the districts. The bulk of the decrease occurred in the Pulaski County Special School District, where enrollment fell by 1,207, from 21,633 to 20,426. Little Rock School District enrollment also dropped by a significant number, 618, from 26,212 to 25,594. North Little Rock School Dis- trict enrollment fell by 108, to 9,085. The decrease represents 3.4 percent of the total enrollment in the three districts last year. \"If I had to give my best guess, I would say the drop has to do with the instability of school assignments, Eddie Collins, assistant superintendent for pupil personnel in the county district, said Tuesday. r  Collins said parents have voluntarily called or sent letters to explain why they left the system. Many said they went elsewhere when they were unable to send their children to neighborhood schools because of overcrowding. When a schools enrollment reaches capacity, surplus children are assigned to more dis- See SCHOOLS, Paqe 16A Schools NLR enrollment PCSSD enrollment School 1992 1993  Continued from Page 1A tant schools. Some parents chose not to accept the assignment, Collins said. Estelle Matthis, deputy superintendent of the Little Rock district, said Tuesday that administrators are making student recruitment a priority this year. The emphasis will be on showcasing each individual school and the district, educating the public on the choices available in the district, and making the enrollment process user- friendly,\" she said. She said the enrollment decline resulted from a number of factors, including uncertainty last summer about leadership at Central High and in the district superintendency, and a perception that the schools are unsafe. Statistics show that the number of weapons and firearms found in the schools declined last year. Matthis said district officials need to get the message out about school safety, and the good programs and students in the schools. Matthis said the district will contact parents who have left the schools to solicit suggestions for improvement. District officials said Tues- The county district lost day that the loss of more than 1,144 white and 63 blacks, ac- '   ............. Elementary Alternative Amboy Baring Cross Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood I School 1992 1993 1b1el % Black iblal % Black Elementary iblal SBisch Total % Black Lynch Drive Meadow Park LRSD enrollment School 1992 1993 20 70 390 44 14 36 171 42 450 61 468 54 241 44 230 57 447 45 277 51 464* 48 243 51 North Heights 403 48 Park Hill Pike View Redwood Seventh St. Total_____ Secondary Alternative Baring Cross 210 45 429 49 239 60 363 49 5.058 50 30 77 31 71 Lakewood Md. 545 46 Ridgeroad Md. 578 46 Rose City Md. ... _. NLRHS-East 1,339 45 408 51 NLRHS-WesI 1,204 44 Total Grand total 4.135 46 9,193 48 25 52 380 51 13 46 168 45 441 62 429 60 251 45 237 54 387 44 255 52 449 54 264 56 418 47 276 46 370 50 210 62 338 46 Adkins Arnold Baker Bales Bayou I Cato Moto 4 911 52 66 70 35 71 539 40 544 53 366 51 1.419 46 1.205 44 4.174 46 9,085 49 College Stetlon Crystal HHI Dupree Fuller Harris Jacksonvltle Landmark Lawson Oak Grove OakbfCK\u0026gt;ke Pino Fores! Pinewood Robinson Scott Sherwood Sylvan HOIs Taylor Tolleson Total Secondary 420 36 390 17 283 27 680 45 648 1 650 21 326 33 603 36 458 23 524 57 546 40 847 27 518 46 321 14 469 24 592 18 518 20 682 28 420 25 191 35 490 24 735 18 420 26 569 24 12.300 28 411 37 348 23 294 25 599 45 649 1 569 22 277 40 746 43 428 22 473 60 479 47 763 31 498 46 304 16 438 24 600 21 434 21 580 31 411 24 147 34 450 27 685 23 388 31 532 24 11.503 30 Elementary Ibtal % Black BadgeH Bale Baseline Booker Brady Carver Chicot Cloverdata Dodd Fair Park Forest Park Franklin Fulbrighi Gariand Geyer Springs Gibbs Ish Jefferson King Mebelvats McDermott Meadowdlff Mitchell Otter Creek 202 76 321 77 339 77 621 56 398 69 598 55 535 65 366 60 304 60 243 79 444 45 411 86 530 42 256 91 282 63 336 57 187 97 463 42 500 56 509 54 440 66 264 88 353 41 Iblal %Blacl 189 70 303 74 343 77 595 397 54 66 595 55 509 70 388 79 292 65 263 76 458 44 34S 87 520 45 205 88 288 72 299 57 504 42 553 65 488 64 509 51 434 71 230 93 Adult Learning Ctr, 66 24 Fuller Jacksonville N. Jacksonville S. 935 45 654 26 602 34 Jacksonville Hi. 1,023 29 Combined 1992 enrollment lor Lynch Drive and Rose City Elementary Schools. students. The Oct. 1 report showed a decrease of 84 students compared to the enrollment on the eighth day of school this year. The eighth-day figures showed a loss of 682 students compared to the eighth day last year. MUIS N. Pulaski Northwood Oak Grove Robiruon Jr. Robinson HI. Sylvan Hills Jr. Sylvan Hills HI. Tbtal Qrarxl total 627 44 837 22 939 25 915 23 411 27 408 26 932 25 935 46 9.284 31 21.584 29 949 43 594 31 566 36 967 30 671 48 838 21 948 23 869 25 485 27 354 25 919 26 796 26 8.858 30 20,361 30 Pulaski Heights 379 52 Highlsell Rc^efeller Romlne Stephens Terry Wakefield Vfeshinglon Watson Western Hills Williams WBson Woodruff Total_______ Secondary 249 96 361 69 361 77 209 97 541 44 500 69 822 59 451 74 335 62 502 55 355 75 234 63 14,221 63 341 398 189 340 334 145 561 447 721 442 332 41 48 97 71 74 97 43 75 63 80 65 472 54 354 75 236 62 14 017 cording to the statistics. The Little Rock district lost 566 whites and 52 blacks and the North Little Rock district lost 175 whites but gained 67 black students. Thirty percent of the pupils in the county district are black and 70 percent are white or are of other races. The county districts enrollment was 30 percent black and 70 percent white. Last year the enrollment was 28 percent black. The district lost 903 students at the elementary level and 300 in the secondary schools. The fact the district lost a 1,200 students seemed high but the figures were the most accurate they had. The Little Rock district remains the largest in the state. The black enrollment in the district grew by 1 percent to 65 per- cent black, after remaining stable at 64 percent since 1989. ficial Oct. 1 enrollment fell from 9,193 last year to 9,085 this year. The districts racial composition is nearly 50-50 black and white. Whites make up 50.6 percent of the enrollment, while blacks make up the remaining 49.4 percent. The Oct. 1 enrollment total is considered the official enrollment for the schools. While it is not the number used to determine state funding for a district, it does have implications for the state aid. Central Fair Han McClellan Parkview Cloverdale Dunbar 1,999 59 905 64 994 57 985 67 871 58 775 74 705 58 1.879 65 918 976 65 60 886 75 Foreel Heights 787 70 Henderson Mabelvale Mann 914 75 667 66 849 59 Pulaski Heights 774 58 Southwest  Iblal Special Grand Total 695 75 11.920 64 71 39 26,212 64 . 788 701 701 788 915 654 851 790 679 11.526 51 25.594 59 81 63 73 74 69 58 55 77 67 53 65 Elementary enrollment in If the numbers are accurate, Little Rock fell by 204 students they could cost the three disand the secondary school enrollment dropped by 414. Matthis attributed the secondary school drop in part to a small class moving into the 10th grade this year. The class is small as the result of the con- --------------------- .XX..V  troversialcohtrolled-choicestu- large number of students this dent assignment plan in the mid year became evident in the - early September enrollment reports. However, the loss at the time did not exceed 1,000 1980s, she said. That plan resulted in a large enrollment decline at the time. In North Little Rock, the of- tricts together over $4 million in future years  up to $3 million for the county district, as much as $1.5 million for the Little Rock district and about $264,000 for the North Little Rock district. The financial losses would not hit the already financially strapped districts all in one year, though. Dr. Robert Shaver, associate director for finance in the state Department of Education, said Tuesday that a relatively new state law allows districts that are losing students to collect state aid based on their average student enrollment for the last three years. That would cushion the loss, especially if enrollment can be increased in subsequent , years. / Traditionally, state aid to | school districts is not based on J the Oct. 1 enrollment but on a  formula that uses the average enrollments for the first three  quarters of each school year. Each school year consists of four nine-week grading periods . or quarters.Arkansas Democrat (gazette  WEDNESDAY, OCTOBER 20,1993  NLR enrollment PCSSD enrollment School 1992 1993 School 1992 1993 LRSD enrollment Elementary Total % Black Total %.BIack| Elementary School 1992 Total % Black Total % Black 1993 Elementary Total % Black Total % Black Alternative Amboy Baring Cross Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Seventh St, Total________ 20 70 390 44 14 .. 36 171 42 450 61 468 54 241 44 230 57 447 45 277 51 464* 48 243 51 403 48 210 45 429 49 239 60 363 49 5,058 50 25 52 380 51 13 46 168 45 441 62 429 60 251 45 237 54 387 44 255 52 449 54 264 56 418 47 276 46 370 50 210 62 338 46 4,911 52 Secondary Alternative Baring Cross Lakewood Md. Ridgeroad Md. Rose City Md. 30 77 31 71 545 46 578 46 408 51 NLRHS-East 1,339 45 NLRHS-West 1,204 44 Total Grand total 4,135 46 9,193 48 66 70 35 71 539 40 544 53 366 51 1,419 46 1,205 44 4,174 46 9,085 49 Adkins Arnold   Baker Bates Bayou Meto Cato - College Station Crystal Hill Dupree Fuller 7 Harris Jacksonville Landmark Lawson Oak Grove Oakbrooke Pine Forest Pinewood Robinson Scott Sherwood Sylvan Hills Taylor Tolleson Total Secondary 'Combined 1992 enrollment for Lynch Drive and Rose City Elementary Schools. 420 36 390 17 283 27 680 45 648 1 411 37 348 23 294 25 599 45 650 21 7 326 33 603 38 458 23 524 57 546 40 847 27 518 46 321 14 469 24 592 18 518 20 682 28 420 25 191 35 490 24 735 18 420 26 569 24 12,300 28 649 1 569 22 277 40 746 43 428 22 473 60 479 47 763 31 498 46 304 16 438 24 600 21 434 21 580 31 411 24 147 34 450 27 885 23 388 31 532 24 11,503 30 Adult Learning Ctr. 66 24 Fuller Jacksonville N. Jacksonville S. Jacksonville Hi. Mills N. Pulaski Northwood Oak Grove Robinson Jr Robinson HL Sylvan Hills Jr. Sylvan Hills Hi. Total Grand total 935 45 654 28 602 34 1,023 29 627 44 837 22 939 25 915 23 411 27 408 28 932 25 935 46 9,284 31 21,584 29 949 43 594 31 566 36 967 30 571 48 838 21 948 23 869 25 485 27 354 25 919 26 798 26 8,858 30 20,361 30 Badgett Bale Baseline J... Booker ' Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King Mabelvale McDermott Meadowdiff Mitchell 3, Otter Creek Pulaski Heights Rightsell Rockefeller Romine -fd:.\n' ' Stephens Terry Wakefield - - 202 76 321 77 339 77 621 56 398 69 598 55 535 65 366 80 304 60 243 79 444 45 411 86 530 42 256 91 282 63 336 57 187 97 483 42 500 56 509 54 440 66 264 88 353 41 379 52 249 96 361 69 361 77 209 97 541 44 5004 69 Washington \n822 59 Watson Western Hills. Willfama:  451 74 335 62 ______ '.'502 55- Wilson fe-,, Woodruff 7 Total______ ^.355:\u0026lt;75 234' 63 14,221 63 Secondary Central Fair , Hall McClellan:'\nParkview Cloverdale Dunbar: Forest Heights  Henderson Mabelvale Mann ' Pulaski Heights Southwest Total Special Grand Total 1,999 59 905 64 994 57 - 985 87 871 58 775 74 ... 705 58 3T.737 70 914 75 667 66 849 59 774 58 695 75 11,920 64 71 39 26,212 64 189 303 343 70 74 77 595 54 397 595 66 55 509 70 386 292 263 458 345 520 205 288 79 65 76 44 87 45 88 72 299 57 504 553 488 509 434 230 42 65 64 51 71 93 341 41 398 189 48 97 340 - 71\n334 74 145 561 447 721 442 332 97 43 75 63 80 65 472 54 354 236 14,017 1,879 918 976 886 788 701 701 788 915 654 851 790 679 11,526 51 25,594 75 62 64 65 65 60 75 59 81 63 73 74 69 58 55 77 67 53 65Tension, fear drive some from Central I I BY CYNTHIA HOWELL Democrat-Gazette Education Writer 1 Whitney Singleton, Rachelle Rexer and Mike Lierly were sophomores at Little Rock Central High School last year. But, like dozens of other white Cen-' tral students, the three left the school and are attending classes elsewhere. Centrals official Oct. 1 enrollment dropped this year by 120 students to 1,879 from 1,999 last year. The white enrollment decline was even greater, 143 students, but that was offset by a slight increase in black enrollment. Central was no fun last year, Singleton, a junior at North Little Rock High School, said in an interview. Students were hostile to each other, and some of the teachers felt threatened by their students. There was some tension and fear. But Rexers reasons for leaving Central, also to at- See ENROLLMENT, Page 12A I { I12A  SUNDAY. NOVEMBER 7, 1993   Enrollment  Continued horn Page 1A lend North Lillie Rock High, were different. She said her de- LRSD eiimlltfteHt sutyey dj/iion was based on conve- nience and family tradition  her brother went to North Lit- de Rock High. Concerns about safely or other conditions at Central were not factors in her decision, she said. In fact, she misses some things about Cen- ii al  for instance, playing the viola in the schools orchestra and the diverse student body. Bobbi Lierly said her son Mike transferred lo North Lillie Rock High because he wanted to lake a two-hour commercial art class that was not available at Central, and lo take ad- ' vantage of a seven-period class day that allows students to take iilore elective courses. Central has a six-period day, although if also has an early morning \"Zero Hour\" class period. I^Belween Oct. 1,1992, and this year, the Little Rock School Dis- (ricl's total enrollment dropped by 618 students  599 of them white. That is bad news for a 65- pErcenl-black district that is struggling to desegregate its vir- thally all-black elementary schools in east and central Little Rock, and maintain racial balances in other schools. t-Dislrict officials are pulling tolellier a comprehensive stu- dfent recruitment plan that ^lould be completed by the end of next month and implement- bd before spring registration. Qhe purpose is to reverse the enrollment decline at Central and dislriclwide. Dr. Russ Mayo, associate superintendent for de- sj^regation, said last week. District officials have talked about tracking students who leR the city's public schools to find Util where they went and why, but that has nol yel been done. *The while enrollment fell al Central pai Uy for demographic i^asons. There are fewer white slydents in the ninth-grade class that moved into 10th grade this year than there were in the 12th- gfade class lliat graduated. Bui some students al the .wbool last year chose lo leave (enlral to atleiul other public High schools such as North Little Rock High, Parkview Magnet High or Hall High. riAt lea.st six Central students I Sr. high Central Fair Hall McClellan Parkview Total Jr. high Cloverdale Dunbar Forest Heights Henderson Mabcivale Mann Pulaski Heights Soutliwest Total Elementary Badgett Bate Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jelferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Teriy Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Special schools , Grand Total Black 1,228 596 586 666 463 3,539 566 439 575 678 453 494 434 524 4,163 132 225 265 321 263 325 356 304 189 200 200 300 233 181 208 170 213 357 311 262 306 215 141 190 184 240 247 141 243 337 451 353 215 257 263 147 8,945 27 16,674 AsotOc.t /. 1993 While 616 314 362 213 315 1,822 Other 33 8 28 7 10 86 Tola! % Black 1,679 918 976 886 788 5,447 65 65 60 75 59 64 hoods, and even in the same families, to different schools. 'll was a complete zoo. Htilherford said, adding lh.nl llie classes of sludcnls now in niiilli and loth grades were in elementary school at the time and were hit the _______ aiid Fulbright lost lOstiidenls. The 12 schools reported a net gain of 95 while.'? (his year compared lo Iasi year. Of the schools, only Fulbright actually losl white sludcnls, 10, ac- 4'Erc accepted al the new ^jkansa.s School for Malliemat- ica and Sciences in Hot Springs. A'couplc of others moved to - viZa.shington, D.C., with relatives vbho work in President Clinton's adjninislratioii. ^Increased enrollmenl in .\u0026lt;dme of Little Rock's private (Jdlools, including Pulaski Acad- \"Tiy and Central Arkansas irislian High School, indicates Il some Little Rock students wr tJSl 41pin(loned public schools. Sim- IJarly, enrollments have Increased in school districts surrounding Pulaski County. J-A recent University of Arkansas at Little Rock study aq population migration showed 'lat 2.3,000 people left Pulaski le'unly between 1980 and 1990, 130 251 195 210 197 341 351 141 1,816 57 68 76 265 122 163 147 75 97 60 253 40 272 3 78 121 287 189 174 232 127 12 195 197 93 73 3 292 106 260 89 114 207 87 84 4,822 23 8,463 \"The morale was gone. It seemed like the center was mis-sing. She told of visiting the school before her daughter decided lo attend. Two students had a fistfight in a hallway. 3he staff broke it up and Ihe.stndents, escorted by the principal, apologized to the Singletons and said Ihey hoped their fight hadn't ruined the Singletons' image of Central. Those who left Central and those who stayed cited concerns about safety and security. Central is a large, inner-city .school in a rundown neighborhood. \"I had apprehensions about going to Central,\" said one mother whose daughter is now a Central 10th- grader. It was not so much about the academic quality as it was about safely. mother. The who many of them went to Saline Faulkner counties. Faulkn- -------------- . and Saline counties gained named, said she fi,b00 people in the last decade through migration. * Mary McGehee, an associate demographic specialist at asked not to be planned to bail out if her 5 11 18 27 4 16 5 14 100 0 10 2 9 12 7 6 6 3 5 5 15 21 2 8 7 3 15 1 3 5 11 1 7 14 1 26 4 10 0 3 8 4 5 250 437 701 701 788 915 654 851 790 679 6,079 189 303 343 595 397 595 509 386 292 263 458 345 520 205 288 299 504 z 553 488 509 434 230 341 398 189 340 334 145 561 447 721 442 332 472 354 236 14,017 51 25,594 81 63 73 74 69 58 55 77 69 70 74 77  54 66 55 70 79 65 76 44 87 45 88 72 57 42 65 64 51 71 93 41 48 97 71 74 97 43 75 63 80 65 54 75 62 64 53 65 hardest. In addition to controlled- choice problems, Rutherford said, enrollment was affected by the school districts Iwo-year \"crime coma.\" in Tlie district the early 1990s did not respond quickly  enough to escalating violence in the schools. There are 618 while 12th- graders in the Little Rock School District Ibis year, and 600 while llth-graders. In the 10th grade, the number drops lo 572, and in the ninth grade, 539. In the seventh and eighth grades, however, the numbers of whiles arc significanlly higher, 632 and 639. respectively. The largest class of whiles in the district is 718 in the first grade. Skip Rutherford, the father of a Central High lOlh-gradcr and a former Lillie Rock School Board member, Entdllment by race (Llltle Rock School District) Grade White Black Other K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Spec, schools 4-year-olds Total 662 1.245 718 1,269 662 1,190 660 1,258 663 1,196 618 1,206 625 1,290 639 1,474 632 1,359 539 1,308 572 1,323 600 1,115 618 61 23 191 955 174 27 285 39 38 29 41 40 23 25 32 29 39 21 33 31 0 1 16 blamed the small ninth and 10th grades on problems from tlie mid-1980s, when the districtimplemented the con- Grand total 25,594 Seuree: LUile Rock School Olsltlel 8,483 16,674 437 cording to the stati.slics. The Enrollment history Year (Central High School) Total enrollment % Black 1993 1992 1991 1990 1989 1988 1,879 1,999 1,771 1,629 1,863 2,070 65% 59% 61% 60% 60% 57% 1987 ------- 2.108  - 37% 1986 1985 1984 1983 2,088 1,989 1,989 1,947 Source: LIWo Rock School DMIilcI he said. As a result, people leR the public schools. 'Violence got out of hand before the district took steps to increase security officers and assign city police officers to schools, lie said. Rutherford said he and his wife considered private schools for their son a year ago because of their disappointment with the way the district handled security. He said he continues to question the district's coinmitmenl to school safety, but he also said the quality of the academic program al Central is second lo none and that be is pleased with the school and its staff. racial composition i!i the schools 59% 59% 61% 61% ranged from 42 percent black and 56 percent while or other at Jefferson Elementary to 76 percent black and 24 percent while or other nt Fair Park Elementary.  In the 11- area schools south of Asher, only Cloverdale, Geyer Springs and Baseline elementaries showed enrollment increases. Cloverdale grew by 20 pupils, Geyer Springs by six and Baseline by four. Enrollment at Chicot, Dodd, Mabelvale, Meadowcliff, Otter Creek, Wakefield, Watson and Western Hills fell by a total of 133 students. Of the H Southwest Little Rock schools, the percentage of black students increased or remained stable in 10. The racial composition at the schools ranged from 41 percent black and 59 percent while or other al Otter Creek Elementary to 80 percent black and 20 perffent Following are other pieces of  white or other at Watson misinformation gleaned from the districts enrollment statistics. were 70 percent or more black. mentary. Eight of the schbqls  The enrollment fell not :  The racial makeup in, the only at Central this year but in j eight junior highs ranged from four of the districts five high | 55 percent black at Pulaski schools. Fair High reported an 1 Heights Junior High to 81- increase of 13 students. | cent black at Cloverdale Junibi  Enrollment in the district s High. Cloverdale had the ttbSt incentive schools decreased by dramatic change in the studfeirit 25 percent this yey, fa ling[by ^ody. The school lost 74stu-- dw rhihirpn rrnii 1.937 lo 1.4o4. dents and the percentage, of black students grew from 73'pier- 483 children from 1,937 to 1,4M. Incentive schools gel extra district money for programs lo improve the education of black children and attract whiles to the vir- tually all-black schools. The decrease in the incentive school count was partly a result of the districts decision to close Lsh Incentive Elementary, enrollment 187, but each of Ilie other incentive school.\"! lost students. Some of the incentive school pupils went lo the new King In- lerdistrict Elementary, which has a black enrollment of 357 pupils, most of whom are from Lillie Rock, and a while enroll- iiicnl of 109 pujiils, many of whom are from the Pulaski County Special School District.  Regular noiimagnel, noniii- cenlive area elemenlary schools in the west and northwesl sections of Little Rock (north of Asher Avenue) were more likely to show an increase in enrollmenl cent to 81 percent. Total enrollment in the.Jji^ nior highs fell by 87 students from 6,166 to 6,079. WhiteMft- rollment dropped by 132.'t0- dents, from 1,948 to 1,816. eu liic evil- ----------------- ------- trolled-choice  including an increase in while enrollment  than schools in desegregation plan. \"It was a nightmare that drove over 1,000 people out of the district, Rutherford said other parts of the city. Of the 12 schools, six showed increases in total enrollment and three remained stable. Fair Park, Forest Park, JefTerson, Pulaski Heights, Terry and Woodruff elementaries report- last week. ed increases in total enrollment, \"I said back while Brady, McDermott and Wilson remained stable. Bale (JALR, said populations pro- j^tions show the trend will continue. \nMcGehee also said 43,753 people in Lillie Rock are under 18 years of age. Of that group, 49.2 (Jfercent are white, and the re- ihaiiider. 50.8 percent, are black (jrof oilier races. i^ljltle Rock enrollment num- tiSts showed some signs of hope, ^ludy showed that white en- ijjjlment increased or stabilized ijTSome elementary schools  iMstly in west Little Rock. Parots and students who chose to ^(ck with Central, which got a of adverse publicity last year, said in recent interviews dfey dont regret it. daughter did not feel secure at the school, but her daughter ad- justed well. She said her daughter's friends from Pulaski Heights Junior High scaltered\none went to Parkview High School, two others went to Mount St. Mary's Academy and another went lo Hall High. The mother said it angers her as a parent and district patron that she and other parents have to worry about safety in a school. Another key reason for the enrollment decline this year is that Little Rocks ninth- and lOth-grade classes have fewer whites than other grades. Even if Central hadn't generated negative publicity last year, its enrollment might have declined anyway because last years graduating class was replaced by a smaller class of lOth-graders. then that the district would feel the repercussions of controlled choice lost 18 students, Romine lost 27 for years, Rutherford said. It will take a whole generation of students  I mean 12 years  lo recover from it. We are beginning to see some signs of recovery at some of the elementary schools where white enrollment is up or has stabilized. Rutherford said one of the districts strengths now is Rs stable and predictable student assignment plan that assigns many students to schools in their neighborhoods, but also gives them some choice. In the controlled-choice plan, students were assigned to schools and then given the opportunity to choose other schools. Decisions on transfers were based on racially balancing the schools. A persons residence had no connection to the school assignment. Al the time, parents complained that the plan senl children in the same neighbor- 5^he drop in white enrollment ^-Central, from 761 to 618, caused a striking change in the a\u0026amp;iools racial composition. For fifyears, the racial makeup at t^ntral hovered around 60 per- eent black, 40 percent white. TKIs year it shot up to 65 per- \u0026lt;*4it black and down to 35 percent white, as compared to 59 percent black and 41 percent white last year. '.The suspension of former Central Principal John L. Hiek- mpn Jr. in January and resulting furor concerned parents, some of whom moved their chil- di^n out of the school. Hicknian w^s suspended and not rehired based on allegations of sexual and financial misconduct. His suspension was highly publicised and bitterly divisive among students, staff and parents. After he left, things seemed to^o downhill, Carolyn Sin- gleton. Whitneys mother, said.The district is following our obligation to phase out Grandfathering, whereby students were allowed to remain in their current school, whether or not the school was the Attendance Zone school. Because of this effort, many Incentive School students have elected to go to their Attendance Zone school. This effort resulted in a total increase of 165 students in our incentive schools in August of 1994 over the October 1993 student count. This increase occurred with one (1) less Incentive School in 1994-95 than in 1993-94. The Little Rock School District also has moved toward actively and aggressively recruiting students to our district. During the 1993-94 school year, a districtwide recruitment plan was written to address requirements in the desegregation plan, court orders, as well as monitoring reports. The document includes plans for incentive, area, magnet and interdistrict schools. As part of the districtwide recruitment plan, each school is required to have an individual recruitment plan and a school recruitment team to implement activities in their plan. Recruitment efforts for Clinton Elementary, Pulaski County Special School Districts new interdistrict elementary school, were extremely successful. More than 200 Little Rock School District students were part of the desegregation exchange and will now attend Clinton Elementary. LRSDs four-year-old program continues to grow and serve parents of preschool children in preparing them for kindergarten. With the addition of eight more classes, the district enrolled 695 students in the program for the 1994-95 school year, an increase of 203 students over last year . The Little Rock School District will continue to comply with every aspect of our Desegregation Plan. 9CENTRAL SUBTOTAL KG TOTAL FAIR SUBTOTAL KG TOTAL HALL SUBTOTAL KG TOTAL McClellan SUBTOTAL KG TOTAL PARKVIEW SUBTOTAL KG TOTAL TOTAL SR TOTAL SR/KG SUBTOTAL Little Rock School District Enrollment Count Octobers, 1994 1101 Ungraded 10 11 12 Black White Other Total Black % #08 Ungraded 10 11 12 #02 Ungraded 10 11 12 #72 10 11 12 nos Ungraded 10 11 12 6 389 291 305 991 49 1040 0 204 141 203 548 0 548 0 16 18 15 6 100.00% 609 450 523 49 1588 0 63.88% 64.67% 58.32% 62.41% 49 100.00% 49 1637 63.53% 21 245 190 162 818 13 631 7 66 110 93 276 3 279 0 28 3 314 0 300 4 259 7 901 0 16 7 917 75.00% 78.03% 63.33% 62.55% 68.59% 81.25% 68.81% 19 266 199 178 662 7 669 19 276 205 164 664 20 684 0 135 137 148 420 15 435 4 105 112 92 313 13 326 7 77 61 58 203 0 203 0 117 117 94 328 0 328 3355 1668 104 16 3459 1684 Office of Desgregation Page 1 0 10 11 15 23 381 322 285 36 1011 0 20 36 1031 82.61% 69.82% 61.80% 62.46% 65.48% 35.00% 64.89% 0 4 2 4 10 0 10 0 17 7 13 37 0 37 26 357 268 226 877 73.08% 77.31% 76.49% 72.57% 75.71% 20 100.00% 897 0 269 261 255 785 76.25% 50.19% 52.49% 58.04% 53.50% 15 100.00% 800 54.38% 139 5162 0 120 64.99% 86.67% 139 5282 65.49%CLOVERDALE JR TOTAL DUNBAR TOTAL Little Rock School District Enrollment Count October 3, 1994 ms Ungraded 7 8 9 #07 Ungraded 7 8 9 FOREST HEIGHTS 1109 Ungraded 7 8 9 4 161 179 177 521 2 46 30 41 119 0 3 1 3 7 6 210 210 221 647 66.67% 76.67% 85.24% 80.09% 80.53% TOTAL HENDERSON #13 Ungraded 7 8 9 TOTAL MABEL VALE JR #16 Ungraded 7 8 9 TOTAL MANN MAGNET 1103 Ungraded 7 8 9 TOTAL PULASKI HEIGHTS P10 Ungraded 7 8 9 TOTAL SOUTHWEST JR iH1 Ungraded 7 8 9 TOTAL SUBTOTAL 0 172 175 121 468 0 79 80 68 227 0 7 4 1 12 0 258 259 190 707 66.67% 67.57% 63.68% 66.20% 10 179 187 189 565 8 65 64 60 197 0 2 12 4 18 18 246 263 253 780 55.56% 72.76% 71.10% 74.70% 72.44% 22 223 222 194 661 2 80 76 71 229 0 11 11 5 27 24 314 309 270 917 91.67% 71.02% 71.84% 71.85% 72.08% 15 130 136 136 417 0 151 157 148 456 10 172 123 126 431 20 145 170 152 487 4006 6 37 50 68 161 0 139 114 113 366 4 101 126 103 334 1 27 30 47 105 1738 Office of Oesgregation Page 2 0 1 2 4 7 0 9 7 7 23 0 2 3 1 6 0 7 7 18 118 21 168 188 208 585 0 299 278 268 845 14 275 252 230 771 21 179 207 203 610 5862 71.43% 77.38% 72.34% 65.38% 71.28% 50.50% 56.47% 55.22% 53.96% 71.43* 62.55* 48.81* 54.78* 55.90* 95.24* 81.01* 82.13* 74.88* 79.84* 68 34%BADGETT TOTAL BALE P4 K TOTAL BASEUNE TOTAL BOOKER TOTAL BRADY TOTAL Little Rock School District Enrollment Count October 3,1994 1)119 Ungraded P4 K 1 2 3 4 5 6 6 0 0 6 100.00% 20 12 16 9 24 11 16 19 133 Ungraded 1 2 3 4 5 6 5 19 25 34 28 19 29 31 24 214 1(^22 Ungraded P4 K 1 2 3 4 S 6 Ungraded K 1 2 3 4 S 6 Ungraded P4 K 1 2 3 4 5 6 3 23 44 31 30 33 27 24 30 245 }^6 36 42 41 40 48 48 48 305 ^18 2 8 45 35 35 24 38 35 32 254 5 0 25 80.00% 8 0 20 60.00% 8 0 0 4 0 24 13 28 66.67% 69.23% 85.71% 6 0 17 64.71% 2 7 44 6 14 13 12 13 8 11 3 7 87 1 13 12 7 13 3 12 6 8 77 32 37 28 39 30 40 39 245 1 9 27 27 17 23 13 11 9 137 Office of Desgregation Page 3 0 0 0 0 2 0 2 2 1 1 0 0 8 0 0 2 0 0 1 1 0 0 4 3 5 5 4 2 2 2 23 0 0 6 4 1 0 1 1 17 18 26 177 11 35 38 48 43 28 41 34 31 309 36 58 38 43 37 40 32 38 326 73 84 74 83 80 90 89 573 3 17 78 66 56 48 51 47 42 408 88.89% 73.06% 75.14% 45.45% 54.29% 65.79% 70.83% 65.12% 67.86% 70.73% 91.18% n.42% 69.26% 75.00% 63.89% 75.86% 81.58% 69.77% 89.19% 67.50% 75.00% 78.95% 75.15% 52.05% 50.00% 55.41% 48.19% 60.00% 53.33% 53.93% 53.23% 66.67% 47.06% 57.69% 53.03% 62.50% 50.00% 74.51% 74.47% 76.19% 62.25%CARVER TOTAL CHtCOT TOTAL Little Rock School District Enrollment Count Octobers. 1994 Ungraded K 1 2 3 4 S 6 Ungraded P4 K 1 2 3 4 5 6 CLOVERDALE ELEM Ungraded P4 K 1 2 3 4 S 6 TOTAL DODD TOTAL Ungraded K 1 2 3 4 5 6 FAIR PARK TOTAL Ungraded P4 K 1 2 3 4 5 6 11121 0 31 35 42 46 52 51 52 309 11128 9 9 36 51 47 48 51 47 46 344 19131 0 34 44 42 39 41 29 35 48 312 itf32 10 27 26 24 19 33 29 25 193 11123 0 18 27 32 25 29 25 25 23 204 Office of DwgrffgatKXi Page 4 0 26 29 41 42 46 45 36 267 15 7 21 16 19 17 16 19 21 151 0 12 13 14 11 8 7 3 6 74 1 9 18 19 9 14 17 10 97 0 15 11 13 8 10 3 8 5 73 0 2 3 0 3 2 0 2 12 0 2 0 0 0 1 1 3 1 8 0 1 2 1 0 1 1 0 0 6 0 0 2 3 0 1 2 0 8 0 3 0 0 0 1 0 1 0 5 0 59 67 83 91 100 96 92 586 24 18 42 67 66 66 68 69 66 503 47 59 106 52 53 105 43 54 392 11 36 47 46 31 79 53 41 296 36 38 45 33 40 28 34 28 282 52.54% 52.24% 50.60% 50.55% 52.00% 53.13% 56.52% 5X55% 37.50% 50.00% 85.71% 76.12% 71.21% 7X73% 75.00% 68.12% 67.65% 68.39% 72.34% 74.58% 39.62% 75,00% 77.36% 27,62% 81.40% 88.69% 79.59% 90.91% 75.00% 55.32% 50.00% 61.29% 41.77% 54.72% 60 98% 64.77% 50.00% 71.05% 71.11% 75.76% 7X50% 89 29% 73.53% 6X14% 72.34%FORESTPARK TOTAL FRANKUN TOTAL FULBRIGHT TOTAL GARLAND TOTAL Little Rock School District Enrollment Count October 3.1994 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 GEYER SPRINGS Ungraded P4 K 1 2 3 4 5 6 TOTAL ltf24 0 0 0 23 33 36 38 30 18 20 196 1^5 12 46 99 49 37 42 36 36 34 393 F48 2 34 34 39 26 36 35 29 235 ill26 6 15 33 31 26 35 30 35 35 246 ^7 0 23 31 37 31 30 18 32 21 223 37 36 33 23 37 36 26 228 4 21 7 2 1 Q 3 1 2 41 4 41 38 29 40 39 50 48 289 1 0 0 3 0 1 1 2 1 9 0 11 7 10 11 6 8 9 4 66 Office of Oesgregation Page 5 0 1 1 0 2 1 1 6 1 5 1 0 0 0 1 1 0 9 1 3 2 2 2 4 2 2 18 0 3 6 3 5 2 3 3 2 27 0 3 4 2 1 0 1 0 0 11 60 70 70 61 69 55 47 432 17 72 107 51 36 42 40 40 36 443 1 78 7A 70 66 79 37 79 542 7 18 39 37 31 38 34 40 38 282 0 37 42 79 43 36 27 41 25 300 38.33* 47.14* 51.43* 62.30* 43.48* 32.73* 42.55* 45.83* 70.59* 63.89* 92.52* 96.08* 97.37* 100.00* 90.00* 95.00* 94.44* 88.71* 28.57* 43.59* 45.95* 55.71* 36.24* 45.57* 36.71* 43.36* 85.71* 83.33* 84.62* 83.78* 83.87* 92.11* 88.24* 87.50* 92.11* 87.23* 62.16* 73.81* 46.84* 72.09* 83.33* 66.67* 78.05* 84.00* 74.33*GtBBS TOTXU. JEFFERSON TOTAL MLK TOTAL Little Rock School District Enrollment Count Octobers, 1994 Ungraded K 1 2 3 4 S 6 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 4MSfZ.U4Z. ELEM Ungraded P4 K 1 2 3 4 5 6 TOTAL MCDERMOTT Ungraded K 1 2 3 4 5 6 TOTAL 0 0 0 0 19 24 24 20 25 23 25 160 5 21 36 24 32 31 34 35 218 0 32 57 44 45 27 42 32 30 309 ilf46 9 9 46 47 45 46 48 47 43 340 ^20 0 25 36 33 36 35 42 34 241 17 17 18 14 21 18 16 121 2 36 37 46 39 48 30 41 279 0 31 34 23 26 28 23 34 28 227 0 8 11 16 13 15 21 16 24 124 0 30 35 32 34 33 35 34 233 Office of Desgregatton Page 6 2 3 2 2 1 2 0 12 0 1 1 1 0 0 2 0 5 0 3 4 2 1 1 2 2 0 15 0 1 1 2 3 0 2 0 1 10 0 3 2 6 2 3 3 1 20 38 44 44 36 47 43 41 293 7 58 74 71 71 79 66 76 502 0 66 95 69 72 56 67 68 58 551 9 18 58 65 61 61 71 63 68 474 0 58 73 71 71 71 80 69 494 50.00% 54.55% 54.55% 55.56% 53.19% 53.49% 60.96% 54.61% 71.43% 36.21% 48.65% 33.80% 45.07% 39.24% 51.52% 46.05% 43.43% 48.48% 60.00% 63.77% 62.50% 48.21% 62.69% 47.06% 51.72% 56.08% 100.00% 50.00% 79.31% 72.31% 73.77% 75.41% 67.61% 74.60% 63.24% 71.73% 43.10% 49.32% 46.48% 50.00% 49 30% 52.50% 49.28% 48 79%MEAOOWCUFF TOTAL MITCHELL TOTAL OTTER CREEK TOTAL Little Rock School District Enrollment Count October 3.1994 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded K 1 2 3 4 S 6 0 0 0 0 41 19 0 60 68.33* 49 42 47 39 31 30 219 8 19 36 34 28 26 40 35 34 2!\u0026amp;a F50 9 13 23 25 19 32 19 23 154 PULASKI HEIGHTS ELEM 1138 Ungraded K 1 2 3 4 5 6 9 29 24 38 26 24 29 27 14 21 22 23 20 12 131 0 0 2 1 1 1 2 1 0 8 0 27 25 22 23 37 34 28 196 0 28 41 34 24 28 25 27 0 0 0 0 0 1 1 0 0 0 0 2 1 0 0 1 0 0 2 2 2 0 2 1 9 0 2 4 3 0 3 2 2 63 63 69 62 51- 43 411 8 19 38 35 31 28 42 36 35 272 0 40 SO 49 44 69 55 52 359 0 59 69 75 SO 55 56 56 n.78* 66.67* 68.12* 62.90* 60.78* e9.77% 67.88* 100.00* 100.00* 94.74* 97.14* 90.32* 92.86* 95.24* 97.22* 97.14* 95.59* 32.50* 46.00* 51.02* 43.18* 46.38* 34.55* 44.23* 42.90* 49.15* 34.78* 50.67* 52.00* 43.64* 51.79* 48.21* TOTAL 197 207 16 420 46.90% RIGHTSELL TOTAL Ungraded P4 K 1 2 3 4 5 6 0 0 0 0 17 37 20 34 27 35 20 35 225 Office of OatQregation Paga? 1 1 0 1 0 1 0 0 4 0 0 0 0 0 0 0 0 0 18 38 20 35 27 36 20 35 229 94.44* 97.37* 100.00* 97.14* 100.00* 97.22* 100.00* 100.00* 98.25*ROCKEFELLER TOTAL ROMINE TOTAL TERRY TOTAL WAKEFIELD Ungraded K TOTAL WASHINGTON TOTAL Little Rock School District Enrollment Count Octobers, 1994 Ungraded PI P2 P3 P4 K 1 2 3 4 S 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded K 1 2 3 4 5 6 1 2 3 4 5 6 F36 0 0 0 5 5 5 7 6 0 1 0 10 10 13 50.00% 40.00% 53.85% 32 16 5 S3 60.38% 32 20 2 54 59.26% 41 X 26 33 24 X 264 ^0 13 18 34 43 24 23 17 28 34 234 0 29 n X 28 40 X X 234 lUSI 0 44 51 45 52 51 43 41 327 #42 7 3 51 80.39% 19 21 10 11 4 124 0 16 14 10 11 10 3 4 5 73 0 46 41 X X 41 X 295 0 12 9 10 9 5 12 16 73 1 1 0 2 0 15 0 2 2 5 1 0 1 2 3 16 0 4 3 6 3 S 7 2 X Q 4 1 2 1 2 2 1 13 50 48 43 37 34 403 13 X X 58 X 33 21 34 42 323 0 79 71 94 75 X 84 7e 559 0 X 61 57 62 X 57 X 413 60.00% 54.17% 76.74% 64.86% 68 24% 65.51% 1X.00% X.00% 68.00% 74.14% 66.67% 69.70% X.95% 62.X% X.95% 72.45% X.71% X.03% 40.43% 37.X% x.00% 42.X% 47.37% 41 .X% 73.X% X.61% 78.95% 83 87% 87.93% 75.44% 70.69% 79.18% Ungraded P4 K 1 2 3 4 5 6 2 1 0 3 X.67% X X X X 47 78 61 48 443 11 22 X X X X 31 31 211 Office of Desgraoation Page 8 5 3 4 6 3 2 6 4 X 52 78 89 95 X 106 X X X7 69.23% 67-95% 61.80% 66 32% 56 63% 73.58% 62.24% 57.83% 64.48%Little Rock School District Enrollment Count October 3.1994 WESTERN HILLS 11129 TOTAL WILLIAMS TOTAL WILSON TOTAL WOODRUFF TOTAL SUBTOTAL GRANO TOTAL Ungraded K 1 2 3 4 5 6 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 0 0 0 0 29 28 34 26 33 33 32 215 1143 0 31 34 33 36 39 37 40 250 #44 18 9 32 46 29 28 20 35 37 254 #45 0 18 25 25 28 12 11 14 15 148 8900 16365 8 2 39 7436* 14 13 18 14 10 18 95 0 28 32 35 30 28 32 29 214 3 8 11 12 12 13 6 12 6 83 0 16 7 13 14 8 14 8 7 87 4751 8173 Offtca of Oesgregalion Page 9 1 0 1 1 1 1 7 0 1 1 0 3 4 1 0 10 0 1 0 2 1 0 0 3 8 0 2 1 2 1 1 1 0 0 8 43 47 45 48 44 51 317 0 60 67 68 69 71 70 69 474 21 18 43 60 42 41 27 47 46 345 0 36 33 40 43 21 26 22 22 243 400 14051 657 25195 65.12% 72.34% 57.78% 68.75% 75.00% 62.75% 67.82% 51.67% 5075% 48.53% 52.17% 54.93% 52.86% 57.97% 52.74% 85.71% 50.00% 74.42% 76.67% 69.05% 68.29% 74.07% 74.47% 80.43% 73.62% 50.00% 75.76% 62.50% 65.12% 57.14% 42.31% 63.64% 68.18% 60.91% 63.34% 64.95%L Arkansas Democrat THURSDAY, OCTOBER 6, 1994 Little Rock School District Enrollment i 'SS'M SENIOR HIGH SCHOOLS JUNIOR HIGH SCHOOLS ELEMENTARY SCHOOLS SPECIAL SCHOOLS DISTRICT TOTAL SOURCE: uno Rock School District EnroWment 5,447 5,079 14,017 51 25,594 Percent black 85% 88 84 53 _ 85 Enrotlment 5,282 5,882 14,051 38 25,231 Percent black 05% 42 88 Arkansas OMnocral-Gautte Slightly fewer enroll in LR School District Total off 1.4%\nracial breakdown static BY OANNY SHAMEER Oemocrai-Gazefle Education Writer The Little Rock School Dis- trict's enrollment dropped slightly compared with a year ago. the official October enrollment count shows. The district, the state's largest, reported having 25.231 students  363 fewer than the 1993-94 count, and a 1.4 percent decrease from 1993-94'.s 25.594. The district's black enrollment remained at 65 percent. The count on the first class day in October is considered the official enrollment for public schools in Arkansas. While it isn't the number used to determine state funding for a district, it does have state aid implications. Neither the North Little black students and 289 fewer white students than a year ago. In other racial categories, the district gained 220 students. At this time last year, black students had decreased by 52 and white students had decreased by 599. Dr. C. Russell Mayo, associate superintendent for desegregation, said Wednesday. Last .year, the district's overall enrollment dropped 618 students from the 1992 1993 school year enrollment count. Little Rock enrollment figures included 540 students who came from the Pulaski County Special School District and North Little Rock School District under majority-to-minority student transfers. The Little Rock district stu- Rock School District nor the Pu- dent assignment office reported laski County Special School 1.507 students who left the dis- District had official enrollment trict for the Pulaski County Spe- figures available Wednesday. ' \" '  The information is due at the cial School District or the North Little Rock School Dis- state Department of Education trict under the transfer pro- by Oct. 15. gram. The The Little Rock districts en- majority-to-minority rollment showed 294 fewer transfer program allows stu- dents to cross district lines to aid in desegregation. Mayo said Wednesday that the district is sending 236 more students out of Little Rock under the transfer program than last year. The net decrease in total enrollment would be 127. Mayo said the net decrease was 532 students last year. Central High School, which has an international studies magnet program designed to recruit white students, had 1,637 students overall  242 fewer students than a year ago. Not every student in the school is part of the magnet program. The school had 186 fewer black students and 70 fewer white students than last year. Four of the five incentive schools continued to have high black enrollment. Those schools had only 34 more white students than a year ago.10'07'94 13:39 301 324 2032 L R School Dlst 0001 LirrLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 I' .6 FAX (501) 324-2032 L DATE: TO: /O/ 7/^^ FROM: SENDERS S PHONE SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed. Dial^_____ Fax. Phone Nn-rnl-haT- /DC? 10.07/94 13:40 S3i:il 324 2032 L R School Dlst @002 To: Little Rock School District MEMORANDUM Dr. Henry P, Williams, Saperintendent From. Mayo, Associate Superintendent Date- Subject\nOctober 4.1994 Enrollment Comparison 1993 \u0026amp; 1994 (October 1), Attached is a chart comparing 1993 with 1994 October 1 enrollment. Worth noting are the following items\n1. Total enroHmenl for the district decreased but not nearly as much as last year this lime: a) b) The chart indicates a decrease in total enrollment of 363 students. Of that number, we have 236 more M-M transfers out of our district than last year. Therefore, the net decrease in total enrollment is approximately 12~ students. This time last year, the net decrease was 532. The number of black students decreased by 301 while white students decreased by 295. The category of other students increased bj' 221. This time last year, black students had c) d) decreased by 52, white students had decreased by 599, and odter students increased by 33. Change in percent of black students in the district is negligible. The Incentive Schools show an increase in total enrollment of 320. This occurred with one less incentive school. We did add t four^year old program. However, this accounts for only 18 additional students. 2. Changes in enroUment by orgartizationai level varies greatly\na) Junior high schools saw the greatest ORcrease with 21 3. b) High schools decreased by 165. c) Elementary schools increased by 7. Racial balance is mixed depending on the type of school:  s) Area Schools : i) Elementary Schools show 16 outside of the range *. a) Schools which have moved 3% or more back toward the range in one year are Bale, Brady, and rate Park. b) Schools which have moved 3% or more away from the range tn one year are Badges, Mableoale (8%), Wakefield, and Wesfem Hills. it) Junior High Schools show 2 remaining out of range this year {Southwest \u0026amp; Cloaerdale}. Southwest, howev^T, is 2.56% further out of range than last year. iii) .High Schools show only 1 remaining out of range {McClellan}. a) Though still within their range. Fair and //\u0026lt;?/,' increased in percent black by more than 3%. Ranges vary by organizational le\\'el and appear to the right of the attached chart. Unlike junior high and high schools. Elementary Area Schools have a fixed range of 40%-60% black students (Interdistrict Plan, page 3, In. 9).10-07/94 13:40 SOI 324 2032 L R School Dlst @003 ienry P. P'tllieirsS, Superintendent trollment Compariton 1S93 \u0026amp; J994 (October 3) 4. C: b) Parkview decreased in percent black by 4.38%. b) Magnet Schools (original six), with a range of 50%-55%* black students, are all inside of the range. As of this date, all students on the ivaitir^ list of each magnet since 1991 haue been contacted and offered auailoble seats according to grade level and racial balance. Those contacted inere mostly White. We continue to move through the remaining lists which date beyond three years ago. ,. The chance that these students will take seats is reduced because of the time they These students will be in the upper grades of their have spent in their current schools. respective schools now and may not iwant to change schools. c) Magnet Programs: i) Dunbai^ has a range of 40%-60% and remains outside of the range from last year. Ths school moved 357% more out of range this year to 66.20%. ii) Other magnet programs, except the original six, King,^ and Dunbar, are reflected under area schdols and must comply with the appropriate area school range. d) Interdistrict Schools have a range^ of40%-60%\n0 Washington (64-48%) and Romine (72.45%') remain outside of the range. ii) King has moved inside of the range this year. e) Incentive Schools remain racially identifiable. However, Rockefeller has decreased in percent black by 5% over last year bringing it to 63.51 %- An important relationship to notice from the chart is that of capacity to raaal Balance (percent black), in many schools, we cannot have both\na) For example, McClellan H^h School is outside of its racial balance range but has 302 seats leh before reaching capacity-. Because racial balance is a priority of the Plan over capacity, only- non-black students can be assigned there now. One-hundred twenty (120) additional nori- black students must be assigned to bring the school into range. If that were accomplisheo, one additional black student could be assigned for each additional non-black student until capacity was reached. Until those additional non-black students are found, the capacity of the school cannot be reached. similar problem. While some are within their ranges, they are b) A number of schools have a--------------------------- near the top of the range but not at capacity. If addidonal black students requested these schools, we could assign up to the maximum edge of the range. If only black students are assigned however, those schools would never reach capacity either. Some examples of this are King 'interdistrict Magnet. Parkview High School Magnet, and Forest Heights Junior High School. Superintendents Council  Interdistrict Plan, page 3. In. 31. 2 S LRSD Plan, page 140, In 23. King must comply with Iftienhstrici School ranges. Intcrdistrict Plan, page 2, In. 10.10-07 '94 13:41 301 324 2032 L R School Dlst 0004 OctOtoiK 1. 1SS3 i i I LKte Rock School Onaiet Enrvllmafit Comparison Octot*/1 1S5X Drff^9ftc* 199^ Cents! HS^ r-eeHS HeUHS 1 g M:CatenHS\" PalnwwWS* ! i I ! I 1 S 1 ! 1 .!_ I 2 -  - I B * 5   I \u0026lt; ! i 9- I \u0026gt; 12281 S16| 33\n18791 6S35%i lOMi i\u0026gt;46i ' 49i 163?! 63S3%{-ia8! -70! I6l-242i -1.82% . I Q. 1891! -254 S96I 314i Bl 916! 64.92% 586 ! 362 ! 28! 976 | 60,04% 66S| 213! 71 8S6| 7517% 7[ gl71 6O.8TM35I 669 ! 325 ! 36! 10311 64 89** 631! 2791 -1 684 i 2C3| IPi aS7! 76.25% 83\n-36! Bi 55 4631 3151 loi 76Si 58.76%^ 4351 3281 37i 18 -10! 3| 11 389* 4.85* 1.06% 9^ -37 'Magne: \"Sot^Tet^l\n35391 1S22I WoIUsmOII ClovmialeJH Sunbar-ZW- 7 L ^^SHoightsJH |i A4aM13le JH UannJJr Pufebtr Hiights 800' 54.3S%{ .2b! 13! 27i 1S| -4.38% 86' 5447! u^7%it MB, 1884\n133\n5Zg2l 65.49%\n-Wl-ISei 63I-1S6! 0.52% 3076! 15071 76j '4^r66.0?^|' 3OT4i 13B| 1021 4482! 57-47*4 -t2i-l5l| 251-177! 5661 13O| 4391 2511 5 n 575! 195I 18 701' 80.74% 701! 6282% 521 468 1191 1.45% 7| 647 | 80.53%! -^Si -11'1 21 -941 -O.a% 7881 7257%! 5 227! 121 707 | 66.20%\n29j~-24| ll 6i 3.57% 678! 210\n 4531 197 i 494! 341 2': 197i IS] 915! 74.10%I 6611 229' 27| TSO! 72.44%S^ 4[ 654 ! 6937% 16! 851! 58.05% 417| 161! 91T| 72.0e%|r' -17! 19! Oi 21 Oi -8! -0.53% 1291! -260 1199! -3C2 ioob! -200 SSS5| -1053 53351 -853 863! -221 8121 -105 8581 -78 \" Magnel Program Inoenlnre - iwwdBlnc! 49.11% 7317% AreaHSRaigs 21 -2(7i 7| 535 ! 7128%\n-36! -SSP3! -69! 2C2% 456 ! 3S5t 23! ' 645 53.96%g -38\n25! 7! -6! -4 06% 9071 10 614! -29 r 4341 251 524' 141\n5! 790 i 54.94% 14! 679 ! 77.17% 431! 334! 4871 1IS| 18! s! 7T\\ 55.90%! -3| -I7i 11 -19! 0.96% 6101 79.84%|i -37i -oei 4| -63' 266% 8501 745i -5 26 Sul\u0026gt;-T\u0026lt;itl\n 4163! 18161 IDO\n6079 | 68.48% Woment|! 3S69i 1475T 84! 522SI 70.18% 4006! 1733| 118! 5862\n6aJ4%|j-lS7| -78i 13!-217: 41.14% 35501 1372| 95! 5017! 70.71 Ssfs 3coke^ itsdf Canrsf\" CtJaf CiO'^rdeJe Codd rair Park tdtasiPari: trsnUrT ^.itiKd! C^larKf CeyerSpPnes SXf JefJsrss.i 132j 571 0, r 2251 6^ 10! T~ 265! 76I 1 32H 2SS| 5! 9! 189! eS4% 3C3! 7426% 3431 7726% 53.95% 1331 2141 2451 44\n871 771 Qi 177! ' 75.14% li -119i-1(K! 1i:.2l1i Bje% n -13| 0! -12\n5.30% 8! 309! 65.29%\n-11 i 19! -2) 61 -5.00% ! 263| 1221 121 397! S25% 305 l 243, 25\n4! 326 ! 75f5S -20i 11 21 -171 -2.11% 573'i ~53.23%i! -161 -2Q| 14! -22i -0.72% |l' 3251 2551 ! 356! 1471 7! 595 ! 54.62% 2541 137! 171 406 ! 622S%| I 304\n189\n1' 2EQ! 75! 97! 6! 5091 .94% 7! 385! 76.76% f' SJB! 2o7| 121 5831 52.55%pi^ -91 15i 5! 111 -3.99% 344\n1511 312i p~200 ! 253i 300! 40! 61 31 5! 51 i! 2721 15, 1811 2081 3\n76\n211 21 1701 121 213! 257 r 357! 189! 3Vi} 1 /A I jl 2S7! 2321 i- 31g! 127! 2921 64.73* i 1S3I 263 : 76.05%! ' 204\nJI ll 215! 12! 1411 195\nRorrvfK- Tsfry iVfiSem Hills Wiissr. WOOCfV{^ Seeds! Sef)091s 737! -127 6391! -529 5541! -524 257] -60 4011 -92 3901 -64 655:' -S3 457! -65 613! -25 6681 -55 492! -lOd 3231 -30 351! -69 51.25% 75.88% Aiea JH Range 4, 5! -7| -207% 4: 2! -Si -1.55% 3031 68.39% g -12! 61 6: S' 5' 61 91 181 el 0.84* 6! 0.04% 8! 4! 74! 571 73\n332! 73.59% I 2381 S4.77s^ 2821 7234% j 4321 45.83*1! 4451 87i%t S42I 432e%'r 2S2| 67.a%| 300 ! 74.33% t -11 -1! 0, 2! 41 13| 2! 19| -3.71% -2! -25! 11 -261 217% .57%r~i! .96% 456 j 43.57% 345! 86.96% 520! 44.81% 1^t 226I 3S3' 411 S3i 1! 4! 981 1.76% 2051 8629% 1 246: 288 ! 7222*1 2231 6\n299 ! 56.66% 4! 7!' 3! 15! 504 ! 4225% 331 Sl.K* 488! 63.73% 509! 5'.47% 235! 2S9i 9! 27! 65! 11 i 21 17! 3i 22\n-1.45% Si 6\n6| 77, -1.06% 39i 434! 540! 33 9 1631 121! 2181 2791 309 ! 227! 340, 124! TJ 2S3I S4.6\u0026gt;Kji -10! 5| 502 ' 43..43%i 151 10! I5i -12! 9! I2i 211* Ol 4, -6\n-225% 5I -81 1| -2! 1.16% 551\n96.08%\n-46! 35i 8, -2I -8.46% II 4341 70.51%! 279! 1 -nni Ct /oe\n7 a: 5: 230! 3.48% 3411 41.33%' 241\n233 ' 20' tlM. 71.73^ 4341 48.7^ 29! -501 7i -14! 8.00% 2501 8' 1541 195: II 4| 411! 67.88% ij'27!' II 51 -151 -2% 4\n01 -231 -2S2% 2721 S5.59%\n|451 -41 1| 42! 2.11% 190! 1971 111 398 | 47.74% I I97i 2071 3| 359! 42! 13i 7 164! 4' 189! 9735% 3401 70.53% 2251 4i 16! 420! 46.90% 229! S825K|I 41 i II 4i 18! 1S% 7i 10! 5! 22, -0.83% 0! -11 40\n0,90% r T L -4- 238! -1S 328| -28 353! -63 432! 10 728' -177 5151 517! 465! 54 298\n-23 3511 374\n8 45 240! 531 7i '2471 73, 3341 755%| 1411 Si 11 1451 9724*1 2431 292! 251  6611 4322% 3l 3371 106! 4i 4471 75.S% 451! 250\nlOi 721! 6255% 353! 891 0! 2641 124| 2341 15 73! 15 ClesRl 403! 6.31% 323 ! 724 241 311 8! 631 -5.06% 234! 2S5i ' 30i 5^l 41.88% -9| 3271' 73'i iSi -  73i Oi 2! -Ill -1.51% Ooae_______ 3i 4| .21 -1.46% 258! '-23 469! -65 4S7| -154 ! '215| 1141 257, 2071 4421 79.86% 332 ! 64.76% 4431 211\n340! 811 6' 21S| 95! 413I 79.(8%( -101 -331 91 -341 657\n84.48% 379% 515! \u0026lt;92! 44 -7B -8! -491 231 -341 153% 835! -149 Tea! 147! 27l S7i 84\n23! 4721 54.45%l! 2501 214! 41 3541 7429% 51 236 ' 6229% 51! 5294% 2541 1481 151 831 871 6! 7! 10! 4271 79.63%ll -131 -6\n61 -151 -024% 492! -65 317! 67.32%j 0! -19\n4i -15! 3.08% 474! 5274% 61 3451 73.62% 8! 2431 60.91% 0! -7! 9\nT 71 21 2! -1.71% Jll 4i 3, 31 -91 -0.57% 71. -1.38* 36! 41.67%\n-121 -21 -II -151-1127% Su8-Toauj' S972 ! 4S45\n251, 14068! 63.7to| 8915\n4772 : 400. 14087\n6329%|! -67! -7311481 19\n-0.48% \u0026gt;4aM\u0026gt;gnall 78721'3968\n218! 12066 : 65J0*A|l 7876 ' 3904! 5431 121Z3I 6437%{ 4! .62I12S! S7I .0.3314 SranO 7oi3\u0026lt;| 16674 1 84S3 i \u0026lt;37125594 1 65.15% 116360 ! 8194! 667 : 252311 64.92%|-294i-2S9'l220!-363i -0.23% 4lAfegneBj| I46t7i^| 376121943! 6S61%\ni50! SS32i 540 i2l622i '66.S3%^167l-3l6!lS2i-32l. 0:1^ 328! -n 517! -43 394! .49 3241 -81 T  15717,-1630 13578,-1455 284431-3212 24454 TSCZ 4000% 80.00% Area Stem. Range M_5JC.S O1hc ol Dcwrgrvgatian IsrSWJr /10/19/1995 14:24 5013242281 LRSD STUDENT ASSIGNM PAGE 01 Office of SwdeNT AssiqNMENT SO! SheXMAN UnE Rock, AR 72202 Tdephoxs SO FT24-2272 Fax SO FT24-2281 FAX COVER SHEET DATE fo-h - TO -0 D /v\\ Fax NiMba^ FROM 3\u0026gt;'7l'0i o SPECIAL INSTRUCTIONS. /f NUMBER OF PAGES, INCLUDING COVER 3 10/19/1995 14:24 5013242281 LRSD STUDENT ASSIGNM PAGE 03 /08/93 11:31:46 PAGE - Entry  Withdrawal Entry/Withdrawal Coda Description 1 E AR CE DX DO HS XE LR NO NP PO RE FROM PUBLIC SCHOOL IN ARKANSAS CHANGE TO ENTRY RECORD FROM DETENTION FACILITY IN ARKANSAS FROM DETENTION FACILITY OUTSIDE ARKANSAS FROM HOME SCHOOL INITIAL ENROLLMENT THIS YEAR FROM ANOTHER LRSD SCHOOL FROM NON-PUBLIC SCHOOL OUTSIDE ARKANSAS FROM NON-PUBLIC SCHOOL IN ARKANSAS FROM PUBLIC SCHOOL OUTSIDE ARKANSAS RE-ENROXX AFTER EXIT SAME SCHOOL W AO ex DC DF ED EM EP EX EY FL GR XD LT ML MM MO MR NA NE NX or PC PG PS SC SI TI UN VD XH ADMINISTRATIVE REQUEST CHANGE TO EXIT RECORD DECEASED ASSIGNED TO A DETENTION FACILITY EXEMPTED BY THE DISTRICT WITHDREW/EMPLOYMENT WITHDREW/EMOTXONAL PROBLEMS EXPELLED BY THE DISTRICT END OF YEAR WITHDREW/FAILING GRADES STUDENT GRADUATED DUPLICATE XD LONG TERM SUSPENSION WITHDREW/ENLISTED IN MILITARY M TO M TRANSFER MOVED TO ANOTHER DISTRICT WITHDREW/MARRIAGE WITHDREW DUE TO NON-ATTENDANCE ON RECORD BUT NOT ENROLLED WXTHDREW/LACK OF INTEREST OFFICIAL TRANSFER WITHIN DISTRICT PEER CONFLICT WITHDREW/PREGNANCY ENROLLED IN A PRIVATE SCHOOL enrolled/post-secondary school WXTHDREW/SERXOUS PERSONAL ILUTESS TRANSFER WITHIN DISTRICT/MOVED WITHDREW/UNIDENTXFIABLE REASON WITHDREW VOLUNTARILY/DISCIPLINE EXIT TO HOME SCHOOL END O F REPORT10/19/1995 14:24 5013242281 LRSD STUDENT LSSIGLM PAGE 02 CORRECTED COPY Linia Rock School District Exit Totals 1994-95 August 22, 1994-June 30, 1995 SENIOR HIGH SCHOOLS central JA Fair.................... MCCLELLAN PARWEW SUB total JUNIOR HIGH SCHOOLS CLOVERDALE DUNBAR ~ ^EST HEIGHTS HENDERSON mabelvale\" MANN magnet \" PULASKI HEIGHTS SOUTHWEST ~ SUB TOTAL AD PC Of ED EM EP' Ex EY PU OR lO i 211 1, 2. t 3' 2 21 i\n1 1 2i I MU MM MO MR NA NE Nl OT PC PG P3\n3c SI 1 Tl I UM VO I XH I TOT ^1 1. ..J. 1 1 2 7\n131 2\\ 1: 1 3\nEUEMEWTarY SCHOOLS | badoett BAL BASELINE_________ booker MAQNET BRAOY CARVER MAGNET CHICOT CLOVERDALE tX\u0026gt;DD______________ FAIR PARK_________ FOREST PARK ^anklin FULBRIGHT ^RLANO__________ Gg^R SPRINGS GIBBS Magnet jgFFSRSQN KING mabelvale ~ MCDERMOTT MEAOOWCliff MfrCHELL i r t TT 2! \"17 + I OTTER CWBSK PULASKI HEIGHTS WQHTSELL rockefeller RQMNE^ STEPHENS TERRY__________ WAKEFIELD WASHINGTON WATSON  ^STERN HILLS  !^1AM3'magnet ' ^QN WOODRUFF SUB TOTAL f 11 2, i 81 T r, 11 81 9. 15i ( I I 4. I T 1 ii + 1 I !~r.2 'M'\n' 1'\n8 II -r 7T I I 1 I i J. T 1 T  T + 1 I 1 r 17 t t' 7 1, 1 T 6 ' I I I U...7 v I f T  1 I X X 1 I I -t i I Tr 31 1 20 -Lij T I 2: i L_L 1 I t H 11 2 2\u0026gt; T I T I I I H X I 4 t I + 4i 1i I ORAND TOTAL! 27 8/23/M X r 4. f I 18 28i 4 t + + X X II X T + i 7j 4-1 ~7 1' 8 41 i 1 T X J. 4-4. X t I T I T I + T t X X 1' I 1 1 + 1 1 1 + 1 T 117 73' _86 1^: 17' 379 1. \"3\n431 ........t' 7  54. 129\n2 711 37' IOS? 24 1 4.. (..... 3{ f-Hi 1 .1 8 4 11 17\nI 17' 1 I 408 88 6^ 91 33:  sr^f 32 84 L i 701 I 18^ J 901 J 3S\u0026amp; 1: 1 I 2!^ ^'7 47 2' 1188\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":"bcas_bcmss0837_440","title":"Equity monitoring","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":["1991/1997"],"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","Little Rock School District","Education--Arkansas","Education--Evaluation","School integration","School management and organization","Educational planning"],"dcterms_title":["Equity monitoring"],"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/440"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["113 pages"],"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\nLITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation February 27,1997 MEMORANDUM TO: Program Managers and Principals receiveD FROM: Dr. Ed Jackson. . Director . T THROUGH: Dr. Don Roberts, Superintendent Office of Desegregation Monitoring J  - 5 199/ RE: Changes in Equity Monitoring and PBD As a result of the Court approved Desegregation Plan Hiatus, obligations listed below have been discontinued while undergoing review and modification:  Program Budget Document  Equity Monitoring by PRE Please contact Dr. Ed Jackson, PRE, if you have questions. c: ODMLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION MEMORANDUM OCT 1 Date: September 30, 1996 Office oi ^^segregelion Monitoring To: Dr. Don Roberts, Superintendent ------ Ms. Ann Brown, Office of Desegregation Monitoring Mr. Clay Finley, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney Magnet Review Committee CTA From: Dr. Ed Jackson, Director Subject: Second Semester 1995-96 Educational Equity Monitoring Summary Please find enclosed the Second Semester Educational Equity Monitoring Summary Report from our spring 1996 educational equity monitoring. The enclosed report represents a summary of school monitoring visits that occurred January through March, 1996. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board Members Superintendents Cabinet LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation Office of MEMORANDUM Date: March 18, 1996 1996 Desegregation Moniionng To: Dr. Henry P. Williams, Superintendent Ms. Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney Superintendents Cabinet From: Dr. Ed Jackson, Director Subject: First Semester 1995-96 Educational Equity Monitoring Summary Report Please find enclosed the First Semester Educational Equity Monitoring Summary Report from our fall 1995 educational equity monitoring. The enclosed report represents a summary of school monitoring visits that occurred September through December 1995. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board Members with attachmentDate: October 6, 1995 MEMORANDUM From: To: Subject: Melissa Ann LRSD Second Semester Report on Educational Equity Monitoring In order to deal with the semi-annual equity reports, I have devised a system for review of the documents. I plan to personally review each report, tab any areas of note, alert the other associates to any areas that need closer scrutiny, and prepare a brief written summary of the noted areas for attachment to the inside cover. I think this system will help me ensure that nothing falls through the cracks, and it will spare my co-workers from some of the generally mundane, repetitive information that fills each report. Both the notes and the summary sheets are designed to facilitate subsequent use of the documents. While this report has plenty of data regarding racial balance from A to Z, it contains nothing remarkable. Nor did I find any revelations that would prompt the need for immediate inquiry or action. The report did contain a few instances of problems at individual schools. These have been marked and noted. I did leave a note for Margie. When she returns, she may want to review the G/T section which lists a large number of deficiencies in classrooms and some in materials and levels of staffing. Attached you will find the list of areas I noted. This will be filed with the report in our library.LRSD Educational Equity Monitoring Report Second Semester 1994-95 Areas of Note: pp. 6-7 One race classes pg. 15 Alternative school short of textbooks pg. 24 Henderson lacked any written guidelines pertaining to school honors and awards pp. 54-62 A variety of concerns regrading facilities for G/T and some concerns regarding staffing levels or other service-related areas PP- 77-78 Some problems noted as Pulaksi Heights El. with lax supervision and discipline on the playground pg. 79 Two students at Romine recommended for expulsion were returned to the school (this apparently after the much touted \"zero tolerance\" policy announced by the superintendent) pg. 83 Hazardous conditions on the Fulbright playground pg. 85 Safety concerns regrading door locks at Wakefield pg. 101 Facilities concerns regarding some special education classes in the incentive schools pp. 108-110 some facilities concerns at incentive schools (most are same concerns we noted in our last report)CA RECEIVED SEP 2 9 1995 OHice of Desegregatiofi Muiiiioniig LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation 810 West Markham Street Little Rock, Arkansas 72201 MEMORANDUM Date: September 28, 1995 To: Dr. Henry P. Williams, Superintendent Ms. Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney Superintendents Cabinet From: Dr. Ed Jackson, Director Subject: Second Semester Educational Equity Monitoring Summary Report 1994-95 LF- W h'broir. Please find enclosed the Second Semester Educational Equity Monitoring Summary Report from our Spring 1995 educational equity monitoring. The enclosed report represents a summary of the monitoring reports that were compiled during the Spring 1995 semester. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board Members/with attachmentDate: September 29, 1995 To: Melissa From: Ann Subject: LRSD Equity Monitoring Report We just received the attached LRSD Report. Please be in charge of reviewing it for items we need to note. Enlist any help you need from your colleagues and divide the report any way you feel is appropriate, just let me know the notables in writing by October 10. recommendations for any follow up that we need to pursue. Thanks very much. Include teamDate: June 9, 1995 MEMORANDUM From: To: Subject: Melissi Ann First Semester Equity Monitoring Report from LRSD I have reviewed the LRSD first semester monitoring report prepared by Planning, Research and Evaluation. Throughout the report, I flagged some items that piqued my interest. In addition to the items marked, some sections of the report had a bearing on ongoing monitoring projects. When these topical issues showed up, I copied the appropriate report sections and shared them with the interested parties. I gave Margie some sections on the alternative school and GT\nBob received a comment on Abacus. While I flagged the items that were individually interesting, other areas of note were not flagged because it was only after I read the entire report that I could see some school trends. Mabelvale (still under Lionels thumb) had several negative mentions. Forest Heights also seemed to turn up regularly with negative comments, and surprisingly Woodruff had quite a few slaps. I know Pat H. must be beside herself since several demerits referred to sloppy record keeping. Im sure that next year her teachers will receive a 100 page memo on the proper procedures. One area that consistently came up as a problem was the locking of exterior and classroom doors. Many of the monitoring teams reported lapses in these areas. The incentive school section of the report is dead last. I thought this positioning might be to obscure the bad news, but the report contained no really bad news. To read the teams findings you would think that the incentive schools lacked any serious problems. A final area of concern, that we should mention to Horace, is the secondary extracurricular activities. Many of the schools reported racially disproportionate participation in a variety of teams and clubs.RECEn'SD JUN 7 1995 Office of Desegregation Monitoring Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 Planning, Research, and Evaluation MEMORANDUM TO: Dr. Henry P. Williams, Superintendent Ms Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney Superintendents Cabinet From: ir. Robert Glowers, Director Subject: First Semester Educational Equity Monitoring Summary Report 1994-95 Date: June 5, 1995 Please find enclosed the First Semester Educational Equity Monitoring Summary Report from our Fall 1994 educational equity monitoring. The enclosed report represents a summary of the monitoring reports that were compiled during the Fall 1994 semester. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board Members/with attachment eem 4.docLittle Rock School District Planning, Research, and Evaluation 1^  an\n, MEMORANDUM NOV 51994 TO\nMs. Estelle Matthis, Deputy Superintendent Dr. Russ Mayo, Associate Superintendent Mr. Sterling Ingram, Assistant to the Deputy OflicO cf Desagrssiiion Moriiiofing From: Ms. Margaret Gremillion, Assistant Superintendent for Elementary Ms. Sadie Mitchell, Acting Assistant Superintendent for Elementary Ms Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney Robert Glowers, Director Subject\nSecond Semester Summary Report 1993-94 Date\nOctober 31, 1994 Please find enclosed the Second Semester Summary Report from our Spring 1994 educational equity monitoring. The enclosed report represents a summary of the monitoring reports that were compiled during the spring 1994 semester. Please feel free to contact me if you have any questions or need additional information. Enclosure cc\nDr. Henry P. Williams, Superintendent ecm s94.doc II tLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1991 TABLE OF CONTENTS 1.0 5.0 6.0 10.0 11.0 12.0 Page Equitable Placement by Race/Gender in School Programs 1 Curriculum School/District Initiated Honors and Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline 10 Building Leadership/Management 11 2.0 3.0 4.0 7.0 8.0 9.0 2 4 5 5 6 6 7 8 9 Key: I O SP Interview Observe School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1991-92 SCHOOL GRADE LEVEL(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Eguitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court order. EVIDENCE: YES NO SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. EVIDENCE: YES NOEducational Equity Monitoring Page 2 SP 1.4 Participation in extended educational programs (i.e. Governor's School, Academic Enrichment for the Gifted in the Summer (AEGIS), Boys'/Girls' Summer Laureate, Odyssey of the Mind, and nauu Olympiad) generally reflects the racial/ethnic composition of the school. State, and Math 0 1.5 SP 1.6 2.0 O/I YES NO EVIDENCE: As you walk through the building, do you see any one-race classes. If yes, indicate specific subject, (math, science, language, etc.) room number, approximate number of students. one-race classes. Rm#___Number of students Rm#___Number of students Rm#___Number of students Rm#___Number of students YES NO and Race Race Race Race Time Time Time Time Subject___ Subject___ Subject___ Subject___ 2 3 4 Where one-race classes exist, strategies to prevent eliminate one-race classes are evident. EVIDENCE: Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum EVIDENCE: YES YES NO NO 2 3 4Educational Equity Monitoring Page 3 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner, (i.e. grade books, reading folders, math folders, PRCs, interim reports, report cards, student educational plans and ASDPs) EVIDENCE: YES NO 2 3 4 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: YES NO 2 3 4 O 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds EVIDENCE: YES NO 2 3 4 2.5 There is evidence that the multicultural curriculum is being implemented. O 2.5.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the racial/ethnic and gender differences of the student body and/or multiculturalism. EVIDENCE: YES NO 2 3 4 O 2.5.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body and/or multiculturalism. EVIDENCE: YES NO 2 3 4Educational Equity Monitoring Page 4 o 2.5.3 Display of student work reflects teaching strategies. EVIDENCE: varying YES NO 2 3 4 3.0 SP SP SP O/I 2.5.4 Teachers have and use multicultural curriculum guides. EVIDENCE: School/District Initiated Honors The school ensures that YES NO 2 3 4 and Awards , . --- o student is denied access to being selected for honors and awards through establishment of non biased and equitable policies and procedures. 3.1 3.2 3.3 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports community service, choral and instrumental attendance, clubs, and organizations. EVIDENCE: Procedures are evident to sports school and music, YES NO assure that students are apprised of requirements governing honors and awards. EVIDENCE: Procedures are evident to , - - assure that students are apprised of information regarding opportunities in educational programs (i.e AEGIS Odyssey of the Mind, Governor's Ichool ' ' various YES YES NO NO State, etc.) Girls'/Boys' EVIDENCE:Educational Equity Monitoring Page 5 SP The offerings and procedures regarding ho '.ors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO SP 3.5 The attention, visibility and publicity given athletic and non-athletic honors and awards are comparable (secondary only). EVIDENCE: YES NO The distribution of honors and awards is generally reflective of the school population. EVIDENCE: YES NO 3.4 I 4 3.6 3 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: YES NO 5.0 Extracurricular Activities The school's extracurricular program helps to develop important academic/non-academic skills, abilities and interests. SP 5.1 Participation in extracurricular activities generally reflects the school population. EVIDENCE: YES NO 2 3Educational Equity Monitoring Page 6 6.0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, achievement of white students remains stable or increases as black student achievement improves. EVIDENCE: YES NO 4 SP 6.2 Goals and strategies are developed and implemented to decrease the achievement differences between black and white students on the following measures of student achievement. ...Norm referenced test ...Arkansas Minimum Performance Test ...grade distribution EVIDENCE: YES NO 4 SP 6.3 Graduation/retention rates reflect the school population. EVIDENCE: YES NO 4 7.0 Special Education The school ensures that student placement and services provided in the special education program are non- discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. EVIDENCE: YES NOEducational Equity Monitoring Page 7 O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO 2 3 4 O 7.3 Special education facilities are comparable to those of the campus in general. EVIDENCE: YES NO O 7.4 Special education classrooms are integrated into the total school environment. EVIDENCE: YES NO O/I 7.5 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program discriminatory. are non- SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO 2 3 4Educational Equity Monitoring Page 8 o 8.3 Gifted and talented facilities those of the campus in general. EVIDENCE: are comparable to YES NO O 8.4 Gifted and talented classrooms are integrated into the total school environment. EVIDENCE: YES NO O/I 8.5 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: YES NO 4 SP/I 9.2 Staff development activities related to equitable staffing practices have been provided. EVIDENCE: YES NO 4 SP/I 9.3 Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. EVID 'ICE: YES NO 4Educational Equity Monitoring Page 9 SP/I 9.4 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NO 4 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: YES NO 4 O 10.2 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. EVIDENCE: I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: SP 10.4 In matters of school desegregation, school patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: YES NO 4 YES NO 2 3 4 YES NOEducational Equity Monitoring Page 10 11.0 student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I SP 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO 11.2 Suspension and expulsion rates are generally representative of the student population. EVIDENCE: YES NO 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO 11.4 How visible are the following persons in directing/ Indicate one of the controlling students? following for each person(s). A. B. C. Very active/visible Somewhat active/somewhat visible Not active/not visible Principal: Teachers: Security (if applicable): EVIDENCE: O 0 2 2 3 3 4 4 2 3 4Educational Equity Monitoring Page 11 SP/I 11.5 Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. EVIDENCE: YES NO 12.0 Building Leadership/Manaqement In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP The school has a clear, concise, well-written statement of specific improvement goals. EVIDENCE: YES NO The campus and building are clean and free of debris and graffiti. EVIDENCE: YES NO 12.3 Hallways are orderly. EVIDENCE: YES NO 12.4 The school office has friendly and helpful personnel. EVIDENCE: YES NO 12.5 There is evidence that curriculum monitoring occurs. EVIDENCE: YES NO 12,1 O 0 O I 12.2 2 2 2 3 3 3 4 4 4 2 3 4Educational Equity Monitoring Page 12 SP 12.6 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. EVIDENCE: YES NO O/I There is evidence that the guidance p\"~gr2r. provides equitable services to all students program YES NO (i.e., group). counselor's schedule/daily logindividual/ EVIDENCE: 12.7 3 4 I 12.8 Information from former students is effectively used to improve guidance and other educational services. EVIDENCE: YES NO 4 I/O/SP 12.9 District and school security guidelines are being followed. EVIDENCE: YES NO 2 3 4 ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:\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":"bcas_bcmss0837_457","title":"Four year old program, long range plan","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":["1991/1994"],"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","Little Rock School District","Education--Arkansas","Educational planning","Childhood development","School integration"],"dcterms_title":["Four year old program, long range plan"],"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/457"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["289 pages"],"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\nLittle Rock School District Free Program For Four- Year-Olds I I 5 Applications Accepted April 2 7-May 8 r- C. o I 3 \u0026lt;z O c/) (J3 o 1/1 5j tfQ O D n (U z o \" o 73 O z p  \u0026gt; s  o First Class Schools For World Class KidsA Program Of Fun And Learning For Four-Year-Olds  Certified early childhood education teachers  Ratio of two adults to every 18 students (I teacher, I aide)  Structured learning environment  Developmentally appropriate curriculum and activities  Before- and after-school childcare available Tuition-Free The Program for Four-Year-Olds is a tuition-free program for children who will be four years old on or before October 1, 1992. It is available at the following schools during the 1992-93 school year:  Badgett  Bale  Cloverdale  Franklin  Garland  Geyer Springs  Ish  Mitchell  Rightsell  Rockefeller  Romine  Stephens  Washington  Watson  Wilson  Woodruff School Hours The regular school hours are from 8 a.m. to 2:30 p.m. Monday through Friday except for regular school holidays. Childcare Childcare for a fee is available from 7 a.m.to 8 a.m. and 2:30 p.m. to 5:30 p.m. (6 p.m. at incentive schools). For additional information For more information about the Program for Four-Year-Olds, call the Student Assignment Office at (501 324-2272. Put Nour Four-Near-Old On Tfie Rig fit Track For Social, Emotional, Physical, And Cognitive Croivtfi. Enroll now for the Little Rock School Districts Special Program for Four-Year-Olds. Little Rock School District Student Assignment Office 501 Sherman, Little Rock, AR (501)324-2272 Applications will be accepted at these schools and at the Student Assignment Office April 27 through May 8. Selections will be by lottery whenever the number of applicants for the Program for Four- Year-Olds exceeds the available seats. Enrollment preference is given to children who live within the schools attendance zone or have brothers/sisters enrolled at the requested school. Students selected for enrollment will be notified by May 18. Those who cannot be placed will be put on a waiting list. Page 10, LRSD Long-Term ECE Plan: Total Number of Four-Year-Old Classes Plan: Page 10 outlines the number of four-year-old classes the LRSD expects to add over the next three years. The figures below include the modifications made to the long-term plan by Exhibit #31*. 1992-93 A. B. C. D. E. Open a class at Bale School -18 seats Open three classes at Wilson School - 54 seats Open a class at Watson School -18 seats Open a class at Geyer Springs -18 seats Open a class at Cloverdale School -18 seats 1993-94 A. B. C. D. E. Open two classes at the new King School - 36 seats Convert Ish to an early childhood center - 324 seats Open at least one class at a new SWLR Head Start Center -18 seats Open one class at Baseline - 18 seats Open one class at Wakefield - 18 seats 1994-95 A. Open two classes at the new Stephens School - 36 seats  Capacity figures Jurnished by LRSD now conform to NCA standards. Changed: The original plan called for at least one four-year-old class in each school. Facts: LRSD has currently established 16 four-year-old classes in 11 schools. There are a total of 36 LRSD schools which serve elementaiy children: 23 area Schools 7 incentive Schools 6 magnet/interdistrict Schools 36 Total 36 total number of schools with ECE programs -11 number of schools that currently have 4-year-old programs 25 additional schools required to have a four-year-old program under the original plan. Original Plan Obligation (to be met by 1993-94) 16 current classes X 18 (NCA class standard) = 288 26 remaining schools X 18 Total number of children to be served under original plan = 738Long-Term Plan commitment (by 1994-95) as modified by worksheet Exhibit #31 16 current classes X 18 12* classes to be added X 18 Total number of children to be served = 288 = 216 504 Actually 13 classes are being added over this time period, but the closing of Ish eliminates one existing class and this elimination has been deducted from the total additions. If Ish were closed it would provide additional space for four-year-old classes. The worksheet introduced as Exhibit #31 stated that if Ish were converted to an early childhood center it would serve 324 four-year-old students. Total number to be served in existing and added LRSD classes = 504 Total number to be served at possible Ish center Total number children served in LRSD facilities = 324 828 The LRSD has also listed 18 new seats to be located in a Southwest Little Rock Head Start Center. Neither these 18 seats nor the 361 Head Start and the 60 City of Little Rock Day Care Center seats have been included in this comparison because, although they may serve the needs of educationally disadvantaged children in the area, they are not under the control of the LRSD nor does the court have the authority to monitor those programs. There is no assurance that the goals and standards the LRSD applies to its programs will be applied by these independent agencies. Issue: There is a significant reduction in the number of children served in LRSD elementary schools between the original plan and the Long-Term Four-Year-Old Plan. However, the modifications offered in court on 2/6/92 represent a total number of children served which is not a reduction from the original commitment. However, under the new plan, 37% of the children attending a four-year-old program in a LRSD site would be enrolled at the Ish center. This concentration of services at one site is of great concern for many reasons, not the least of which is that there is no guarantee that the court will approve closing Ish. The parties seemed to understand the great political and legal risk they take in trying to close Ish since they declined to pursue it in court on February 6. Despite this apparent retreat from that proposal, Ish is still listed as being closed in the long-term plan and the capacity of that school has been increased. There should be a long-term contingency plan for little Rock to meet its early childhood obligations if the Ish center is not approved by the Court.Ask: 1. During yesterdays hearing, you declined to petition the court, at this time, to close Ish. Despite that, the closing of Ish figures prominently in your longterm plan. What is your plan for Ish? 2. If the Court should decline to close Ish, what are your contingency plans to accommodate the 324 students and 18 classrooms planned for an Ish center? 3. At an earlier hearing, James Jennings stated that he considered the four white children currently enrolled in the Ish four-year-old program to be a success since it is very difficult to recruit white students to the school. If this site is so difficult to desegregate, why would you consider it for an early childhood program since we agree that early childhood education is designed for both remediation and white recruitment? 4. How do you plan to attract large numbers of white children to the Ish center? 5. Does your long-term plan have enough seats available to meet both the requirement to serve 80% of the disadvantaged students and to have desegregated programs? 6. What racial ratios will you be using for these new four-year-old programs? 7. Then what is the total approximate number of black children and total approximate number white children that you expect to serve in the districts desegregated four-year-old program?Timelines on page 10, LRSD Long-Term Four-Year-Old Plan as revised 2/\u0026amp;^2 by worksheet (Exhibit #31) 1992-93 A. B. C. D. E. Open a dass at Bale School -18 seats Open three dasses at Wilson School - 54 seats Open a dass at Watson School -18 seats Open a dass at Geyer Springs School -18 seats Open a dass at Cloverdale School -18 seats 1993-94 A. B. C. Open two classes at the new King School - 36 seats An Ish center would have 324 seats. \"Convert Ish School to an early childhood center if the attendance zones for the new interdistrict schools will allow for the accommodation of Ish students at nearby schools and place LRSD in a position to petition the court to authorize conversion of Ish to an early childhood center. The proximity of the new King School, Mitchell School, and Rightsell School, and the low enrollment of Ish are factors that will be considered in developing a proposal to submit to the court\" Open at least one dass at the new SWLR Head Start Center -18 seats D. Open one dass at Baseline -18 seats E. Open dass at Wakefield -18 seats 1994-95 A. Open two dasses at the new Stephens School - 36 seatsRECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OCT 1 1991 OffiC3 of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE W. KNIGHT, et al. INTERVENORS NOTICE OF FILING Little Rock School District hereby gives notice of the filing of the attached \"Four-Year-Old Program Long-Term Plan\" as required by this Court's order of August 22, 1991. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 I BYT Christopher Heii^ ICERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following counsel of record by depositing copy of same in the United States mail on this 3 0th day of September 1991. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Christopher Hell -2- FOUR-YEAR-OLD PROGRAM LONG-TERM PLAN Little Rock School District This report will outline the long-range plans for expanding the early childhood education program in the Little Rock School District. In particular, this report will address the demographic, instructional, and structural needs for expanding the current four-year-old program. The report will begin with a review of background information related to the expansion of the four-year-old program Next, the objectives for in the Little Rock School District. selecting program sites will be provided. The objectives will be followed by an analysis of demographic data related to the four- year-old population in the Little Rock School District, attention will be given to identifying the number of Special disadvantaged students to be served by the four-year-old program. A review of the instmictional goals of the four-year-old pT-ngT-a-m will be included. Finally, long-term recommendations for establishing new four-year-old classes will be presented. Background TheLittle Rock School District four-year-old program was started during the 1988-89 school year as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Although Rockefeller Elementary School served four-year-old students prior to this time, the emphasis on using this program as a tool to desegregate schools started in the 1988-89 school year. during the 1983-89 school year: Three schools participated in the four-year-old program : Ish, Rockefeller, and Stephens. In the following year (1989-90) , four-year-old classes were added to Franklin and Washington. Four-year-old classes were added to Badgett and Garland in the 1990-91 school year and Mitchell, Rightsell, Romine, and Woodruff at the beginning of the current school year - 1991-92. As a result, eleven of the 36 elementary schools in the Little Rock School District have one or more four- year-old classes: Badgett - Franklin - Garland - Ish - Mitchell - Rightsell - Rockefeller 20 seats 60 seats 20 seats 20 seats 20 seats 20 seats 60 seatspage two Romine - Stephens - Washington - Woodruff - 20 seats 20 seats 40 seats 20 seats Total 320 seats Volume I of the long-term desegregation plan was drafted and submitted to the federal district court during the first semester of the 1988-89 school year. At that time, the Little Rock School district proposed to have a four-year-old program in all elementary schools by the 1993-94 school year. This goal included the provision that the \"scope of this program may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan,\" The District still believes that early childhood education is a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Furthermore, we believe that effective early childhood programs will reduce, if not eliminate, the need for major remediation programs in the upper grades. For these reasons, the enhancement and expansion of the four-year-old program will continue to be a priority for the Little Rock School District. Objectives for Selecting Sites It has already been stated that the expansion of the four- year-old program in the Little Rock School District is related to two major objectives: (1) to meet the growing needs of disadvantaged students\nand (2) to improve the racial balance at schools that are difficult to desegregate. These objectives carry with them certain limitations in regard to the location of future four-year-old sites. The settlement plan emphasizes the ongoing collaboration between the Little Rock School District and other federally funded early childhood programs to meet the needs of inner city Little Rock students. The District has worked closely with'the Head Start program operated by the Community Organization for Poverty Elimination (COPE). Since Head Start can only serve families below the poverty level. Head Start centers are typically found in areas that are easily accessible to this population. As a result, future four-year-old sites should be located in or near areas that will facilitate collaborative efforts between the District and Head Start.page three Another factor that should be considered in identifying future four-year-old sites is the number of disadvantaged students in a given area. Priority should be given to areas that have a very high concentration of low income students. The first objective cannot be accomplished without an estimate of the number of disadvantaged four-year-old students in the Little Rock School District. plan, 80 o. According to the settlement of the disadvantaged students in the city of Little Rock will be served by the citywide early childhood education program. The figures listed below represent the District's estimate of the number of four-year-old students who have been eligible for the free and reduced lunch program during the past four years: 1987 1988 1989 1990 981 1077 1237 1071 Using the long-range goal of serving 80% of the disadvantaged students, these figures will require the citywide program to have the capacity to be able to serve 785 to 990 disadvantaged four- o. year-old students. The remainder of this report will use the average of these four years, 1092 four-year-old students, for planning purposes. As a result, for planning purposes only, the long-range goal is to serve 874 disadvantaged students. The four Head Start centers currently serve 361 students. All of these students are below the poverty level. In addition. the Model Cities Program, operated by the City of Little Rock, can serve a total of 60 four-year-old children. Program has two centers: The Model Cities the East End Community Complex (near Carver Magnet School) and the South Little Rock Recreation Center (across the street from Washington Magnet School). There are no income eligibility requirements for the Model Cities Program. The second objective of the long-range plan for expanding the four-year-old program is to improve the racial balance in schools that have been difficult to desegregate. The elementary school attendance zones were originally designed to establish a racial balance at each school of 55 o. variance of 5%. black and 45% white with a Demographic changes over the past two years have resulted in some attendance zones having a lower number of white students than anticipated. The District has been successful in using the four-year-old program, along with other voluntary desegregation measures, to attract white students to schools that fall in this category. For instance, the Romine area is experiencing a steady increase in its black population. The four-year-old program at Romine School, however, is 50% white.page four The use of the four-year-old program as a means to improve the racial balance at certain schools also implies that these classes cannot be placed in attendance zones that continue to remain racially balanced. A list of the attendance zones that are not in danger of becoming racially imbalanced is provided below. This restriction does not preclude the placement of four- year-old classes in satellite zones that have heavy concentrations of disadvantaged students. Attendance zones less than 55% black: Brady, Dodd, Fair Park, Forest Park, Fulbright, Jefferson, McDermott, Meadowcliff, Otter Creek, Pulaski Heights, Terry, and Western Hills. In order to use the four-year-old program as means of improving the racial balance at a school it will be necessary to make provisions for both black and white students. This requirement must be addressed in calculating the number of additional four-year-old seats needed to meet the long-range goal. Demographics The purpose of this section is to review demographic data related to four-year-old children in the city of Little Rock, should be noted that the Little Rock School District has worked very closely with COPE to develop and maintain early childhood It opportunities for four-year-old students. As a result, some of the demographic information collected by COPE will be presented in this section. At present, COPE operates four Head Start centers within the boundaries of the Little Rock School District. Start center is at the old King/Oakhurst School, still owned by the Little Rock School District. The largest Head This site is The second largest center is in Hollingsworth Court (east Little Rock). addition, two buildings that were formerly Educare centers are In currently used at Head Start sites. The center on 65th Street will probably be vacated at the end of this school year, site in the southwest Little Rock area has already been Another identified for the 1992-93 school year. The center on Asher Avenue, directly across the street from Wilson School, opened at the beginning of this school year, classrooms that are not in use. This center has four Community Needs Assessment. was conducted by COPE in 1990. 523 families throughout Little Rock. A community needs assessment Interviews were conducted with pre-school children at the time of the interview, is a brief review of some of the findings: All of the families had The followingpage five A. More sei-vices are needed in the King School/Highland Court area, the John Barrow/Asher Avenue area, and in southwest Little Rock. B. All of the centers in the above areas have waiting lists. C. Children were identified in each area who are above the Head Start income guidelines, cannot be served by Head Start. Barrow/SWLR - 16 As a result, these children King/Highland - 25, D. Number of children in families interviewed: 0-2 years 3 years 4 years 5 years Total H.S. Eligible 275 233 377 72 957 508 E. 53% of the families interviewed are at the bottom of the economic ladder - less than $6,280. F. 77% (401) of the families interviewed are headed by single mothers. G. 65% of the families interviewed indicated a need for Head Start in the future. H. A substantial number of parents indicated that they would be willing to participate in the following parent programs: literacy, drug abuse prevention, self-improvement, parenting, self-sufficiency, parent support group (child abuse), parent support group (drug abuse), and adult education classes. LRSD Data. It is interesting to note that the demographic infoirmation compiled by the LRSD Student Assignment Office identifies two of the three target areas cited by COPE as areas of need. Attachment One shows the number of four-year-old students over the past four years who have enrolled in kindergarten. each geographic area. The schools are listed as a means of describing Areas A, B, H, J, L, and M have experienced increases over the past two years. The largest increase (50% growth) occurred in Area H - the area around Parkview, Wilson, and Bale Schools. This area is referred to by COPE as the John Barrow area, growth in areas L (22% growth), A (21% growth), and B (14 The g. o growth) is more likely to be the result of parents who decided topage six choose public education, as opposed to a net increase in births. The fluctuations in these areas over the four-year period tend to confirm this assumption. The increase in Area M (7% growth) from 1989 to 1990 tends to confirm the finding by COPE in regard to the need for more early childhood services in southwest Little Rock. In addition to this finding, however. Area M is the only area that experienced a steady increase in the number of four-year-old children during the period of 1987-1990: 1987-1988 1988-1989 4% growth 21% growth The findings for Areas H and M should be coupled with the trend in Area J - the area around Western Hills, Meadowcliff, and Dodd Schools. This area is contiguous to, and in some cases overlaps, what is generally considered to be the Barrow area and southwest Little Rock. Again, a steady increase in the number of four-year-old children is evident during the period of 1987-1990: 1987-1988 1988-1989 11% growth 14% growth The data supplied by both parties document the need for four-year-old services in the John Barrow Road area and southwest Little Rock. Although these areas continue to show growth. future services in the central Little Rock area should not be disregarded. Little Rock. COPE is interested in having a center in central Currently, Head Start students from central Little Rock must go to the King/Oakhurst site. Transportation from central Little Rock to King/Oakhurst is a serious problem for some of these parents. Attachment One indicates heavy concentrations of four-year-old students in Areas D and I, the areas which serve the Incentive Schools, even though both areas have experienced declines since 1988. Instructional Goals The whole thrust of the early childhood program has been to remedy the academic differences that our students are bringing into the school system. In the past, we have experienced low performance, retention, and dropouts. Significant amounts of time and money have been expended on remediation, special education, and on providing the basic level of preparation needed to succeed in school. Many of the problems of skills disparity that are chronic in the higher grades are lessened when all youngsters enter kindergarten with appropriate pre-school experiences. Thepage seven citywide early childhood programs are geared to providing the skills and experience that have often been lacking in lower income youngsters. This is tremendously important, not only to the parents, but to the self-image and self-confidence of the child. The number of students who will flourish, learn, and 'perform at grade level while building on a foundation of pride, achievement, and self-esteem is simply incalculable. The instructional goals of this program are to address the needs of at-risk students, at the earliest possible age, in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and disadvantaged children. Philosophv/Ob~iectives. The early years of life are critical for helping children realize their full developmental potential. Arranging experiences to enhance development is a task for the home, the school, and the community. The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily activities. The program itself will be compatible with the developmental needs of young children. It will appeal to young children and help them experience the joy of learning. The early childhood program will be multicultural in focus and it will be sensitive to the cultural and ethnic heritage of children. Young children need the opportunity to learn about themselves and other cultures. An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about, and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. The Early Childhood Task Force has endeavored to structure a curriculum for four-year-old children that is multicultural and tailored to the individual ne6ds and interests of the learners. In every instance, teachers of young children must be curriculum developers who are able to observe and talk with children to determine high interest areas. The specific skills taught in LRSD four-year-old classes can be found in the District's early childhood education handbook.page eight Parent Involvement. The active involvement of the family is critical to children's success in school. helps sustain the effects of school programs. It reinforces and Parents will be actively involved in the implementation of the program through: - Orientation Meeting and Make/Take Workshops - Parents will become acquainted with the program at Open House. Parents also will be provided a variety of activities and strategies to enhance achievement by their children. - Parent Participation - Parents will be invited to volunteer in the classroom, accompany the class on field trips, and observe the child in the classroom. - Advisory Committee - Parents will serve on the Early Childhood Advisory Committee. - Training Sessions - Principals and teachers will encourage parents to participate in training sessions so they can have a better understanding of the characteristics of children and how they grow. - Discussion Groups - Parent discussion groups with teachers and outside agency representatives will be scheduled as a means to improve parent effectiveness. - Parent Survey - Parents will help us evaluate the program in the school by completing a survey. A summary will be made from the responses to identify needs and provide better services for the children. Staff Development. The Little Rock School District is committed to providing continuous professional growth opportunities for all staff members. Major components of these opportunities are the districtwide training courses and minicourses which have been designed and scheduled to address staff development needs as reflected in the local schools' Annual School Improvement Plans. Also, in order to be in compliance with State Department Standards, LRSD certified staff members are required to complete a minimiua of five (5) days or 27 1/2 hours of staff development training each year. Staff development activities for the four- year-old program will include but not be limited to the following areas: - Licensing Requirements - Classroom Managementpage nine - Child Development and Behavior - Learning Styles Parent Conferences - Developing Centers and Units - Transitional Activities - Prejudice Reduction - Behavior Management and Self-Esteem Instructional aides will receive child development associate training or early childhood education technical assistance depending upon individual needs. Program Evaluation. ____ A longitudinal study of all students involved in the citywide early childhood program will be conducted. The information gained from this study will allow LRSD, and the other agencies, to make valid assessments of student achievement and program effectiveness. Recommendations The difference between the estimate for the long-range goal (874 disadvantaged children) and the number of children currently served by Head Start (361 children) is 513. The extent to which the Head Start program will expand over the next 3-5 years cannot be determined at this time. Head Start is currently involved in long-range expansion planning. It will be necessary for the Little Rock School District to continue to work closely with COPE to determine the exact number of seats that can be provided by each agency to meet the long-range goal. The long-range goal will probably be modified as better information is acquired about the number of disadvantaged four-year-old students in Little Rock. In addition to determining the number of seats that must be provided by each agency, the Little Rock School District will have to provide enough seats at each new site to meet the desegregation requirements. The following recommendations are tentative pending the collection of additional details on demographics and expansion possibilities, and the finalization of agreements with COPE, citywide early childhood planning committee will be formed to A continue the process of studying these factors. The committeepage ten will consist of representatives from the Little Rock School District, COPE, Model Cities, the Housing Authority, related agencies, r\"\"---- and other quarter. The committee will meet at least once each The nature of long-range planning to meet the growing needs of disadvantaged children is such that ongoing collaboration and planning is crucial. 1992-93 A. B. Open a class at Bale School - 20 seats Open 3 classes at the Asher Avenue Head Start Center C. D. (directly across from Wilson School) Open a class at Watson School - 20 seats Open a class at Geyer Springs - 20 seats 60 seats 1993-94 A. B. Open two classes at the new King School - 40 seats Convert Ish School to an early childhood center if the attendance zones for the new interdistrict schools will allow for accommodation of Ish students at nearby schools and place LRSD in a position to petition the court to authorize conversion of Ish to an early childhood center. The proximity of the new King School, Mitchell School, and Rightsell School, and the low enrollment at Ish are factors that will be considered in developing a proposal to submit to the court. C. Open at least one class at the new SWLR Head Start Center - 20 seats 1994-95 A. Open two classes at the new Stephens School - 40 seatsFOUR-YEAR-OLD DEMOGRAPHICS AREA DESCRIPTION 1987 1988 1989 1990 A Fulbright Terry 99 83 89 108 B Brady Fair Park Jefferson McDermott 130 125 138 157 C Pul. Hgts. Woodruff 83 105 119 95 D Rightsell Mitchell Rockefeller Ish 324 377 314 283 E Carver Mann 93 81 96 90 F Badgett 13 14 28 25 G Romine 131 161 135 116 H Parkview Wilson Bale 107 106 74 111 I Franklin Stephens Garland 324 318 313 285 J Western Hills Meadowcliff Dodd 73 81 92 93 K Geyer Springs Wakefield 73 81 100 96 L Otter Creek 24 28 23 28 M Cloverdale Mabelvale Watson Chicot 159 166 201 216 N Baseline 133 135 141 116RECESVEO IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION MAR 2 2 1993 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE W. KNIGHT, et al. INTERVENORS NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of its revised Four-Year-Old Program Long Term Plan. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 BY: iristopher Heller Christopher Hellfer Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following counsel of record by depositing copy of same in the United States mail on this 18th day of March, 1992. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg,, Suite 510 201 East Markham Street Little Rock, AR 72201 BY: iristopher Heller Christopher -2-Little Rock School District FOUR-YEAR-OLD PROGRAM LONG-TERM PLAN XRgyisgd) This revised report will outline the long-range plans for expanding the early childhood education program in the Little Rock School District. In particular, this report will address the demographic, instructional, and structural needs for expanding the current four-year-old program. The report will begin with a review of background information related to the expansion of the four-year-old program in the Little Rock School District. Next, the objectives for selecting program sites will be provided. The objectives will be followed by an analysis of demographic data related to the four-year-old population in the Little Rock School District. A review of the instructional goals of the four-year-old program will be included. Finally, long-term recommendations for establishing new four-year-old classes will be presented. This document incorporates changes and corrections as well as clarification of issues raised by the Court in the May 1, 1992, ruling. Rackground The Little Rock School District four-year-old program was started during the 1988-89 school year as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Although Rockefeller Elementary School served four-year-old students prior to this time, the emphasis on using this program as a tool to desegregate schools started in the 1988-89 school year. Three schools participated in the four-year old program during the 1988-89 school year: Ish, Rockefeller, and Stephens. In the following year (1989-90), four-year-old classes were added to Franklin and Washington. Four-year-old classes were added to Badgett and Garland in the 1990-91 school year and Mitchell, Rightsell, Romine, and Woodruff during the 1991-92 school year, and Bale, Cloverdale, Geyer Springs, Watson, and Wilson at the beginning of the current school year (1992-93). According to the May 1 court order, the District must \"accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned\" (page 16). There are 36 elementary schools in the Little Rock School District. This means that the District must provide 720 four-year-old seats in order to comply with the desegregation plan. Figure One shows the schools which have a four-year-old program in 1992-9X These schools will account for 378 of the 720 four-year-old seats needed by 1994-95.FIGURE ONE 1992-93 Projected 1993-94 Projected 1994-95 Schod Badgett Bale Cloverdale Franklin Garland Geyer Spgs. Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Woodruff No, of Classes * 1 1 1 3 1 1 1 1 1 3 1 1 2 1 1 1 School Baseline Brady Chicot Cloverdale* Fair Park King Romine* No.of Classes '...2..... 1 1 2 1 2 1 ScilMl Stephens* Woodruff* Classes and/or Area Center No. of \"'\"2..... 1 6 Total 21 10 Number of classes that will be added to existing programs Total seats needed by 1994-95 720 Total seats available by 1993-94 558 Remainder of seats needed to be in compliance by 1994-95 162 Four-year-old classes will continue to be established in schools that are difficult to desegregate and/or experiencing difficulty in racially balancing its student population. 9 ' 2Objectives for Selecting Sites It has already been stated that the expansion of the four-year-old program in the Little Rock School District is related to two major objectives: (1) to meet the growing academic and social needs of disadvantaged students and (2) to improve the racial balance at schools that are difficult to desegregate. These objectives are consistent with the terms of the May 1 court order to \"place four-year-old programs in locations which will best further the goals of disparity reduction and racial balance\" (page 16). These objectives carry with them, however, certain limitations in regard to the location of future four-year-old sites. A factor that should be considered in identifying future four-year-old sites is the number of disadvantaged students in a given area. Priority should be given to areas that have a very high concentration of low income students. The second objective of the long-range plan for expanding the four-year-old program is to improve the racial balance in schools that have been difficult to desegregate. The elementary school attendance zones were originally designed to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. Demographic changes over the past two years have resulted in some attendance zones having a lower number of white students than anticipated. The District has been successful in using the four-year-old program, along with other voluntary desegregation measures, to attract white students to schools that fall in this category. For instance, the Romine area is experiencing a steady increase in its black population. The four-year-old program at Romine School, however, is 50% white. In light of the information provided in Figure One, the District will need to open a total of 342 seats (a total of 19 additional classes) by the 1994-95 school year in order to comply with the desegregation plan. This goal can be met by opening programs at other schools that meet the objectives mentioned above, adding additional classes to schooE with existing programs, and/or by using area centers. Demographics Attachment One shows the number of four-year-old students over the past four years who have enrolled in kindergarten. The schools are listed as a means of describing each geographic area. Areas A, B, H, J, L, and M experienced increases between 1989 and 1990. The largest increase (50% growth) occurred in Area H - the area around Parkview, Wilson, and Bale Schook. This area will be referred to as the John Barrow Road area. The growth in areas L (22% growth), A (7% growth), and B (14% growth) is more likely to be the result of parents who decided to choose public education, as opposed to a net increase in births. The fluctuations in these areas over the four-year period tend to confirm this assumption. 3The increase in Area M (7% growth) from 1989 to 1990 tends to suggest the need for more early childhood services in southwest Little Rock. In addition to this finding, however. Area M is the only area that experienced a steady increase of more than 1% growth in the number of four-year-old children during the period of 1987-1990: 1987-1988 1988-1989 1989-1990 4% growth 21% growth 7% growth The findings for Areas H and M should be coupled with the trend in Area J - the area around Western Hills, Meadowcliff, and Dodd Schools. This area is contiguous to, and in some cases overlaps, what is generally considered to be the Barrow Road area and southwest Little Rock. Again, a steady increase in the number of four-year-old children is evident during the period of 1987-1990: 1987-1988 1988-1989 1989-1990 11% growth 14% growth 1% growth These data document the need for four-year-old services in the John Barrow Road area and southwest Little Rock. Although these areas continue to show growth, future services in the central Little Rock area should not be disregarded. Attachment One indicates heavy concentrations of four-year-old students in Areas D and I, the areas which serve the Incentive Schools, even though both areas have experienced declines since 1988. Instructional Goals The whole thrust of the early childhood program has been to remedy the academic differences that our students are bringing into the school system. In the past, we have experienced low performance, retention, and dropouts. Significant amounts of time and money have been expended on remediation, special education, and on providing the basic level of preparation needed to succeed in school. Many of the problems of achievement disparity that are chronic in the higher grades are lessened when all youngsters enter kindergarten with appropriate pre-school experiences. The Districts four-year-old program is designed to provide the skills and experience that have often been lacking in lower income youngsters. This is tremendously important, not only to the parents but to the self-image and self-confidence of the child. The number of students who will flourish, learn, and perform at grade level while building on a foundation of pride, achievement, and self-esteem is simply incalculable. The instructional goals of this program are to address the needs of at-risk students, at the earliest possible age, in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and disadvantaged children. 4Philosophy/Objectives The early years of life are critical for helping children realize their full developmental potential. Arranging experiences to enhance development is a task for the home, the school, and the community. The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young childrens interests and styles of learning which will guide daily activities. The program itself will be compatible with the developmental needs of young children. It will appeal to young children and help them experience the joy of learning. The early childhood program will be multicultural in focus, and it will be sensitive to the cultural and ethnic heritage of children. Young children need the opportxuiity to learn about themselves and other cultures. An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about, and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. The Early Childhood Task Force has endeavored to structure a curriculum for four-year- old children that is multicultural and tailored to the individual needs and interests of the learners. In every instance, teachers of young children must be curriculum developers who are able to observe and talk with children to determine high interest areas. The specific skills taught in LRSD four-year-old classes can be found in the Districts early childhood education handbook. Parent Involvement The active involvement of the family is critical to childrens success in school. It reinforces and helps sustain the effects of school programs. Parents will be actively involved in the implementation of the program through\n Provide parent-focused activities that help parents to improve their parental self-esteem, parent-as-educator skills, parental problemsolving skills, and development of the parents skills that will empower them to advocate for their childs educational needs.  Family Support Teams will be established to help parents in ensuring the success of their children. Family Support Teams will focus on attendance, coordination of outside social services, parent involvement, and student behavior. 5 Develop family enrichment packets that combine videotapes, teaching aids, thinking kits, and software programs into an integrated package for in-home use.  Establish an Outreach Library for parents. This library will provide materials and support to assist in building successful family environments. Using the videocassette player as a delivery system, videotapes can provide more time on task for students and allow parents to improve their basic skills at their own pace.  Parent Participation - Parents will be encouraged to become actively involved in the school.  Task Force - Parents will serve on the Early Childhood Task Force.  Parent Survey - Parents will help us evaluate the program in the school through discussion and by completing surveys. Information gained from the responses will identify needs and assist the District in providing improved services for the children. Staff Development The Little Rock School District is committed to providing continuous professional growth opportunities for all staff members. Major components of these opportunities are the district-wide training courses and minicourses which have been designed and scheduled to address staff development needs as reflected in the local schools Annual School Improvement Plans. Also, in order to be in compliance with State Department Standards, LRSD certified staff members are required to complete a minimum of five (5) days or 27 h hours of staff development training each year. Staff development activities for the four-year-old program will include but not be limited to the following areas:  Licensing Requirements  Classroom Management  Child Development and Behavior  Learning Styles Parent Conferences  Developing Centers and Units 6Transitional Activities  Effective Ways of Teaching Disadvantaged Children  Behavior Management Instructional aides will receive child development training or early childhood education technical assistance depending upon individual needs. Program Evaluation Beginmng with the 1992-93 school year, all children participating in the Districts Early Childhood Program will be identified through data entry. This will allow the District to track and assess the following:  Number of children staying at schools where they attended prekindergarten class.  Number of children staying in the District and choosing other assignment alternatives.  Number of children exiting the District after the pre-kindergarten program and the reason for leaving the District.  Number of students entering school ready to learn.  Number of students showing an increase in achievement and a reduction in disparity by grade four. This assessment will begin at the start of the kindergarten year of each class of prekindergarten children. The Planning, Research, and Evaluation staff will assist with analysis of student assessment data to determine if measurable growth in student achievement has occurred. A standardized achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the Early Childhood Program as an intervention strategy. Long-range Proposal  Structural Needs As suted earlier, the District will need to open a total of 342 scats by the 1994-95 school year in order to comply with the desegregation plan. This amount is equivalent to 19 classes with a maximum capacity of 18 students in each class. It was also noted that future programs should be located in the John Barrow Road area, southwest Little Rock, and/or the area around the Incentive Schools. 7In regard to future sites, the Little Rock School District proposes the following: 1993-94 School Year School Program Status Number of Classes Baseline Brady Chicot Cloverdale Fair Park King Romine New New New Expanded New New Expanded Total 2 1 1 2 1 2 1 10 1994-95 School Year Stephens Woodruff Expanded Expanded Classes and/or Area Center Total 2 1 9 The remaining six classes will be placed in schools that meet the objectives for selecting sites as previously mentioned, and/or adding one or more classes to schools with existing programs or by opening an area center with six classes. Area Center If it becomes necessary to utilize an Area Center, the District will identify buildings which may be leased or purchased to house the Area Center. The Center will be in the targeted areas and will be operated by the Little Rock School District for the purpose of meeting the Early Childhood Education Program commitment in our desegregation plan. Program Budget The Little Rock School District Plant Services Department, Office for Organizational and Learning Equity, and Office for Curriculum and Learning Improvement will be responsible for identifying sites for the program. All sites will meet licensing requirements. The continuing program costs do not include funds to lease or purchase space for an area center. The District will continue to seek other sources of funding for purchasing playground equipment. 8BUDGET PROJECTIONS 1993-94 1994-95 Set-ups $67,000.00 $63,315.00 Playgrounds $38,850.00 $36,713.25 Continuing $95,072.22 $111,940.80 Staff Development $25,300.00 $32,500.00 Teacher salaries estimated at $25,000 average salary 1993-94 and $26,000 average salary 1994-95 $775,000.00 $1,040,000.00 Fringe benefits package $106,943.80 $141,344.00 Instructional aide salaries estimated at $9,000 average salary 1993-94 and $9,300 average salary 1994-95 $279,000.00 $372,000.00 Fringe benefits package $64,932.60 $84,789.60 Total $1,452,098.62 $1,882,602.65 9AREA A B C D E F G H I J K L M N ATTACHMENT ONE FOUR-YEAR-OLD DEMOGRAPHICS DESCRIPTION Fulbright Terry Brady Fair Park Jefferson McDermott Pulaski Heights Woodruff Rightsell Mitchell Rockefeller Ish Carver Mann Badgett Romine Parkview Wilson Bale Franklin Stephens Garland Western Hills Meadowcliff Dodd Geyer Springs Otter Creek Cloverdale Mabelvale Watson Chicot Baseline 1987 19SS 1989 1990 99 89 101 108 130 125 138 157 83 105 119 95 324 377 314 283 93 81 96 90 13 14 28 25 131 161 135 116 107 106 74 111 324 318 313 285 73 73 24 159 133 81 81 28 166 135 92 93 100 96 23 28 201 216 141 116RECSIVF^ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 7 1994 Office cf Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MEMORANDUM BRIEF IN SUPPORT OF MOTION FOR APPROVAL OF FOUR-YEAR OLD PROGRAM SITES The plaintiff. Little Rock School District (\"LRSD\"), for its Memorandum Brief in Support of its Motion for Approval of Four-Year Old Program Sites, states: The Federal Rules of Civil Procedure (\"FRCP\"), Rule 7(b)(1), provides that an application to the Court for an order shall be by motion which shall be made in writing, stating with particularity the grounds for the motion and setting forth the relief or order sought. In accordance with the requirement, the LRSD has submitted its motion for approval of the sites for four-year old programs for the 1994-95 school year. Under the terms of the desegregation plan approved by the Eighth Circuit Court of Appeals, the LRSD committed itself to implement a four-year old program by the end of the 1993-94 school year in all schools in the District. Little Rock School District V. Pulaski County Special School District. 921 F.2d 1371 (8th Cir. Irad-bf1990) . However, the LRSD later proposed modifications to the 1989 settlement plans for consideration by this Court. Hearings were held in late 1991 and early 1992 regarding the proposed modifications. By Order dated May 1, 1992, this Court ruled on both proposed modifications. Among the modifications which had been proposed by the LRSD was the request that this Court release it from the obligation of placing a four-year program in every school in the District. Rather, the LRSD submitted that four-year old programs were both compensatory and desegregatory in nature since they impact disparity of academic achievement by better preparing children for kindergarten and also serve to attract white children to the public schools. In light of those facts, the LRSD persuaded this Court that it was more appropriate to place four-year old programs in those schools or areas which have proven difficult to desegregate. Based on the evidence and testimony presented, as well as other matters, this Court granted the request and relieved the LRSD from the requirement of placing four-year programs in every elementary school. In considering the modifications proposed by the LRSD, the Court did not release the District from serving the same number of children who would have been served had every school in the District offered a four-year old program as had been originally planned. However, the Court did relieve the LRSD of the obligation to completely implement the four-year old programs by the 1993-94 school year. Rather, the Court permitted the District to follow a Ind-br 2time schedule in which implementation could be completed by the 1994-95 school year. In accordance with its obligations to select locations which will best further the goals of disparity reduction and racial balance, the LRSD embarked upon a review to determine the most appropriate sites and the number of classes for each site. The LRSD has now completed that review and attached its report as Exhibit 1 to the Motion filed herewith. For the reasons stated herein as well as those contained in the Motion, the LRSD submits that the Motion should be granted. This Memorandum Brief is respectfully submitted in support of the Motion. , FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Ind-br Attorneys for Plaintiff LITTLE ROCK SCHOOL DISTRICT B' Jerry L. Malone Bar ID No. 85096 3 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Brief in Support of Motion for Approval of Four-Year Old Program Sites has been served on the following people by depositing copy of same in the United States mail on this 4,^ day of April, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 5IQ. 201 East Markham street Little Rock, AR 72201 Jerry L. Malone irad*br 4I APR 7,99^ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OllICQ Ql 'Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR APPROVAL OF FOUR-YEAR OLD PROGRAM SITES The plaintiff, Little Rock School District (\"LRSD\") or (\"District\"), for its Motion for Approval of Four-Year Old Program Sites for the 1994-95 school year, states: 1. Pursuant to the court-approved desegregation plan, the LRSD agreed to implement four-year old programs in all schools in the LRSD by the 1993-94 school year. 2. The LRSD later proposed certain modifications to the 1989 settlement plans, which modifications were heard by this Court. 3. Among the modifications proposed was the request that the Court accept the District's long-range implementation plan which was filed with the Court on October 1, 1991. Although the Court did not accept the long-range implementation plan as submitted, the Court did release the LRSD from the requirement to place a four- year old program in every elementary school in the District. Irad'tpp4 . By Order dated May 1, 1992, this Court accepted the LRSD's proposal that four-year old programs be placed in locations which would best further the goals of disparity reduction and racial balance in the District. Further, the Court permitted the District to complete implementation of the program by the 1994-95 school year. 5. In accepting the LRSD's proposed modifications, the Court continued the requirement that the four-year old programs developed by the District had to accommodate the number of children which equalled or exceeded the number which would have been accommodated had all schools in the District had a four-year old program as originally planned. 6. The LRSD added additional four-year old programs as required during the 1993-94 school year. 7. Further, the LRSD has now completed its review and has determined the number of classes necessary to accommodate the number of children which would have been accommodated had programs been placed at all elementary schools in the District. The LRSD has also determined those locations it believes will best further the goals of disparity reduction and racial balance. 8. Attached hereto as Exhibit 1 is a true and accurate listing of the sites selected by the LRSD to complete its obligations for four-year programs during the 1994-95 school year in accordance with the Order dated May 1, 1992. The sites reflected are incorporated herein by reference. Irsd-app 29. The LRSD is now prepared to take those steps necessary to implement the hereindescribed expansion of the four-year old program for the 1994-95 school year. However, the LRSD would request expedited consideration so that it may begin the necessary preparatory arrangements. WHEREFORE, the plaintiff. Little Rock School District, moves this Court for an Order approving the locations, number of classes and other terms as outlined in the attached implementation proposal\nit requests that it be awarded its costs. expenses, attorney fees incurred herein and all other legal and proper relief to which it may be entitled. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Attorneys for Plaintiff LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar ID No. 85096 Irad-app 3CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion for Approval of Four-Year Old Program Sites has been served on the following people by depositing copy of same in the United States mail on this ' day of April, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, 7VR 72201 Jerry L. Malone Irsd-app 4 n men n EXHIBIT 1 LRSD'S 1994-95 FOUR-YEAR OLD PROGRAM SITE SELECTIONS Pursuant to the LRSD Desegregation Plan, as amended by subsequent court orders, the LRSD must accommodate in four-year old programs a number of children which equals or exceeds the number which would have been accommodated if all schools in the District had a four-year old program At the time the commitment was made, the LRSD had 36 elementary schools. The number of children to be served was computed by using a maximum capacity of 20 students per class. This yielded 720 students as the total number to be served. In accordance with the May 1, 1992 Order of this Court and North Central accreditation standards, the number of students per class during the 1993-94 year was based on the standard of 18 students per classroom. By virtue of this standard, the LRSD had capacity to serve 576 students in its 32 four-year old classes. Accordingly, the LRSD must add eight (8) four-year old classes during the 1994-95 year to have the capacity to serve the additional 144 children necessary to achieve the 720 children capacity as originally computed. To select the eight (8) sites, the LRSD considered the following criteria: 1. Schools which are difficult to desegregate and are racially imbalanced. Irad-tpp 52. Areas which have a very high concentration of low income families. Based on its review, the LRSD selected the following elementary school sites: 1. Badgett One additional class can be added by using space that is available within the building. 2. Bale - One additional class can be added by using space that is available within the building through the reassignment of classroom space (classroom space currently being used for physical education on rainy days and for psychological testing). 3. Fair Park One additional class can be added by installing a trailer, which would free up a classroom within the building. 4 . Geyer Springs One additional class can be added by offering only two (2) kindergarten classes. Although a third kindergarten class was added after the start of the 1993-94 school year, the majority of the students assigned to that class were from outside the schools' attendance zones. Accordingly, other assignments consistent with the desegregation plan should be available in the event non-attendance zone kindergarten students need to be accommodated during the 1994-95 school year. 5. Mabelvale - One additional class can be added by using a room being made available due to matriculating seventh grade students. 6. Watson - One additional class can be added by using space within the building obtained through the sharing of space by the lr*d-pp 6Chapter I teacher (there three (3) days a week) and the G/T teacher (there two and one-half (2/1/2) days a week). 7. Woodruff - One additional class can be added by using space available within the building. 8. Stephens - One additional class can be added by using space within the building. Irad-tpp 7RECEIVED APR 2 2 1994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED ''fTFiPPiyrD c easSsVStSsas APR 2 I J994 Ollice of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT JAMES w. McCormack, clerk By:  PLAIN'iU^l-fcLERK V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING Plaintiff Little Rock School District (LRSD) hereby gives notice of filing of the attached replacement Exhibit 1 to its previously filed \"Motion for Approval of Four-Year Old Program Sites\". Replacement Exhibit 1, which is titled \"LRSD's 1994-95 Four-Year Old Program Site Selections\" should be substituted for Exhibit 1 to LRSD's \"Motion for Approval of Four-Year Old Program Sites\" which was filed on April 6, 1994. The only difference between replacement Exhibit 1 and Exhibit 1 is that Washington has replaced Stephens as the site of a four year old class. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By* Christopher Helle: Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 21th day of April, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS REPLACEMENT EXHIBIT 1 LRSD'S 1994-95 FOUR-YEAR OLD PROGRAM SITE SELECTIONS Pursuant to the LRSD Desegregation Plan, as amended by subsequent court orders, the LRSD must accommodate in four-year old programs a number of children which equals or exceeds the number which would have been accommodated if all schools in the District had a four-year old program At the time the commitment was made. the LRSD had 36 elementary schools. The number of children to be served was computed by using a maximum capacity of 20 students per class. This yielded 720 students as the total number to be served. In accordance with the May 1, 1992 Order of this Court and North Central accreditation standards, the number of students per class during the 1993-94 year was based on the standard of 18 lfid-\u0026lt;ppstudents per classroom. By virtue of this standard, the LRSD had capacity to serve 576 students in its 32 four-year old classes. Accordingly, the LRSD must add eight (8) four-year old classes during the 1994-95 year to have the capacity to serve the additional 144 children necessary to achieve the 720 children capacity as originally computed. To select the eight (8) sites. the LRSD considered the following criteria: 1. Schools which are difficult to desegregate and are racially imbalanced. 2. Areas which have a very high concentration of low income families. Based on its review. the LRSD selected the following elementary school sites: 1. Badgett - One additional class can be added by using space that is available within the building. 2. Bale - One additional class can be added by using space that is available within the building through the reassignment of classroom space (classroom space currently being used for physical education on rainy days and for psychological testing). 3. Fair Park One additional class can be added by installing a trailer, which would free up a classroom within the building. 4. Geyer Springs - One additional class can be added by offering only two (2) kindergarten classes. Although a third kindergarten class was added after the start of the 1993-94 school 2year, the majority of the students assigned to that class were from outside the schools' attendance zones. Accordingly, other assignments consistent with the desegregation plan should be available in the event non-attendance zone kindergarten students need to be accommodated during the 1994-95 school year. 5. Mabelvale - One additional class can be added by using a room being made available due to matriculating seventh grade students. 6. Watson - One additional class can be added by using space within the building obtained through the sharing of space by the Chapter I teacher (there three (3) days a week) and the G/T teacher (there two and one-half (2/1/2) days a week). 7. Woodruff - One additional class can be added by using space available within the building. 8. Washington - One additional class can be added by using space within the building. 3as ?i==aO JUN 2 9 1994 OiiiO8 01 Otseaf-S'*-'' IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED district COURT eastern district ARKANSAS JUN 2 8 1994 JAMES By\n. y^V^CORMACK, CLERK I CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER Before the Court are two motions which the Court now addresses\n(1) motion by the Little Rock School District (LRSD) for approval of four-year old program sites [doc.#2147], and (2) motion of the LRSD to designate King Interdistrict School a magnet school [doc.# 2162]. For the reasons that follow, the Court finds that each of these motions should be and hereby is granted. I. The LRSD seeks approval of eight sites for additional four- year-old programs for the 1994-95 school year. In support of its motion, the LRSD submitted on April 21, 1994 a revised list of the sites it has selected to complete its obligations for four-year-old programs during the 1994-95 school year in accordance with this Court's May 1, 1992 order. Objections to the proposed sites which had been raised by the Joshua Intervenors were dropped during a June 7, 1994 hearing on Stephens School, 2 2 2In selecting the sites, the LRSD states that it considered schools that are racially imbalanced and difficult to desegregate. and that it also focused on areas which have a very high concentration of low income families. The district also submits that it chose those locations it believes will best further the goals of disparity reduction and racial balance. Based on these considerations, the LRSD selected the following elementary school sites for the additional four-year-old programs: -I. Badgett: One additional class added by using space that is available within the building. 2. Bale: One additional class added by using space that is available within the building through the reassignment of classroom space (classroom space used for physical education on rainy days and for psychological testing). 3. Fair Park: One additional class added by installing a trailer, which would free up a classroom within the building. 4. Geyer Springs: One additional class added by offering only two kindergarten classes. The LRSD states that although it added a third kindergarten class after the start of the 1993-94 school year, the majority of students assigned to that class were from outside the school's attendance zones. Accordingly, states the LRSD, other assignments consistent with the desegregation plan should be available in the event non-attendance zone kindergarten students need to be accommodated during the 1994-95 school year. 5. Mabelvale: One additional class added by using a room available due to matriculating seventh grade students. 26. Watson: One additional class added by using space within the building obtained through sharing space with the Chapter I teacher (who is present three days a week) and the G/T teacher (who is present two and one-half days a week). 7. Woodruff: One additional class added by using space available within the building, 8. Washington: One additional class added by using space within the building. The-LRSD asks for a court order approving the locations, number of classes, and other terms as set forth above. Noting that these program additions will result in services to the total number of four-year-old children which the LRSD originally committed to serve under the terms of its desegregation plan, the Court grants the motion. II. By order dated July 9, 1993, the Court noted that the development of the King Interdistrict School \"has been rife with delays, including those of site selection, theme identification and development, attendance zone delineation, staff hiring, and student recruitment\nconstruction lags have been such that the building still may not be finished by the date students are to begin the 1993-94 fall term.\" The Court noted that \"[w]hile the King facilities and programs hold great promise for achieving magnet caliber, at this time the Court will only provisionally grant the motion to designate King Interdistrict School a magnet school. The LRSD may recruit students to the school on the basis of its 3provisional status only.\" The Court stated, however, that it would approve full magnet status for the new school at such time that the parties could demonstrate that King is fully functioning a interdistrict school displaying the characteristics of magnet as previously set forth in the case record. a quality In the motion now before the Court, the LRSD states that the King Interdistrict School has become fully functioning a interdistrict school which has all of the characteristics of a quality -magnet school. The LRSD asks that the King Interdistrict School be designated a magnet school. The Court notes that during its first year of operation in 1993-94, King failed to achieve an enrollment that is within the racial balance guidelines for interdistrict schools. Black children comprised 65% of King's students, a proportion that lies outside the 40 to 60 percent enrollment ratio target set forth in the desegregation plans. Preliminary LRSD registration figures for the 1994-95 school year dated May 11, 1994 indicate that King's black enrollment is still not within the 40 to 60 percent range. Indeed, none of the LRSD's three elementary interdistrict schools achieved a racially balanced student body during the 1993-94 school year, and the preliminary registration figures show that all three still remain outside racial balance guidelines. Furthermore, all three have an enrollment that is well below each building's capacity. During a hearing on June 7, 1994, the Court urged the LRSD to revise its Interdistrict School Assignment Guidelines, a document filed March 16, 1994. As written, the guidelines severely restrict 4the district's ability to accept intradistrict transfers of white students into the LRSD interdistrict schools. Broadening the guidelines to promote intradistrict transfers can help the interdistrict schools achieve their full complement of students in racially balanced proportions. In addition, the Court admonishes the parties that they are obligated to continue to aggressively recruit students to the interdistrict schools in accordance with the desegregation plan provisions. -Inrespects other than enrollment, King appears to be functioning at a level of service and quality consistent with that which characterizes magnet schools. Therefore, the Court approves magnet status for King with the expectation that the LRSD will expeditiously revise its Interdistrict School Assignment Guidelines to facilitate intradistrict transfers of white students, thus promoting racially balanced school enrollments. Such intradistrict transfers are to be consistent with the desegregation plans and the law of this case. IT IS SO ORDERED this day of June 1994. UNITED STATES' STRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IM COMPL1A^(^WTH BULE 58 AND/OR 7S{a) FRCP ON ANGE yWTH BY  5\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":"bcas_bcmss0837_495","title":"Incentive Schools: ''African/African American History: A Curriculum Program for Incentive Schools''","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":["1991/1992"],"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","Little Rock School District","Education--Arkansas","School improvement programs","Education--Curricula","African Americans--History"],"dcterms_title":["Incentive Schools: ''African/African American History: A Curriculum Program for Incentive Schools''"],"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/495"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["150 pages"],"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\nr AFRICAN/AFRICAN AMERICAN HISTORY A CURRICULUM PROGRAM FOR INCENTIVE SCHOOLS I L LITTLE ROCK SCHOOL DISTRICT 1991-92II I AFRICAN/AFRI CAN AMERICAN HISTORY PROGRAM RATIONALE/PURPOSE V The traditional social studies curriculum and most social studies textbooks are void of specific content regarding the study of Africans and II African Americans. The purpose of this content is to fill that void I and give students a more comprehensive view of the geography, history, culture, government, and economics of Africa and African Americans as well as the role{s) they portray in the world. PROGRAM DESCRIPTION I This African/African American Program parallels the themes identified in the Social Studies Arkansas State Course Content Guide, K-6. Ti.cnici for each grade level have been identified with broad skills objectives. Themes I H These skills objectives will guide teachers as they prepare their daily lesson plans. I LESSON ORGANIZATION AND PREPARATION  Lesson organization and preparation would follow the same structural organization as that identified in the social studies basal text: 1. Preparing the Lesson - identifying student objectives 9 2. Teaching the Lesson - this includes new content 3. Closing the Lesson - summary and evaluation RESOURCES I I  The General Resource Guides  The Interdisciplinary Resource Guide  The World Around Us, Levels 1-6  Maps  African American Personalities  Additional resources have been identified. I I Ifl AFRICAN/AFRI CAN AMERICAN HISTORY PROGRAM fl CONTENTS Program Overview/Level s K-6 fl I. Skills fl II. General Resource Guides fl A. Outline B. The Egyptian Achievement fl C. The African Family 0. Roles of Celebration and Ceremonies in African Cultures fl III. Interdisciplinary Resource Guide fl A. Levels - Pre-Kindergarten to Grade 6 fl B. Disciplines 1. Language Arts I 2. Mathematics 3. Science I  4. Social Studies I IV. Maps fl V. Personalities (Grades 3-5) fl VI. Resources fl  9I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I PROGRAM OVERVIEW/LEVELS K-6 LEVEL STATE THEME AFRICAN FOCUS (K-3) LRSD GUIDE AFRICAN/AFRICAN AMERICAN THEME I K The Individual and Group Relations Egypt Introduction to Africa 1 The Family, Today and Long Ago Nigeria People of Africa Today and Long Ago 2 Neighborhoods and Local Communities Tanzania African Communities I 3 Arkansas Communities In a Global Setting Kenya African-Arkansas Connection 4 WoMd of Communities Geography of Africa 5 Our Arkansas and American Heritage 6 African American Leaders History and Geography of the World Ancient Africa Today II  I H AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM 1 J ft' I I I I. SKILLS I I I I   I li. .^rVv.- .V AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II LEVEL K II THEME: INTRODUCTION TO AFRICA II SKILL OBJECTIVES il  Recognize the shape of Africa il  Locate land and water in Africa II  Recognize the African symbols of citizenship H  Describe ancient African civilizations II  Describe the people of Africa  Recognize different animals of Africa II n II il Li ..V'iI AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I LEVEL 1 I THEME: PEOPLE OF AFRICA, TODAY AND LONG AGO SKILL OBJECTIVES  Describe similarities and differences of African people w  Distinguish the ways in which Africans meet basic needs II  Recognize universals of culture in Africa (i.e. food preparation, dress, holidays,- religion, education, play, folklore) v  Describe the different family structures in African societies n  Discuss characteristics/achievements of ancient African families II  Examine various African customs and traditions 11 HI M II n n I Wn AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM fl LEVEL 2 II THEME: AFRICAN COMMUNITIES fl SKILL OBJECTIVES II  Describe the various types of African communities n  Compare and contrast African communities - ancient and contemporary fl  Compare and contrast universals of culture in Africa (i.e. food preparation, dress, holidays, religion, education, play, folklore) fl  Analyze how natural resources impact African communities fl UI fl II II II nnn V AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II V LEVEL 3 V THEME: AFRICAN-ARKANSAS CONNECTION SKILL OBJECTIVES V  Describe African and Arkansas communities (i.e. geography, history, culture, economics government) II  Compare and contrast African and Arkansas communities H  Describe the influences of African and Arkansas ethnic groups on the culture and customs of Africa and Arkansas H n II II II n H I JV AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM V LEVEL 4 i THEME: GEOGRAPHY OF AFRICA I SKILL OBJECTIVES H  Label Africa on a world map   Compare and contrast the geographic regions of Africa II  Recognize the major African geographical features II  Interpret and analyze maps of Africa II  Describe the influence of natural resources/climate on people and animals of Africa II I II II II El ii fl *** \u0026lt; ''\u0026gt;y. I-V' I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I LEVEL 5 V THEME: AFRICAN AMERICAN LEADERS V SKILL OBJECTIVES I  Investigate the African presence in the New World V  Evaluate the impact of Africa's political structure as a result of European invasion   Examine the achievements of African Americans during the Colonial period   Describe the contributions/achievements of African Americans in Arkansas and the United States   Compare and contrast the roles played by African Americans in Arkansas and the United States n n n1 r I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM i LEVEL 6 I THEME: ANCIENT AFRICA TODAY I SKILL OBJECTIVES I I  Describe contributions of ancient African kings, queens, and political leaders 4   Compare and contrast ancient Africa to Africa today (i.e. social institutions: family, religion, government, education, economics) I aI  Analyze the problems of prejudice/discrimination in contemporary Africa I I     n 4 AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II II. General Resource Guides A. Outli ne 4 B. The Egyptian Achievement 4 C. D. The African Family Roles of Celebration and Ceremonies in African Cultures fl fl fl fl fl fl M M II n I * Ar BBS n n AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I H RESOURCE GUIDE OUTLINE q 1. Introduction q A. Africans are the oldest people on the earth. q B. Th. name \"Africa\" was put into common usage by the Romans to identify Ihosc \u0026lt;hi tcX, Lt they ruled ta horth Atric. fl 1. The Greeks ailed Atriea \"Ailhiopi.', which mant the land of the q burnt-face people.' M 2. \"Africa\" was most q The Roman term -------- a Berber people who lived south of Carthage likely derived from the name of\nthe Afarik or Aourigha. C. The cued their l.hd T.\nMeri. encien.  s. .hich wes Kemet). It was M seat of government. 1. q 2. The Hebrews called it Mizraim. The Greeks called it Aegyptus. D. to the south. 1. Of recorded cultural histories, that preserved. of the Egyptians is the best I 2. Some European scholars such as of the World and Count Volney Ignored andTot taken seriously. Egypt: Light Empire were Gerald Massey who wrote Ancient who wrote Ruins of E. Enslavement and colonialism did not Africans who remained in Africa and those who were break the cultural links between forced to migrate to the western world. n. African History. A Factor tn World History A. African history must be viewed in the context history. of Its relationship to world B. Many great civilizations existed in Africa\nEgypt was the most notable. C. Africans were prominent Greece and Rome. in the legend, literature, arts and history of 1. 2. Aesop - author of the fables Memnon - one of the Pharoahs 1II II 3. 4. Terence - playwright who wrote in Latin Cleopatra - a famous queen n D. mistakenly viewed by European scholars as a bawier dividing Africa into two parts with two physicaUy and culturaUy distinct groups of people. The Sahara Desert was II 1. north of the Sahara was described as an yea of hifh The 'iunwy liitabiled by EuropeMriooUni people. culture n 2. The redon south of the Sahara was portrayed as an area of dark skinned people without a history or culture. n E. European to justify the slave traders depicted Africans as established societies in order enslavement and exploitation of Africans. n F. Africans were written out of the respectable commentyy on world history fy auributing African achievements to European people. II G. Historians of African descent are attempting to correct the myhs and Of Airican oes General History of Africa distortions about Africa in an eight sponsored by UNESCO. n 1. In this work, the past peoples and nations : and present cultural continuity among African will be documented. II 2. Egypt and its creation. civilization will be identified as a distinctly African UI. Human Origins in Africa I A. The first two thirds of the exclusively in Africa. fossil record of human development is found B. Leading archaeologists and anthropologists to the conclusion that humans originated in Africa. have found evidence that leads These include: C. 1. 2. 3. 4. Robert Broom Raymond A. Dart Maitland Edey Donald Johanson   D. E. Charles Darwin predicted in Pyeent found to be the origin of the human species. 5. Louis S.B. Leakey 6. Richard E. Leakey 7. Bernard Nyeneo g. Joaephine Salmons of Man (1871) that Africa would be Archaeological evidence indicates that the lived only in Africa until 600,000 ago. human species (Homo sapiens) mitochondrial DHA) puts the onset of The eurrent lenetle to .0.000 yeere .o. human migration out 1. People of the African physical type became of Africa. widely scattered outside 2F I I 2. Environmental differences and isolation produced differing pliyiieal characteristics within the African immigrants. I F.\ndevelooed organized societies within Africa and outside of Africa through migrations to other lands. Africans G. The New Stone Age in Africa was charaetariaed by stable clusters of yiilnges that would later become cities. I 1. 2. 3. metho\u0026lt;k of building and animal husbandry were introduced. Mew methods of buiioing ana aiumu Irrigation made it possible to extend the w of tlw land. * . . t_______aWa a/ f hie ndbFiAtfl. Iron production began toward the end of this period. I H. The 4,000 mile long NUe River, which flows from south to north, became Africa's first cultural highway. 1. Distinctly African people built the nation known as ancient Egypt. I 2. Fv? thousand of years. Africans had neither assistance nor interference from external nations and peoples. For I I. Cultures and civilizations had not yet developed in Europe when these events were unfolding in Africa. fl IV. African Civilization in the Ancient World: The Southern African Origins of EgyBl A. Egypt has been mistakenly considered a non-African nation. fl 1. Egvpt has generally been taught as African continent geographically and culturally. being disconnected from the 2. Western scholarship has concealed and distorted the true nature of the ancient Egyptian experience. I B. The manners, customs, and religion of the ^^nri^Punt^teo^maUa)^ their first homeland was to the south, around Uganda and Punt (SomaUa). fl C. African history is incomplete at as an African civilization. and distorted until ancient Egypt is looked D. of the evidences The Edfu Text, found in the Temple of Horus, is one c. that Egyptian civilization had its origins in the regions south of Egyp . E. Kush and some other inner African nations are older than Egypt. H V. The History of Egypt fl A. The dawn of the Pre-Dynastic period is characterized by the use of chipped B. stone implements. The Pre-Dynastic period, which 1,000 years. ended around 3,200 B.C., may have lasted 1. This period was characterized by competition as and how they would be chosen. to who would rule 3 JI V 2. 3. I 4. The 365 day solar year was determined. According to best evidence, the calendar was introduced in 4241 B.C.E. About this time, the state came to be ruled by a spedfic famUy (a dynasty). I 5. These states grew out of communal sodeties practidng eoUective ownership and the collective distribution of goods. C. The 1. Old Kingdom consisted of Dynasties 1-6. (3200 - 1270 B,CJS.) Numerous temples, tombs, and pyramids were built during this period. I 2. The solrltual structure built during former periods was preserved Airing and would later provide the foundations of three major world this time ( ----------------- , ... . , , religious systems: Judaism, ChrisUanity, and Islam. I 3. Menes or systems B.C.E. and lasted until 2980 B.C.E. Warmer founded the First Dynasty which began in 3200 4. The Pharaoh Zoser was the founder of the Third Dynasty which represented fl 5. an age of intellectual outpouring. Imhotep, the worlds first multiple genius, was Zoser's Prime Minister. a) b) He built the world's first step pyramid at Saqqara. He practiced medicine 2,000 years before the Greek Hippocrates and was the first physician to stand out in antiquity. 6. 7. 8. c) He was the real father of medicine. The most by an Egyptian Dynastic Period. cited ehronologv of Egyotian history during this period was left named Manetho 'who lived through the last part of the Pyramid building continued during the Fourth Dynasty (2723-2563 B.C.E.). of threats from I I During the Fifth and Sixth Dynasties, there were rumors Western Asia, now caUed the Middle East\nat this time, too, the t^ople of the Tigris and Euphrates river valley were laying the foundation of Sumerian civilization. D. Period (2770-2060 B.C.E.) which Included the seventh The First Intermediate Period (2770-2060 B.C.E.) wnicn inciuoeu through eleventh dynasties was a transitional period marked by internal disputes and weaknesses. I 1. fl 2. fl The ability of the ruling famines to decide on who would be Pharaoh brought on a dvU war that ended during the second part of the Eleventh Dynasty (2060 B.C.E.). The Twelfth Dynasty (2000-1785, B.C.E.) is considered to be one of Egypt's most glorious dynasties. a) b) Building started again. Egypt's borders were made secure treaties with Nubia and Libya. from invaders by successful 4/ I I E. The Second Intermediate Trouble.\" Period (13th-17th Dynasties) was Egypt's \"Period of I 1. The first massive invasion from the Hyksos people of Western Asia occurred. a) The Hyksos people adopted many Egyptian customs and assumed I b) driven out by Ahmose. 2. The Hebrews Asia. entered Africa during this period to escape famine In Western I a) which form part of the bible b) Historical accounts other than those which form pari w w indieate that \u0026gt; '\"and'^thar toreisnara, Xli^dVaUjiouals and iataUaituaUy from their atas m F. V 1. n 2. H 3. 4. M 5. n M 6. 7. J (iton 1(191 RCEl Eevpt reached a height in wealth (1580-1341 B.C.E.) was characterized by a strong New Kingdom (1580- The Eighteenth Dynasty central administration. s'* b) c) of the 18th to the 20th dynasties. Thotmose I, Thotmose H, Hatshepsut, Thotmose Hl, Akhenaton, Hatshepsut was one of the^outstanding w rulers of all time. She ruled Egypt for 21 monotheism in Akhenaton introduced _the concept worship proclaimed a new religious Rameses U successfuUy turned faith based on __________1 Egypt and the worship of one god. back invading Syrian and Hittite armies. The Twentieth Dynasty Rameses III through Rameses XI, a line of the state. ruled by the pharoahs \u0026lt;1500-1085 B.C.E.) was ruled by tne pnarwM of rulers who maintained the unity weak. The Twenty- TM Twenty-flrs. first Dynasty was referred to as me K.MU. (or HubLds) from th. South led h, KMhu In 751 fo'*'' the a) b) c) Twenty-fifth Dynasty. The FlanUhl (7-n2^^.od SSaJJ d Kushite Kings who helped to restore Egypt's Egypt's last purely \u0026lt;^ty. The Assyrian invasion of At was once Egypt, and began the destruction of the and began Twenty-Sixth Dynasty was referred to as the \"Static Period\" because no progress was made. of the Twenty-ninth Dy^sty The most important pharaoh of th was Achoris. often called Hagar, who repeUea (398-378 B.C.E.) 1 { i 5Ha aA VI. VU. 8. 9. 10. 11. 12. The Thirtieth Dynasty (378-341 B.C.E.) was founded by Hectanebo 1, one of Egypt's last great rulers. Alexander the Great of Macedonia invaded Egypt in 332 B.C.E. a) b) c) the first purely European invasion of Africa. This was the first purely nuropean mTuiwu Alexander the Great appointed Ptoleay. one of hia fenerali, as ruler ^dMcendents of Ptolemy became increaaely African in appearance t result of their IntermingUng with the Egyptians. The I as a Cleopatra VII. born in 69 B.C.. ascended Egypts throne with her brother Ptolemy XU at the age of 18. , a) b) c) of mixed African and Greek parentage and in ancient times She was ..................... was deoicted as a distinctly African woman. This African queen's alUances with Ca^r and Mwk Airthony were motivated by polities to save Egypt from the worst aspects of Roman domination. turned traitor against Rome to save Cleopatra VU s Mark Anthony t------------------------------- . .. Egypt. After his death, Cleopatra committed suicide. Rome ruled Egypt for six centuries. Internal conflicts and domination led Africans and Western Asians to ___idess and turn to new ones. This led to the formation question old religious ideas and turn to new ones, of Christianity. a) b) c) Three African popes Pontificate (189-199 Victor, who contributed to Christianity were: C.E.), Militiades, Pontificate (311-314 C.E.), Pontificate (492-496 C.E.). . . and Gelasius, v.t.i. _ entertained themselves by killing Christians in Rome and in Romans ---------- the amphitheatres of North Africa. Internal disputes among groups confidence in Christianity on the eve of worshippers destroyed some of the emergence of Islam. Islamic Egypt A. B. C. The Muslims under Amr-ibn-al-As conquered Egypt in 642 C.E. Islamic reUgion swept across northern Africa and into Southern Europe through Spain and Portugal. Islamic influence remains strong in Egypt today. Islam in West Africa A. Islamic forces of Africans. moved into West Africa in 711 C.E. and converted Basses H B. Africans joined Islamic forces and were of Spain. instrumental in the African conquest K C. Islamic power drove Europeans out and ended the last phase of the Roman Empire. years of the Mediterranean for the next 800 6 H ID. Islamic influence may .have ^n into what they caU the \"Middle Ages . the underlying cause of Europeans going E. The power of Islam was not partly broken until the Crusades, during the F. Eleventh Century. Portugal freed itself of Moorish became free in 1450 C.E. (African) domination in 1140 Spai G. After the decline in power _  African (Sudan) brought into being great western region of rtf Cffvot oeoples of the western region oi of Egypt. that lasted I for 1,000 years. vm. West A. Africa's Golden Ages Ancient Ghana was the first great empire of the Western Sudan. 1. Ghana was renowned for its gold. 2. 11 reached its height in 1062 C.E. under King Tenkamenin. 3. The state has a military force of 200,000 men. 4. Abu Bekr of the Sosso Empire invaded Ghana in 1076 C.E. ending 5. its prosperity and cultural development. regained its independence, but without its  --------- , Ghana became the a 6. B. Mali 1. 2. 3. 4. C. Tn 1087 C.E., Ghana i- former grandeur. The empire once known as kingdoms of Diara and Sosso. GMoa's pro,ioo.s Mean,. . Pl ot th. Mali Empir. aod ..r. Ltar absorbed into the Songhay Empire. Mansa Musa, emperor of Mali, visited Timbuctoo in 1324 during his famous pilgrimage to Mecca. He conquered the territory that Uter and rebuilt the University of Sankore. became the Songhay Empire Mansa Musa was the most colorful of the African kings of the Fourteenth century. The Empire of Mali declined in power after Mansa Musas death. Songhay 1. Askia the ------- into the most powerful state In 1493 and built 2. Songhay Tour.)-me SudT. The cities of Gao, andUterature developed, centers at which many books were written ano 7*4 a 3. African scholarship was Africa and in parts of Europe. known and repeeted throughout aost of 4. Scholars from North Africa and Europe studied in this African empire. 5. The University q 6. of the western Sudan. of Sankose at Timbuctoo was the educational capital Golden Age entered a period of decline after invasions West Africa's --------------- by Arabs, Berbers, Tuaregs, and Moroccans from the North. 4 7. European colonization was decline of West Africa's Golden Age. also Instrumental in bringing about the IX. The African Presence in the Western Hemisphere A. The Portuguese established their first settlement in West Africa at Elmina li 1 lie r ws -------------- in 1482 in the territory now known as Ghana. B. n C. The Portuguese came as ... and as dealer in the enslavement of Africans. traders at first but then remained as conquerors nationalism led to an expansion European and manufactured goods. of traffic in captive Africans H D. Spain competed with Portugal in the traffic in African captives. The E. X. Kpe^, AlXder. the ^ixth, defined their spheres of influence. A? a eonseauence of the Reformation and the rise of Protestantism in Eurooe the kings of England, France, Holland and Denmark felt free to Sng. th. Pope's .ut'orlty to divide Alriee. S.th Amer,.., .hd th. Caribbean. 1. 2. These countries insisted they had a right -to the forced Ubor they needed in lino ------------ --a order to build plantations in the New Worio. introduced by the Europeans was dehumanizing .nd wu supported and extended Py both the Ch-istlan chure.and psuedo-seientitie writers of the seventeenth td eijhteentn centuries. The slave trade as of the ( 4 The African Presence in the Americas A. Africans participated in some of the in the Americas. earliest expeditions of the Spanish 1. Estevanico accompanied Alvar Nunez He was responsible for exploring in 1527. Cabeza de Vaca to America the New Mexico and 2. Arizona territories.  Pedro Alonso Nino, an Columbus' ships. African, helped to navigate one of Christopher 1 7 fl 8II II 3. Thirty Africans helped Balboa explore the Pacific in 15S1. M B. Africans were major contributors in the Americas one hundred years before they reappeared in bondage in 1619. 1. A considerable II presence in the and growing body of scholarship lndi\u0026lt;tM an Mriean Americas long before the arrival of Cotemboe. 2. II Africans brought many skills to leather working, and carpentry. the Americas, such as iron working, c. H There existed in Africa prior to the beginning of the trade a culture that ms equal, if not superior, to European eivihxauoos. D. The greatest destroyer unpaid labor in the plantation system of African culture was the European demand for established in the Americas. II E. Myths were created that II 1. The African was displaced Africa and Africans out of human history, classified as a lesser being. 2. The Church justified enslavement as under the guidance of Christianity. necessary to bring the African II F. There were some differences between the slave systems as they operated in the Americas. II 1. In South America ornamentations were and the Caribbean, African music, religion and thAt resulted in a form of cultural continuity that did not exist in permitted that resulted in a  the United States. I M 2. In the Portuguese together, making it easier dominated .S to retain the same basic culture and II language. 3. the United States, every attempt was II In the United States, every and humanity of the enslaved Africans. made to destroy the culture The African's personality G. was denied and his family torn apart. II In Europe the attempt to justify the a already begun. enslavement of poor Europeans had 1. used for the enslavement of II tX\" \"rln eS^nie. d pe.lel W and Native America people. fl 2. Th. wteMAtt ot Zrohn. .nd in its attempt to provide labor in the Americas. H. 1. used extreme forms of torture Chrisjtianii Actions to broA* tno sp  r Slave owners i------------------- forms of psychological actions break Christianity and various rebellious Africans. Q iMmmm n II 2. II 3. n I. II n M XI. II II II II II II II n II 11 EnsUved Africans did not hesiute to risk their lives in their attempt to gain their freedom. Because of attacks by the enslaved Africans, a comprehensive plan utilizing various forms of psychological eoercism was devised to break the spirit of the reb^ous Africans. The Church played a major role In producing and sustaining racism in the United States. 1. 2. Scripture was interpreted in such a way to promote notions of the natural inferiority of Africans. According to one authority, the practice of separation began in the church before it spread to other areas of society. According to one Resistance to Slavery A. B. C. D. African resistance to slavery and colonialism existed throughout the seventeenth and eighteenth centuries. 1. 2. As early as 1663, a group indentured servants planned a rebellion. of enslaved Africans and European In 1880, Gabriel Prosser led a revolt of 40,000 enslaved Africans in Virginia. The best organized resistance to slavery occurred in the nineteenth century. 1. 2. The entire nineteenth century can Resistance.\" Concurrent with slave revolts in Africa. be called \"The Century of revolts in the United States were anti-colonial There were two distinct during the first part of the nineteenth century. 1. 2. 3. Many 1. 2. One movement was freedom movements among African Americans characterised by continuous slave revolts. Involved \"free\" African men and women who The other movement ---------- worked to free their enslaved brothers and sisters. In 1788, Prince Hall, a free man, of Boston Massachusetts Legislature to protest the kidnapping of free Africans. other Africans aided In the cause of Abolition. Frederick Douglass's civil rights views are as were a century ago. valid today as they Samuel E. Cornish and John B. Russwurm started a t Af Afriean Americans from their point of recount the experiences of African Americaris view. 10II n 3. 4. n 5. Henry Highland Garnet led the militant abolitionist group. Sojourner Truth was the first African American woman to become an anti-slavery lecturer. She was also a leader in the nineteenth century feminist movement. Harriet Tubman was a pioneer rebel and activist who served as a q nurse and, scout in the Civil War. 6. q 7. q E. q q q F. q q q XII. q II q John Brown was the first European American martyr to e for the freedom of African -Americans. Wendell Phillips and William Lloyd Garrison were noUble European American abolitionists. In 1856, the Dred Scott Decision opened all territories to slavery. 1. 2. 3. After the Civil War began. Congress prohibited slavery in the territories in 1862. 186,000 African Americans fought in 198 battles and suffered 68,000 casualties. President Lincoln acknowledged that the war could not have been won Immediately and national politics. 1. 2. without the African troops. - after the Civil War, African Americans participated in state By 1875 the tide had turned against the Africans throughout America. Republican Party bargained away the political rights of African Americans in order to placate the South. The The Struggle Against Racism A. The period in African American history from 1877-1901 is often referred to the Nadir, the lowest point. 1. 2. 3. Africans lost the right to participate in the government of this country. Lynchir\u0026lt; became the order of the day. Jim Crow Laws came into being (hiring these years. 1 i' B. q In spite of opposition, by the early twentieth century African Aminns had produced an intelligentsia that revolted against the second class citizenship that had been forced upon their people. 1. W.E.B. DuBois, the eminent scholar, led this revolt and became the intellectual father of African American liberationist thought. 11n I I II 2. II 3. Northern European American philanthropists and European^^erican poUticians s^ed Booker T. Washington of Tuskegee Institute to be the leader of African people. Dr DuBois sowed the seeds of \"The BUek Revolution\" wd the continuing struggle against racism and for Afncan redemption. I II 4. leader of the beck to Africa\" oveaent. in ptft Marcus Garvey--------- , . DuBois' inteUectual conclusions. drew on H Xin. The Education of African Americans A. Th. Btrueele within African educational Institutions has center^ T?* riaverv and orepare African Americans to demand II to remove the stigma of slavery and prepare full citizenship status. II B. to the stiU unresolved eAieatlonal Carter G. Woodson called attention problems of the nineteenth century in of the Negro Prior to 1861 and The Miseducation of the Negro. two classic works, The Education of the Negro Prior to II C. During the first quarter of the nineteenth century, education was prohibited for most African people. H 1. After the Civil War, ------ - replicas of European American schools. Africans built schools which later became 2. Education in churches H supplement n cnur:.. Community centers and in homes began to the education in the schools. 3. In these independent u search for the African heritage. institutions, lay historians began the formal D. The Niagara Movement in 1905. under W.E.B. DuBois and Monroe Trotter was born II 1. Some of the ideas of the NAACP in 1909. of the Niagara Movement went into the making II 2. In 1918 as founder - editor of the NAACP's \"Crisis\" magazine, DuBois urged African Americans to forget and to \"**'__ with our fellow citizens. As II \"stand shoulder-to-shoulder feUow cltiiwns._ discrimination against African Americans escalated, DuBois unjust ________ regretted having made this statement. n E. During the years before the first World War. over a haJtf-mlUlon Africans migrated north In search of better Jobs, schools, and housing. H P. Race riots in St. Louis and post-war Chicago awakened these new settlers to the fact of northern oppression. G. President Woodrow Wilson together with some Southern Democrates had wooorow mnuu lugciiic, w.... --- . r^ntroduced segregation in federal faculties that had long been integrated. H. African Americans today are taking pride in their history and becoming aware of how to use it as an instrument for Uberation and nationhood. 121H H H Mn THE EGYPTIAN ACHIEVEMENT nH by MH Keith E. Baird, Ph.D. II Professor Emeritus of Anthropology State University of New York 1 II HH nn H M 1 n  THK EGYPTIAN 4CHTF.VF.MENT  i Egypt is, and has always been, an African country. It was the most renowned of the Nile River civilizations. An admiring Greek, the historian Herodotus, noted that the soil of Egypt was brought down-river by the Nile from the lands to the south and declared that Egypt was 'the gift of the Nile\". The nam^ Egypt is from AIGUPTOS, the Greek rendering of the Egyptian name HEKA PT AH which means \"temple of Ptah,\" and refers to the magnificent structure at Memphis dedicated to the city's patron divinity. The name Egypt therefore means Tand of the temple of Ptah.\" I II II fl fl H H M fl fl I The ancient Egyptians called their land KMT (Kemit or Kamitl meaning \"the black land\", that is, the fertile land, and themselves KMJTW (Kemites or KamiXES). The Senegalew scholar Cheikh Anta Diop maintains that the Egyptians also by using the terms \"Kemites\" or \"Kamites' distinguished themselves by the color reference from ''foreigners\", that is, non-Aftcan peoples. There has been much scholarly discussion on the physical appearance of the ancient Egyptians. Cheikh Anu Diop has demonstrated on the basis of considerable evidence that the Egyptians were an African people. He cites a number of Greek and Roman writers who saw, visited, and lived among the Egyptians. He himself analyzed the skins of Egyptian mummies and found them \"to show a Melanin level which is non-existent in the white-skinned races.\" Diop quotes from the Hebrew accounts found in the Bible \"The sons of Ham [were] Cush, and Mizraim (i.e.Egypt), and Phut and Canaan. And the sons of Cush\nSeba, and H.vilah, and Sabtah, and Raamah, and Sabtechah.' (Genesis 10\n6-7). He comments\nThe importance of these depositions cannot be ignored, for these are peoples (the Jews) which lived side by side with the ancient Egyptians and sometimes in symbiosis with them and have nothing to gain by presenting a false ethnic picture of them. Nor is the notion of an erroneous interpretation of the facts any more tenable. It is necessary to establish clearly and unquestionably the generic as well as the cultural identity of the ancient Egyptians as an African people. Professor Immanuel Wallerstein states straightforwardly\nIt perhaps would not matter who the Eg^rians were, had such an issue not been made of it during the period of European colonizarion..Suffice it to say now, for the pu^se of discussing the African past, that the very best evidence of today seems to indicate a very great racial intermingling in Africa as elsewhere, over the past five thousand years, and that the \"Egyptians\" or \"Hamites\" of yesteryear might well find themselves classified as 'Negroes'for 'blacks'] today, in precisely those countries where such classifications matter. Suffice it further to note that many of the archaeological remains... at first credited to \"Arabs\" or \"Harrutes\", have on closer, or less biased, inspection turned out to be unmistakably African in origin. The fact that the ancient Egyptians were Africans was concealed by slaveholding European nations because this knowledge could disprove assertions that African peoples were congenitally backward, and incapable of great achievement and self-determination\naccordingly European imperialists could the more easily persuade their compatriots and justify themselves in the enslaving of Africans in the Americas and in taking possession of African lands and resources. In addition. Africans enslaved in the Americas, removed as they were from their own ancestral culture and deprived of evidence or memory of past African achievement, might more readily, it was calculated, be demoralized and conditioned into acceptance of the abuse and dehumanization inflicted on them. I I IB fl I fl 2 fl fl fl fl As it happens, knowledge of ancient Egypt was avAlablc to Europeans as early as Ac accounts provid^by Herodotus A Ac fifth centry B.C.E. When Ae C^k Ptolemes d^g the fourA century B.C.E. became Ae rulers of Egypt Aey were surprised by the wcalA of Egyptian culture In Ac century foUowAg, some members of Ais family commissioned an Eptian, ManeAo, to compile a Astory of Ac political, social and religious development of Ac E^nan civilization. Unfortunately, As massive work was lost m Ac fire Aat desmiycd Ac Ubrap at Alexandria A 389 C.E. As it is, MancAo's list of Ae Egyptian dynasties, wAch survived only as excerpted A various oAer works, remaA Ac basis for what is known today of Ac comparative dating of events A Egyptian Astory. A 1822, however, Ae decipherment of Ac Roseoa Stone by Jean Francois Champollion made it possible to read documents and msOTpaons wntten in AcroglypAc characters wAch had ceased to be used or understood following Ae closing of Ac last Egyptian temples by Ae Roman emperor Justinian A Ac sAA century C.E. i fl II H It is most convenient here to Ascuss Ae achievement of Ac ancient Egyptians through reference to some of Egypt's outstanding historical figures. Perhaps Ac most re^kable AAvidual in Ae history of ancient Egypt was Imhotep, This man wm cAef counsellor to Ae Pharoah (KAg) Zoser of the TArd Dynasty (2980-2900 B.C.E). Imhotep was also pnnapd physician to the King, Chief Lector Priest, architect (and builder of Ae first step pyramid which scp/cd as a model for oAer pyramids), and astronomer. So great was As renown as a physician that Ac ancient Greeks and Romans after his deaA regarded Am as a Aviruty. He was called Asklepios by Ae Greeks, Aesculapius by Ae Romans. His symbol, a staff wA two snakes entwined around it, has come down to our times as Ae symbol of Ae medic A profession. H II Queen Hatshepsut of Ae EighA Dynasty is Ae most outstandAg woman ruler of all time. (The Eightceen Dynasty 4567 - 4320 B.C.E. was an outstandAg lAe of rulers wAch included Ae Pharoahs Akhenaten and Tutankhamun.) Hatshepsut assisted her faAer, ThoAmes I, to administer the kingdom, and on his deaA seized power, Asplacing her broACT Thothmes, and ruled for twenty-one years. It was only upon her deaA, possibly cngAeered by ThoAmes, Aat Ae latter attaAed Ae Aronc. A temple she commissioned may still be seen today. II II The pharoah Amenhotep IV is better known as Akhenaten Ae name he chose when he embarked upon a scries of religious reforms by wAch he consolidated Ae wor^p of Ae many AviAtics of Egypt Ato Aat of one divAity Ac symbol of whom was Ae sun. On his deaA, As son-A-law, Tutankhamen, succeeded Am and proceeded to restore Ac former religious practices, suporessAg Ae reforms made by Akhenaten A follower of Akhenaten, Moses, identified 1^ Ae Eevntian Astorian ManeAo as an Egyptian priest, led a group of his fellow \"hcreacs out of Egypt Ato Palestine. AccordAg to Ae Greek geographer, Strabo, \"Moses, who was one of Ac Eppnan son-m-i nriests taught his followers that it was an egregious error to represent the Deity under the form of __- J2J \u0026gt;1.- !.* wac th* nrarficft nr the Greeks and animals as Ae Egyptians Ad, or in Ae shape of man, as was Ae practice of Africans . In this account we recognize Ae event wAch is m Judaic tramuon referred to as Ae Exodus. n n The ancient Egyptians interacted closely wiA Acir souAem neighbors, Ae KusAtes, from whom Aey received Ac base boA of Aeir primordial population md of Aeir beUef system \"^e . .   1  V..* Awpf hoiT z\\t tn* *icrntn **nni^/ K I H the Egyptians extended their rule into Kush, but during the first half of the eighth rentury B.C E., the Kushite king Kashta, began an invasion of Egypt which was completed by his son Kashta in _ _ __CknUAL*i\u0026gt;\\ CkKiflni anH TamiJifamiin 150 B.C.E, -5 5 C E \"Kashta Kankhi, and Aeir successors Shabako, Shebitku, Taharka and Tanuatamun are Ae KusAte (or EtAopian) pharoahs who constitute Ac Twenty-fifA Dynasty of Egypt which ruled Egypt from 750 to 656 B.C.E.M I I 3  was I i In 525 B.C.E. Egypt became pan of the Persian empire, and subsequently, in 332 B.C.E., was conquered by Alexander the Great of Macedon who left Egypt under the governance of his general, Ptolemy. Alexander died young, and his four year old son and heir was promptly murdered and his empire divided among his father's generals. In 305 B.C.E., the general Ptolemy became the ruler of Egypt and the first of a line of Greek pharoahs which included the famous Cleopatra. The Roman,Octavius, conquered Egypt in 30 B.C. E. and it became part of the Roman Empire. This was the end of splendor and greamess that were Egypt. M Over its long existence as a major world civilization, Egypt has contributed to the development of science, of medicine, of writing, and of religious thought, especially Judaism and Christianity. H H II II II fl fl M M Mr aaa THE AFRICAN FAMILY IDATAFARI I a I  aaa Discussion of the African family is difficult to grasp in terms of accepted Eurocentric social theory, and because of this the study of African, Caribbean, or African American kinship and the family assumes a wider significance. In the writings on African kinship in the Americas ,the issues have been theoretical and not factual. There is general agreement that illegitimacy rates are high, marriage unstable, and that women play an unusually prominent role in the domestic and kinship domains. The pathological and dysfunctional view of the African Family in North America has been primarily related to the cultural ethnocentric (Eurocentric) approach and associated with the work of E. Franklin Frazier (1939) and Daniel P. Moynihan (1965). The works of these scholars have culminated in the adaptation of social policies predicated on the assumption that the African American family is unstable, disorganize, and unable to provide its members with the social and psychological support and development ne^ed to assimilate fully into American society. The cultural relativity school, on the other hand, begins with the assumption that African American culture and family patterns possess a degree of cultural integrity that is neither related to nor modeled on European American norms. Most members of this school trace the origins of these cultural differences back to the African cultural heritage, and all tend to focus on the \"strengths\" of African families rather than their presumed \"weaknesses.\" a M The cultural relativistic view, developed primarily as a reaction to the deficit view, maintains that the African American family is a functional entity. This conceptualization is designed to challenge the theories and social policies emanating from the Eurocentric approach. Underlying the theoretical and empirical arguments of the two schools is the common assumption that African American families and European American families are qualitatively different culturally. The schools diverge from each other, however, in their interpretation and explanation of the causes of these differences. Those defending the Eurocentric approach place a negative value judgement on the fact that African American families deviate from the American norm. II n a The cultural relativity school, on the other hand, assumes that America is a multicultural society and concludes that differences are largely accounted for by the variation in the cultural backgrounds and experiences of African Americans and European Americans. One of Fraziers major concerns was understanding the process through which the African American family became culturally assimilated into American life. It is important to note that Frazier's works, according to Lyman (1972), were influenced by his determination to (a) re^te the ar^ment advanced by Melville Herskovits (and Dubois) that much of African American life is a continuation of African cultural forms and (b) empirically denaonstrate Robert E. Park's race relations cycle. Frazier believed that African American marriage and family patterns, customs, and structures were the consequence of enslavement and American culture, not African cultural transfers. He did not accept Herskovits' conclusion that African American family structure, marital customs, and sexual practices were derived from African cultures. Rather, for example,Frazier (1939) interpreted \"indiscriminate\" and extramarital sexual behavior among blacks as'being a I fl product of slavery and unrelated to customs cultures. and practices in traditional polygamous Afirican fl fl Researchers attempting to discover possible African cultur^ transferrenccs to the AmericS fS Sthe period of enslavement of Africans in Amenca. At the nme Fr^er beg^ hiXorkleSrauthorities on the history of African Amencans snared E. Fr^in Frazier s U  T Herslcovits' position Frazier's assertion that as a result of the manner in rather then Melville J. Herskovits^sinc^n. n^nrirallv no effect on the nCToKUVllO uuoluwu. * -------------------------------- .  enslaved, e African cultural hentage has had pracncally no effect on me fl th,. African was enslaved, the Atncan cultural ncniagc u\u0026lt;ia nau hie famUv in the United States\" (1939:66) reflected the views of both U.B. Phillips (1929) XdsubsSntly, Stanley Elkins (1959). Both concluded that whUe significant African i^rZi^ite eSh as names arid folklore, did survive ininaUy, they were eventuaUy lost or SSSdrXJ^gly. if the culture of the Africans was destroyed, then it is hopeiess to p^t oistoneo. Accoruuis*/. .___.__inn,.nz',.d hv that culture. And SO begins and initially, eventually fl that the evolution of th^ African American famUy was influenced by that culture. And so begins the logic of the cultural ethnocentric school. fl controlled by the planution owner, that African families were Attencans accepted ^d attempted to conform to the social norms of the majonty society. H The line of research as pursued by Frazier was followed by a number of investigators ^d culmina^ for serial poUcy In 1965, the Office of Policy Planning and Research of cuinunaicu ui piu^ r , nnnnr(*d hv the ansistant .secretarv. of Labor issued a 78 page document prepared by the assistant Sf^etary, 11 fl the U S Department of Labor issued a /s page J. D^iei p Moynihan, under the title, Be Ncgro FamUy: Thg Cascfor Nanpn^ AgoamThis repon SSdiv ciii Frailer as support for its conclusions that the Afncan Amencan community was diSScXed by broken famitiS, legitimacy, matriarchy econonuc dependency failure to p^s anned forces entrance tests, delinquency, and crime. Moynihan placed the cause of these Problems aiLucu luivw _ . . , PnIlAu/inff this trftnn. other broken and unstable African Amencan family. Followmg this trend, other on a suDposedly broken and unstable Atncan Amencan lamny. x-vuuwu.s hivcsSawrs began to concentrate on the pathologies of African Amencan families and label us culturally deviant fl fl II Now there are reasons why people, at various times in history did not ^low for a theory which expressed continuities. Anthropologists became very impormt ^r colonialism and tend^ m aXbrne cause and effect relationships to all human behavior based on wological approaches and/or economic ones, but culture as an entity has taken a backseat. There historically, political reasons for breaking the continuity between Tilacks and Africa. These S wUl beVresented later in this discussion, but for now let me y, these assumptions often came out of the ethnocentrism within the disciplines iri the west Be social anthro^lo^st, for has always stressed the particularity of expcnence, and this has tended to highlight the ____1_ ___________A Kac TTinct rnftanineful tncm. oO II example, has always stressed tne parncuianty or cxpcncnec,^iu. \u0026amp; Sffrrences between peoples. \"Otherness\" as a concept has been most meaningful to them. So central is the focus on 'otherness' that anthropologists actively seek out those dSSSXiyS uniuwt^^ag^\\ Fo/ex wlc, raihCT than e educat^ d ^e^ oftin they do not include sufficient comparative or contextual materials. The matn-foetd or single parent famUy may appear as a problem if presented in an ethnographic rather than comparative framework, which includes details about, say, white lower working class famUy patterns. There may be no information relating to the political situation. very uiicu uivj \u0026lt;*v *** ------------------------------------------ * * j  single parent famUy may appear as a problem if presented in d The cultural relativity view, primarily in reaction to the Euro-centric view, advocates that the African American famUy is a functional entity. Bis concepm^ton is l^ge Y Virginia Young (1970). Robert HUI (1972), Wade wnoorted bv Andrew Bilmgsley (1^08), Virginia loung   Nobl (1974), and others. The perspective has been buttressed with old and ne^ invesngaaons ... _K C-:____A diffe.renf from that of Europeans (Valentine, 1968, which see 74), and omens, me ptraywuTv lioc ----------------- ---- African Americans' culture as different from that of Europeans (Valentine, IoS, - -  1975J977). Although not all proponents of the cultural relanvisac schTOl Ynnng 1974- Dodson, 1975,1977). Although not all proponents oi me cuitunu agree on the degree to which African culture influenced the culture of Afncan Amencans, they do )I I concur that African Americans' cultural orientation encourages family patterns that are instrumental in combatting the oppressive racial conditions of American society. Melville J. Herskovits (1885-1963) was one of the first scholars to recognize similarities I in African cultural patterns and those of African descendants Uving in the U.S., the West Indies, m z\\iriu\u0026lt;ui ----------- , _ and Brazil. Herskovits (1966) found what he considered to be authenuc African culniral pat^s reflected in language, music, art, house structure, dance, traditional religion, and healing polices. a a Herskovits' rewarch raises the possibUity that other aspects of \"Africana\" could have influenced the nature of the black family in the U.S. Herskovits works deal only limite^ly wi such oossible relations. One of his major contributions was a truer conceptualization of family life in ^ditional African societies, which are characterized by unity, subility, and security. (Herskovits, 1938). In examining the African American family, proponents of cultural relativism in North a a America ooint out tiiat slavery did not totally destroy the traditional African base of African iSSS.fflStoSKxto*'siaingan,e,1972\nNobles, 1974\nTurnbull. 1976) To these scholars, the African American family represents a continuing fountain of strength and endurance built on, and issuing from, its African cultural heritage. fl fl fl fl fl fl fl fl fla a B EFERENCES CITED IdaTafari a 1. a 2. 3. a 4. I 5. a 6.  7. 8. fl 9. fl 10. 11. 12. HI 13. II 14. 15. d 16. d 17. 18. 19. Frazier, E J. Thi Netro Fan\\ily in the United States. Chicago: University of Chicago Press, 1939. PhiUups,U.B. lifLamLLator in the Qld South- Boston: Little Brown, 1929. Klimins, S.W. Sliiven. , Chiicago\nUniversity of Chicago Press, 1959. Moynihan, DarjelP. The ffcgro Family - The Case for National Afljon. Washington, D.C.: Office of Policy Planning and Research, United States Department of Labor, 1965. Licbow, Elliot. Tally's Comer - A Study of Negro Streetcomer Men. Boston: Little Brown, 1967. Rainwater, Lee- Crucible of Identitv - The Negro Lower-Class Family. Daedalus 95: 258- 264, 1968. Parker, S. and Kleiner, R. \"Characteristics of Negro Mothers in Single. .-Headed Households\". Journal of Marriage and the Family 28: 507-513, 1966. Jessie, Bernard. Marriage and Family Among Negroes. Englewood Cliffs, NJ.: Prentice Hail, 1966. Blood, R. and Wolfe, D. \"Negro-'White Differences in Blue Collar Marriages InA Northern Metropolis\". Social Forces 48:59-63,1969. Duncan, B. and Duncan, O.D. \"Family Stability and Occupational Success\". Social Problems 16: 273-285. 1969. Bracey, J.H., Meier, A. and Rudwick, E.(eds). Black Matriarchy: Myth as Reality. Belmont, CA: Wadsworth, 1971. Yancy, W. \"Going Down Home: Family Structure and the Urban Trap\". Social Science Quarterly 52:893-906,1972. Staples, R.E. The Black FamUv : A Review and A Preview. Journal of Social and Behavior Sciences. Spring 65-77, 1974. Tenhouten, W. The Black Family: Mvth and Reality. Psychiatry 33:145-173,1970. King, K. \"A Comparision of the Negro and White Family PowerStructure In Lpw: Income Families\". Child and Family 6:65-74,1967. Mack, Delores. 1971 Rainwater, L. Family Design. 1965 Rodman,H. 'Tamily and Social Pathology in the Ghetto\". Science 161:756-762,1968. Billingsley, A. Black Families in White America. Englewood Cliffs, New Jersey: Prentice Hall, 1968.I I 20. I 21. I 22. I 23. 24. I 25.  26.  27. 28.  29. fl 30.. fl 31. 32. fl 33. Young. Virginia. \"Family and Childhood in an Southern Negro Community\". American Anthropologists 72:269-288, 1970. Hill, Robert The Strengths of Black Families. Emerson-Hall, 1972. Nobles, Wade W. \"Africanitv: Its Role in Black Families\". The Black Scholars 5:10-17, 1974. Valentine, C.A. Culture and Poverty. Chicago: University of Chicago Press, 1968. Young, V.H. \"A Black American Socialization Pattern\". American Ethnologist 1:405- 413, 1974. Dodson, J. Black Sylization and Implications for Child Welfare Final Report (OCD-CB- 422-C2). Washington D.C., Office of Child Development, 1975. Herskovits, M.J. Dahomev: An Ancient African Kingdom. New York, 1938. Augusten, J.J. The Myth of the Negro Past. New York: Harper and Row, 1941. Blassingame, J.W. The Slave Community: Plantation Life in Antebellum. New York: Oxford, 1972. Turnbull, C.M. Man in Africa. Garden City, New York: Doubleday, 1976. Nobles, W.W. A Formulative and Empirical Study of Black Families. Publication No. OCD-9b-C255, San Franciso: Westside Community Mental Health Center, 1975. Hayes, W. and Mendel, C.H. \"Extended Kinship in Black and White Families^. Journal of Marriage and the Family 35:51-57,1973. Dubey, S.N. \"Powerlessness and Orientation Toward Family and Children: A Study in Deviance\". Indian Journal of Social Work 32:35-43,1971. Stack, C.B. All Our Kin. New York: Harper and Row, 1974. fl II Fl I II I i aaaa I ROLES OF CELEBRATION AND CEREMONIES IN AFRICAN CULTURES RH I fl by fl fl Mary Arnold Twining, Ph.D. Lecturer Clark Atlanta University II la la II M I I Roles of Celebration and Ceremonies in African Cultures Mary Arnold Twining, Ph.D. I I I  M I fl fl fl II II d d All humans travel the life cycle in much the same way. It is how we meet, cope with and signalize these life crises that make the wonderful variety of human cultures. Naming customs and the celebrations attending the birth of a child begin the cultural rites of passage in the physical life cycle for one individual. The arrival of puberty is greeted with celebration in Aftican societies, as elsewhere, because the menarche (first menstruation) in young women and the onset of the sexual capacities of young men ensure the continuation of the group. In some African societies, both boys and girls undergo circumcision, bodily scarification and other rituals which demonstrate their ability to withstand pain. Beyond that the young people must demonstrate their ability to do a day's work and undertake ail the tasks an adult must do. At that point they could marry and start rhejr families. The joining of families is cause for great celebrations and sometimes they continue over an extended period. There are happy rituals of re-enforcement which celebrate the unity of the group, its identity, history and togetherness. The Ijele mask of the Igbo of Southeastern Nigeria is the symbol of one such unifying celebration. S^der rituals such as funerary rites, not only dispatch the fallen member of the group but also help to establish the reunification of the group who must re-order themselves to life without the departed member. As most of the cultural life in African societies has heretofore been driven by a strong sense of the powers that make life possible, religious and spiritual observances permeate the activities an a daily basis. Some of the ceremonials surrounding the secret societies give rise to festive occasions which are not always celebrations in the joyous sense of the word. The functions of secret sociteties have to do with the governance of the ethnic group. Their rituals and rites can be quite solemn, though festive, in the necessary performance of their duties as judges and governors which ensures the continuation of the round of life. A great deal of preparation goes into these festivals. Masks are carved of special woods, ceremonial dress is prepared with cloth and raffia, significant decorations are painted or otherwise attached such as cowrie shells or metal sheathing. Certain groups known as \"secret societies\" have regular meetings to fulfil their normal purposes such as white ot black or good and evil witches, judicial functions, social control, execution of malefactors, social and ethnic unity, education or indoctrination of young members of the society and healing among others. The festive ceremonial occasions are only the outward show of the inner (hence the name \"secret\") workings of each of the societal groups which contribute to the fabric of daily and holiday life. Occasionally the leader of a group will die and the selection and investiture of the new ruler occasions a great celebration which could last for days. African societies do not necessarily follow the rule of primogeniture (eldest child succeeds the father) but choose the one of the children they feel to be the best qualified. That person is then crowned and invested with the rights, privileges and responsibilities there unto appataining. Weddings are enthusiastically celebrated around the world and Africa is no exception, go-betweens begin the process in some Afiican societies, determining whether the family of the young woman or man would look with favor on both the family and person of the young woman/man. Should the finding be positive, negotiations follow. The marriages are arranged if the young people pass each other's inspection. In some societies, however, the young woman may not be consulted if the parents are trying to push through an advantageous marriage with an older, possibly wealthy, man. JI I The so-called bride price guarantees the bride's family some compensation for the loss of her and I her children's labor. Money, cowries or manillas (form of West Africa money) or ^ast Africa) cows (their form of currency) are given to the young woman or her family. Difficulties may arise later on if the money has been spent and the couple wishes to divorce - how to pay back the bnde wealth?! I The wedding itself is a ceremony of unification between two families and requires mutual ____________t_____________________*1.^ AMB tklA CYt^ I  obligatory gift exchange. Goats, cow or sheep, part of the food for the feast, are walked to the site and prepared during the ensuing several day long parties that foUow. Special cloths and g^ents arc prepared and worn while the old and young dance, sing and drum in great excitement. Ele^or Smith Bowen (pseud, Laura Bohannon), an anthropologist, recounts in her Return W LaUW\u0026gt; the instructions of the senior wife who was organizing a wedding ceremony. The elder wife of the leader of the village told her, in answer to her request to take part, that she better be prepared to dance all day once she committed herself to the activity.   The birth of a child which, it is hoped, will follow in due course after the wedding, is celebrated although mother and child are often isolated from the rest of the group to help insure their sunnval. They are brought out to attendant celebrations for the naming of the child, once it is deteimined mat it will live Fear of the ogbanii spirits, which come and leave, causing the death of the babies, governs activities at this point. A child will often be named for a relative who has recently died. Among the Yoruba such a child might be called babatunde meaning\" father returns. Other names might memorialize the conditions the day the child was bom or its position m the family line-up (e.g. the first after twins) among other things.  Babics represent the hope of biological immortality in Afaca as they do in our society. They also  comprise the labor force and old age insurance. Infertility in a woman is regarded as a di^saster She does not add to the riches of the group and so is an object of pity, somctuncs scorn. Special shrines exist where women make pilgrimage in hopes of increasing their fertility. Traveling troups perform dramas in village squares or dancing grounds to add to the festivities for fl fun and purposes of social control. Bright costumes, stilt dancers and dramatic performances liven fl If If If If up village life. Taking of titles is another occasion of joyous celebration as a woman or man will celebrate their achievements and change of status. Special jewelry and attire will be worn thereafter as^ outward sign of the elevated stams of the wearer. The jewelry might consist of arm or ankle bracelets, pectoral decorations or earrings. In addition to rites of passage and occasional ceremonies, there is also an ongoing round of festival activity which recognizes the various times of the agricultural or seasonal year. In Chinua Achebe's Arrow of God, there is a protracted discussion of the celebration of New Yam Day This festival begins the year and its new food supply among the Igbo of Southeastern Nigeria, but until the priest eats the first harvested yam, the festivities may not begin. The acuon of the novel revolves around this point It is the third book of the trilogy which bc^ns wim Things Fall Aoan. New Yam Day is a harvest celebration but there is also the recogmaon of the filling of the bams, a good crop, the end of the hard work of the harvest ^d the feast that follows the cooperative labor which has brought in the harvest These annual festivals arc a reguto future of life such as the Yam Festival of the Ewe, the Homowo of the Ga and the Bakatue of the Edena in addition to the New Yam Day of the Igbo among many others. Other annual festivals are memorial days to remember the dead such as the Adae of (of the Twi) or Egungun of the Yoruba.1 I I I I I       n M II II Fl There are certain personnel who may officiate at such ceremonies. These are members of a family, officials or other privileged people who may participate directly in the preparation, emergence of the masif or the close escorting of the niaskcd dancers. In the E^ngun ceremonies, men surround the sacred area wielding whips in order to discourage unauthorized person from approaching the dancers too closely. Eunoto is. a ceremony of passage among the Maasaii of Kenya (East Affica) which moves the young warriors from their young adult status toward that of an elder with its increased dignity and responsibility. Various proverbs such as, \"Now that you are an elder drop your weapons and use your head and wisdom instead\" or \"Master the art of the tongue and the wisdom of the mind\" or \"Family responsibilities rest on your shoulders,\" derive their meaning from these ceremonial passages. Some festivals have outlived their original purpose. An example is \"Akwamubo\" in Ghana. \"Akwamubo\" means path clearing. Now that the old paths have given way to paved roads, no one literally performs the ancient task, but the festival is still called \"Akwamubo.\" Arrivals returning from the city to their home village to the Ga harvest festival were formerly escorted by friends and relatives from the outskirts of their area to their homes. Now that the towns have spread, this procedure has become impractical so the celebrants arrive together in trucks singing and making merry as they approach. Rulers, high officials, and dignitaries are greeted with praise songs and drumming. These people then offer sacrifices of food to the ancestors. These memorial day rituals last one day in Akwapem. When they celebrate the ninth one, it is a state festival also. The week of Odwira in September in Akwapem goes something like this: Monday is path clearing, Tuesday, eating of the New Yam to begin the year offically, Wednesday is a mourning day, Thursday is feasting and making offerings to the dead, after parading to the shrine everyone may participate. That evening, gongs warn people to stay indoors while the procession of the dead passes by and the stools are taken to the stream for an annual cleansing\ngunfire signals the end of that ceremony. Friday the ruler hears praise from the leaders under him. They ail parade through the town in their festive regalia. They all pay tribute to the high ruler and the celebration of unity and identification with the continuity of this group continues into the evening. Festivals may include the consideration of law questions or problems, a round of praise and/or blame for those deserving of either and occasions such as the birthday of the prophet in Muslim areas. These events have serious and joyful aspects, ail of which contribute to the ongoing structure of the people's life. A festival which is held in Mali near the Bandiagara cliffs, is a religious one which begins wi the carving of a mask. The carver thanks the tree for its sacrifice and retreats to his workshop in the lee of the cliffs. He fashions the mask and grinds (with apprentice help) the plant and earth materials to make the paint He paints it and inscribes it with symbols of life and cosmic representations of man in the universe. The mask is donned and is worn in a dance performed by a long line of similarly caparisoned dancers who regularly strike the ground with the tip of the mask which is a foot or so above their heads. This action renews their contact with the earth, their mother, and rekindles the internal vibration of all matter. The dancers have a serious purpose in recreating the balance of the cosmos following the death of a member. This rebalancing is crucial as the imbalance created by the absence of that members energy is considered quite dangerous. The dancers come armed with the knowledge that they alone can set right the world, its people, plants, animals, and the stars. It lends their dancing a certain intensity. Other masks besides the Kanaga and Sirige among the Dogon of Mali include more ordinary types of characters in the neighborhood such as: blacksmith, shoemaker, etc. They also include the foreigners such as the Peul (Fulani) or Bamana woman\nmissus, the European woman and a humerous poke at Dokotor, the anthropologistI I I These festivals and their appurtenances are not fixed and unmoving. The peoples of Africa respond to modem times and outside influences. The ceremonial behavior reflects their ability to fit into a complex world Ind to take their places in the whole cosmic order. They have a strong sense of the cycles of life, death and rebirth of which the rituals and cermonies are outward symbols. The re-enactment of the yearly and longer cycles are reassuring as they seek to gain some measure of control in an unpredictable world. They renew themselves psychologically and insure their survival according to the ways their culture has taught them. I I I      n II II n- - I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I ill. Interdisciplinary Resource Guide A. Levels - Pre-Kindergarten to Grade 6 B. Disciplines I 1. Language Arts 2. Mathemati cs I 3. Science  4. Social Studies I a a a a a a aI a PKBdDMOBBQAKTEM I Language Arts 1. I I 2. I 3. The people of Africa speak many different languages. One language which is spoken by many African people is Swahili. (Kiswahili) Feelings, Muriel. Jamoo Means Hello\na Swahili Alphabet Book. In Africa people enjoy telling and listening to folktales, poetry, fables and ayths. Some favorite stories are about Anansi the Spider and Kwaku (Kwa Ku'} Aaanse. McDermott, Gerald. Anansi the Spider, a Tate from the Ashanti. Today there are many stories and books written for children by African Assericans. Some of the Days of Everett Anderson, First Pink Light, and Stevie are examples. a Math 1. African children learn to count by playing counting games. Counting in Swahili from one to five is fun for us to learn. (For example, see Math, Grade One.) a 2. a 3. African symools (pyramids, drums, stools, double bells)- can be used tor counting. Geometric shapes (circles, squares, rectangles and triangles) can be found in Africa. These shapes can be found in buildings, art wora, aesigns on cloth. pyramids, etc. ZaslavsKy, Claudia. Africa Counts. a a a a a a a I aI I PRE-UHOERGARTEH I Social Studies 1. Africa is a land that is far away from where we live. a 2. Just as the people of America have many skin colors, the people of Africa have auny skin colors. I 3. Many African names have meanings. 4. (higeria). African people use the fruit of many plants for food. Example: Chrisara \u0026gt; God knows best I I dates from palm tree bananas from banana tree cocoa from cocoa tree peanuts from peanut plant Science I 1. African animals live on the plains (grasslands), in the water, in thick forests (rainforests), on farms ano deserts.   Some animals that live on the plains are elephants, antelopes, teoras, giraffes, rhinoceros, lions, leopards, and hyenas. Some animals that live in forests are monkeys, chimpanzees, gorillas, and birds. 2. fl Banana, palm and cocoa Africa has many kinds of flowers, bushes, and trees. The fruits of these trees are trees can be be found in some parts of Airica. used for food. 3. African Americans made important contributions to science and invented many useful things. fl Among the African American scientists and inventors that may be presented to students are Garrett Morgan ano J.L. Love. Garrett Morgan invented he sold the patent rights to the fl the first automatfc stop signal in 1923. General Electric Company for $4U,0uu. sharpener in 1897. J.L. Love invented the pencil Resource oooks for stories about other African Americans: fl Adams, RusseU L.. Editor. Great Negroes Past and Present. Activity Books. Black science horKiny Easier. fl Black Science i........_______, ------- - Dakin, Eli, Black Achievers In Space, W.A.S.A. Johnson, Glendell. Black Inventors and Scientists Aho Had A riano In The Activity Book, vol. 111. Shaping of America.a a a . 1. a I I I  a a a a KIMDEKQAKTBN fnguige Arts 2. 3. Many of the folktales of Africans and African Americans are about important events in their lives. Many of their folktales have animals as their main characters. (The African American tales about Brer Rabbit are the same as some of the Ahansi tales). The rabbit is an animal who appears in many West African tales where he is famous for his quick thinking. Lester, Julius. Black Folktales. The people of Africa speak many different languages. Swahili (Kiswahili) is an important language. It is spoken in many parts of Africa. Feelings, Muriel. Moja Means One. Some African people painted pictures about their life on rocss and stones. Davidson, Basil. African Kingdoms. Math 1. Finger signs are used oy some Africans to make sure the listener unoerstanos the numoer they are saying, Zaslavsky, Clauoia. Africa Counts. 2. A way to tell time was invented by the Africans, first to invent the calendar that we use today. Ancient Egyptians were the 3. 4. African children learn counting games that help to develop their counting skills. All people have words in their language to name numbers. Swahili words for the numoers 1-10 are easy to learn. (See Math, Grade One.) S. Science Many geometric shapes can be founa in Africa, buildings, art work, cloth, pyramids, etc. These shapes are I'ouno in 1. a a African animals live on the plains (grasslands), in the water, in thick forests (rainforests), on farms and in aeserts. a 2. a - Some animals that live on the plains are elephants, antelopes, te\u0026amp;ras. giraffes, rhinoceros, lions, leopards, and hyenas. Animals that live on farms are pigs, sheep, chickens, goats ano cattle. Africa has many kinds of flowers, bushes, and trees. The ancient Africans used plants to make paper. This Egyptian paper was made from papyrus, a reed plant that grew along the Nile River. a aI I UMUBBUAKam I Science (con'l) 3. Africans grow crops America. and raise tarm animals that are similar to those found in 4. I African Americans have maoe important eontrioutions to science ana invented many useful things. These are suggestions of African Americans who may be presented to students: I He helped to I Beniamin Banneker was born a free man in 1731 in Baltimore. MaryUnd. He was a gifted astronomer, mathematician, and surveyor. P- design and lay out the city of Washington, O.C. The first wooden movable parts clock in America was built by Benjamin Banneker. I I Lewis H. Latimer, a Diack draftsman, made the drawings for Alexander Graham Bells telephone. He also invented a technique for maxing carbon 1-r-* in Al** Edison asked Lewis Latimer to work with him on a cotton filament for the electric light oulb. filaments for lamps. Lewis Latimer's inexpensive cotton filament made the light oulo practical lor homes. I Resource books for stories about other African Americans in the field of science:  Adams. Russell L. Great Negroes Past and Present. Hayden. Robert C.. A lalute To Black Scientists and Inventors. AifAn F The Hidoen Contributors\nBlack Scientists and Klein, Aaron .. Contributors? Inventors in America.  Social Studies 1. Africa is the second largest continent. it is far away from where we live. II 2. People in Africa wear clotnes that fit the climate in which they live. In the desert, people wear loose, flowing robes\nin the rainforest, people oo not wear  F r .... ____1. likA UAliWC much clothing. M McLeod. M.D. The Ashante. Some African people wear clothes like yours. 3. d in Africa different kinds of houses are found where there are different climates. Flat rools are founo in cry areas. In rainy areas the roofs are steep so that the rial _______ Amn Ka Mil l tlUiekK rain runs off. Nomaos need portaole houses or houses that can De built quickly. I e.g. tents and wooa and grass houses. d 4. Africa has many different people, light to very darx. They have different skin colors, from very dfl \u0026lt; GBADE 1 Language Arts fl X. fl fl 2. fl fl s. Folktales are stories that are told by people in a community. The eharaeten in these stories teach people how to be friendly, honest, kind and fair to each other. The West African stories about Anansi the Spider are stories that arc fun to hear and tell but also teach some vary important lessons about getting along with ethers. Another type of story, known as a fable was told by an African named Aesop. Example: \"The Tortoise and the Bare,\" Baley, Gail E. A Story, A Story. Bistory was passed from parents to their ehOAwn or grandchildren in an oral form bl Africa. Oral literature is still respected. An African storyteller (known in seme places in Africa as the griot) tells stories about things but happened long ago and about events that happen from day to day in the village. The people of Africa apeak many different languages. One of the most important languages in Africa is Kswahlli. It is spoken by people on the east coast, in countries in the middle part of Africa, and in Nigeria. R 4. Some African people painted pictures about their life on large rocks. Egyptians added a kind of writing called hierogyphies to their art. TXie R Math 1. R Arabic numerals (1, 2, 3, 4, 5, 6, 7, 8, 9, 0) were used by Morth Africans before they were introduced to Europeans. 2. R All people have words in their language to name numbers. Swahili words for the numbers 1-10 are: one - moja (mojah) two - mbili (m-bee-leel three - tatu (ta-too) four - nne (n-nay) five - tano (lah-no) six - Sita (aee*tah) seven - saba (sah-bah) eight - nane (nah-nay) nine - tisa (tee-sahl ten - kumi (koo-mee) M 3. II 4. d Peelings, MurieL Moja Means One, a Swahili Counting Book. The ancient Egyptians were the first to use fractions. Accurate measurements were needed to build pyramids and other objects. In Africa many different objects such as cattle, iron goods, beads and cowrie shells were used at one time or another for money. Today Africans use coins and bills. 5. II 6. 7. African and African Americans have made contributions to mathematics. - A professor of mathematics and science at Harvard University, J. Ernest Wilkins, worked for the American Optical Company in ftiffalo. He also worked on the atomic bomb project. - David R. Hedgley works in computer graphics. He developed a code for making S-dimensional shapes. Some of our basic units of time come from Egypt. Example: the 365-\u0026gt;day year and the 24-hour day. The ancient Egyptians were the first to use a written measurement of area.I I GBADE 1 Science I 1. I I 2. I African animals live on the plains (savannas), In the water or near the water, in thick forests (rainforests). In the desert, and on the mounUlns (highlands). Gazelles, foxes, rabbits, camels, bullfrogs and other animals live in the desert. Crocodiles, fish, hippopotamuses, storks, egrets, flamingoes and other animals live In the water or near the water. Africa has farm areas. Crops need good son and sufficient water. Good farmlands are found in the highlands. S. The Nile River I nje Nile River in Africa is the longest river In the world. provides fertile soil and enough water for farming In Egypt and the Sudan. 4. M 5. In some dry areas of Africa, farming is possible because the people have Irrigated the land. The Egyptian system of writing was a picture writing system called hieroglyphics! I M Resource books to use: - Johnson, Sylvia A. The Wildlife Atlas. - Lewin, Hugh- Jafta,. McBride, Angus and Thomas, Erie. Ancient Egypt. Pine, Tilles S. and Levine, Joseph. The Egyptians Knew. I 6. African Americans have made important contributions to science and have These are suggestions of African Americans who Invented many useful things. II may be presented to students: - Dr. George Washington Carver, scientist, discovered over 200 uses for the peanut. He also made products from the sweet potato, wood shavings and other plants. - W. Johnson invented the egg beater, February 5, 1884. M Resource books for stories about other African Americans: II Black Science Activity Books. Black Science Working Easier. Black Pioneers In Science and Inventions. American Black Scientists and Haber, Louis. , , , ___ National Science Teachers Association. Inventors. d MI  Orade 1 * Social Studies I 1. I I 2. I s. I 4. I H 5. H M fl African families have a variety of ouftoraa end traditiona. Oiara (eheh*-rdt) (^lildren of East Africa are brought up with other children of the same age and aex. These ehUdren work, play and go (o school together, h a special earemeny the children become adults. For tills eeremony the ehOdren wear traditional dress and paint their faces. Musgrove, Muriel, Ashanti to Zulu. Africa is the second largest continent in the world. The United States could fit Inside Africa three times and there would be room to spare. African Americans have many different Jobs. Some of these are firefighters, police officers, doctors, politicians, business people, teachers, tradesmen, etc. . The Afro-American Encyclopedia. Vol. 7. The people of Africa have manv kinds of Jobs. Most of the people are farmers. Some people herd animals. People who live In the cities are doctors, lawyers, teachers, carpenters, miners, business people, etc. African Americans have made important contributions to the growth of the United States. A few of these people were Langston Hughes, Crispus Attacks, Charles White, Madame C.J. Walker, and Jane M. Bolin. Langston Hughes (1902-1967) was an essayist, playwright and poet. Crispus Attucks ( -1770) was the first colonist to die in the American Revolution. Madame C.J. Walker (1867-1919) was the first African American millionaire businesswoman. Jane M. Bolin (1908 -) was the first African American Judge. Charles White (1918-1981) was a graphic artist and educator. (Adams, RusseU. Great Negroes Past and Present.) I fl fl 1 fl ri ri * R QUADS I I Language Arts R I 1. 2. Although the people who live In Africa apeak their own language, Kswahfli is a common langue^which many Africans understand. Ksw^ili is spoken in ^ml SriStTaW Se east coast of Africa and In Nigeria. It Is one of languages silken in Africa. Borne other languagw ^an by many Africana are Arable. Hausa. Pranch and English. _ Kunjufu, Jawanza. Lessons From Kstory: A Oalabratlon in Blacknag. stories that teach people how to fat al\u0026lt; with oad) R PoBctales are stories that teaen people now w get wun wa to be honest, kind and fair. Kwaku Anansi the Spidw is a POP1\" \u0026lt;0' West Africa.  bi the Carribbean he is known as \"Aunt Nancy. Aesop, who lived long ago, wrote simlllar stories called fables: Example: ^nie Lion R and the Mouse.\" Beckwith, Martha. Black Roadways, Jamaican Anansi Btorles. I I I 3. walking encyclopedias of West Africa. They teU the history of their ~ _______________vtiean^ MARV Ai QHotS Btt WSDcinC cnCyClOp^QlAS OI WCSX /lincB* mvy ACAI uic \u0026gt;i* J p^ple in songs and stories. Their songs can be happy, sad or funny. Many of .t__ ________________Af{AA. their stories tell about great leaders of Africa. Kerina, Jane. African Crafts. 4. Ancient Africans made paper. grew along the Nile River. ... n Mokhtar, G., ed. General History of Africa u. . Egyptians made paper from papyus, a plant that They used the ends of thin papyus reeds as pens. Mokhtar, G., ed. 5. used I Egyptians Invented a type of writing caUed ^fj*^***. J^tehZb^t^Rebus pictures in a way similar to the way we use lettere of the aWbet t^bus writing). The writing on the walls of the temples tell about the history and bfe of the Egyptians. n II Math 1. 2. 3. 4. 5. The early Africans had a system for measuring height and weight. The ancient Egyptians were the first people to use fractions. The ancient Egyptians were the first people to divide a day into 2 parts of 12 hours. created several calendars. One was based on changes in We still use their annual calendar The ancient Egyptians the moon\nanother was based on the sun. which has 12 months of 30 days with a total of 3S5 days. The ancient Egyptians were the first people to uae a written system for measuring M M II 6. area. African and African Americans have mathematics. made algnlficant contributions to mathematician, surveyor and Inventor. He helped Beniamin Banneker was a - to design the city of Washington, D.C. . (Pine, Tillie S. and Levine, Joseph. The Egyptians Knew.)I GRADES I Science I 1. M some dry areas of Africa, farming is possible because the people have irrigated the land. Pine, Tillie S. The Africans Knew. I 2. I Africans of long ago knew how to make medicines from herbs and plants to cure sickness. They made their own form of aspirin and thousands of other nedieines. Adams, Hunter Ravelin, HL \"African and African-American ContrfcotioRS to Science and Technology.\" s. I The ancient Africans knew how to work iron and copper. They used Iron and copper to make cooking utensils, weapons, statues and other objects. Pine, Tillie S. The Africans Knew. 4. a The ancient Egyptians knew how to protect their eyes from the sun by putting kohl around their eyes. Today football players use black grease paint for the same purpose. a 5. Imhotep, an African physician, was considered to be the real \"Father of Medicine.\" This Eg^tian lived in 2300 B.C. 6. The oldest ship in the world was found Inside the Great Pyramid of Cheops In a Giza, Egypt in October, 1987. discovered the 4,600 year old boat inside the tomb. Men of science, using space-age technology, a 7. El-Baz, Farouk, \"Finding a Pharaoh's Funeral Bark\". Hational Geographic, April, 1988. a African Americans have made important contributions to science and have invented many useful things. These are suggestions of African Americans who may be presented to students: a Dr. Charles R. Drew founded the blood bank program. He directed the first American Red Cross blood bank program. J. Ernest Wilkins assisted in the development of the first atomic bomb. a Resource books for stories about other African Americans: a CIBA - GEIGY Corporation. Exceptional Black Scientists. Posters are available. Diggs, Irene. BUck Innovators. Adams, RussellTT Great N^oes Past and Present. a a aI I Grade S Social Studies . . ... \"Some At rican families consist of a mother, father and ehildrtii. other tamilies are extended and may include grandparents, parents, children, aunts, uncles, and  1. I I 2. eousins. The African extended family home includes a house for each indivioual family. I 3. There have been many outslanoitig African leaders. Examples: Mansa Musa. I I I Queen Nxingha (Ne'xin ga). and Bishop Tutu. Green, Richard, ed. A Salute to Historic African gings and Queens. Mansa Musa (Man'-*a Moo'-aa) was the ruler of the Mandingo empire of Mali from 1312 - 1337. The empire of Mali was one of the three great African empires. Queen Hzingha (N-tin-gah) was a warrior queen of the country that is known today as Angola. She fought against European domination of her country for many years. She lived from 1623 - 1663. Bishop Tutu is an outspoken African leaner against apartheid in South Africa today, tie is an Anglican Bishop. I 4. There have oeen many outstanoing African American leaoers. Examples: Jordan, Shirley Chisholm, and Jesse Jackson. BarDara I I I Barbara Jordan is a former U.S. Representative and presently a Professor at the University of Texas at Austin. She made the nominating speech for the vice-president candidate at the Democratic National Convention. Shirley Chisholm (1924 - present) - She is a politician, educator, the first oiacK female elected to the United States Congress ana in 19'2 the first biact\nperson to seek the presidency of the U.S. Jesse Jacxson (1941 - present) - He is the minister, community activist, and organizer, who was a presidential candidate in 1964 ana 198a. 5. Alrican American men and women helped to seitle the western Unitea Slates. I Some of them were: DicK\" Love, and the Buffalo Solaiers. Durham, Philip. The Negro Cowboy. Mary Fields, Bill Piexett, Jim Becxworth. Mat \"Ueaowooa II 6. Africa has many different kinds of land. There are mountains, valleys, and plains^. Some places have little or no rain and are called deserts, r-- xy-  lot of rain, and they are called ram forests. In the places called savannahs, it Other places have a  lot of rain, and they are called ram forests. fl rains from lime to time. A New True Book: Africa. George, D.V. fl fl flI arade  I Language Arts I 1. The strong oral tradition of foDc tales, songs, riddles, and myths by African people was followed by written literature. I 2. Aesop, an African who lived in the sixth century, B.C. to famous for hb fables, which Uught common serwe truths with a touch of humor. Aesop (Greek name Esop\" b the same as Ethlop). The Boy Scouts' motto: - ------- Be Prepared\" b I s. I 4. I I attributed to Aesop. ki toe 54 countries on toe continent of Africa, there are ever 2,080 African dialects and languages spoken. Many people of Africa are fluent in many different languages. Language is the oral expression of a people's culture and value system. Folktales\nCooper, Joyce. The Adventures of Spider Guy, Rosa. Mother Crocodile. Ardema, Verna. Whv Mosquitoes Buzz in People's Ears. a I Proverbs\nThe day on which one starts out is not the time to start one's preparations. (Nigeria). He who learns, teaches (Ethiopia). I a Riddles\nYou dont need to call him to foUow you. (Your shadow) Ghana. My father built me a house without windows. (An egg) Ghana. Woodson, Carter G. The Story of the Negro Retold. a 5. a Talking Drums\nPrice, Christine. Talking Drums of Africa Rock paintings related facts about the lifestyles, migration and survival of ancient Africans. Frobenius, Leo. African Genesis a 1 a a a J,I ana* * I Mathematics 1. I Vw thousands of years, Africa was the eenter of mathematics. The first written numerals were developed by the people of ancient Egypt. 2. I s. I 4.  I a 5. a 6. a Multiplication is a short cut for addition. Ancient Egyptians developed a method for multiplication that was easy to use and onderatand. The Ethiopian ealendar had 12 months of SO days each and a ISth month of S days (or 6 days in leap year). People use money to make it easier to buy and sen things. Many different thirds can be used as money as long as people agree on its value, bi Africa people have used salt, lengths of cloth, sea shells, beads, objects made of iron or eopoer, and gold dust as money. Not all of these things served as money everywhere and frequently a combination ot them oompoaed a currency system. Examples: In East Africa, cattle, sheep and goats\niron goods\nbeads and cowrie shells in that order of value, made up the system. Zaslavsky, Claudia. African Counts. Some African countries use minted coins. Coins were made and used along the east coast of Africa beginning In the early fourteenth century. Gold coins were made in Timbuktu in the ISth century. Leo Africanus, Hakluyt. The History and Diaeovery of Africa. The United States one doUar bill carries the Egyptian symbols of a pyramid and an open eye as aekowledgement of our link with the Egyptian past. Connah, Graham. African Civilixations. a a a a ! a aI Grade S I 1 I Science II 1. , . 11.11 avM* TOO eeee ko had a modern view of our solar T^ilmiverie ofttie stars was Important to I They were who In th. 2. I dlnnUon by miiemml Oie Bm. would flood Hs 3. I African Americans have \"\"J* and invented many useful things. Important contributions to the field of Science 4. Resource books for stories about other African Americans in the field of acience: I Afro-Americans in Science and Exploration^ Burrell, William F. ---------------- American Scientists and Inventors. The I Ploski, Harry A. and Williams, James. Work on the Afro-American. I I I S. an African American mathematician, inventor, and enabled him to predict the solar eclipse 1 I I g and patented the fountain pen In 1390. I Social Studies g 1. Africa is the birthplace of man. bones of man were w.* AU of mankind b^an in Africa, found in the Olduvai Gorge in Africa. The oldest g 2. n 3. 4. n n 5.  It is a land of many second largest continent In the  forms (topography) and types of animals. A Child's Walk Through Africa. Africa is the _ contrasts: temperatures, land Levin, Bobbie and Lichter, Carolyn. Egypt is in Africa. Egyptian civilixation is African. manv kinds of communities in Airica. wiub who farm, herd animals, fish, or work In cities. interests. There are made up of people Some scholars assert that African communities Bring on the made very early transatlantic eross^ to th* ^wSrt?iKi^i?e- time of Christopher Columbus. Ward, W.1. Mrlca Befy the W^e Mm \u0026gt; Woodton, Carter G. The African nieu.rv af America: von Wuthenau, Alexander, gnexpeettd .,acL-lU the nkaoverv of America\nvon Wuthenau, Alexai^r. Ancient America\nVan S^ma, Ivan. They Came Before Columbuj.I I Grade 4 Social Studies I I I I 1. Cities have been part of life in African Kingdoms for l*UMnos of years. first cities were cities grew up c along the Nile, in Kush and Egypt, 5,000 years ago. along the northern coast about 3,000 years ago. The Other 2. The ruins of the Cities developed in West Africa more than 2.000 years ago. ftrit citj of^enne on the Niger River dates back to the third century B.C. A^ the east coast, city Ufe became important about 0O-W0 years ago. Mel^osh Susan Recent j**-~\u0026gt;~**** ana Dates fram West Af Archaeologieal Research ano from Africa. 3. Some archaeologists have estimated that in the year 1200 there were 21 cities on the continent, each with a population of 20,000 or wore. Connah, Graham. African Civilizations.- I Language Arts I 1. 2. I I I I 3. 4. I The ancient Egyptians communicated by using hieroglyphics (picture/rebus writing) to send messages and to record their history. Hieroglyphic writings were done on papyrus paper, temple walls, and in ether places. African proverbs and myths preserve the history and cultural beliefs ot its people. The proverbs stress courage, sense and iosight. \u0026gt; An ignorant nan is a slave. Whoever works without knowledge works uselessly. \u0026gt; Not to know is bad\nnot to wish to know is worse. \u0026gt; The dawn does not come twice to wake a sun. Lies, however numerous, will be caught by truth when it rises. Woodson, Carter G. and Wesley. Charles H. The Story of the Negro Retold. African American writers like Julius Lester (Blaeit Folktales) and Virginia Hamilton (The People Could Fly) told folstales in natural, easy to reao language. Two 188u folktale colleciions nelped to popularise Anansi (a Ghanahan folk hero) in America: The Aoventure of Spider ano More Aoventures of Spioer, oy Joyce Copper Arkhursi. n n I Onrte 4 I Mathematigs I 1. EGYPTIAN FRACTIONS Ancient Egyptian fractions were usually expressed as unit fractions, 1/3, 1/12. I The numerator was usually 1, but the denominator was dtanfeable. This tYp of thinking would Uke the fraction 7/B and express It es the turn of i  4  1/8\nafter thinking about It as 4/8  2/8  1/8. Modern-day activities with money and maki{\u0026lt; change arc diraetly related to tttte type of thinking. I I I 2. 3. The University of the State of New York/State Education Department, Division of Intercultural Relations in Educatlon/ABany, New York 12224. The What and How of Teaching Afro-American Culture and History in the Klemontarv Sohools. The Ahmes Papyrus, the eldest recognized mathematical document, was written in E^t. This papyrus contained the correct formulas for the area of a triangle, rectangle, trapezoid and a good approximation for the area of a circle and the volume of a cylinder. g g g The University of the Sute of New York/SU te Education Department, Division of Intercultural Relations in Education/Albany, New York 12224. The t^at and How of Teaching Afro-American Culture and History in the Elementary Schools. The Ethiopian calendar year consists of 12 months of 80 days each and a 13th month of 5 days (or 6 for leap year). This is much like the old Egyptian calendar which dates back to 4236 B.C. The Ethiopian year begins during the 9th month of the Western calendar. Western year Western month Ethiopian month Ethiopian year 1969 II Sept. - 11-Oct. 10 Oct. - 11-Nov. 9 Nov. - 10-Dec. 9 Dec. - 10-Jan. 8 Jan. - 9-Feb. 7 Feb. - 8-Mar. 9 Mar. - 10-Apr. 8 Apr. - 9-June 7 May - 9-June 7 June - 8-July 7 July - S-Aug. 6 Aug. - 7'*Sept. 5 Sept. - 6-*8ept. 10 Maskaram Tikimt Hidar Tehsas Tir Yakatit Masgabit Miyazya Ginbot Sane Ramie Nahase Pagumen 1962 n H H M The University of the State of New York/State Education Department, Division of Intercultural Relations in Education/Albany, New York 12224. The What and How of Teaching Afro-American Culture and History in the Elementary Schools.I I Grade 4 Science I 1. I Pottery was first used in the central region of the Sahara, at the time when the Sahara had lots of water and many plants and people. It orougnt about a change in how food was prepared because the invention of pottery made it easier to transport water and other liquids. Previously, eontainers had to be made from dried gourds or wood. With more convenient eontainers for transporting water, people could settle further from sources of water. I McIntosh, Susan and Roderick. Recent Archeological Research and Oates from West Africa, \"Journal of African History\". I 2. Sutton, J.E.G. \"The Aquatic Civilization of Middle Africa,\" Journal of African History. The first lunar and solar ealendar was invented in Africa by the Egyptians. a 3. Africans learned how to grow sorghum and millet and sesame, about 3,000 B.C. I 4. Ancient African plant medicine was more oeveloped than any other plant medicine in the world. Africans had their own herbal pain relievers ano an effective cure for diarrhea. The Zulus, alone, know the medicinal uses of 7U0 plants. I African Americans made important contributions to and are responsioile for many useful scientific inventions. I T.J. Marshall invented and patented a fire extinguisher in 1872. Resource books for stories about other African Americans in the field of science. I Calkins, V. The Man Who Stopped Traffic. CIBA-GEIGY Corporation. Exceptional Black Scientists. 1 Hayden, Robert C. A Salute to Historic Black Scientists and Inventors. n Schraft, A.E, The Real Mr. McCoy. fl fl fl flI I. Grade S I Language Arts I 1. I I 2. Oral history in some parts of Africa is kept oy historians whose only work is to know and narrate history. In West Africa these apeeiaiisu are called jriots. One of the earliest long works of oral history is the Epic of SundiaU, the founder of the Mali empire. This great story is known by many west Airican griots, it Ims been recorded several times by other historians. The exchange between Sundiata and his enemy Sumanguru sounds much like the boasting that we bear today in our culture. Proverbs are one form of literature found throughout Africa. They express the same kind of common sense, often in humorous form, that we value in our culture. The selfish man is told: if you'love yourself, others will hate you. If II II 3. 4. II 6. you huraole yourself, others will love you. - A buiierfly that brushes against thorns will tear his wings. . When the fox dies, fowls oo not mourn. He who goes wiih a wolf will learn to howl. Woodson. Carter G. and Wesley. Cnarles H. The Story of the Negro Retold. Oral literature is still respected ana enjoyed in African countries, ana the folktale is its most common form. There are typical themes in African ano African American myths ano stories. Some repealeo themes include: creation, the gods, the separation of man from God, the origin and characteristics of death, human imperfeetioii, problems in human relationships, ana male/female similarities ano differences. African languages have influenced the vocaoulary, structure and grammar of American English. There are examples in the southern United States that show features of African languages. Some of these woros are: Nana - grandmother tola to tote II Nyamol - yam Nguoa - goooer {peanut Duller) ishinnji - chincn (Dug) gumDo-KingumDo - otcra II M d II I Science I I 1. 2. 3. An astronomical ooservation, uncovered in Kenya, oateo Mu years before Christ. We know from the stone monoliths that they left standing that the people who lived near Lake Turxana in Kenya understood tne movement of the stars about SOU B.C. Their huge upright stones have been found to oorraspond to the aaimuths of imporunt rising stars or constellations. The local people named this place Mamoratunga, which means stone people. They used the stooes to sight the stars. I I Cornell, James. The First Stargaxers. A group of people in West Africa known as the Oogon had a Modem view of our solar system ana of the universe. They knew the Moon was barren and could identify details about a star that can only be seen by a powerful telescope. n These I\u0026gt;ogon people of Mali have been plotting the eroits of stars, ie. Sirius \u0026gt; for at least 70u years. They had very extensive knowledge of astronomy. Knowledge of the stars was very important to people who travelled across the desert, just as I it was to navigators on tne ocean. Keeping trecK of the passage of tine with changes in stars and the moon was also important to farmers. They needeo to a know when to expect the beginning of the season of rains so they could prepare to plant. A numoer of other African peoples are said to have great knowledge of the stars. There are many African Americans involved in space technology and research. I Lt. Colonel Guy Bluford became the first African American to be sent into space on August 3u, 19(13. I I 1 Colonel Frederick D. Gregory, a research test pilot for the Air Force, was ioaneo to NASA three years ago to fly research missions, cockpits for commercial planes. Ue redesigned and built I Issac Gillam, IV is the highest ranging operations officer at MASA. n 1 n a Mr I Grade B I Social Studies 1. I I I Four important slates grew up across the middle of West Africa. They were Ghana, Mali, Songhay and Kanem - Bornu. Mali is the best known among European scholars. \u0026gt; Mali is the best known of these states to Europeans because of the extraordinary trip made by its ruler Manaa Musa to Arabia. Mansa Musa practiced Islam, and traveled to Mecca, as required by his religion. Be was enormously wealthy and spent so much gold in Egypt that he eaused the economy to decline. (He traveled with *0,000 attendants and 12,000 alavcsj Songhay place in and Gao. is known for the development of learning and science that took the Muslim communities of the leading cities of Timouktu, Jenne 2. From the 14th century until the Moorish invasion, the city of Timbuktu and the University of Sanxore in the Songhay Empire were the intellectual centers of Africa. Jackson, John G. Introduction to African Civilization. I 3. I I Hl 4. M HI IN M When Africans explored the \"New Worlds\" they traveled alone, as well as with other peoples. They left traces of their culture everywhere. Van Sertima, Ivan. They Came Before Columbus. Jeffreys, M.D.W. Pre-Columbian Negros in Amwiea. Gibb, H.A-R. (translator). Travels tn ^ia and Africa. The What and How of Teaching Afro-Amerietui Culture and History In the Elementary Schools. The University of the 8ute o/ New York, The State Education Department Division of Intercultural Relations in Education, Albany, New'York, 1972. Throughout history, slavery was practiced in some form by many people such as the Greeks, the Romans and ancient Egyptians. The worst slavery was practiced upon Black Africans and has had a lasting effect on Blaca people today. Some historians have recorded an African presence in the European explorations of the New World. - Thirty Africans were with Balboa when he discovered the Pacific Ocean. - Cortez carried Africans with him to Mexico, and one oi them planted ano harvested the first wheat crop in the Hew World. - Africans accompanied Pizarro on his Peruvian expedition and earned him to the cathedral after he was murdered. - Africans were with Coronado in the Spanish conquest of Hew Mexica and Africans were with the French in their exploration of Canada and the Ohio Valley. Jean Baptiste Point Ou Saole, a French-speaking Olack, ouiit the first ouilding in the settlement that became Chicago. IN M Mr 9 OnKte S 9 Languare Arts 1. 9 The African peoples apeak many languages\never 2,000 languages and dialects are spoken on the continent of Africa today. The most commonly used language tn eantral Bast and South Africa is Ktsarahlli. 2. 9 s. The ancient Khoi- Khoi er Khoisan (\u0026amp;ahman) of southern Africa related facts about their lifestyles, religion, and mythology by painting on rocks. 9 Around 4,000 B.C., the Egyptians began to develop a writing system based on pictographs called hieroglyi^ies. This African writing system employs characters in the form of pictures (rebus writing). 4. 9 The Egyptians added written inscriptions or hieroglyphics to their rock art. These hieroglyphics were found on the rocks, walls and columns of temples and tombs, of these people. They tell of history, daily life, religion, and mythology 9 5. The Rosetta Stone identical messages was found in 1799 in Rosetta, Egypt. It contained in Egyptian hieroglyphics, the Greek alphabet, and 9 demotic characters. The French scholar, Champolion, was able to use the Greek and the demotic alphabet to decipher the hieroglyphics opening to the world the wealth of ancient Egyptian history, literature, and culture. 9 6. The manufacture of papyrus and reed pens made record-keeping common and available to the educated classes.  9 9 9 fl fl flr  OMbte t I MtW I 1. Africans I 2.  3.  4.  developed the mathematical sciences of arithmetic, algebra, They used these sciences to become great ! Vnd anginws\nbuUdlng pyramids, temples, and statuary that are feometry and trigonometry. architects stlU standing today.  The Yoruba numbers (Higeria) are a complex ^system teatwM for the purpose of counting large anmben of oowries \u0026lt;W\u0026gt;ells). aMltion,*^ltiplIcation, and irtjtraction. M cur system, we w Mltlon- Ter Simple\n131 b one hundred, pte W . plua 1. We al multiplication, twenty is ^o tens, 500 te 5 times 100, etc. Torub numbers would illustrate 50 as tO x 3 - 10. numbers The Egyptian method of multiplication is a natural way to Illustrate the distributive property. eg. 13 X 27  (1 * 4 + 8) (27) 1 (27)  (4) (27)  (8) (27) of the earth accurately. numbers. Lumpkin, Beatrice. Mathematics, Baseline Essay.\" \"African and African American Contributions to H a  B  M H K V GBADE I I Seitnee 1. V 2. I 1 3. I 1 I 4.  s. I 6. African natiens/peoples ca* the world many acientlfle Imrentiona and diacoveries in the areas of madieinar arehitaeture* astronomy, and dentistry* One of the (reat aeiantists ot ancient Africa was Imhotep. Be was a philosopher, architect, mathematician, and priest. He is known as the Father of Medicine, this African cenius te oaually regarded as the first physician in history and the architect of the step pyramid. During several mlllenla. Blacks bi ancient Egypt made numerous contributions to medicine and were acknowledged as the inventors of the art of medicine. They produced the earliest physicians, medical knowi^e, and medical literature. They contributed to the development of m^ieme in ancient Greece. The development of Greek medicine was strongly influenced by Eg^tian medicine. Pythagorus, who studied in Egypt, was a major link through which blacks influenced Hippocrates and Greek medicine. The Egyptians were writing medical textbooks as early as 5000 years ago. Van Sertima, Ivan. Blacks in Science. The Egyptians produced large scale systems for controlling water through Irrigation and dams and also the smaller devices of shaduf, saqiya and water screw to lift water from one level to the next. Egyptians were responsible for mummification, the beginnings of surveying, and time systems (sand, hour glass, calibrated candles and calendar). An African American, L R. Johnson, Invented the bicycle frame in 1899. Resource books for stories about other Black Americans:  Adams, Russell Carwell, Hattie. II CIBA-GEIGY Corporation. L.,( Editor^ Great Negroes Past and P^ent. . Blacks in Science\nistrophysieist to Zoologist. Exceptional Black Scientist M n flAFRICAN/AFRICAN AMERICAN HISTORY PROGRAM R IV. Maps R I R R R \\ f H R R 9 OS M M Ek n R H 0 4 - i/P'' ssaBSMiBia SBnBHMSHII I a a aaaaaa aa aa a AFRICA a p I I w aa a I I a I I OUINEA-BISSAU MAURITANIA ] I MAU IHEUJv-------J NIGER CHAD ^LUnUNX / .J f FASO GUmEAS^^ J NIGERIA ETHIOPIA BENIN LIBERIA TOGO J abon'I/J iS'' ZAIRE BURUNDI TANZANIA  SIERRA LEONE CENTRAL s AFRICAN REPUBLIC EQUATORIAL-GUINEA - )- jvORY i* \\ I / ^ioAST A W GAMBIA Ac* M fl AIMWr/C OCEAN SAO TOME AND PRINCIPE \\ I K ^MALAWI ANGOLA fl I Z--A--M---B-I1A -*''^11 I J y fl fl Zimbabwe NAMIBIA I \\ } ( ) BOTSWANA''^ , \\ I ,11 J SOUTH AFRICA 'SWAZILAND LESOTHO AFRICA INDIAN OCEAN COMOROS u Cl The United States of America f. 1- f THE WORLD I CT AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I V. AFRICAN AMERICAN PERSONALITIES I I I I ri ri ri ri  \u0026lt;.-r.I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 3 I Abbott, Robert Newspaper editor\nCivil Rights activist I Anderson, Marian Opera singer Banneker, Benjamin I Mathematician\nastronomer\nalmanac publisher\ndesigned capital, Washington, D.C.: built first clock in the United States Bethune, Mary McLeod Educator\nCivil Rights activist M Bluford, Guion Stewart Pilot\nastronaut Bunche, Ralph Diplomat\nstatesman\nfirst black to win Nobel peace prize (for arranging 1949 armistice in Middle East) ri Carver, George Washington Agricultural scientist Chisholm, Shirley ri New York Congresswoman\nthe United States ran for President of Coleman, Bessie First African American woman pilot ri Derham, James First African American doctor in the United States ri DuSable, Jean Baptiste Pointe Frontier trader\nfur trader\nentrepreneur\nset up trading post in Chicago ri Jackson, Jesse Minister\nU.S. President Civil Rights leader\nran for t ri Jones, Frederick McKinley Inventor and manufacturer of air-conditioners and refrigerator units for trucks, trains, airplanes, and ships ri King, Martin Luther, Jr. Mini ster\nCivil Rights leader Latimer, Lewis Howard ri Inventor who worked with Alexander G. Bell\nmade drawings for Bell's telephone\npatent for electric lamp Marshall, Thurgood First African American Supreme Court Justice Morgan, Garrett Inventor of street lights Rudolph, Wilma Athlete\nteacher\ncoach Walker, Madame C. J. Cosmetics manufacturer\nhumanitarian ri I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 3 (cent.) Washington, Booker T. Educator\nstatesman I Washington, George Pioneer\ncity founder (Centralia, Washington) I Williams, Daniel Hale Physician (performed world's first successful heart operation)\neducator I Woods, Granville Inventor (the Black Edison)\nmanufactured the telephone, telegraph, and electrical equipment I I I I I I fl fl flI AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 4 I Allen, Richard ' Beckwourth, Tames Bishop\nabolitionist Frontiersman\ncowboy\nscout\nexplorer of the West I Cuffee, Paul Mariner\nmerchant\nhumanitarian I Drew, Charles Surgeon\nscientist\neducator (blood plasma doctor) Dunbar, Paul Lawrence Poet I Estevanico Southwest explorer during American Exploration period  Freeman, Elizabeth Abolitionist from Massachusetts I Garcia Soldier\nmilitary leader of Ft. Negro, Florida, during Dacksonian era Gray, William H.  Henson, Matthew Elected Arkansas state representative, 1861\nfirst state leader of Black Masons Explorer\nfirst to reach the North Pole  Howard, George, Budge Arkansas's first African American state judge I Dames, Daniel Chappie, Dr. Pilot\nfour star general Dewel1, Derry Arkansas state senator fl Dohnson, Dames Weldon Poet of \"Lift Every Voice II Love, Nat (Deadwood Dick) Cowboy\nrange rider fl McCoy, Elijah Inventor\nmanufacturer of steam engine 1ubricator fl Parks, Rosa Civil Rights activist Randolph, Asa Philip Union organizer\nCivil Rights leader Robinson, Dackie Major league baseball player Scott, Dred Slave\npetitioned the Supreme Court for his freedom Terrell, Mary Church Women's Rights advocate\neducator I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 4 (cent.) I Townsend, William, Dr. Arkansas state representative Wilkins, Henry, III Arkansas state representative, deceased I York Explorer of Louisiana Territory\nscout\ni nterpreter I III II I I I c AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 Grade 5 I Armistead, James American Revolutionary War spy I Bates, Daisy Arkansas Civil Rights leader I Black Seminole Indians: Abraham John Caesar John Horse Actively involved as leaders in the Seminole Indian Wars I Cinque, Joseph African patriot Corlun, J. C. I Long-time principal of Branch Normal College (University of Arkansas at Pine Bluff) Davis, Benjamin, Jr. I Davis, Benjamin, Sr. First African American general in the United States Air Force First African American general in the United States military (Army) I DuBois, W.E.B. Author\neditor\nCivil Rights activist I Forten, James Abolitionist\nbusinessman Gibbs, Mifflin I Hall, Prince Little Rock attorney\noperator of African American owned bank\ncontributed to education Founded the Negro Masons I Hansberry, Lorraine Playwright\nfirst African American woman to have a play produced on Broadway Johnson, Henry World War I military hero Johnson, John Jones, Wiley Owner and publisher of Ebony and Jet magazines Arkansas businessman in the 1880's Malcolm X Civil Rights leader Pinchback, P.B.S. Louisiana congressman during Reconstruction Prince, Lucy Terry First poet of African descent, lived in colonial New England (Vermont) Prosser, Gabriel Slave insurrectionist Safpho, C.P. Owner of weekly pilot newspaper in Wynne, Arkansas 75 r H AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 Grade (cont.) if Smalls, Robert Civil War hero\nCongressman I Truth, Sojourner Slave insurrectionist Turner, Nat Slave insurrectionist M Vesey, Denmark Slave insurrectionist Wheatley, Phyllis if Poet\nnoted for the development of Black American literature aaaa a aa v~ AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I VI. Resources I I ri ri ri ri ri ri ri .V5*K:5II AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM RESOURCES STUDENT (These books can be used by all students in grades 2-6 and by teachers.) African American Chronicle, Ruth Love Enterprises, Ltd., 1366 Turk St., Suite 120, San Francisco, CA 94115. Classroom subscription (set of 30) Price: $150.00 plus $41.00 postage (with teacher's guide) Black History Educational Series (booklets), Empak Publishing Co., Dept.C, 520 N. Michigan Ave., Suite 1004, Chicago, IL 60611. ISBN's vary per booklet Suggested place to purchase: Price: $1.49 each Empak Publishing Co. Genesis Bookstore Haskins, dim. Count Your Way Through Africa, Carolrhoda Books, Minneapolis, I 1989. ISBN 0-87614-514-4 Price: $4.95 I Suggested place to purchase: B. Dalton Bookstore WaldenBooks Bookstore Our Multiethnic Heritage: _A_f_ri_c_a_n_-_A_m__e_r_ic_a_n__ _S_t_u_d_i_e_s (Levels One and Two), Childrens Press, 5440 N. Cumberland Ave., Chicago, IL 60656. ISBN 0-516-06915-2 Price: $254.95 Suggested place to purchase: Childrens Press TEACHER (These resources are for all teachers of grades K through 6.) Africa: History, Culture, Geography, Globe, Englewood Cliff, N.O., 1989. ISBN 1-55675-522-8 I Price: $6.95 (State Textbook List 7-12) Suggested place to purchase: Educators Book Depository Globe Book Company I Blacks in American History, Vol. I and II, Globe Book Co., Englewood Cliff, I N.J., 1989. ISBN 1-55675-590-2 Vol. I ISBN 1-55675-589-9 Vol. II Suggested place to purchase: Price $6.55 (State Textbook List 7-12) Price $6.55 (State Textbook List 7-12) Educators Book Depository Globe Book Company I Murry, Oocelyn, Africa: New York, 1990. ISBN 0-8160-2209-7 Cuitural Atlas for Young People, Facts on Fi1e. Price: $17.95 Suggested place to purchase: Genesis Bookstore r a  a a African ^ntcrtcan Cliruntcii' SUBSCRIPTION ORDER FORPJl To\nRuth Love Enterprises. Ltd.. 1366 Turk St.. Suite 120 San Franci.sco, CA 94115 Please send___classroom subscriptions (sets of 30) @ $150.00peryearplus $41.00 postage (with Teacher's Guide.) TOTAL: $191.00 Name School or District Address City, State. Zip a Telephone. Amount Enclosed $ Grade Levels Tr.-i^L-Ar\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":"bcas_bcmss0837_475","title":"Incentive Schools: ''Demographic Change in the State of Arkansas, 1980-1990''","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":["Santi, Lawrence L."],"dc_date":["1991"],"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","Little Rock School District","Education--Arkansas","Demography"],"dcterms_title":["Incentive Schools: ''Demographic Change in the State of Arkansas, 1980-1990''"],"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/475"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["31 pages"],"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\nPresentation given at the third annual Governor's Conference on Leadership, Arlington Hotel, Hot Springs, Arkansas, May 19-20, 1991\n1 DEMOGRAPHIC CHANGE IN THE STATE OF ARKANSAS 1980-1990 Dr. Lawrence Santi Division of Demographic Research University of Arkansas at Little Rock Little Rock, AR 72204 501-569-8571 \u0026lt;  I Prepared for presentation at the Third Annual Governor's Conference on Leadership The Arlington Hotel Hot Springs, Arkansas May 19-20, 1991 I I DEMOGRAPHIC CHANGE IN THE STATE OF ARKANSAS, 1980-1990 Dr. Lawrence Santi Division of Demographic Research University of Arkansas at Little Rock Little Rock, AR 501-569-8571 Prepared for presentation at the Third Annual Governor's Conference on Leadership The Arlington Hotel Hot Springs, Arkansas May 19-20, 1991I PREFACE from the first major The data presented in this document come _ release of detailed data from the 1990 Census of the Population, of 1990 Census data for reapportionment contained a minimal (An earlier release mandated by Public Law 94-171, purposes, as _ number of population characteristics.) Generally speaking, data from the decennial censuses (and the _ .. I _ J____\\ af-tzA VOloaCi printed reports based on these data) are organized and released in terms of \"Summary Tape Files\" (or STFs). STF data are released first in machine-readable format, with the official printed reports following in a year or so. As with the 1980 Census, data from the 1990 Census are organized into four major STFs. STFs 1 and 2 contain \"complete count\" data items that were gathered from all Census respondents. consist mainly of basic demographic characteristics such as sex, household relationship, marital and family These data items age, race, status, and so on. STFs 3 and 4 contain \"sample data items that were gathered only These for those Census respondents who received the \"long form\" Census questionnaire, approximately one-sixth of all households. T-cce data items include more \"socioeconomic\" characteristics such as education, income, labor force status, and the like. Unfortunately, STF3 data are still about a year away. 1991. This document is based on Summary Tape File 1, which was received by the Arkansas State Data Center on May 1, Out of the literally hundreds of data items available on STFl, I extracted a subset that I hoped would be of fairly general interest. Those who want a more comprehensive overview of 1990 Census data products should contact the State Data Center, located on the UALR campus, at 569-8530. iiI a a a a THEMATIC LISTING OF TABLES AND MAPS Population Change and Its components for the State as a Whole Table 1: Analysis of Population Change 1980 to 1990............. in the State of Arkansas, Table 2: Components of Population Change for the State of Arkansas, 1940 to 1990....................... Population Change and Its Components for Arkansas Counties Table 3: Components of Population Change for Arkansas Counties, 1980 to 1990........................................ Map 1: Map 2: Population Change among Arkansas Counties, Natural Increase among Arkansas Counties, 1980-1990 1980-1990 Map 3: Net Migration among Arkansas Counties, 1980-1990 1 1 2 4 5 6 General Population characteristics for Arkansas Counties 7 a a Table 4\nMap 5: Age Structure of Arkansas Counties, 1980-1990........... Percentage of the Population Under 18 Years of Age, 1990... Percentage of the Population 65 Years of Age or Older, 1990.............................................. .9 10 Table 5: Gender Composition of Arkansas Counties, 1980-1990 11 Map 6: Sex Ratio of Arkansas Counties, 1990 13 Map 4: Table 6: Racial Composition of the State of Arkansas, 1980-1990... 14 fl Table 7: The Black Population of Arkansas Counties, 1980-1990 15 Map 7: The Black Population of Arkansas Counties, 1990 17 fl Household and Fzmily Structure within Arkansas Counties Table 8: Basic Data on 1980-1990. Living Arrangements for Arkansas Counties, 18 Map 8: Percentage of the Population in Group Quarters, 1990 20 111 I 1 I \u0026lt;iI thematic listing OF TABLES AND MAPS (CONTINUED) Map 9: Average Household Size, 1990 21 Table 9: Households by Type of Household for Arkansas Counties, 1980-1990........................................... 22 Map 10: Percentage 1990.. of Households Headed by Married Couples, 24 Map 11: Percentage 1990. . of Households That Are Female-Headed Families, 25  Table 10: Living Arrangements of Persons Under 18 Years of Age, 1980-1990........................................ 26 I I Map 12: Percentage of Children Living with Both Parents, 1990 28 Map 13: Percentage of Children Living with One Parent, 1990 29 Table 11: Marital Status of Females 15 Years of Age and Older, 1980-1990....................................... 30 I a I Map 14: Percentage of Women Currently Married, 1990 32 Map 15: Percentage of Women Never Married, 1990 33 Map 16: Percentage of Women Divorced or Separated, 1990 34 Map 17: Percentage of Women Widowed, 1990 35 The Shape of Things to Come? Change in Economic Well-Being among Arkansas Counties a a a a a Table 12: Per Capita Money Income for Arkansas Counties, (from 1980 Census) and 1987 (Estimates) 1979 36 Map 18: Estimated Change in Per Capita Money Income, 1979-1987....38 iv aTABLE 1: ANALYSIS OF POPULATION CHANGE IN THE STATE OF ARKANSAS, 1980 TO 1990 1980 Population 1990 Population Growth, 1980-1990 Percentage Growth, 1980-1990 2,286,357 2,350,725 64,368 2.8 Births, 1980-1989 Deaths, 1980-1989 Natural Increase, 1980-1989 Percentage Natural Increase, Estimate of 1990 Population, based on natural increase 1980-1989 353,000 236,000 117,000 5.1 2,403,357 a Implied Net Migration, 1980-1990 Implied Percentage Migration, 1980-1990 TABLE 2: -52,632 -2.3 COMPONENTS OF POPULATION CHANGE a FOR THE STATE OF ARKANSAS, 1940 TO 1990 COMPONENTS OF INTERCENSAL CHANGE a CENSUS POPULATION 1940 1949387 1950 1909511 a 1960 1786272 1970 1923295 a 1980 2286357 1990 2350725 INTERCENSAL CHANGE % NATURAL CHNG. INCREASE -39876 -123239 137023 363062 64368 -2.0 -6.5 7.7 18.9 2.8 375000 307698 188095 131764 117000 % NATL. NET INC. MIGRATION 19.2 16.1 10.5 6.9 5.1 -414876 -430937 -51072 231376 -52632 % NET MIG. -21.3 -22.6 -2.9 12.0 -2.3 a a 1 aTABLE 3: COMPONENTS OF POPULATION CHANGE FOR ARKANSAS COUNTIES, 1980 TO 1990 COUNTY 1980 1990 CHANGE X CHNG. BIRTHS NATURAL DEATHS INCREASE X NATL. INC. NET MIGRATION X NET MIG. I I fl fl  fl fl fl H fl Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carrol I Chicot Clark Clay Cleburne Cleveland Colimbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion Hiller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie Pulaski Randolph 24175 26538 27409 78115 26067 13803 6079 16203 17793 23326 20616 16909 7868 26644 19505 63239 36892 49499 20434 10515 19760 17910 46192 14705 9975 70531 13008 30744 23635 26819 13459 30147 10768 21646 90718 17423 10213 18447 15539 13369 13952 20144 34518 11373 11334 37766 59517 14052 7771 11097 7756 30541 7266 34772 10373 27032 17007 38964 10140 340597 16834 21653 24319 31186 97499 28297 11793 5826 18654 15713 21437 18107 19411 7781 25691 19151 68956 42493 49939 19225 9614 16798 17369 60006 14897 10037 73397 13948 31804 21621 26115 13569 31192 11364 18944 85487 18221 9643 17457 13053 13690 13966 20557 39268 11618 12001 38467 57525 11333 7841 10101 7666 30574 7969 28838 10086 24664 17347 45883 9518 349660 16558 -2522 -2219 3777 19384 2230 -2010 -253 2451 -2080 -1889 -2509 2502 -87 -953 -354 5717 5601 440 -1209 -901 -2962 -541 13814 192 62 2866 940 1060 -2014 -704 110 1045 596 -2702 -5231 798 -570 -990 -2486 321 14 413 4750 245 667 701 -1992 -2719 70 -996 -90 33 703 -5934 -287 -2368 340 6919 -622 9063 -276 -10.4 -8.4 13.8 24.8 8.6 -14.6 -4.2 15.1 -11.7 -8.1 -12.2 14.8 -1.1 -3.6 -1.8 9.0 15.2 0.9 -5.9 -8.6 -15.0 -3.0 29.9 1.3 0.6 4.1 7.2 3.4 -8.5 -2.6 0.8 3.5 5.5 -12.5 -5.8 4.6 -5.6 -5.4 -16.0 2.4 0.1 2.1 13.8 2.2 5.9 1.9 -3.3 -19.3 0.9 -9.0 -1.2 0.1 9.7 -17.1 -2.8 -8.8 2.0 17.8 -6.1 2.7 -1.6 3356 3791 2903 11865 3710 1719 715 2188 3059 2884 2240 1874 949 3916 2790 9160 6004 9595 3399 1522 3418 2624 7481 2036 1112 9158 1738 4053 3293 3494 2203 4330 1108 2629 14825 2438 1429 2499 2755 1795 1914 2860 5334 1698 1330 6159 12031 2209 863 1400 1082 5113 1055 6802 1366 3867 2365 6340 1290 61454 2107 2773 2617 4415 8497 2925 1793 706 1969 2034 2326 2638 2172 839 3065 2079 5630 3560 4629 2044 1389 2033 1636 3977 1635 1250 9553 1319 3185 2633 2860 1692 3094 1500 2416 8813 2136 1328 2229 1776 1205 1325 2408 3240 1291 1367 3962 5759 1749 990 1387 692 3771 865 4040 1182 2877 2092 3463 1079 29015 1842 583 1174 -1512 3368 785 -74 9 219 1025 558 -398 -298 110 851 711 3530 2444 4966 1355 133 1385 988 3504 401 -138 -395 419 868 660 634 511 1236 -392 213 6012 302 101 270 979 590 589 452 2094 407 -37 2197 6272 460 -127 13 390 1342 190 2762 184 990 273 2877 211 32439 265 2.4 4.4 -5.5 4.3 3.0 -0.5 0.1 1.4 5.8 2.4 -1.9 -1.8 1.4 3.2 3.6 5.6 6.6 10.0 6.6 1.3 7.0 5.5 7.6 2.7 -1.4 -0.6 3.2 2.8 2.8 2.4 3.8 4.1 -3.6 1.0 6.6 1.7 1.0 1.5 6.3 4.4 4.2 2.2 6.1 3.6 -0.3 5.8 10.5 3.3 -1.6 0.1 5.0 4.4 2.6 7.9 1.8 3.7 1.6 7.4 2.1 9.5 1.6 -3105 -3393 5289 16016 1445 -1936 -262 2232 -3105 -2447 -2111 2800 -197 -1804 -1065 2187 3157 -4526 -2564 -1034 -4347 -1529 10310 -209 200 3261 521 192 -2674 -1338 -401 -191 988 -2915 -11243 496 -671 -1260 -3465 -269 -575 -39 2656 -162 704 -1496 -8264 -3179 197 -1009 -480 -1309 513 -8696 -471 -3358 67 4042 -833 -23376 -541 -12.8 -12.8 19,3 20.5 5.5 -14.0 -4.3 13.8 -17.5 -10.5 -10.2 16.6 -2.5 -6.8 -5.5 3.5 8.6 -9.1 -12.5 -9.8 -22.0 -8.5 22.3 -1.4 2.0 4.6 4.0 0.6 -11.3 -5.0 -3.0 -0.6 9.2 -13.5 -12.4 2.8 -6.6 -6.8 -22.3 -2.0 -4.1 -0.2 7.7 -1.4 6.2 -4.0 -13.9 -22.6 2.5 -9.1 -6.2 -4.3 7.1 -25.0 -4.5 -12.4 0.4 10.4 -8.2 -6.9 -3.2 1 fl COUNTY 1980 TABLE 3: 1990 COMPONENTS OF CHANGE FOR COUNTIES (CONTINUED) CHANGE % CHNG. BIRTHS NATURAL DEATHS INCREASE X NATL. INC. NET MIGRATION X NET MIG. II Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Washington White Woodruff Yell 30858 53156 9685 8847 95172 14060 14607 9022 48573 13357 100494 50835 11222 17026 28497 64183 .10205 7841 99590 13637 14109 9775 46719 14008 113409 54676 9520 17759 -2361 11027 520 -1006 4418 -423 -498 753 -1854 651 12915 3841 -1702 733 -7.7 20.7 5.4 -11.4 4.6 -3.0 -3.4 8.3 -3.8 4.9 12.9 7.6 -15.2 4.3 5802 7567 1239 980 15256 1842 1507 1128 7640 1393 16252 7452 1636 2324 3223 3997 1162 994 9124 1644 1951 1032 5740 1539 8332 5122 1430 2001 2579 3570 77 -14 6132 198 -444 96 1900 -146 7920 2330 206 323 8.4 6.7 0.8 -0.2 6.4 1.4 -3.0 1.1 3.9 -1.1 7.9 4.6 1.8 1.9 -4940 7457 443 -992 -1714 -621 -54 657 -3754 797 4995 1511 -1908 410 -16.0 14.0 4.6 -11.2 -1.8 -4.4 -0.4 7.3 -7.7 6.0 5.0 3.0 -17.0 2.4 I State Totals 2286357 2350725 64368 2.8 352714 236057 116657 5.1 -52289 -2.3 III  aa aaa 3 a MAP 1: POPULATION CHANGE AMONG ARKANSAS COUNTIES, 1980 1990 madisn'I RANK wiw 0iHe /NEWON SEARCri' tocAfij WONTC POLK-fes VANjB\nCONW GAR.LNC WLtpN INO pliASKT PIKE HOT SPRG SEMEI CLARK CALLAS' L'.RIVER-: ew^MP -dlXER luAF? NEV OU AC\nCOLUMB \\ RAND j -76REENE^ lawr c a -76REENE, INDEp UACK MU S^OOD ThAIR MON ra ARKANSAS gm CALK UNION CL?^ BRAD LIW DREW -/ASHLET, Percentage Change Loss of 10.0% or more POINSETT CROSS. icRlT-ST FRAN  LEE IHILLIPS, DESHA, :hiC( Lo of 5.0% to 9.9% Loss of less than 5.0X Gain of 5.0% to 9.9% Gain of less than 5.0% Gain of 10,0% or more Division of Demogrophlc Research University of Arkonsos at Little Rock I MAP 2: NATURAL INCREASE AMONG ARKANSAS COUNTIES, 1980 1990 ui *sra POLK RANK : fW.t\n: pike: MARI01 BAX FULTON7^0 SHHAARRPP- /.X? .    : LAWR. VAN a CLEB POPE .Wt MONTC \u0026gt; A''V\nI* GARLND H\u0026lt;_IW\nSPRG|\u0026lt;{^NT CLARK. DALI Ci\\^ ClAY\npdl N'SETT.'\n. M It .'f-L Across !! 'ST'^W 5\u0026gt; \u0026gt; :f WO  \\:-nHiLLi^ Percentage Increase DecreQ3 of 5.0% or more Dfloroaa^ of looo than 5.0% Increase of less than 5.0% Increase of 5.0% to 9.9% Increase of 10.0% or more t\u0026gt;i oLOcH CALH. 'BRAD icij .flLLERj\n-. Jto '.LOMa 'Xshlet 6' Division of Demogrophlc Research University of Arkonsae at Little Rock ( z \u0026lt; 'uNk5f}\u0026lt;\u0026gt;^^ INO^R VGREENfey ark\nws^4^^ MAP 3: NET MIGRATION AMONG ARKANSAS COUNTIES, 1980-1990 Percentage Migration fOlton T'if \u0026lt;Ti MADISH CRAW' A RANK SEB MM- SlZAROi 10.0% or more out NEMOH sEARcrr JOHN: LOGAN CO nW. s jtELC ^fp'\nT\nERff?- POLK-IHOW SEMEI L RIVER UQNTG GAR.LHD PIKE HEMP 4ILLEH LAF\nihdep r JACK POINSOT WIE- lOOD J Ira\u0026gt;RAlR PULASKI silONOil HOT SPRGl iCRiijt CLARK OALLAS' MISS, 5.0% to 9.9% out CROSS ''CRiT? Less than 5.0% out ST FRAN Mb*' OUACI CALK JEFF CLEVE BRAD MONI ARKANSAS UNO DREW LEE IHILLI^ 5.0% to 9.9% tn DESHA, Le33 than 5.0% in 10.0% or more in cdLlJMB UNION ASHLEY 1HICO Division of Demographic Research Univereity of Arkansas at Little Rock TABLE 4: AGE STRUCTURE OF ARKANSAS COUNTIES, 1980-1990 (PERCENTAGE DISTRIBUTIONS) 1980 1990 COUNTY \u0026lt; 18 18-64 65+ TOTAL \u0026lt; 18 18-64 65+ TOTAL  I I I       Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Ch i cot Clark Clay Cletxirne Cleveland Colunbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Hadi son Marion Hiller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie 28.6 32.6 21.8 27.3 27.0 28.3 27.9 24.8 35.2 24.9 27.1 25.8 29.8 28.0 30.7 27.6 31.6 36.2 34.4 29.3 34.5 30.0 27.6 29.1 26.3 24.6 30.0 28.7 29.5 28.9 29.3 28.6 23.0 29.6 31.2 27.7 31.7 27.8 36.7 28.6 32.8 29.7 33.0 28.5 26.6 31.1 33.7 32.7 25.5 29.5 30.4 28.3 30.8 36.4 28.2 31.1 28.5 28.8 29.8 57.2 54.5 50.8 56.7 56.3 53.2 55.3 56.3 49.3 60.7 54.4 56.2 54.1 56.1 54.8 61.5 56.6 54.1 53.1 53.6 51.7 56.6 61.8 54.9 54.2 55.9 57.1 57.1 53.5 56.9 53.1 57.4 52.3 55.6 56.6 55.0 50.6 55.4 48.6 57.9 54.0 53.2 55.4 55.9 54.0 55.5 55.3 51.3 55.7 52.1 56.3 55.6 54.7 49.8 55.3 56.1 53.2 59.4 55.4 14.2 12.8 27.3 16.0 16.7 18.4 16.8 18.9 15.4 14.4 18.5 17.9 16.1 15.9 14.4 10.9 11.9 9.7 12.5 17.1 13.7 13.4 10.6 16.0 19.4 19.5 12.9 14.2 17.0 14.2 17.6 14.0 24.7 14.8 12.2 17.3 17.7 16.8 14.7 13.5 13.2 17.0 11.6 15.6 19.5 13.4 11.0 16.0 18.8 18.4 13.3 16.1 14.5 13.8 16.6 12.8 18.3 11.8 14.8 24175 26538 27409 78115 26067 13803 6079 16203 17793 23326 20616 16909 7868 26644 19505 63239 36892 49499 20434 10515 19760 17910 46192 14705 9975 70531 13008 30744 23635 26819 13459 30147 10768 21646 90718 17423 10213 18447 15539 13369 13952 20144 34518 11373 11334 37766 59517 14052 7771 11097 7756 30541 7266 34772 10373 27032 17007 39021 10140 27.4 28.2 19.5 24.8 24.8 25.8 26.9 24.2 32.4 22.3 23.0 21.7 26.3 26.2 27.2 24.7 29.0 31.9 30.3 26.6 31.7 27.8 25.6 26.3 23.6 21.5 26.8 25.2 27.7 25.9 27.6 26.3 21.5 25.7 28.3 24.7 27.7 24.6 33.6 23.3 28.1 27.0 29.5 26.8 22.0 28.4 31.3 29.5 23.1 27.1 28.0 27.0 25.3 34.2 26.1 26.7 25.7 26.3 25.9 55.8 57.3 51.3 57.3 58.0 55.3 56.6 57.6 51.5 61.0 56.3 57.4 58.8 57.0 56.4 63.2 59.0 57.5 55.8 55.2 53.5 58.7 63.7 57.0 55.3 56.3 60.4 59.3 55.7 57.5 55.1 59.0 52.6 56.6 58.3 57.9 54.6 56.7 50.7 64.7 57.8 56.0 58.9 56.8 55.3 57.6 57.0 52.6 57.0 54.6 57.0 56.5 58.4 50.7 55.6 58.0 55.0 61.3 57.5 16.7 14.6 29.2 17.9 17.2 18.9 16.5 18.2 16.2 16.7 20.7 20.9 14.9 16.8 16.4 12.1 12.0 10.6 13.9 18.3 14.8 13.5 10.7 16.8 21.2 22.1 12.8 15.5 16.7 16.6 17.2 14.7 25.9 17.7 13.5 17.4 17.7 18.7 15.7 12.1 14.1 17.0 11.6 16.4 22.8 14.0 11.7 18.0 19.9 18.3 15.1 16.5 16.2 15.1 18.3 15.3 19.3 12.4 16.6 21653 24319 31186 97499 28297 11793 5826 18654 15713 21437 18107 19411 7781 25691 19151 68956 42493 49939 19225 9614 16798 17369 60006 14897 10037 73397 13948 31804 21621 26115 13569 31192 11364 18944 85487 18221 9643 17457 13053 13690 13966 20557 39268 11618 12001 38467 57525 11333 7841 10101 7666 30574 7969 28838 10086 24664 17347 45883 9518 f 7 COUNTY TABLE 4\n\u0026lt; 18 AGE STRUCTURE OF COURTIES (CONT I HUED) 1980 1990 18-64 65+ TOTAL \u0026lt; 18 18-64 65+ TOTAL I I Pulaski Randolph Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Uashington White Woodruff Yell 29.4 29.7 36.5 31.0 28.3 27.7 28.6 29.7 25.2 28.1 28.6 26.7 25.7 28.3 32.2 27.6 60.9 55.1 51.5 59.9 55.0 55.3 58.8 54.8 52.1 56.5 55.7 55.5 63.6 58.2 51.3 55.6 9.8 15.3 12.0 9.1 16.7 17.0 12.7 15.5 22.7 15.4 15.7 17.8 10.7 13.5 16.4 16.8 340613 16834 30858 53161 9685 8847 95172 14060 14607 9022 48573 13357 100494 50835 11222 17026 26.2 25.7 33.0 27.3 25.5 24.3 26.1 26.1 21.7 24.2 27.4 22.4 24.7 25.1 28.8 25.7 62.3 57.1 53.6 61.6 57.7 55.8 59.9 57.4 51.2 58.3 55.9 53.9 64.0 60.3 53.5 57.9 11.5 17.2 13.4 11.1 16.8 19.8 14.0 16.4 27.2 17.4 16.6 23.7 11.3 14.7 17.7 16.4 349660 16558 28497 64183 10205 7841 99590 13637 14109 9775 46719 14008 113409 54676 9520 17759 I I State Totals 29.4 57.0 13.7 2286435 26.4 58.7 14.9 2350725 I I I I        8 MAP 4: PERCENTAGE OF THE POPULATION UNDER 18 YEARS OF AGE, 1990 7 BENTON ? Carroll BOONE BAX WASH TT MARION 7, CfiAWi .SE8. FULTOH rAnp. CLAY Percentage IZARD SHARI \\LAWR \u0026lt;^.EENE\nLess than 22.49% 4NES/rON  RAW ,\u0026gt;JOHN  pbiK:-  /\n':liWVL seMEI i\n' SEARCY '.fWE-STONE \u0026lt;-Jf)OEP VAN B MONTG OARLND CLEB JACK PIKE-CLARK pRA'f^ CRAICHEAD PDINSETt\n22.50% to 24.99% 25,00% to 27.49% :GFtANt SALINE-. 3) LING CLEVE /ARKANSAS. 27.50% to 29.99% 30.00% or more i**. ' 4 HEMF?.- ^2- O NEV  : DALLAS OUACH' 4LLErJ j-T l-Ar,CT .\nS COLUMS CACH brad Division of Demogrophlc Research Univeraity of Arkansas ot Little Rock MAP 5: PERCENTAGE OF THE POPULATION 65 YEARS OF AGE OR OLDER, 1990 o i^S, BENTON WASH CRAW SEB RW-i\u0026lt; boone\nPercentage EL /WlW lii'i'iajiLCjhi' RANp. it?: si. :STON\u0026amp; '.p.W ,4. INOEP JOHN-g^ fflECNE: CRAIGHEAD I MISS, POPE POINSETT Less th on 12.50% :\\L 12.50% to 14.99% Lco^ SCOTT   :YEtL TTGifi ifePOLK SSiKiiK . A seMi L RIVER V'hemp\nJILLER CCNW\n7 . ':  JFAULK  PERRYp PULASKI SALINE .HOT^SPRG grant  . I 'x glark: yt 5i:i WHITE LONO lAlR I sr FRAN iW CROSS CRIT 15,00% to 17.49% LEE Fpv 1 17.50% to 19.99% 0 x 'HILLIPS jefe CLEVE OUACH' cXchT^W BRAD ARKANSAS, r**v A. .... 'y'. 20.00% or more UNG desHaJ DREW aCOLUMB : 'UNIONw 1 ASHLE?r aiipo\nDivision of Demographic Research Univereity of Arkansas at Little Rock TABLE 5: GENDER COMPOSITION OF ARKANSAS COUNTIES, 1980-1990 1980 1990 FEMALES PER 100 MALES COUNTY MALES FEMALES MALES FEMALES 1980 1990 I II I I III i   Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion 11709 12813 13162 38019 12470 6523 2943 7813 8342 11224 9885 8307 3842 12657 9428 30498 18159 23597 9905 5044 9330 8700 22340 7324 4856 33656 6415 14865 11288 13002 6426 14641 5244 10422 43951 8526 4872 8857 7314 7299 6738 9958 16826 5662 5516 12466 13725 14247 40096 13597 7280 3136 8390 9451 12102 10731 8602 4026 13987 10077 32741 18733 25902 10529 5471 10430 9210 23852 7381 5119 36875 6593 15879 12347 13817 7033 15506 5524 11224 46767 8897 5341 9590 8225 6070 7214 10186 17692 5711 5818 10230 11674 14846 47531 13540 5604 2816 9015 7222 10163 8652 9406 3783 12043 9179 33169 20775 23566 9222 4602 7837 8350 29016 7392 4802 34943 6860 15380 10272 12620 6513 15171 5460 9044 41107 8876 4600 8375 6155 8055 6775 10128 19297 5700 5843 11423 12645 16340 49968 14757 6189 3010 9639 8491 11274 9455 10005 3998 13648 9972 35787 21718 26373 10003 5012 8961 9019 30990 7505 5235 38454 7088 16424 11349 13495 7056 16021 5904 9900 44380 9345 5043 9082 6898 5635 7191 10429 19971 5918 6158 106.5 107.1 108.2 105.5 109.0 111.6 106.6 107.4 113.3 107.8 108.6 103.6 104.8 110.5 106.9 107.4 103.2 109.8 106.3 108.5 111.8 105.9 106.8 100.8 105.4 109.6 102.8 106.8 109.4 106.3 109.4 105.9 105.3 107.7 106.4 104.4 109.6 108.3 112.5 83.2 107.1 102.3 105.1 100.9 105.5 111.7 108.3 110.1 105.1 109.0 110.4 106.9 106.9 117.6 110.9 109.3 106.4 105.7 113.3 108.6 107.9 104.5 111.9 108.5 108.9 114.3 108.0 106.8 101.5 109.0 110.0 103.3 106.8 110.5 106.9 108.3 105.6 108.1 109.5 108.0 105.3 109.6 108.4 112.1 70.0 106.1 103.0 103.5 103.8 105.4 \u0026gt; 1 i 11  TABLE 5: GENDER COMPOSITION OF COUNTIES (CONTINUED) 1980 1990 FEMALES PER 100 MALES I COUNTY MALES FEMALES MALES FEMALES 1980 1990 I i I I I    Miller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie Pulaski Randolph Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Washington White Woodruff Yell 18030 28704 6699 3854 5352 3891 14386 3587 16186 5037 13059 8286 19177 5016 162475 8162 14610 26475 4803 4337 45557 6833 7134 4443 22927 6585 50322 24727 5382 8284 19736 30813 7353 3917 5745 3865 16155 3679 18586 5336 13973 8721 19844 5124 178138 8672 16248 26686 4882 4510 49615 7227 7473 4579 25646 6772 50172 26108 5840 8742 18372 27793 5317 3868 4826 3843 14419 3919 13188 4915 11872 8446 22665 4670 166481 8000 13233 31718 5013 3829 48144 6737 6708 4778 22101 6899 56060 26539 4473 8641 20095 29732 6016 3973 5275 3823 16155 4050 15650 5171 12792 8901 23218 4848 183179 8558 15264 32465 5192 4012 51446 6900 7401 4997 24618 7109 57349 28137 5047 9118 109.5 107.3 109.8 101.6 107.3 99.3 112.3 102.6 114.8 105.9 107.0 105.2 103.5 102.2 109.6 106.2 111.2 100.8 101.6 104.0 108.9 105.8 104.8 103.1 111.9 102.8 99.7 105.6 108.5 105.5 109.4 107.0 113.1 102.7 109.3 99.5 112.0 103.3 118.7 105.2 107.7 105.4 102.4 103.8 110.0 107.0 115.3 102.4 103.6 104.8 106.9 102.4 110.3 104.6 111.4 103.0 102.3 106.0 112.8 105.5  State Totals 1104688 1181747 1133076 1217649 107.0 107.5     12 ) ite w .BOfTON 1 MAP 6: SEX RATIO or ARKANSAS COUNTIES, 5 [filniia. / MADISH-J NE?ArrON CRAW HARIONS! SEARC? tfR^ .^( SEB , eX OHN.I jii LOGAN\" Sl 4,' \u0026gt; gcbiTzy ^1. POPE YELL' ^eOLK-^ VAN B wedhW 7j.il PERRY .HOW ___tr I'^Ei\npiKE,q ( 8 [AIR 1990 Females per 100 Males Less than 100.0 : 100.0 to 104.9 *105.0 to 109.9 110.0 or more SAIJNE fj rj -HOT SPRG ({i FWI.V LOl^O 5*:: 0 li. u\u0026gt; sWW-sSer? V'' ili'- vMjlU-ER Li'fjii** Division of Demographic Research Univereity of Arkansas at Little Rock TABLE 6: RACIAL COMPOSITION OF THE STATE OF ARKANSAS, 1980-1990 A: ABSOLUTE NUMBERS WHITE BLACK INDIAN ASIAN OTHER TOTAL I 1980 1990 1890322 1944744 373768 373912 9428 12773 6740 12530 6177 6766 2286435 2350725 i  B: PERCENTAGE DISTRIBUTIONS WHITE BLACK INDIAN ASIAN OTHER TOTAL   1980 1990 82.7 82.7 16.3 15.9 0.4 0.5 0.3 0.5 0.3 0.3 100.0 100.0 5  c: PERCENTAGE CHANGE, 1980-1990  WHITE BLACK INDIAN ASIAN OTHER TOTAL 1 1980-1990 2.9 0.0 35.5 85.9 9.5 2.8 I ( i H  1 t \u0026lt; i fl a  a 14 a TABLE 7\nTHE BLACK POPULATION OF ARKANSAS COUNTIES, 1980-1990 1980 1990 COUNTY BLACK TOTAL %BLACK BLACK TOTAL %BLACK I I I II  Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion Miller 4805 7237 26 50 2 4022 1706 4 9414 5079 3 4 1194 9242 2974 2876 460 21207 5068 3957 8444 4886 3700 154 1 5756 420 5 7062 3014 2486 551 3 2887 36825 273 4189 84 8520 4794 3470 307 4218 0 2 9136 24175 26538 27409 78115 26067 13803 6079 16203 17793 23326 20616 16909 7868 26644 19505 63239 36892 49499 20434 10515 19760 17910 46192 14705 9975 70531 13008 30744 23635 26819 13459 30147 10768 21646 90718 17423 10213 18447 15539 13369 13952 20144 34518 11373 11334 37766 19.9 27.3 0.1 0.1 0.0 29.1 28.1 0.0 52.9 21.8 0.0 0.0 15.2 34.7 15.2 4.5 1.2 42.8 24.8 37.6 42.7 27.3 8.0 1.0 0.0 8.2 3.2 0.0 29.9 11.2 18.5 1.8 0.0 13.3 40.6 1.6 41.0 0.5 54.8 35.9 24.9 1.5 12.2 0.0 0.0 24.2 4738 6616 4 124 5 3648 1447 6 8859 4913 6 6 1059 8992 2876 3778 374 21401 4782 3698 7139 4754 4778 99 10 5604 377 20 6464 2865 2919 595 11 2759 36877 309 3711 88 7487 4935 2931 273 3536 3 6 8625 21653 24319 31186 97499 28297 11793 5826 18654 15713 21437 18107 19411 7781 25691 19151 68956 42493 49939 19225 9614 16798 17369 60006 14897 10037 73397 13948 31804 21621 26115 13569 31192 11364 18944 85487 18221 9643 17457 13053 13690 13966 20557 39268 11618 12001 38467 21.9 27.2 0.0 0.1 0.0 30.9 24.8 0.0 56.4 22.9 0.0 0.0 13.6 35.0 15.0 5.5 0.9 42.9 24.9 38.5 42.5 27.4 8.0 0.7 0.1 7.6 2.7 0.1 29.9 11.0 21.5 1.9 0.1 14.6 43.1 1.7 38.5 0.5 57.4 36.0 21.0 1.3 9.0 0.0 0.0 22.4  15 TABLE 7: BLACK POPULATION OF COUNTIES (CONTINUED) 1980 1990 COUNTY BLACK TOTAL %BLACK BLACK TOTAL %BLACK II II  Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie Pulaski Randolph Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Washington White Woodruff Yell 16164 5738 11 3398 5 11002 133 18410 414 1868 2 836 1417 81407 155 14190 1458 2 0 4916 783 100 7 13970 51 1475 1497 3490 352 59517 14052 7771 11097 7756 30541 7266 34772 10373 27032 17007 39021 10140 340613 16834 30858 53161 9685 8847 95172 14060 14607 9022 48573 13357 100494 50835 11222 17026 27.2 40.8 0.1 30.6 0.1 36.0 1.8 52.9 4.0 6.9 0.0 2.1 14.0 23.9 0.9 46.0 2.7 0.0 0.0 5.2 5.6 0.7 0.1 28.8 0.4 1.5 2.9 31.1 2.1 16006 4422 8 3196 0 10739 119 15753 378 1773 0 1129 1294 92200 146 13521 1348 1 2 5666 787 66 8 14061 41 1676 1703 2991 371 57525 11333 7841 10101 7666 30574 7969 28838 10086 24664 17347 45883 9518 349660 16558 28497 64183 10205 7841 99590 13637 14109 9775 46719 14008 113409 54676 9520 17759 27.8 39.0 0.1 31.6 0.0 35.1 1.5 54.6 3.7 7.2 0.0 2.5 13.6 26.4 0.9 47.4 2.1 0.0 0.0 5.7 5.8 0.5 0.1 30.1 0.3 1.5 3.1 31.4 2.1  state Totals 373768 2286435 16.3 373912 2350725 15.9  I  I 16 I MAP 7: THE BLACK POPULATION OF ARKANSAS COUNTIES, 1990 (Source\nDivision of Demogrophic Research, UALR) Percentage Black BEMTON WASH / CRAW SEB iRROLL BOONE MARIilOM, BBAX FULTON .IZARD SHARP Less than 1.0% MAOISM NEWTON SEARCr STONE RANK \"JOHN LOGAN XVELL SCOTT POLK HOW MONTG SEVERi. L RIV^ POPE I VAN B CLEB C0NW7 JFAULK PERRT-GARLND SALII HOT SPRG PIKE 7 V CLARK. HEMP .ilLLER INDEP WACK ..'POINSETT WHITE ,0 i'^UtASKt LONO GRANT !AIR  PMISS, 1.0% to 0.9% .DALLAS' CLEVE NEV OUACl CALH BRAD fcOLUMO UNION. CROSS\ntSili   \u0026lt; fCRIT4( iSTsFRAN MON)^ 20.0% to 29.9% p'dl esiw 10.0% to 19.9% 30.0% to 39.9% OhEW''LW 40.0% to 49.9% A^L^-.' 50.0% or more TABLE 8: BASIC DATA ON LIVING ARRANGEMENTS FOR ARKANSAS COUNTIES, 1980-1990 1980 1990 COUNTY POP HHPOP X IN GQ HH HHSIZE POP HHPOP X IN GQ HH HHSIZE i I I I i I H H fl fl fl fl  Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Colunbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion Miller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie Pulaski 24175 26538 27409 78115 26067 13803 6079 16203 17793 23326 20616 16909 7868 26644 19505 63239 36892 49499 20434 10515 19760 17910 46192 14705 9975 70531 13008 30744 23635 26819 13459 30147 10768 21646 90718 17423 10213 18447 15539 13369 13952 20144 34518 11373 11334 37766 59517 14052 7771 11097 7756 30541 7266 34772 10373 27032 17007 39021 10140 340613 23902 26268 27151 76736 25681 13582 5846 16140 17712 21031 20395 16803 7802 25674 19236 60342 36456 49227 20171 10329 19567 17221 42767 14170 9846 68980 12903 30431 23442 26588 13164 29692 10603 21401 87908 17011 10109 18085 15389 11619 13822 19391 33980 11307 11262 37387 58337 13946 7710 10918 7725 30194 7232 34472 10241 26880 16838 37582 10140 333646 1.1 1.0 0.9 1.8 1.5 1.6 3.8 0.4 0.5 9.8 1.1 0.6 0.8 3.6 1.4 4.6 1.2 0.5 1.3 1.8 1.0 3.8 7.4 3.6 1.3 2.2 0.8 1.0 0.8 0.9 2.2 1.5 1.5 1.1 3.1 2.4 1.0 2.0 1.0 13.1 0.9 3.7 1.6 0.6 0.6 1.0 2.0 0.8 0.8 1.6 0.4 1.1 0.5 0.9 1.3 0.6 1.0 3.7 0.0 2.0 8909 9061 11181 28622 9781 5040 2121 6431 5993 8134 7911 6405 2769 9535 6800 22334 12566 15701 6631 3735 6640 6200 15489 5164 3765 28171 4504 11228 8578 9683 4818 10901 4284 7786 30588 6395 3587 6797 4942 3918 4735 7059 11408 4094 4311 13476 19757 4920 2922 3980 2718 11198 2564 11434 3839 9465 6318 13615 3658 124516 2.68 2.90 2.43 2.68 2.63 2.69 2.76 2.51 2.96 2.59 2.58 2.62 2.82 2.69 2.83 2.70 2.90 3.14 3.04 2.77 2.95 2.78 2.76 2.74 2.62 2.45 2.86 2.71 2.73 2.75 2.73 2.72 2.48 2.75 2.87 2.66 2.82 2.66 3.11 2.97 2.92 2.75 2.98 2.76 2.61 2.77 2.95 2.83 2.64 2.74 2.84 2.70 2.82 3.01 2.67 2.84 2.67 2.76 2.77 2.68 21653 24319 31186 97499 . 28297 11793 5826 18654 15713 21437 18107 19411 7781 25691 19151 68956 42493 49939 19225 9614 16798 17369 60006 14897 10037 73397 13948 31804 21621 26115 13569 31192 11364 18944 85487 18221 9643 17457 13053 13690 13966 20557 39268 11618 12001 38467 57525 11333 7841 10101 7666 30574 7969 28838 10086 24664 17347 45883 9518 349660 21285 24020 30756 95908 27868 11529 5737 18490 15607 19145 17894 19108 7710 24738 18778 66393 41950 49438 18946 9407 16584 16677 56505 14417 9902 71593 13838 31347 21216 25760 13165 30559 11111 18686 81111 17668 9534 17045 12903 10481 13812 19865 38771 11546 11904 37727 56382 11204 7542 9884 7618 30140 7882 28470 9913 24401 17160 43989 9429 342290 1.7 1.2 1.4 1.6 1.5 2.2 1.5 0.9 0.7 10.7 1.2 1.6 0.9 3.7 1.9 3.7 1.3 1.0 1.5 2.2 1.3 4.0 5.8 3.2 1.3 2.5 0.8 1.4 1.9 1.4 3.0 2.0 2.2 1.4 5.1 3.0 1.1 2.4 1.1 23.4 1.1 3.4 1.3 0.6 0.8 1.9 2.0 1.1 3.8 2.1 0.6 1.4 1.1 1.3 1.7 1.1 1.1 4.1 0.9 2.1 8389 8890 13486 37555 11131 4545 2185 7550 5557 7907 7504 7926 2868 9638 7179 26285 15251 17120 6754 3600 5957 6342 21325 5578 4010 30836 5118 12325 8212 10115 4975 11846 4684 7361 30001 7059 3584 6857 4578 3796 5150 7628 13866 4392 4970 14273 20420 4361 3062 3798 2818 11712 3055 10183 3855 9368 6827 16828 3661 137209 2.54 2.70 2.28 2.55 2.50 2.54 2.63 2.45 2.81 2.42 2.38 2.41 2.69 2.57 2.62 2.53 2.75 2.89 2.81 2.61 2.78 2.63 2.65 2.58 2.47 2.32 2.70 2.54 2.58 2.55 2.65 2.58 2.37 2.54 2.70 2.50 2.66 2.49 2.82 2.76 2.68 2.60 2.80 2.63 2.40 2.64 2.76 2.57 2.46 2.60 2.70 2.57 2.58 2.80 2.57 2.60 2.51 2.61 2.58 2.49 18 flI TABLE 8: BASIC DATA ON LIVING ARRANGEMENTS (CONTINUED) 1980 1990 I COUNTY POP HHPOP % IN GO HH HHSIZE POP HHPOP % IN GO HH HHSIZE I Randolph Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Washington White Woodruff Yell 16834 30858 53161 9685 8847 95172 14060 14607 9022 48573 13357 100494 50835 11222 17026 16743 30653 51511 9611 8782 93700 13910 14540 8968 47964 13317 94815 48104 11141 16772 0.5 0.7 3.1 0.8 0.7 1.5 1.1 0.5 0.6 1.3 0.3 5.7 5.4 0.7 1.5 6079 9930 17572 3534 3257 35803 5057 5642 3280 18080 5018 36072 17423 4014 6219 2.75 3.09 2.93 2.72 2.70 2.62 2.75 2.58 2.73 2.65 2.65 2.63 2.76 2.78 2.70 16558 28497 64183 10205 7841 99590 13637 14109 9775 46719 14008 113409 54676 9520 17759 16349 28153 62921 10074 7764 97979 13400 13883 9662 45874 13873 109124 51606 9392 17601 1.3 1.2 2.0 1.3 1.0 1.6 1.7 1.6 1.2 1.8 1.0 3.8 5.6 1.3 0.9 6445 9958 23037 3957 3117 39298 5118 5819 3866 17819 5698 43372 19823 3630 6907 2.54 2.83 2.73 2.55 2.49 2.49 2.62 2.39 2.50 2.57 2.43 2.52 2.60 2.59 2.55 a State Totals 2286435 2234921 2.3 816065 2.74 2350725 2292393 2.5 891179 2.57 a a a a a a a a a 19 a1- to o MAP 8: PERCENTAGE OF \"J BENTON I. . WASH.' CARROLL MADISN CRAW SEB BOONE T MARION NEWTON rank JOHN- T-* LOGAN , YELL SCOTT POLK MONTG' PIKE SEMEfA-, L RIVER HEMP MILLER LAR POPULATION IN GROUP QUARTERS, 1990 T FULTON RAND V \\ ----------7GREENE / Jy, IZARD I lawr-------- /t- Percentage Less than 2.5% I SEARCY VAN B .'POPE-CONW PERRY CLEB PULASKI darlnd^^saune HOT SPRG CRANT NEV Bja DALLAS OUACH CALH LONO WEEFl Im CLEVE BRAD ' JACK 'wood RAIR MONR ARKANSAS DESHA DREW lCOLUMB UNION ASHLEY CHICO\nCRAlGH^fi POINSEn CROSS ST FRAN LEE 'HILLIPS MISS, : 2.5% to 4.9% 1 CRIT Division of 5.0% to 9.9% 10.0% or more Demographic Research Univereity of Arkansas at Little Rock BENTON CARROLL 1 WASH fTAOtSN' Wit 4 RANK John SEB MAP 9: average household size, 1990 -9 LO^N yA-i YELL 7 'POPE- \\scoTr POLK SEMEI x-RiyeR  MONTG V-, PIKE HEMP JEAf-f' PERRY GARLND T FULTON J \\ rand j -jX K 1- :M1 CRAICHEAb' VAN B CLEB INDEP JACK I : -POlNS'Eltf. J JFAUUK -..WH.ITE--  lOO PULASKI ^NEI-t ___HOT SPRG ?C^r\nCLARK NE^  PRAIR  IJON^ ARKANSAS Persons per household Less than 2.50 2.50 to 2.59 2.60 to 2.69 2.70 to 2.79 :DALLAS OUACH J . . . (A.CALH COLUMB Al CLEVE :/BRADt-- UNION fW DRD\u0026lt; S# 2.80 or more Division of Demogrophlc Research University of Arkansas ot Little Rock COUNTY TABLE 9: HARRIED COUPLE HOUSEHOLDS BY TYPE OF HOUSEHOLD FOR ARKANSAS COUNTIES, (PERCENTAGE DISTRIBUTIONS) FAMILY 1980-1990 1980 1990 NON FAMILY FAMILY NONFAMILY HALE FEHALE HALE FEHALE HEAD HEAD HEAD HEAD TOTAL HARRIED COUPLE MALE FEMALE HEAD HEAD HALE FEMALE HEAD HEAD TOTAL I I I fl fl fl H fl fl fl fl fl fl Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion Miller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike 64.7 66.0 72.9 72.9 69.1 64.0 65.1 67.0 53.1 62.8 67.2 73.9 70.2 60.5 68.1 66.0 73.0 59.7 66.9 63.2 57.8 63.6 67.1 69.9 71.3 60.8 74.3 69.6 63.6 69.7 66.8 70.0 72.2 64.5 60.1 68.7 59.1 68.4 57.4 64.6 67.4 68.6 71.7 74.2 72.7 61.6 62.7 57.6 72.8 64.2 73.9 62.2 71.8 54.3 70.0 2.9 2.4 1.3 1.7 1.7 2.6 2.0 1.9 3.6 2.2 1.9 1.9 2.9 2.5 2.0 2.1 2.0 3.4 2.5 2.4 3.1 2.5 1.8 2.2 1.6 1.9 1.9 2.0 2.4 2.1 1.9 2.1 1.7 2.5 2.8 2.0 3.0 1.9 2.8 2.8 2.5 2.1 2.1 2.2 1.7 2.6 2.9 2.7 2.3 2.8 2.5 1.9 2.0 3.3 1.9 9.0 10.3 5.4 6.0 6.9 9.8 10.4 6.8 17.3 8.4 7.3 5.6 6.2 11.4 9.2 8.7 7.9 15.7 10.2 9.8 13.7 10.6 7.3 7.5 6.3 8.7 6.0 7.7 10.0 7.6 8.7 7.4 4.9 10.0 13.3 7.1 11.0 8.0 16.5 10.9 9.2 7.2 8.0 4.9 6.2 12.2 12.7 13.1 5.7 9.6 5,4 11.1 6.4 17.3 6.2 8.9 7.6 6.5 7.0 7.2 7.1 7.9 8.2 8.7 9.5 7.0 6.9 6.5 8.7 6.9 8.5 6.2 8.8 7.3 8.7 10.2 8.9 9.1 7.4 7.4 11.2 5.9 6.9 8.7 6.8 6.2 7.3 7.0 8.0 9.9 7.7 10.1 6.5 8.5 8.1 7.9 7.2 6.4 6.7 7.5 8.2 8.0 9.7 7.0 8.5 7.4 8.4 7.6 9.5 8.3 14.4 13.8 13.9 12.5 15.1 16.6 14.7 16.1 17.4 17.1 16.5 11.7 14.3 17.0 13.8 14.7 10.9 12.4 13.0 15.9 15.3 14.4 14.5 13.0 13.4 17.4 11.9 13.8 15.3 13.8 16.4 13.2 14.2 14.9 13.9 14.5 16.8 15.1 14.9 13.7 13.0 14.9 11.8 12.0 11.9 15.3 13.7 16.9 12.3 14.8 10.9 16.3 12.3 15.6 13.6 8909 9061 11181 28622 9781 5040 2121 6431 5993 8134 7911 6405 2769 9535 6800 22334 12566 15701 6631 3735 6640 6200 15489 5164 3765 28171 4504 11228 8578 9683 4818 10901 4284 7786 30588 6395 3587 6797 4942 3918 4735 7059 11408 4094 4311 13476 19757 4920 2922 3980 2718 11198 2564 11434 3839 56.9 61.7 65.4 67.9 64.2 57.0 60.9 61.0 45.8 55.7 61.4 67.2 66.7 54.4 60.8 58.7 67.6 53.1 61.2 57.4 52.8 57.4 62.1 65.3 65.8 57.5 69.1 64.7 56.6 62.6 60.6 64.0 65.4 57.8 54.0 61.3 55.1 61.9 49.0 58.2 61.4 63.6 67.2 68.2 65.4 55.7 56.7 50.9 65.3 57.7 68.5 56.4 64.7 46.3 66.9 3.1 3.1 2.0 2.4 2.2 3.1 2.5 2.6 3.7 2.4 2.6 2.1 2.9 3.0 3.0 2.6 2.7 4.0 3.6 3.9 3.4 3.1 2.5 2.9 2.5 2.4 3.1 2.6 3.1 2.9 3.0 2.9 2.1 3.0 3.3 2.9 3.2 2.3 3.5 3.0 3.5 2.7 3.0 2.8 2.6 3.3 3.3 3.0 2.8 2.7 2.8 2.8 3.0 3.1 2.5 12.1 11.9 6.1 6.9 7.9 13.3 10.5 8.4 21.7 11.2 7.7 6.7 9.5 13.8 10.9 10.5 9.9 18.7 12.8 11.6 17.5 13.6 9.3 8.0 7.0 9.5 7.2 8.5 13.4 10.0 11.5 8.2 6.9 12.2 16.0 8.6 13.9 9.3 20.1 14.0 11.5 8.6 9.4 6.2 6.8 14.9 15.3 15.8 6.9 12.3 6.1 13.0 6.9 22.1 6.8 11.1 9.4 9.4 9.1 9.2 9.4 11.2 10.9 10.3 11.7 9.8 9.0 8.4 10.7 10.0 11.6 8.0 10.6 8.0 10.7 10.0 10.4 11.1 9.2 8.8 12.0 8.2 9.3 10.4 9.1 9.0 9.6 9.0 10.2 11.1 10.9 10.8 8.8 11.0 9.8 9.8 9.4 8.4 9.2 10.5 10.1 10.4 10.9 10.3 10.6 9.1 10.6 11.4 10.9 9.1 16.8 13.9 17.1 13.6 16.4 17.3 14.9 17.1 18.5 19.1 18.5 14.9 12.6 18.2 15.4 16.6 11.8 13.6 14.4 16.4 16.4 15.5 15.0 14.6 15.9 18.6 12.4 15.0 16.5 15.4 15.9 15.3 16.6 16.8 15.7 16.3 17.0 17.7 16.4 15.1 13.9 15.6 12.0 13.6 14.8 15.9 14.4 19.4 14.7 16.7 13.4 17.2 13.9 17.7 14.7 8389 8890 13486 37555 11131 4545 2185 7550 5557 7907 7504 7926 2868 9638 7179 26285 15251 17120 6754 3600 5957 6342 21325 5578 4010 30836 5118 12325 8212 10115 4975 11846 4684 7361 30001 7059 3584 6857 4578 3796 5150 7628 13866 4392 4970 14273 20420 4361 3062 3798 2818 11712 3055 10183 3855 fl 22COUNTY HARRIED COUPLE TABLE 9: FAMILY 1980 MALE FEMALE HEAD HEAD households by type for counties (CONTIMUED) NONFAMILY MALE FEMALE HEAD HEAD MARRIED TOTAL . COUPLE 1990 FAMILY MALE FEMALE HEAD HEAD NONFAMILY MALE FEMALE HEAD HEAD TOTAL I Poinsett Polk Pope Prairie Pulaski Randolph Saint Francis Saline Scott Searcy Sebastian Sevi er Sharp Stone Union Van Buren Washington White Woodruff Yell 67.0 68.9 69.1 68.0 57.9 69.7 59.4 74.9 72.2 70.7 62.7 68.6 73.3 72.5 60.9 73.5 63.8 69.9 59.5 70.0 2.6 2.1 2.2 2.1 2.4 2.2 3.0 2.0 1.8 2.3 1.8 2.0 1.7 2.3 2.3 1.9 2.0 2.0 2.4 2.0 10.2 7.3 7.9 7.2 12.4 7.2 15.2 7.3 5.5 5.8 9.6 7.8 5.3 6.0 10.9 6.2 6.9 7.1 12.3 6.8 6.9 7.3 8.1 9.2 11.1 7.0 8.7 6.1 7.4 8.3 9.8 7.5 6.8 7.5 8.8 6.9 12.7 6.8 9.7 7.6 13.3 14.4 12.6 13.5 16.2 14.0 13.7 9.7 13.2 12.9 16.1 14.1 12.9 11.6 17.2 11.5 14.6 14.2 16.0 13.6 9465 6318 13615 3658 124516 6079 9930 17572 3534 3257 35803 5057 5642 3280 18080 5018 36072 17423 4014 6219 61.0 64.2 64.1 62.4 51.8 63.8 52.0 69.6 65.4 65.6 57.6 62.9 65.7 66.5 56.4 66.0 58.2 65.2 51.9 63.2 3.0 2.7 2.6 2.8 2.8 2.7 3.4 2.6 3.0 3.7 2.9 3.0 2.2 2.6 2.8 2.4 2.8 2.7 3.3 3.2 11.4 7.5 8.7 8.9 13.5 8.5 19.2 8.1 8.1 5.5 9.8 8.8 6.5 7.0 13.0 6.5 8.1 8.5 16.3 8.4 9.0 10.0 10.6 10.4 13.3 9.0 9.9 8.5 9.3 9.4 12.5 10.5 8.6 9.6 10.4 10.0 14.6 8.8 10.7 9.9 15.6 15.7 14.0 15.5 18.5 16.0 15.6 11.2 14.1 15.7 17.2 14.8 17.0 14.2 17.3 14.9 16.3 14.8 17.8 15.4 9368 6827 16828 3661 137209 6445 9958 23037 3957 3117 39298 5118 5819 3866 17819 5698 43372 19823 3630 6907 I State Totals 64.7 2.2 9.7 8.8 14.6 816065 59.2 2.8 11.1 10.8 16.1 891179 I I I I I I 23 4NJ h MAP 10: PERCENTAGE OF HOUSEHOLDS HEADED BY MARRIED COUPLES, 1990 ^1 08 Mi n jk\u0026amp;jaj! MTWSfiiin, Percentage Less than 50.0% ViASH Su?*)!? E?l \"TOLk'\n3 s^o l'rwer^ SitFEB JACK HEMP mller CAF\u0026gt; CflAIGTTEAQ': MISS, ' '\u0026lt; 50.0% to 54-.9% ! 'wood a fe,CROSS^ ST FRAN - CRIT 55.0% to 59.9% GAf^p. .\" GLAW\u0026lt; NE? I PUtASKI DALLAS OOAfcH' COLUMB  '.'ttNIC^ Ri? wMONR Veff ^^^:AR\u0026gt;W'SAS Llrte OREM aRApf-: oHico\nLEE 60.0% to 64.9% 'HILLIPS 65.0% or more DESHA Division of Demographic Research University of Arkansas at Little Rock BENTON K WASH N) (JI CRAW MAP 11: PERCENTAGE OF HOUSEHOLDS THAT ARE FEMALE-HEADED FAMILIES, 1990 \"T CARROLL MADISN RANK boone: NEWTON JOHN SEB LOGAN \\ SCOTT POLK 1|-HOW seviEi L'RiyER  MARIONV\u0026gt;N A BAX FULTON J \\ . RAND j ClAY Percentage IZARD SHARI' \\ LAWR GREENE Less than 7.50% SEAfiCT 7 VAN B STONE \"3. CLEB ^CRAIGHEAD':   toinsettL POPE OONWJ FAULK \\ WHITE YELLv MONTG PIKE - 7.50% to 9.99% 10,00% to 12.49% qarLND t-Ti saline PERRY LONO Hair 12.50% to 14.99% \u0026lt;.HbT:sHG grant :CLARK\nDALLAS\nnev-si ILER CLEVE .. ,  faak '4 1 1    J arv iosi .:ARi\u0026lt;A\njs^s. ashlex if Ff* 15.00% OF more Division of Demographic Research Univerelty of Arkansas at Little Rock TABLE 10: LIVING ARRANGEMENTS OF PERSONS UNDER 18 YEARS OF AGE, 1980-1990 (PERCENTAGE DISTRIBUTIONS) 1980 1990 COUNTY BOTH PARENTS SINGLE PARENT OTHER TOTAL BOTH PARENTS SINGLE PARENT OTHER TOTAL I   I I I I fl fl Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion Miller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope 72.9 72.0 81.7 81.5 83.1 73.4 71.7 80.1 55.9 75.1 80.9 82.2 81.2 67.7 76.4 79.1 81.0 62.0 71.6 73.0 62.2 70.7 79.8 80.4 83.9 72.5 86.2 80.9 71.7 79.8 78.8 80.6 83.5 73.5 64.6 79.5 68.3 81.1 59.3 69.0 74.6 78.7 79.7 85.4 81.2 68.1 67.1 62.1 84.3 72.1 84.9 70.6 81.2 55.4 82.6 74.3 80.0 81.0 16.2 16.4 11.6 10.2 10.8 14.1 16.0 12.7 28.1 13.9 12.1 10.0 9.6 20.0 13.2 13.3 11.9 23.5 15.6 14.4 22.3 17.0 10.8 9.4 9.9 16.8 7.7 11.8 16.1 11.7 11.8 10.7 9.1 15.2 21.3 11.0 17.2 11.1 25.4 15.9 15.6 10.4 11.9 7.2 12.2 19.8 20.6 20.7 8.0 15.8 8.7 16.7 8.8 29.6 9.1 16.1 12.3 11.5 10.9 11.5 6.7 8.3 6.1 12.5 12.2 7.2 16.0 11.0 7.0 7.8 9.3 12.3 10.4 7.5 7.2 14.5 12.8 12.7 15.4 12.3 9.4 10.2 6.2 10.7 6.1 7.3 12.2 8.5 9.3 8.7 7.4 11.3 14.1 9.5 14.4 7.8 15.3 15.1 9.8 10.9 8.4 7.4 6.6 12.1 12.3 17.2 7.7 12.1 6.4 12.8 10.0 15.1 8.3 9.6 7.7 7.5 6916 8660 5982 21347 7035 3913 1695 4024 6268 5812 5578 4365 2343 7458 5997 17436 11644 17924 7029 3084 6827 5376 12741 4282 2628 17332 3908 8819 6972 7748 3950 8624 2475 6412 28281 4827 3236 5129 5700 3824 4582 5990 11376 3236 3010 11746 20061 4599 1984 3274 2357 8653 2238 12662 2924 8409 4842 11236 66.6 66.7 77.2 78.9 77.7 64.1 69.3 76.3 44.0 66.7 78.1 77.5 75.5 62.9 70.1 73.5 76.0 54.2 66.5 66.6 57.6 65.3 77.5 77.4 78.4 68.9 81.3 77.5 65.2 73.5 70.5 77.4 79.0 67.8 57.4 75.4 61.1 76.4 47.8 63.8 68.4 74.7 76.9 81.8 76.7 63.1 62.7 54.6 76.7 66.9 83.2 66.1 78.1 46.2 80.9 69.1 77.0 78.2 22.9 20.8 16.4 13.4 15.5 23.4 16.1 16.3 34.5 23.4 13.6 14.9 16.5 23.3 18.6 18.9 16.7 28.4 20.9 19.6 27.7 22.9 15.2 14.0 14.0 20.9 11.5 14.4 23.3 18.3 19.6 14.2 13.2 20.4 27.7 16.5 22.4 15.6 34.4 22.2 19.8 15.0 14.9 10.8 15.6 25.1 25.8 29.7 14.3 20.1 10.4 22.1 12.3 37.0 11.5 20.2 15.1 15.0 10.5 12.6 6.4 7.7 6.9 12.5 14.6 7.4 21.5 9.9 8.3 7.6 8.0 13.8 11.4 7.6 7.3 17.4 12.7 13.9 14.7 11.8 7.3 8.6 7.5 10.2 7.2 8.1 11.4 8.2 9.9 8.4 7.8 11.8 14.9 8.2 16.5 8.1 17.8 14.0 11.8 10.3 8.2 7.4 7.7 11.8 11.5 15.7 9.0 13.0 6.5 11.8 9.6 16.8 7.5 10.7 7.9 6.7 5942 6851 6067 24184 7016 3047 1568 4521 5086 4789 4173 4218 2046 6733 5206 17034 12340 15925 5817 2554 5324 4829 15345 3911 2365 15817 3744 8015 5985 6757 3751 8193 2448 4864 24155 4509 2667 4300 4392 3184 3929 5551 11566 3115 2635 10927 18002 3341 1811 2740 2143 8258 2020 9869 2633 6576 4461 12077 26COUNTY BOTH PARENTS TABLE 10: 1980 SINGLE PARENT LIVING ARRANGEMENTS (CONTINUED) OTHER TOTAL BOTH PARENTS 1990 SINGLE PARENT OTHER TOTAL  Prairie Pulaski Randolph Saint Francis Saline Scott Searcy Sebast i an Sevier Sharp Stone Union Van Buren Uashington White Woodruff Yell 80.7 69.0 81.8 63.0 82.6 86.0 84.4 76.2 81.0 81.4 81.4 69.4 80.1 80.8 80.8 66.9 81.8 12.0 21.9 11.2 23.6 10.4 6.2 8.4 15.9 11.1 9.8 9.7 19.0 10.9 11.3 10.8 20.9 10.5 7.3 9.1 7.0 13.4 7.0 7.8 7.2 7.9 7.9 8.7 8.9 11.6 9.0 7.9 8.4 12.3 7.7 3025 100104 4992 11270 16468 2743 2454 27173 4176 3676 2537 13871 3562 25839 14393 3616 4695 74.6 64.2 77.1 53.9 79.2 78.4 80.1 74.3 76.4 77.6 78.5 65.2 76.7 76.8 77.8 58.9 73.2 15.4 25.0 14.9 30.4 13.5 14.2 11.9 18.2 14.6 13.8 14.0 22.4 13.8 16.0 14.4 27.9 16.9 10.0 10.8 8.0 15.7 7.3 7.4 7.9 7.5 9.1 8.5 7.5 12.4 9.5 7.3 7.9 13.2 9.9 2463 91743 4248 9394 17528 2600 1908 25950 3565 3055 2368 12814 3131 28040 13699 2743 4556 I State Totals 73.8 16.2 10.0 671374 69.4 20.3 10.3 621131 271 MAP 12: PERCENTAGE OF CHILDREN LIVING WITH BOTH PARENTS, 1990 I CO ,**=*\u0026lt;* I --.st- * H / u%'v'i1!:f* 1i 'ShSS CWN: 8 J if'ri l^g nK*'' o I i i Lk-lV I aa 1 Percentoge Less than 50.0% MB feiisM IWWl W' J\"!! iS is \"* \u0026lt;5' 1 ' Swl^ g -Cbl Sfflil fssj IG': A'V/'g' PGINSETT. CROSS 100 ST FRAN MlSSr^ 50.0% to 59.9% CRIT 60,0% to 69,9% *1 EwJrd ic MdNf? LEE y :  IQ.Qr,, to 79.9% 'HILLIPS 'Tii 80,0% or more : ARKANSAS. JEFF L-RIVER Mik VGLARK  .rl DALLAS UtlG OKHA TjEMP mller LAE NEV i OUACH 7 -.^-.f^. fT .calhI- \\:.-:-::lBrtAp coLpwei .'UNIOH otew ASHLEy. . 3HICO\nDivision of Demogrophlc Research Univereity of Arkansas ot Little Rook I i i IBENTON CARRI 7^ I ' CARROLL WASH MAOISM RANK to ID CRAW SEB MAP 13\nPERCENTAGE OF CHILDREN LIVING WITH ONE PARENT, 1990 7 aOONE MARION NEWTON SEARCY JOHN f r' POPE d LOGAN C 1 YELL SCOTT POLK\n1[HOW SEVIEI L RIVER MONTG PIKE iHEMP. ..Y-T MliERj . CAF? J i ruLTON rand J \\ C\nI SHARiT^--^GREENE / I \\IAWR / /___- -Y Jvv Al.LI - . _ J VAN B STONE CLE0 T. INOEP JACK CRAIGHEAD POINSETT-Percenloge Less than 15,0% Mil 15.0% to 19.9% C0NW7\n V FAULK PERRY BAF^'d 1^ WPUlASKi! TiSALINE WHITE LONO HOT SPRG grant t-CLARK -\n- .'NEV- 1 DALIAS OUACH CALH CLEVE BRAD COLUMB [.UNION WOOOx CROSS: W fess . 20.0% to 24.9% [AIR r\" BSP MWRW S .ARKANSAS l L*' -ung - |t?,OESHA^ DREW L ASHLEY 25.0% to 29.9% 30,0% or more Division of Demogrophlc Research University of Arkansas at Little Rock COUNTY TABLE 11: MARITAL STATUS OF FEMALES 15 TEARS OF AGE AND OLDER, 1980-1990 (PERCENTAGE DISTRIBUTIONS) 1980 1990 NEVER HARRIED HARRIED DIV/SEP WIDOWED TOTAL NEVER HARRIED HARRIED DIV/SEP WIDOWED TOTAL I I Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion Miller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope 15.1 16.2 10.2 13.7 14.1 14.8 17.4 13.2 21.9 25.5 12.9 12.1 15.0 19.6 15.9 20.3 13.6 22.5 17.4 16.7 21.1 20.6 26.2 13.5 11.8 13.9 13.8 13.0 15.0 13.7 13.5 14.3 10.4 15.6 21.5 13.8 17.6 13.9 21.9 19.0 16.1 15.6 15.8 12.3 11.5 16.8 18.2 18.6 10.8 15.0 13.4 16.7 13.9 23.4 12.3 15.4 12.5 17.5 61.0 60.2 69.6 67.6 64.2 58.4 57.4 64.7 47.5 53.4 63.0 69.5 64.1 53.9 61.7 58.4 66.5 51.9 59.2 57.7 51.9 56.8 56.3 64.3 67.2 58.9 67.3 64.6 59.5 64.6 60.4 64.6 69.5 58.9 53.3 64.0 54.6 63.1 48.8 56.8 61.1 62.4 63.6 69.5 69.2 56.6 56.7 52.7 69.6 60.0 69.7 56.4 66.9 47.7 65.9 61.1 64.8 62.6 8.3 7.6 5.4 6.8 7.0 6.9 6.2 6.8 10.7 6.3 6.8 5.2 4.5 8.5 6.8 8.7 7.9 11.6 7.8 6.8 9.3 7.9 6.6 6.0 5.6 10.5 5.4 7.9 7.9 6.9 6.6 6.8 4.1 9.0 10.5 6.5 7.6 6.6 10.1 6.3 7.9 6.7 6.9 5.5 5.5 10.7 9.7 9.0 5.5 7.1 5.4 8.4 6.2 10.1 5.3 8.5 6.6 7.5 15.7 16.0 14.7 12.0 14.7 19.9 19.0 15.3 20.0 14.8 17.3 13.2 16.4 18.1 15.6 12.5 12.0 14.0 15.6 18.8 17.7 14.6 10.9 16.2 15.4 16.7 13.6 14.5 17.7 14.8 19.4 14.3 16.0 16.5 14.8 15.6 20.2 16.4 19.2 17.9 14.9 15.3 13.6 12.7 13.7 15.9 15.3 19.8 14.1 17.9 11.5 18.4 13.1 18.9 16.4 15.0 16.1 12.3 9698 10249 11985 31688 10810 5711 2481 6832 6956 9883 8630 6972 3110 11070 7739 25907 14181 18743 7697 4251 7684 7106 18888 5761 4110 30090 5098 12360 9545 10743 5486 12138 4568 8802 35768 7045 4039 7582 6016 4607 5357 7992 13198 4470 4635 15163 22625 5594 3129 4413 2951 12743 2816 13538 4167 10706 6898 15459 16.4 16.9 9.7 12.8 13.0 17.2 15.3 13.3 26.0 26.1 11.1 9.9 15.6 21.1 15.6 20.2 13.3 24.0 19.0 17.7 22.2 21.5 25.5 12.5 10.9 13.4 13.1 12.8 16.5 13.3 15.6 14.2 10.6 15.7 22.7 14.7 17.1 13.3 23.6 18.9 15.9 13.8 14.9 11.8 10.4 17.9 19.1 19.1 10.2 16.7 12.2 16.9 12.9 24.7 11.7 13.8 11.4 16.6 54.6 58.0 65.0 65.3 61.9 53.5 58.4 60.5 42.4 49.3 61.0 66.0 62.2 50.4 58.1 55.3 63.5 48.0 55.5 53.9 48.8 53.1 55.0 62.4 64.0 57.4 65.2 61.9 54.6 60.6 56.5 61.1 63.9 55.1 49.4 58.9 52.5 59.0 45.4 54.2 58.5 60.8 62.6 66.5 65.3 53.0 53.9 49.0 65.4 54.7 66.8 53.8 63.8 42.7 64.5 58.4 63.4 61.0 10.9 9.4 8.3 9.8 10.3 9.5 9.4 11.3 12.3 9.0 9.5 9.1 6.9 10.9 10.6 11.8 11.4 14.2 10.5 10.0 10.5 10.6 9.5 9.5 8.1 12.7 8.0 10.7 11.1 10.3 10.4 10.5 7.7 11.5 12.7 9.7 10.3 9.9 12.0 9.3 10.9 9.6 10.2 7.7 9.2 13.6 12.0 11.3 8.7 10.2 7.4 11.5 8.3 12.8 7.1 11.4 9.3 10.6 18.1 15.7 17.0 12.1 14.9 19.9 16.9 14.9 19.3 15.6 18.4 15.0 15.3 17.6 15.6 12.8 11.8 13.7 15.1 18.4 18.6 14.8 10.0 15.6 17.0 16.5 13.8 14.6 17.8 15.8 17.5 14.1 17.8 17.8 15.2 16.7 20.0 17.8 19.0 17.7 14.6 15.8 12.3 14.0 15.1 15.5 15.0 20.6 15.6 18.4 13.7 17.8 15.0 19.8 16.7 16.4 15.9 11.7 8985 9818 13944 40125 11949 5003 2385 7826 6443 9334 7807 8301 3170 10855 7829 28873 16762 19741 7690 4000 6726 7093 24801 5992 4246 32099 5579 13235 8877 10828 5550 12810 4944 7977 34566 7569 3986 7409 5187 4301 5599 8273 15334 4627 5131 15642 22351 4695 3250 4192 2967 12772 3240 11561 4120 10131 7121 18389 30COUNTY TABLE 11: 1980 HARITAL STATUS OF FEMALES (CONT I HUED) NEVER MARRIED MARRIED DIV/SEP WIDOWED TOTAL 1990 NEVER MARRIED MARRIED DIV/SEP WIDOWED TOTAL I Prairie Pulaski Randolph Saint Francis Saline Scott Searcy Sebastian Sevi er Sharp Stone Union Van Buren Washington White Woodruff Yell 16.0 20.5 14.5 21.3 15.3 12.7 13.5 16.1 13.9 11.1 13.6 16.5 11.0 22.4 19.3 18.0 13.7 63.6 54.0 64.6 52.4 66.4 67.8 66.3 59.1 63.8 70.0 67.8 56.2 70.2 59.0 60.7 55.0 64.7 6.1 12.9 5.9 10.1 7.7 4.7 5.4 10.8 6.5 5.2 5.7 9.1 5.6 8.0 6.3 8.4 6.0 14.4 12.6 15.0 16.2 10.6 14.8 14.8 14.0 15.9 13.7 12.9 18.3 13.2 10.6 13.7 18.6 15.6 3981 137690 6712 11699 20374 3840 3575 38954 5621 6040 3602 20177 5409 40089 20600 4474 6936 14.5 21.9 12.6 22.7 14.5 11.2 11.9 15.8 13.0 10.6 10.7 17.1 10.7 21.0 17.8 19.0 12.6 60.5 50.6 61.7 47.6 64.6 64.5 64.9 57.1 61.1 64.2 65.9 53.9 65.7 56.9 59.2 49.6 61.9 9.1 15.3 9.5 13.2 10.5 8.6 7.5 13.5 10.3 8.0 8.9 11.6 8.6 11.3 9.2 11.5 10.6 15.9 12.2 16.3 16.5 10.5 15.6 15.7 13.6 15.7 17.2 14.5 17.4 15.1 10.8 13.8 19.9 14.8 3888 145656 6880 11411 25561 4167 3239 40912 5479 6182 4042 19394 5915 45744 22629 3939 7316 State Totals 17.5 59.3 8.8 14.5 917656 17.5 56.5 11.5 14.4 966364 I 31bJ hJ MAP 14: KI  WASH-SEB . PERCENTAGE OF WOMEN CURRENTLY MARRIED, 1990 mMMR , *'i: 5^C*D/\"*V^ SELWGYS Percentage Less than 50,0% r* CRAISHEAO CRAW ..-KT POINSETT I MISSr- 0\\ 50.0% to 54.9% .LOGAN'ji^ \u0026gt; T2--- -t Ph. JfauIk: ./WOOD CROSS CRIT 55.0% to 59.9% . A Li. ' 'Z\" T'HiYh itl'.v. SYECG iS SCOKj WTF'.ii PERRVil W' ST FRAN V- PLILASK1 lO' LEE IS I POCR:^? ww VW'ii     VI *''\"' -. iTy'a^Jh a .MONR 'HILUPS ' TW'' SSEMEF  ^HEMP JIUER LAB iHOTiSPRG /F-l CLARK NEV .'h DALLAS OUACH J ... fVcALH COLUMB UNldN JEFF ^/bmd arkwjsas , \"UNG' DESHA DREVll A^l^. . 3HICO: 60.0% to 64.9% 65,0% or more Division of Demographic Research Unlvereity of Arkansas at Little Rock MAP 15\nPERCENTAGE OF WOMEN NEVER MARRIED, 1990 7 BENTON CARROLL aOONE FULTON MARION BAX J \\ RAND j CLAY Percentage Fgfl ^1 MAOISM NEWTON SEARCY IZARD STONE SHARf  LAWR 'GREEiNfe\" Less than 12.50% 1 INOEP 12.50% to 14.99% RANK w U) CRAW s'eSa SCOTT POLK JOHN ropE-VAN B CLEB jf LOGAN CONW-a ? /YELL PERRY. MONTG OARLNO SALINE  ...................... Y, 15.00% to 17.49% 4 LONO PRAIR 17.50% to 19.99% HOT SPRQ CRANT \u0026gt;jiaKA^ISAS 20.00% or more PIKE SEMEI X'RIVER^HEMP. NEV lOUACH CALH Dfvisfon of Demographic Research ^ILLEB-J Univereity of Arkansas at Little Rock s^.tAfA 'UNION BENTOn 55carroll! RO MAP 16: PERCENTAGE OF WOMEN DIVORCED OR SEPARATED, 1990 7 BOONE FULTON Percentage BAX RANp. WASH t 1 ' ''-TfesJ MADISN NEWTON T MARION SEARCY IZARD SIHHAARRPP-.-. 'iAW CLAY Less than 8,50% CRAW \u0026gt;5 i' 1 STONE 'ram\u0026lt; LOGAN SCOTT POLK ll-HOW SEViEI VAN 8 'rpA tZ f MONTG n PIKE L^'RIVE^\u0026amp;^^fe I) CLEB 3EJ H a.50% to 9.49% PERRY 4xl FAULK grant g CLARK NEV- - IZj-- J. -COLUMS , : DALLAS CALH / WHITE LOND. CUEVE RA(R 4ll, *tl VH LING DEJ H iHW R1, Uh IS !3nr\u0026gt;c\\M\u0026gt;fei LffiW' ASHLE?r\\' 9.50% to 10,49% 10.50% to 11.49% 11,50% or more DIvtsfon of Demographic Research Univereity of Arkansas at Little Rook MAP 17: PERCENTAGE OF WOMEN WIDOWED, 1990 BENTON WASH 7 0.:': HOdNE .: MADISN L NEWdN' RAM\u0026lt; CO UI CRAW fe,r POPE SES 7^ COGAN YELL .K  f^Gv 1 IS Vp-'- \u0026gt;M \\ ION lOY, EUX* SO VAN B CONW: peRftY- A tPtKra p FULTON '.i'lS t, 1 CRAIGHEAD MISS, CLEB fJAcIi, raNSElXi PAULK Percentoge Less than 12.50% 12.50% to 14.49% WHITE GROSS 14,50% to 16.49% . ...t .GARLND'ip, PULASKI LONO !AIR 16.50% to 18.49% Ai^.BlSALJNE I'A r\u0026lt; GRANT :\u0026lt;\\jEFF. iS' ARKANSASt 9 18,50% or more I V, . . . T L-%i ark \nw  ci^bAtLAsK'.- ..-. ivp. L@ w hfiS.% JK?fSkH\u0026gt; DREW Division of Demogrophlc Research Univereity of Arkansas at Little Rock  ASHLEY. . jiva:'County TABLE 12: PER CAPITA MONEY INCOME FOR ARKANSAS COUNTIES, 1979 (FROM 1980 CENSUS) AND 1987 (ESTIMATED) 1987 $ 1979 $ 1979 1987 %Chng 1987 %Chng Rank in 1979 Rank in Rank in 1987 %Chng  Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faullaier Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion Miller 6054 5203 5719 6100 5434 4563 4257 5238 4091 5546 4794 5093 4833 5526 5091 5839 5166 4942 5160 5547 5063 5283 5574 4684 4272 6357 5674 5143 5095 5463 5280 5092 4784 5197 5476 5132 4362 4617 3447 4157 5723 4604 5434 4381 4940 5428 8885 8172 9859 10498 8868 7408 6600 8696 5859 8237 7984 8425 7372 9048 8242 9562 8376 7600 7772 8871 7219 8067 9081 7736 6901 10151 9064 8228 8273 7754 8076 8094 8227 7956 8409 8050 6815 7199 4942 6160 9181 7630 8779 7396 9311 8845 46.8 57.1 72.4 72.1 63.2 62.3 55.0 66.0 43.2 48.5 66.5 65.4 52.5 63.7 61.9 63.8 62.1 53.8 50.6 59.9 42.6 52.7 62.9 65.2 61.5 59.7 59.7 60.0 62.4 41.9 53.0 59.0 72.0 53.1 53.6 56.9 56.2 55.9 43.4 48.2 60.4 65.7 61.6 68.8 88.5 63.0 5678 5223 6301 6709 5667 4734 4218 5557 3744 5264 5102 5384 4711 5782 5267 6111 5353 4857 4967 5669 4614 5155 5804 4944 4410 6487 5793 5258 5287 4955 5161 5173 5258 5085 5374 5145 4355 4601 3158 3937 5867 4876 5611 4727 5951 5653 -6.2 0.4 10.2 10.0 4.3 3.8 -0.9 6.1 -8.5 -5.1 6.4 5.7 -2.5 4.6 3.5 4.7 3.6 -1.7 -3.7 2.2 -8.9 -2.4 4.1 5.5 3.2 2.1 2.1 2.2 3.8 -9.3 -2.2 1.6 9.9 -2.2 -1.9 0.2 -0.2 -0.4 -8.4 -5.3 2.5 5.9 3.2 7.9 20.5 4.1 6 28 11 5 20 60 68 26 71 16 50 38 48 17 40 9 31 43 33 15 41 24 13 56 67 4 12 34 37 19 25 39 53 30 18 36 65 57 75 70 10 58 21 62 44 22 16 33 5 3 18 55 66 21 74 30 41 24 58 15 29 7 26 52 47 17 59 37 13 50 63 4 14 31 28 48 36 35 32 42 25 39 65 60 75 71 12 51 20 56 10 19 69 48 3 4 21 26 54 12 72 66 10 14 60 19 28 18 27 55 62 38 73 59 23 16 33 41 40 36 25 74 58 43 5 57 56 49 51 53 71 67 35 13 32 7 1 22 36 County TABLE 12: 1979 PER CAPITA MONEY INCOME (CONTINUED) 1987 $ 1979 $ 1987 %Chng 1987 5, -6 Chng Rank in 1979 Rank in 1987 b Rank in :Chng Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie Pulaski Randolph Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Washington White Woodruff Yell 4791 4292 4548 4976 3554 5335 4781 4177 5166 5138 5238 5574 4900 7133 4841 4380 6416 4374 3765 6834 5198 4792 4038 5878 4770 5852 4860 4572 4801 7562 6258 7387 7865 6064 8631 7877 6232 8059 8144 8479 9307 6925 11797 7739 6439 9557 7154 5993 11054 7834 7489 6345 9402 8345 9781 7827 6866 7988 57.8 45.8 62.4 58.1 70.6 61.8 64.8 49.2 56.0 58.5 61.9 67.0 41.3 65.4 59.9 47.0 49.0 63.6 59.2 61.8 50.7 56.3 57.1 60.0 74.9 67.1 61.0 50.2 66.4 4833 3999 4721 5026 3875 5516 5034 3983 5150 5205 5419 5948 4426 7539 4946 4115 6108 4572 3830 7064 5007 4786 4055 6009 5333 6251 5002 4388 5105 0.9 -6.8 3.8 1.0 9.0 3.4 5.3 -4.6 -0.3 1.3 3.5 6.7 -9.7 5.7 2.2 -6.0 -4.8 4.5 1.7 3.4 -3.7 -0.1 0.4 2.2 11.8 6.8 2.9 -4.0 6.3 52 66 61 42 74 23 54 69 32 35 27 14 45 1 47 63 3 64 73 2 29 51 72 7 55 8 46 59 49 53 69 57 44 72 22 43 70 38 34 23 11 62 1 49 67 8 61 73 2 45 54 68 9 27 6 46 64 40 46 70 24 45 6 30 17 64 52 44 29 9 75 15 39 68 65 20 42 31 61 50 47 37 2 8 34 63 11 State Totals 5613 9061 61.4 5791 3.2 U.S. Totals 7295 11923 63.4 7620 4.5 State/U.S. 76.9 76.0 96.8 CPI 72.6 113.6 56.5 37 w co MAP 18: ESTIMATED CHANGE IN PER CAPITA 1979-1987 SEBi-tfeM ?fs\nal 5!5 we: i S\u0026amp;PCY: coNw\nMONEY INCOME, STONE SHARP I'NQE.P:\nWITE- :fWiD LAWR JACK 'wood 'GftFENE.: h^Nsm? CROSS ST FRAN MIS\nCRIT Percentoge Change Real income loss Greater than inflation Greater than AR avg. ^S^MoifTGi! QARLND' SAUNE HOW SEMEI eft! IVER L-, PIKE HEMP? jiller\nHOT SPRG /ORAHTi CLARK DAU-AS .NEV LAFAfS :o6aChW CALH UNION: 'SKfflPRAIR )WN01 JEPF CLEVE I LEE MONR' HILLIPS ARKANSAS LINO DREW  ESHA M Greater than US avg. JfJ ASHLEY\nhico\nDivision of Demographic Research Univereity of Arkansas at Little Rock I  DEMOGRAPHIC CHANGE IN THE STATE OF ARILANSAS. 1980-1990 Dr. Lawrence Santi \u0026lt; Division of Demographic Research University of .Arkansas at Little Rock Little Rock, AR 72204 501 569-8571 Prepared for presentation at the Third Annual Governor's Conference on Leadership The Arlington Hotel Hot Springs, Arkansas May 19-20, 1991 0 Il I VI N DEMOGRAPHIC CHANGE IN THE STATE OF ARKANSAS, 1980-1990 II Dr. Lawrence Santi Division of Demographic Research University of Arkansas at Little Rock |l ii Little Rock, AR 501-569-8571 72204 II HH B Prepared for presentation at the Third Annual Governor's Conference on Leadership The Arlington Hotel Hot Springs, Arkansas May 19-20, 1991 INCOME AND EDUCATION IN ARKANSAS AND THE U.S., 1980: IMPLICATIONS FOR ECONOMIC DEVELOPMENT Dr. Lawrence Santi Division of Demographic Research University of Arkansas at Little Rock Little Rock, AR 72204 March 7, 1991 The relationship between income and education in modern industrial societies is about as close as one gets to a universal finding within the social sciences. Although the precise magnitude of the relationship may vary from society to society, from historical period to historical period, and across subgroups within a society, it is generally true that one's income increases with one's level of educational attainment. In the present note, we present data from the 1980 Census of the Population about the relationship between income and education in the State of Arkansas and in the U.S. as a whole. Income and education data were collected on the \"long-form\" Census guestionnaire, which was distributed to about one-sixth of U.S. households. Income received in the calendar year prior to the Census (i.e., 1979) from seven different sources (egs., wage and salary income, interest and dividend income, social security income, public assistance income) was reported for each person listed on the long-form questionnaire. Thus the data presented in this report refer to income received from all of these sources by specific individuals rather than to the total income received by all members of a household or family considered together. Education was measured by reports for each individual of the number of years of regular schooling he or she completed. Specific instructions were included to make sure that persons receiving a GED certificate were recorded with 12 years of schooling, but apart from this there were no specific questions about the receipt of other diplomas or degrees. Thus a person reporting 16 years of school completed may or may not have actually earned a four-year college degree, although we will assume that most have. In view of well-known differences in income between men and women, data are presented separately for each sex. The universe for this analysis is restricted to persons 18 years of age or older at the time of the 1980 Census, an age-break which corresponds roughly to some notion of an \"adult\" population. Income and Education: The Basic Findings Table 1 and Figure 1 present data on median income by years of schooling, for men and women, and for Arkansas and the U.S. as a whole. Across all four of these population subgroups, we see that median incomes did indeed increase with increasing education. Arkansas men with less than 8 years of schooling received, on average, $4,795 in income, while their counterparts with 19 or more years of schooling received $20,981. Another way of stating these results is that the most educated Arkansas men earned, on average, 4.4 times as much as the least educated Arkansas men. Completing 12 years of school rather than 9 to 11 years (roughly speaking, the difference between graduating from high school and dropping out) raised the median income of Arkansas men from $7,774 to $10,892, an increase of 40.1%. Completing 16 years rather than 12 years (roughly, the difference between a four-year college degree and a high school diploma) raised the median income of Arkansas men by another 51.0%, to $16,451. For Arkansas women, median incomes ranged from $2,500 for the least educated to $11,688 for the most educated, a ratio of 4.7:1. (In reporting these obvious gender differences in median incomes, we note that these particular income data do not take into account differences between men and women in labor force status and number of hours worked.) The \"credential premiums\" for Arkansas women were 56.5% for a high school diploma and 65.1% for a college degree. As far as Arkansas to U.S. comparisons are concerned, we see that the median income of all Arkansas men (ignoring educational levels) was only 74.6% of the median of U.S. men in general. Arkansas women seemed to fare relatively better than did Arkansas men, with an overall median income that was 78.3% that of U.S. women in general. (This latter finding is probably due more to the relatively disadvantaged income position of women in U.S. society as a whole than it is to any particular committment to gender equality in the State of Arkansas.) The ratio of Arkansas to U.S. median incomes varied across educational levels, and it did so in slightly different ways for men and for women. For men, the income ratios increased up to the \"13-15 years of schooling\" category, at which point Arkansas men received almost 86% as much in income as did U.S. men in general. So it would seem that having completed some amount of post-secondary education, although not necessarily completing a college degree, put Arkansas men at the most advantageous income position relative to U.S. men in general. Not only were there not additional increases in the income ratio with further increases in education, but there was actually a relative loss experienced by Arkansas men with 17 or 18 years of schooling\nindeed. 2Arkansas men with 17 or 18 years of schooling received a scant $42 more than did Arkansas men with 16 years of education. Among women, the Arkansas to U.S. income ratios increased with education up to the 12th grade level, decreased slightly for women with some college, but then increased to near parity Beyond the \"college graduate\" (97.7%) at the 16-year level. . _ , level, however, the income position of Arkansas women relative to all American women actually worsened with further increases in education. The \"credential premiums\" for both men and women (and especially for women) were slightly higher in Arkansas than they were in the U.S. as a whole, probably due to the generally lower levels of educational attainment in Arkansas relative to the U.S. (more about this later). However, the Arkansas to U.S. income ratios suggest that an individual might easily obtain \"too much education\" for the State Relative to incomes they might receive elsewhere in of Arkansas. the U.S., the point of diminishing returns comes after the completion of one to three years of college for men, and beyond the bachelor's degree level for women. Increasing Education as an Economic Development Strategy In the preceding section, we alluded to \"generally lower levels of educational attainment in Arkansas relative to the U.S.\". In the present section, we examine this assertion more thoroughly and discuss some of the implications of the available evidence for income growth/economic development strategies in the State of Arkansas. Basic comparative data on educational attainment are presented in Table 2, and Figures 2 (for males) and 3 (for females). For men, we see that Arkansas had an excess (relative to the U.S. as a whole) of persons with less than 12 years of schooling, a deficit of persons with more than 12 years of schooling, and an approximately equal percentage of persons with exactly 12 years Overall, 58.3% of Arkansas men had 12 or more of schooling. years of education (compared to 68.5% of U.S. men) while 11.5% of Arkansas men had 16 or more years of schooling (compared to 17.4% of U.S. men). Arkansas women had a The pattern for women is quite similar, relative excess of persons with less than 12 years of education. and relative deficits of persons with 12 or more years of schooling. Almost identically to the men, 57.7% of Arkansas women had 12 or more years of schooling, compared to 68.0% of U.S. women. And 8.2% of Arkansas women had 16 or more years of schooling, compared to 11.7% of U.S. women. 3Given the relationships between income and education discussed in the previous section, one might well raise the question of what the U.S.-Arkansas income gap would look like if Arkansans had the same educational levels as the U.S. population as a whole. Data bearing on this hypothetical question are presented in Table 3. Table 3 displays, in separate panels for men and women, percentaged educational distributions and mean income^ by education for both the U.S. and Arkansas. Looking first at the \"Totals\" rows, we observe a difference of $3,360 between the mean income of Arkansas men and the mean income of men in the U.S. a whole, and a difference of $1,431 among women. as In the rows beneath the \"Totals\" rows (labelled \"Assuming U.S. education\") we provide hypothetical estimates of what the mean incomes for Arkansas men and women would be if Arkansas men and women had the same educational distributions as their same-sex counterparts in the U.S as a whole. We see that under these upgraded educational conditions, the mean income of Arkansas men would increase from $12,223 to $13,448, while the mean income of Arkansas women would increase from $5,612 to $6,027. The U.S.-Arkansas differences in mean incomes would decrease from $3,360 to $2,136 for men, and from $1,431 to $1,016 for women. These calculations show that approximately 36% of the income difference between Arkansas and U.S. males, and 29% of the income difference between Arkansas and U.S. females, is due to the lower levels of educational attainment observed among Arkansas men and women. These data and calculations provide some basis for assessing the potential impact of improved educational attainment on the economic well-being of Arkansans. The first observation is that if only one-third of the income gap between Arkansas and the U.S. can be attributed to educational differences (slightly more than one-third for men, slightly less for women), then the remaining two-thirds are due to factors other than education. The net effects of these \"other factors\" are reflected in the fact that at each level of education, Arkansas incomes (whether they be means or medians, for men or for women) are still significantly lower than those of comparable groups in the U.S. as a whole. These income differences that exist within educational levels suggest that for whatever cultural, historical, political, and/or economic reasons, Arkansas society simply does not reward educational achievement to the same extent that the larger American society does. This conclusion is consistent with some of our earlier observations on the relationship between income and education in the State of Arkansas, particularly as compared to the overall We noted that the U.S.-Arkansas income gap U.S. patterns. decreased as education increased, but only up to a certain point. 4(That point was \"some college\" for Arkansas men and a college degree for Arkansas women.) Upgrading the educational level of the population of the State of Arkansas will improve the economic well-being of Arkansans only to the extent that the economy is capable of absorbing a better- educated workforce. And to the extent that more educated Arkansans can fare relatively better outside of the State, educational upgrades (particularly at the post-secondary level) may only seirve to enhance out-migration. The foregoing discussion is certainly not intended to suggest that Arkansas abandon its attempts to improve its educational resources at all levels, although it might well be so misconstirued. However, it is intended to caution against having unrealistic expectations about a purely education-based strategy for economic development. We must ask ourselves some serious questions about local demand for an educated populace as well as the supply. Are business and economic development leaders earnestly committed to improving the overall quality of life in the State of Arkansas (an important component of which is a first-rate educational system), or are our education and economic development strategies operating independently of one another, or even at cross-purposes? It would appear that only when education is embraced as part of a comprehensive economic development strategy that promotes the kinds of economic activities that can tinily benefit from a better-educated population can economic development efforts in the State of Arkansas be expected to succeed. 5Notes 1. The median is the middle value (or 50th percentile) in a set of observations, when those observations are arranged in order from lowest to highest. For example, the median income of $4,795 for Arkansas males with 0 to 7 years of schooling (shown in Table 1) means that 50% of Arkansas men with that level of education had incomes less than the median while the remaining 50% had incomes above the median. 2. The mean is yet another summary measure of the \"central tendency\" of a set of observations. It is calculated by summing all the incomes of persons within a given educational category and dividing this sum by the number of persons within that category. A comparison of the mean incomes in Table 3 with the corresponding median incomes in Table 1 will show that the means are, in this case, generally higher than the corresponding medians. This is because means are more sensitive to extreme values (in this case, unusually large values) than are medians. We made the switch from median incomes to mean incomes not to be perverse or obscure, but because means possess certain desirable mathematical properties that medians do not, and these desirable properties will permit the kinds of calculations we'll be performing below. 6Table 1: Median Income in 1979 by Years of School Completed, by Sex, Arkansas and the U.S. Years of Schooling AR Males U.S. AR as % of U.S. Females AR U.S. AR as % of U.S. 0-7 8 9-11 12 13-15 16 17-18 19+ 4795 6469 7774 10892 11791 16451 16493 20981 6438 8521 9686 13149 13724 19224 20822 24770 74.5 75.9 80.3 82.8 85.9 85.6 79.2 84.7 2500 2895 3513 5499 5652 9080 11048 11688 3195 3666 4183 6085 6511 9296 12227 13859 78.2 79.0 84.0 90.4 86.8 97.7 90.4 84.3 All Education Levels 9465 12686 74.6 4318 5514 78.3 Source: U.S. Bureau of the Census, 1980 Census of the Population, Volume 1: Chapter D: Characteristics of the Population, Detailed Population Charactersitics, Part 1, Table 296 (for the U.S.) Part 5, Table 237 (for Arkansas) Compiled by the Division of Demographic Research, University of Arkansas at Little Rock.Table 2: Percentage Distribution of Years of School Completed, by Sex, Arkansas and the U.S. Years of Schooling Males AR U.S. AR as % of U.S. Females AR U.S. AR as % of U.S. 0-7 8 9-11 12 13-15 16 17-18 19+ 15.3 9.0 17.4 33.5 13.3 6.3 3.2 2.0 9.1 6.7 15.7 33.6 17.6 8.8 4.8 3.7 68.0 33.4 11.3 -0.3 -24.2 -28.7 -33.6 -45.4 12.4 9.8 20.1 37.1 12.4 5.4 2.3 0.5 8.4 7.1 16.5 39.0 17.2 7.2 3.4 1.1 47.1 38.3 21.5 -4.8 -28.0 -24.7 -33.7 -53.7 Totals N 100.0 100.0 100.0 100.0 760910 77404802 854322 85348678 Percentage With: Males AR U.S. AR as % of U.S. Females AR U.S. AR as % of U.S. 12+ years 16+ years 58.3 11.5 68.5 17.4 -14.9 -33.6 57.7 8.2 68.0 11.7 -15.1 -30.1 Source: U.S. Bureau of the Census, 1980 Census of the Population, Volume 1: Chapter D: Characteristics of the Population, Detailed Population Charactersitics, Part 1, Table 296 (for the U.S.) Part 5, Table 237 (for Arkansas) Compiled by the Division of Demographic Research, University of Arkansas at Little Rock.\u0026lt;u cn o c \u0026lt;D U \u0026lt;U Q. 30 25 20 15 10 0 35 5 40 0) cn D c o u l_ 0) CL 40 30 25 20 10 5 0 35 15 45 Table 3: Adjusting Arkansas Mean Income by the U.S. Educational Distribution, by Sex Males Yrs. of Schooling Educational Distribution Mean Income AR US AR US Diff. 0-7 8 9-11 12 13-15 16 17-18 19+ 15.3 9.0 17.4 33.5 13.3 6.3 3.2 2.0 9.1 6.7 15.7 33.6 17.6 8.8 4.8 3.7 6879 8457 9446 12732 14238 20960 20601 31075 8635 10856 11693 14792 15886 23561 24666 32574 Totals 100.0 100.0 12223 15584 3360 Assuming U.S. education Percent of income difference due to education differences 13448 15584 2136 36.4 Females Yrs. of Schooling Educational Distribution Mean Income AR US AR US Diff. 0-7 8 9-11 12 13-15 16 17-18 19+ 12.4 9.8 20.1 37.1 12.4 5.4 2.3 0.5 8.4 7.1 16.5 39.0 17.2 7.2 3.4 1.1 3242 3889 4525 6093 6779 9312 10824 12945 4198 4795 5454 7083 7825 10231 12539 15307 Totals 100.0 100.0 5612 7043 1431 Assuming U.S. education Percent of income difference due to education differences 6027 7043 1016 29.0 Calculations by the Division of Demographic Research, University of Arkansas at Little Rock.Education alone cant boost economy development efforts in the state of One of the primary indicators of Arkansas be expected to succeed. the economic well-being of an area is the level of income received by its residents. ranks of the 50 states and the And by just about any income measure, Arkansas has historically place near the bottom of the Development plans must VDork in concert with education. years of education actually received relatively less income (compared to similarly educated men in the U.S. as a whole) than did Arkansas men with 16 years of schooling. And even though Arkansas women with 16 years of . Quest writer Dr. Lawrence Santi is chief of the division of demographic research at the University of Arkansas at Little Rock. between education and economic education achieved near-parity 5vith their same-sex counterparts in the U.S. as a whole, the income gap between Arkansas and U.S. women increased with further in-creases in education. One cynical conclusion that Lawrence might be drawn is that a successful Santi lumbia. According to data from the performance has become a critical public policy issue at both state and national levels. Indeed, in an address to the Wilowe Institute stares ana tne last fall. Governor Clinton stated District of Co- categorically that at this parti\u0026lt;^lar point in time, income growth in -------- Arkansas is limited only by the campaign to increase the educa-educational level of its population, tional level of the Arkansas popu- However, 1980 Census date on lation could serve only to enhance the education-income relationship out-migration,'as these more edu-suggest a degree of caution in our cated Arkansans leave the state to expectations of educational up- 1980 Census, the per capita money income of Arkansans stood at about 77 percent of the national average, putting the state in 50th eipBvwBwu. u* -------------- place, edging out Mississippi by grading as a lever for economic $430. By 1987, the Census Bureau development. .. estimated that Arkansas had risen to 47th place, inching ahead of South Dakota, Louisiana and West Virginia, even though per capita income had dropped slightly in relation to the U.S. average, to 76 seek their fortunes elsewhere. And data from the 1980 Census do pro-vide some evidence of a brain drain among younger Arkemsans. The median incomes of individuals do indeed increase with their - ----- - _ - educational levels, for men and for make vnth this analysis however The real point that 1 hope to llal Icvcio, lUl *.V* ------- - - in Arkansas and in the is that we must ask ourselves some percent. , Running parallel to the state s historically low income rankings are similarly low rankings in educational attainments. According to the 1980 Census, the most recent comprehensive data source, only 55 percent of Arkansas adults were reported as having completed 12 or more years of schooling, compared to 66 percent of the U.S. adult population as a whole. Only Kentucky and South Carolina and lower percentages of high school graduates. In the percentage of college graduates, Arkansas came in dead last. It doesnt take a whole lot of development activities likely to uTasaShSkK^M .vS hard questions about local dern^d level of education, Arkansas men for an educated populace as well as and women received less income factors affecting ^he supply. Is the than their counterparts in the state economy capable of^hsorb^ larger society. These differences mg and rewarding a more educated place a definite limit on how much labor force? Are current economic we could expect to raise income in Arkansas merely by raising the bring about expanded opportuni-state^ education^ level. My calcu- ties for a more educated labor force lations show that even if Arkan- sans had the same educational education and economic develop-characteristics as the U.S. popula- ment strategies'operatingincon-tion as a whole, the over^l Arkan- cert, with each other i^pen-ties for a more educated labor force in the future? In short, are our m-lTs. income gap would only be dently, or even at cross-purposes! reduced by about one-third. The data we have reviewed strongly Suggest that only when education is embraced as part of a ment strategy that nurtures the But what is perhaps even more distressing from the point of view -------- _ _ of economic development strategy comprehensive economic develop-is that the income gap showed no clear tendency to decrease as levels kinds of economic activities that curiosity to wonder if these two of education increase. On the con- d\"\"ntye^r^T^^^^^ with iY orW ucated population can economic can truly benefit from a better-ed- \u0026lt;1 PREFACE The data presented in this document come from the first major release of detailed data from the 1990 Census of the Population. (An earlier release of 1990 Census data for reapportionment purposes, as mandated by Public Law 94171, contained a minimal number of population characteristics.) Generally speaking, data from the decennial censuses (and the printed reports based on these data) are organized and released in terms of \"SummarY Tape Files (or STFs). STF data ate released first in machine-readable format, with the official printed reports following in a year or so. As with the 1980 Census, data from the 1990 Census are organized into four major STFs. STFs 1 and 2 contain \"complete count\" data items that were gathered from all Census respondents, items consist mainly of basic demographic characteristics such age, race, sex, household relationship, marital and family These data as status, and so on. I STFs 3 and 4 contain \"sample\" data items that were gathered only for those Census respondents who received the \"long form\" Census mioeHnnnai rti _ annmYimatelv onesixth of all households. These questionnaire, approximately one-nornnnmif, characteristics such as  data items include more \"socioeconomic education, income, labor force status, and the like. Unfortunately, STF3 data are still about a year away. This document is based on Summary Tape File 1, which was received by the Arkansas State Data Center on May 1, Out of the literally hundreds of data items available on STFl, I extracted a subset that I hoped would be of fairly general interest. 1991. I  Those who want a more comprehensive overview of 1990 Census data products should contact the State Data Center, located on the UALR campus, at 569-8530. 11THEMATIC LISTING OF TABLES AND MAPS Population Change and Its components for the state as a Whole Table 1: Analysis of Population Change in the State of Arkansas, 1980 to 1990......................................... 1 Table 2: Components of Population Change for the State of Arkansas, 1940 to 1990....................... 1 Population Change and Its Components for Arkansas Counties Table 3: Components of Population Change for Arkansas Counties, 1980 to 1990........................................ 2 Map 1: Population Change among Arkansas Counties, 1980-1990 4 Map 2\nMap 3\nNatural Increase among Arkansas Counties, 1980-1990 5 Net Migration among Arkansas Counties, 1980-1990 6 General Population characteristics for Arkansas Counties 7 Table 4: Age Structure of Arkansas Counties, 1980-1990 Map 4: Percentage of the Population Under 18 Years of Age, 1990....9 Map 5: Percentage of the Population 65 Years of Age or Older, 1990......................................... 10 Table 5\nGender Composition of Arkansas Counties, 1980-1990 11 Map 6: Sex Ratio of Arkansas Counties, 1990 13 Table 6: Racial Composition of the State of Arkansas, 1980-1990...14 Table 7: The Black Population of Arkansas Counties, 1980-1990 15 The Black Population of Arkansas Counties, 1990 17 Map 7: Household and Family Structure within Arkansas Counties Table 8: Basic Data on Living Arrangements for Arkansas Counties, 1980-1990.............................................. 18 Map 8: Percentage of the Population in Group Quarters, 1990 20 1X1I I THEMATIC LISTING OF TABLES AND MAPS (CONTINUED) I Map 9: Average Household Size, 1990 21 Table 9: I Households by Type of Household for Arkansas Counties, 1980-1990........................................... 22 I Map 10: Map 11: Percentage of Households Headed by Married Couples, 1990.............................................. Percentage of Households That Are Female-Headed Families, 1990.............................................. 24 25 I Table 10: Living Arrangements of Persons Under 18 Years of Age, 1980-1990......................................... 26 Map 12: Percentage of Children Living with Both Parents, 1990 28 Map 13: Percentage of Children Living with One Parent, 1990 29 Table 11: Marital Status of Females 15 Years of Age and Older, 1980-1990........................................ 30 I I I Map 14: Map 15: Percentage of Women Currently Married, Percentage of Women Never Married, 1990 1990 32 33 Map 16: Percentage of Women Divorced or Separated, 1990 34 Map 17: Percentage of Women Widowed, 1990 35 I The Shape of Things to Come? Change in Economic Well-Being among Arkansas Counties Table 12: Per Capita Money Income for Arkansas Counties, 1979 (from 1980 Census) and 1987 (Estimates) 36 I I I Map 18: Estimated Change in Per Capita Money Income, 1979-1987....38 IV ITABLE 1: ANALYSIS OF POPULATION CHANGE IN THE STATE OF ARKANSAS, 1980 TO 1990 1980 Population 1990 Population Growth, 1980-1990 Percentage Growth, 1980-1990 I 2,286,357 2,350,725 64,368 2.8 Births, 1980-1989 Deaths, 1980-1989 Natural Increase, 1980-1989 Percentage Natural Increase, Estimate of 1990 Population, based on natural increase 1980-1989 353,000 236,000 117,000 5.1 2,403,357 Implied Net Migration, 1980-1990 Implied Percentage Migration, 1980-1990 TABLE 2: -52,632 -2.3 COMPONENTS OF POPULATION CHANGE FOR THE STATE OF ARKANSAS, 1940 TO 1990 COMPONENTS OF INTERCENSAL CHANGE   CENSUS POPULATION INTERCENSAL CHANGE % NATURAL % NATL. NET CHNG. INCREASE INC. MIGRATION % NET MIG. 1940 1949387  1950 1909511 -39876 -123239 1960 1786272 137023 1970 1923295 363062 1980 2286357 64368 1990 2350725 -2.0 -6.5 7.7 18.9 2.8 375000 307698 188095 131764 117000 19.2 16.1 10.5 6.9 5.1 -414876 -430937 -51072 231376 -52632 -21.3 -22.6 -2.9 12.0 -2.3 1COUNTY TABLE 3: 1980 COMPONENTS OF POPULATION 1990 CHANGE % CHNG, CHANGE FOR ARKANSAS COUNTIES. 1980 TO 1990 BIRTHS DEATHS NATURAL INCREASE % NATL. INC. NET MIGRATION % NET MIG. a a a a Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little Ri ver Logan Lonoke Madison Marion Miller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie Pulaski Randolph 24175 26538 27409 78115 26067 13803 6079 16203 17793 23326 20616 16909 7868 26644 19505 63239 36892 49499 20434 10515 19760 17910 46192 14705 9975 70531 13008 30744 23635 26819 13459 30147 10768 21646 90718 17423 10213 18447 15539 13369 13952 20144 34518 11373 11334 37766 59517 14052 7771 11097 7756 30541 7266 34772 10373 27032 17007 38964 10140 340597 16834 21653 24319 31186 97499 28297 11793 5826 18654 15713 21437 18107 19411 7781 25691 19151 68956 42493 49939 19225 9614 16798 17369 60006 14897 10037 73397 13948 31804 21621 26115 13569 31192 11364 18944 85487 18221 9643 17457 13053 13690 13966 20557 39268 11618 12001 38467 57525 11333 7841 10101 7666 30574 7969 28838 10086 24664 17347 45883 9518 349660 16558 -2522 -2219 3777 19384 2230 -2010 -253 2451 -2080 -1889 -2509 2502 -87 -953 -354 5717 5601 440 -1209 -901 -2962 -541 13814 192 62 2866 940 1060 -2014 -704 110 1045 596 -2702 -5231 798 -570 -990 -2486 321 14 413 4750 245 667 701 -1992 -2719 70 -996 -90 33 703 -5934 -287 -2368 340 6919 -622 9063 -276 -10.4 -8.4 13.8 24.8 8.6 -14.6 -4.2 15.1 -11.7 -8.1 -12.2 14.8 -1.1 -3.6 -1.8 9.0 15.2 0.9 -5.9 -8.6 -15.0 -3.0 29.9 1.3 0.6 4.1 7.2 3.4 -8.5 -2.6 0.8 3.5 5.5 -12.5 -5.8 4.6 -5.6 -5.4 -16.0 2.4 0.1 2.1 13.8 2.2 5.9 1.9 -3.3 -19.3 0.9 -9.0 -1.2 0.1 9.7 -17.1 -2.8 -8.8 2.0 17.8 -6.1 2.7 -1.6 3356 3791 2903 11865 3710 1719 715 2188 3059 2884 2240 1874 949 3916 2790 9160 6004 9595 3399 1522 3418 2624 7481 2036 1112 9158 1738 4053 3293 3494 2203 4330 1108 2629 14825 2438 1429 2499 2755 1795 1914 2860 5334 1698 1330 6159 12031 2209 863 1400 1082 5113 1055 6802 1366 3867 2365 6340 1290 61454 2107 2773 2617 4415 8497 2925 1793 706 1969 2034 2326 2638 2172 839 3065 2079 5630 3560 4629 2044 1389 2033 1636 3977 1635 1250 9553 1319 3185 2633 2860 1692 3094 1500 2416 8813 2136 1328 2229 1776 1205 1325 2408 3240 1291 1367 3962 5759 1749 990 1387 692 3771 865 4040 1182 2877 2092 3463 1079 29015 1842 583 1174 -1512 3368 785 -74 9 219 1025 558 -398 -298 110 851 711 3530 2444 4966 1355 133 1385 988 3504 401 -138 -395 419 868 660 634 511 1236 -392 213 6012 302 101 270 979 590 589 452 2094 407 -37 2197 6272 460 -127 13 390 1342 190 2762 184 990 273 2877 211 32439 265 2.4 4.4 -5.5 4.3 3.0 -0.5 0.1 1.4 5.8 2.4 -1.9 -1.8 1.4 3.2 3.6 5.6 6.6 10.0 6.6 1.3 7.0 5.5 7.6 2.7 -1.4 -0.6 3.2 2.8 2.8 2.4 3.8 4.1 -3.6 1.0 6.6 1.7 1.0 1.5 6.3 4.4 4.2 2.2 6.1 3.6 -0.3 5.8 10.5 3.3 -1.6 0.1 5.0 4.4 2.6 7.9 1.8 3.7 1.6 7.4 2.1 9.5 1.6 -3105 -3393 5289 16016 1445 -1936 -262 2232 -3105 -2447 -2111 2800 -197 -1804 -1065 2187 3157 -4526 -2564 -1034 -4347 -1529 10310 -209 200 3261 521 192 -2674 -1338 -401 -191 988 -2915 -11243 496 -671 -1260 -3465 -269 -575 -39 2656 -162 704 -1496 -8264 -3179 197 -1009 -480 -1309 513 -8696 -471 -3358 67 4042 -833 -23376 -541 -12.8 -12.8 19.3 20.5 5.5 -14.0 -4.3 13.8 -17.5 -10.5 -10.2 16.6 -2.5 -6.8 -5.5 3.5 8.6 -9.1 -12.5 -9.8 -22.0 -8.5 22.3 -1.4 2.0 4.6 4.0 0.6 -11.3 -5.0 -3.0 -0.6 9.2 -13.5 -12.4 2.8 -6.6 -6.8 -22.3 -2.0 -4.1 -0.2 7.7 -1.4 6.2 -4.0 -13.9 -22.6 2.5 -9.1 -6.2 -4.3 7.1 -25.0 -4.5 -12.4 0.4 10.4 -8.2 -6.9 -3.2 2COUNTY 1980 TABLE 3: 1990 COHPONEMTS OF CHANGE FOR COUNTIES (CONTINUED) CHANGE % CHNG. BIRTHS DEATHS NATURAL INCREASE % NATL. INC. NET MIGRATION % NET MIG. Saint Francis Saline Scott Searcy Sebastian Sevi er Sharp Stone Union Van Buren Washington White Woodruff Yell 30858 53156 9685 8847 95172 14060 14607 9022 48573 13357 100494 50835 11222 17026 28497 64183 .10205 7841 99590 13637 14109 9775 46719 14008 113409 54676 9520 17759 -2361 11027 520 -1006 4418 -423 -498 753 -1854 651 12915 3841 -1702 733 -7.7 20.7 5.4 -11.4 4.6 -3.0 -3.4 8.3 -3.8 4.9 12.9 7.6 -15.2 4.3 5802 7567 1239 980 15256 1842 1507 1128 7640 1393 16252 7452 1636 2324 3223 3997 1162 994 9124 1644 1951 1032 5740 1539 8332 5122 1430 2001 2579 3570 77 -14 6132 198 -444 96 1900 -146 7920 2330 206 323 8.4 6.7 0.8 -0.2 6.4 1.4 -3.0 1.1 3.9 -1.1 7.9 4.6 1.8 1.9 -4940 7457 443 -992 -1714 -621 -54 657 -3754 797 4995 1511 -1908 410 -16.0 14.0 4.6 -11.2 -1.8 -4.4 -0.4 7.3 -7.7 6.0 5.0 3.0 -17.0 2.4 State Totals 2286357 2350725 64368 2.8 352714 236057 116657 5.1 -52289 -2.3 I  I 3MAP 1: POPULATION CHANGE AMONG ARKANSAS COUNTIES, 1980 1990 Bbenrt*a BOONE wARI maoism. ^V'lSrtARi NEWTON SEARCT RAND ) LAWR Percentage Change Loss of 10.0% or more 22g42**^ INpEj^ USS, 1^' ^RA^iK ioRN VAN.B\nrjACK Lo9 5.0% to 9.9% LOGAS. COfWfJ ORO$S?' ?* /y. iW .f^k- HOW\nSEvlEi lvrWw: Seu\nLoss of less than 5.0S\nV0Nro CAfi.LND. 2aH0T PIKE hEwp LAF? 'RAIR LEE MON! Gain of less than 5.0% '\"\" dEFP (HILLI^ clXf^\nNEV 'COLOMB CALH I BRAD UNI\u0026lt;4 - UMC DREW Ashlk? DESHA. :hic( Gain of 5.0% to 9.9% Gain of 10.0% or more Division of Demogrophlc Research University of Arkonsos at Little Rock Ul MAP 2: NATURAL INCREASE AMONG ARKANSAS COUNTIES, 1980-1990 .. BefrtOf).\n-7T.5 'N.ira ,4 VtASHS si BOONE BAX FULTON RANO CLW Percentage Increase B MAOISM I Cv.'^YZnEWTOM? .IZAto HARI ISHARI / '' ?Xw. Decrease of 5.0% or more JOHN I SEAF?CY  STONE VAM0 TELL CLEB SCOTt': \u0026lt; PERRY ^ . Ijf^N POINSEn i Jwrrt ^CREENey inoSp\u0026lt; III? \u0026gt; MONl Oeoreaee of lees than 5.0% Increase of less than 5.0% .'.POLX MONTG pike\nGARLND l^l .01^  HOT\nSF^q 'CftANT' TonoI ilNC Increase of 5,0% to 9.9% LRI HOAP NE^' rULLERC-. j : NLLI^ I*' 'BRAD 'COLUMB UNION: Increase of 10.0% or more \n  Jdesha^ iff! ASHLET\nhic( Division of Demographic Research University of Arkansas at Little Rock MAP 3: NET MIGRATION AMONG ARKANSAS COUNTIES, 1980-1990 VfASH tTi iaaiaA\n' bOone Percentage Migration maricTO 10.0% or more out UADtSN CRAWU - X ^/RANK SE6 WIZARD qNOER \\ X . CON^, NEWTOH SEARCT 36HN.:. LOCAN \u0026gt;EP X __ ^WHiE-WACK POINSm CROSS MISS, ''CRfP 5.0% to 9.9% out Less than 5.0% out vell ST FRAN SfcdTt: *l RULASKI RAIR LEE POLK-HONTC PIKE CARLND\n1 MONI IHILUPS. HOT SPRi iCRANf JEFF ARKANSAS Less than 5.0% in SEVIEI L RIVER\nHEMP XiLLERT ^LAF CLARK N^V/ ? CALLAS' OUACH CALH . rfcOLUMQ UNlOtX CLElJE BRADr UNO DESHA, DREW ASHLEY :hic( Division 5.0% to 9.9% in 10,0% or more in of Demographic Research University of Arkansos at Little Rock TABLE 4: AGE STRUCTURE OF ARKANSAS COUNTIES, 1980-1990 (PERCENTAGE DISTRIBUTIONS) 1980 1990 COUNTY \u0026lt; 18 18-64 65+ TOTAL \u0026lt; 18 18-64 65+ TOTAL   Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Kadi son Marion Miller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie 28.6 32.6 21.8 27.3 27.0 28.3 27.9 24.8 35.2 24.9 27.1 25.8 29.8 28.0 30.7 27.6 31.6 36.2 34.4 29.3 34.5 30.0 27.6 29.1 26.3 24.6 30.0 28.7 29.5 28.9 29.3 28.6 23.0 29.6 31.2 27.7 31.7 27.8 36.7 28.6 32.8 29.7 33.0 28.5 26.6 31.1 33.7 32.7 25.5 29.5 30.4 28.3 30.8 36.4 28.2 31.1 28.5 28.8 29.8 57.2 54.5 50.8 56.7 56.3 53.2 55.3 56.3 49.3 60.7 54.4 56.2 54.1 56.1 54.8 61.5 56.6 54.1 53.1 53.6 51.7 56.6 61.8 54.9 54.2 55.9 57.1 57.1 53.5 56.9 53.1 57.4 52.3 55.6 56.6 55.0 50.6 55.4 48.6 57.9 54.0 53.2 55.4 55.9 54.0 55.5 55.3 51.3 55.7 52.1 56.3 55.6 54.7 49.8 55.3 56.1 53.2 59.4 55.4 14.2 12.8 27.3 16.0 16.7 18.4 16.8 18.9 15.4 14.4 18.5 17.9 16.1 15.9 14.4 10.9 11.9 9.7 12.5 17.1 13.7 13.4 10.6 16.0 19.4 19.5 12.9 14.2 17.0 14.2 17.6 14.0 24.7 14.8 12.2 17.3 17.7 16.8 14.7 13.5 13.2 17.0 11.6 15.6 19.5 13.4 11.0 16.0 18.8 18.4 13.3 16.1 14.5 13.8 16.6 12.8 18.3 11.8 14.8 24175 26538 27409 78115 26067 13803 6079 16203 17793 23326 20616 16909 7868 26644 19505 63239 36892 49499 20434 10515 19760 17910 46192 14705 9975 70531 13008 30744 23635 26819 13459 30147 10768 21646 90718 17423 10213 18447 15539 13369 13952 20144 34518 11373 11334 37766 59517 14052 7771 11097 7756 30541 7266 34772 10373 27032 17007 39021 10140 27.4 28.2 19.5 24.8 24.8 25.8 26.9 24.2 32.4 22.3 23.0 21.7 26.3 26.2 27.2 24.7 29.0 31.9 30.3 26.6 31.7 27.8 25.6 26.3 23.6 21.5 26.8 25.2 27.7 25.9 27.6 26.3 21.5 25.7 28.3 24.7 27.7 24.6 33.6 23.3 28.1 27.0 29.5 26.8 22.0 28.4 31.3 29.5 23.1 27.1 28.0 27.0 25.3 34.2 26.1 26.7 25.7 26.3 25.9 55.8 57.3 51.3 57.3 58.0 55.3 56.6 57.6 51.5 61.0 56.3 57.4 58.8 57.0 56.4 63.2 59.0 57.5 55.8 55.2 53.5 58.7 63.7 57.0 55.3 56.3 60.4 59.3 55.7 57.5 55.1 59.0 52.6 56.6 58.3 57.9 54.6 56.7 50.7 64.7 57.8 56.0 58.9 56.8 55.3 57.6 57.0 52.6 57.0 54.6 57.0 56.5 58.4 50.7 55.6 58.0 55.0 61.3 57.5 16.7 14.6 29.2 17.9 17.2 18.9 16.5 18.2 16.2 16.7 20.7 20.9 14.9 16.8 16.4 12.1 12.0 10.6 13.9 18.3 14.8 13.5 10.7 16.8 21.2 22.1 12.8 15.5 16.7 16.6 17.2 14.7 25.9 17.7 13.5 17.4 17.7 18.7 15.7 12.1 14.1 17.0 11.6 16.4 22.8 14.0 11.7 18.0 19.9 18.3 15.1 16.5 16.2 15.1 18.3 15.3 19.3 12.4 16.6 21653 24319 31186 97499 28297 11793 5826 18654 15713 21437 18107 19411 7781 25691 19151 68956 42493 49939 19225 9614 16798 17369 60006 14897 10037 73397 13948 31804 21621 26115 13569 31192 11364 18944 85487 18221 9643 17457 13053 13690 13966 20557 39268 11618 12001 38467 57525 11333 7841 10101 7666 30574 7969 28838 10086 24664 17347 45883 9518 7COUNTY Pulaski Randolph Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Washington White Woodruff Yell State Totals TABLE 4: \u0026lt; 18 29.4 29.7 36.5 31.0 28.3 27.7 28.6 29.7 25.2 28.1 28.6 26.7 25.7 28.3 32.2 27.6 29.4 AGE STRUCTURE OF CtXJHTIES (CONTINUED) 1980 1990 18-64 60.9 55.1 51.5 59.9 55.0 55.3 58.8 54.8 52.1 56.5 55.7 55.5 63.6 58.2 51.3 55.6 57.0 65+ 9.8 15.3 12.0 9.1 16.7 17.0 12.7 15.5 22.7 15.4 15.7 17.8 10.7 13.5 16.4 16.8 TOTAL \u0026lt; 18 18-64 65+ TOTAL 340613 16834 30858 53161 9685 8847 95172 14060 14607 9022 48573 13357 100494 50835 11222 17026 26.2 25.7 33.0 27.3 25.5 24.3 26.1 26.1 21.7 24.2 27.4 22.4 24.7 25.1 28.8 25.7 62.3 57.1 53.6 61.6 57.7 55.8 59.9 57.4 51.2 58.3 55.9 53.9 64.0 60.3 53.5 57.9 11.5 17.2 13.4 11.1 16.8 19.8 14.0 16.4 27.2 17.4 16.6 23.7 11.3 14.7 17.7 16.4 349660 16558 28497 64183 10205 7841 99590 13637 14109 9775 46719 14008 113409 54676 9520 17759 13.7 2286435 26.4 58.7 14.9 2350725 I 8MAP 4: PERCENTAGE OF THE POPULATION UNDER 18 YEARS OF AGE, 1990 kD .SEB. 7 _\nC^ROLL BOONE / SCOTT Mk: \u0026gt;\u0026gt;SEVil SiEWTON\ni^OHN MARION Searcy Pdl^' BAX FULTOI^Y IZARD STONE VAN B CLEB dAY Percentage SHARlf7'^'P-=--t4?^ SHARI Less than 22.49% 22.50% to 24.99% CbNW:/-\\- ': JF'aUlk: PULASK] MONTG GARLND SAONE- HOT-swer^ftWif \u0026lt;8^ 5! ' 25.00% to 27.49% BdnoI !AlR Sil !NR 11^ lEfB \narkansaS 27.50% to 29.99% \u0026amp; w PIKE CLARK .NEV 30.00% or more DALLAS bUACH' CALH COLUMB UNibH' OJE^ brad LING MS .DREW, Division of Demogrophlc Research University of Arkansas at Little Rock o MAP 5: PERCENTAGE OF THE POPULATION 65 YEARS OF AGE OR OLDER, 1990 iBENTON' :f?F' WASH RA.M\u0026lt; I CRAW SEB boo,se:  'J/ T TiEWTOM SEWCT Ji s JOHN- -I SCOTT SEMI POPE \"I wSMONTG, HOW kiark:- L RIVER .HEliP. MILLER -n irrir^'.?r?\u0026gt; Percentage ifep INOEFx, wiSir' l-Wte FAULK PULASKI SALINE ^HbT\nS^ grant LONO J 1th 'OUACH J^afOOLUMO ,UAO J^F CALH DR^ . aSk' 'UNION :AFYA\u0026gt;iS'^ LING oes.haJ ASHLEYv a^fcoj^ \u0026amp;CRAIGHEAD POINSETT^ CROb STFFlAH LEE HILLIPS MISS, CRIT Less than 12.50% 12.50% to 8 14.99% 15.00% to 17.49% 17.50% to 19.99% 20,00% or more Division of Demographic Research Univeraity of Arkansas at Little Rock TABLE 5: GENDER COMPOSITION OF ARKANSAS COUNTIES, 1980-1990 1980 1990 FEMALES PER 100 MALES COUNTY MALES FEMALES MALES FEMALES 1980 1990 Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion 11709 12813 13162 38019 12470 6523 2943 7813 8342 11224 9885 8307 3842 12657 9428 30498 18159 23597 9905 5044 9330 8700 22340 7324 4856 33656 6415 14865 11288 13002 6426 14641 5244 10422 43951 8526 4872 8857 7314 7299 6738 9958 16826 5662 5516 12466 13725 14247 40096 13597 7280 3136 8390 9451 12102 10731 8602 4026 13987 10077 32741 18733 25902 10529 5471 10430 9210 23852 7381 5119 36875 6593 15879 12347 13817 7033 15506 5524 11224 46767 8897 5341 9590 8225 6070 7214 10186 17692 5711 5818 10230 11674 14846 47531 13540 5604 2816 9015 7222 10163 8652 9406 3783 12043 9179 33169 20775 23566 9222 4602 7837 8350 29016 7392 4802 34943 6860 15380 10272 12620 6513 15171 5460 9044 41107 8876 4600 8375 6155 8055 6775 10128 19297 5700 5843 11423 12645 16340 49968 14757 6189 3010 9639 8491 11274 9455 10005 3998 13648 9972 35787 21718 26373 10003 5012 8961 9019 30990 7505 5235 38454 7088 16424 11349 13495 7056 16021 5904 9900 44380 9345 5043 9082 6898 5635 7191 10429 19971 5918 6158 106.5 107.1 108.2 105.5 109.0 111.6 106.6 107.4 113.3 107.8 108.6 103.6 104.8 110.5 106.9 107.4 103.2 109.8 106.3 108.5 111.8 105.9 106.8 100.8 105.4 109.6 102.8 106.8 109.4 106.3 109.4 105.9 105.3 107.7 106.4 104.4 109.6 108.3 112.5 83.2 107.1 102.3 105.1 100.9 105.5 111.7 108.3 110.1 105.1 109.0 110.4 106.9 106.9 117.6 110.9 109.3 106.4 105.7 113.3 108.6 107.9 104.5 111.9 108.5 108.9 114.3 108.0 106.8 101.5 109.0 110.0 103.3 106.8 110.5 106.9 108.3 105.6 108.1 109.5 108.0 105.3 109.6 108.4 112.1 70.0 106.1 103.0 103.5 103.8 105.4 11I TABLE 5: GENDER COMPOSITION OF COUNTIES (CONTINUED) 1980 1990 FEMALES PER 100 MALES I COUNTY MALES FEMALES MALES FEMALES 1980 1990 Miller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie Pulaski Randolph Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Washington White Woodruff Yell 18030 28704 6699 3854 5352 3891 14386 3587 16186 5037 13059 8286 19177 5016 162475 8162 14610 26475 4803 4337 45557 6833 7134 4443 22927 6585 50322 24727 5382 8284 19736 30813 7353 3917 5745 3865 16155 3679 18586 5336 13973 8721 19844 5124 178138 8672 16248 26686 4882 4510 49615 7227 7473 4579 25646 6772 50172 26108 5840 8742 18372 27793 5317 3868 4826 3843 14419 3919 13188 4915 11872 8446 22665 4670 166481 8000 13233 31718 5013 3829 48144 6737 6708 4778 22101 6899 56060 26539 4473 8641 20095 29732 6016 3973 5275 3823 16155 4050 15650 5171 12792 8901 23218 4848 183179 8558 15264 32465 5192 4012 51446 6900 7401 4997 24618 7109 57349 28137 5047 9118 109.5 107.3 109.8 101.6 107.3 99.3 112.3 102.6 114.8 105.9 107.0 105.2 103.5 102.2 109.6 106.2 111.2 100.8 101.6 104.0 108.9 105.8 104.8 103.1 111.9 102.8 99.7 105.6 108.5 105.5 109.4 107.0 113.1 102.7 109.3 99.5 112.0 103.3 118.7 105.2 107.7 105.4 102.4 103.8 110.0 107.0 115.3 102.4 103.6 104.8 106.9 102.4 110.3 104.6 111.4 103.0 102.3 106.0 112.8 105.5 State Totals 1104688 1181747 1133076 1217649 107.0 107.5 12H W MAP 6: SEX RATIO OF ARKANSAS COUNTIES, CRAW SEB\u0026lt; WADISH 1990 Females per 100 Males Less than 100.0 NEWTON i\u0026amp;ARC? RANK :pope- LOGAbf YELL .gcotr. STONE. VAN B\n WCO MW Cl te 1 T? 100.0 to 104.9 :\nl?WfAUU (  ^': WR  31 h'. FdEEgSI PlKEii LINC HOW CFlANt- POLK\u0026gt; k^si 1^'11 110.0 or more 105.0 to 109.9 DMsfon of Demogrophlc Research Univereity of Arkansas at Little Rock TABLE 6: RACIAL COMPOSITION OF THE STATE OF ARKANSAS, 1980-1990 I A: ABSOLUTE NUMBERS WHITE BLACK INDIAN AS IAN OTHER TOTAL 1980 1990 1890322 1944744 373768 373912 9428 12773 6740 12530 6177 6766 2286435 2350725 B: PERCENTAGE DISTRIBUTIONS WHITE BLACK INDIAN ASIAN OTHER TOTAL 1980 1990 82.7 82.7 16.3 15.9 0.4 0.5 0.3 0.5 0.3 0.3 100.0 100.0 C: PERCENTAGE CHANGE, 1980-1990 I WHITE BLACK INDIAN ASIAN OTHER TOTAL I 1980-1990 2.9 0.0 35.5 85.9 9.5 2.8 H 14I TABLE 7: THE BLACK POPULATION OF ARKANSAS COUNTIES, 1980-1990 1980 1990 COUNTY BLACK TOTAL %BLACK BLACK TOTAL %BLACK I Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion Miller 4805 7237 26 50 2 4022 1706 4 9414 5079 3 4 1194 9242 2974 2876 460 21207 5068 3957 8444 4886 3700 154 1 5756 420 5 7062 3014 2486 551 3 2887 36825 273 4189 84 8520 4794 3470 307 4218 0 2 9136 24175 26538 27409 78115 26067 13803 6079 16203 17793 23326 20616 16909 7868 26644 19505 63239 36892 49499 20434 10515 19760 17910 46192 14705 9975 70531 13008 30744 23635 26819 13459 30147 10768 21646 90718 17423 10213 18447 15539 13369 13952 20144 34518 11373 11334 37766 19.9 27.3 0.1 0.1 0.0 29.1 28.1 0.0 52.9 21.8 0.0 0.0 15.2 34.7 15.2 4.5 1.2 42.8 24.8 37.6 42.7 27.3 8.0 1.0 0.0 8.2 3.2 0.0 29.9 11.2 18.5 1.8 0.0 13.3 40.6 1.6 41.0 0.5 54.8 35.9 24.9 1.5 12.2 0.0 0.0 24.2 4738 6616 4 124 5 3648 1447 6 8859 4913 6 6 1059 8992 2876 3778 374 21401 4782 3698 7139 4754 4778 99 10 5604 377 20 6464 2865 2919 595 11 2759 36877 309 3711 88 7487 4935 2931 273 3536 3 6 8625 21653 24319 31186 97499 28297 11793 5826 18654 15713 21437 18107 19411 7781 25691 19151 68956 42493 49939 19225 9614 16798 17369 60006 14897 10037 73397 13948 31804 21621 26115 13569 31192 11364 18944 85487 18221 9643 17457 13053 13690 13966 20557 39268 11618 12001 38467 21.9 27.2 0.0 0.1 0.0 30.9 24.8 0.0 56.4 22.9 0.0 0.0 13.6 35.0 15.0 5.5 0.9 42.9 24.9 38.5 42.5 27.4 8.0 0.7 0.1 7.6 2.7 0.1 29.9 11.0 21.5 1.9 0.1 14.6 43.1 1.7 38.5 0.5 57.4 36.0 21.0 1.3 9.0 0.0 0.0 22.4 15TABLE 7: BLACK POPULATION OF COUNTIES (CONTINUED) 1980 1990 I COUNTY BLACK TOTAL %BLACK BLACK TOTAL %BLACK I I I Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie Pulaski Randolph Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Washington White Woodruff Yell 16164 5738 11 3398 5 11002 133 18410 414 1868 2 836 1417 81407 155 14190 1458 2 0 4916 783 100 7 13970 51 1475 1497 3490 352 59517 14052 7771 11097 7756 30541 7266 34772 10373 27032 17007 39021 10140 340613 16834 30858 53161 9685 8847 95172 14060 14607 9022 48573 13357 100494 50835 11222 17026 27.2 40.8 0.1 30.6 0.1 36.0 1.8 52.9 4.0 6.9 0.0 2.1 14.0 23.9 0.9 46.0 2.7 0.0 0.0 5.2 5.6 0.7 0.1 28.8 0.4 1.5 2.9 31.1 2.1 16006 4422 8 3196 0 10739 119 15753 378 1773 0 1129 1294 92200 146 13521 1348 1 2 5666 787 66 8 14061 41 1676 1703 2991 371 57525 11333 7841 10101 7666 30574 7969 28838 10086 24664 17347 45883 9518 349660 16558 28497 64183 10205 7841 99590 13637 14109 9775 46719 14008 113409 54676 9520 17759 27.8 39.0 0.1 31.6 0.0 35.1 1.5 54.6 3.7 7.2 0.0 2.5 13.6 26.4 0.9 47.4 2.1 0.0 0.0 5.7 5.8 0.5 0.1 30.1 0.3 1.5 3.1 31.4 2.1 State Totals 373768 2286435 16.3 373912 2350725 15.9 16MAP 7: THE BLACK POPULATION OF ARKANSAS COUNTIES, 1990 (Source: Division of Demogrophlc Research, UALR) H 7 BENTON WASH CRAW RANK iRROLL BOONE T MAFaOl B'OC FULTON Percentage Black Less than 1.0% NEWTON SEARCY MJSS, SEB JOHN f X. r POPE LOGAN SCOK POLK HOW.. SEMERi. LRNER. MONTG PIKE /ilLLER J VAN B MACK' -\u0026gt;oiNskrt\\  \u0026lt;  - CONW, y^ERpt' garlnd AULK WHITE totJ ICRpSS.Lij L-ipiAASKI. LONO ,SAUI HR WON! HOT SPRG GRANT 'ARkANyLS\nCLARK. CLD/E 'viKe: DESI iiFi?b COLUMS UNiOti. HE 1,0% to 9.9% 10.0% to 19.9% 20.0% to 29.9% 30.0% to 39.9% ASHiXy 40.0% to 49.9% Sisl-'Kllifo 50.0% or more I TABLE 8: BASIC DATA ON LIVING ARRANGEMENTS FOR ARKANSAS COUNTIES, 1980-1990 1980 1990 COUNTY POP HHPOP % IN GQ HK HHSIZE POP HHPOP % IN GQ HH HHSIZE I I I fl Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Columbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Hempstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion Miller Mississippi Monroe Montgomery Mevada Newton Ouachita Perry Phillips Pike Poinsett Polk Pope Prairie Pulaski 24175 26538 27409 78115 26067 13803 6079 16203 17793 23326 20616 16909 7868 26644 19505 63239 36892 49499 20434 10515 19760 17910 46192 14705 9975 70531 13008 30744 23635 26819 13459 30147 10768 21646 90718 17423 10213 18447 15539 13369 13952 20144 34518 11373 11334 37766 59517 14052 7771 11097 7756 30541 7266 34772 10373 27032 17007 39021 10140 340613 23902 26268 27151 76736 25681 13582 5846 16140 17712 21031 20395 16803 7802 25674 19236 60342 36456 49227 20171 10329 19567 17221 42767 14170 9846 68980 12903 30431 23442 26588 13164 29692 10603 21401 87908 17011 10109 18085 15389 11619 13822 19391 33980 11307 11262 37387 58337 13946 7710 10918 7725 30194 7232 34472 10241 26880 16838 37582 10140 333646 1.1 1.0 0.9 1.8 1.5 1.6 3.8 0.4 0.5 9.8 1.1 0.6 0.8 3.6 1.4 4.6 1.2 0.5 1.3 1.8 1.0 3.8 7.4 3.6 1.3 2.2 0.8 1.0 0.8 0.9 2.2 1.5 1.5 1.1 3.1 2.4 1.0 2.0 1.0 13.1 0.9 3.7 1.6 0.6 0.6 1.0 2.0 0.8 0.8 1.6 0.4 1.1 0.5 0.9 1.3 0.6 1.0 3.7 0.0 2.0 8909 9061 11181 28622 9781 5040 2121 6431 5993 8134 7911 6405 2769 9535 6800 22334 12566 15701 6631 3735 6640 6200 15489 5164 3765 28171 4504 11228 8578 9683 4818 10901 4284 7786 30588 6395 3587 6797 4942 3918 4735 7059 11408 4094 4311 13476 19757 4920 2922 3980 2718 11198 2564 11434 3839 9465 6318 13615 3658 124516 2.68 2.90 2.43 2.68 2.63 2.69 2.76 2.51 2.96 2.59 2.58 2.62 2.82 2.69 2.83 2.70 2.90 3.14 3.04 2.77 2.95 2.78 2.76 2.74 2.62 2.45 2.86 2.71 2.73 2.75 2.73 2.72 2.48 2.75 2.87 2.66 2.82 2.66 3.11 2.97 2.92 2.75 2.98 2.76 2.61 2.77 2.95 2.83 2.64 2.74 2.84 2.70 2.82 3.01 2.67 2.84 2.67 2.76 2.77 2.68 21653 24319 31186 97499 . 28297 11793 5826 18654 15713 21437 18107 19411 7781 25691 19151 68956 42493 49939 19225 9614 16798 17369 60006 14897 10037 73397 13948 31804 21621 26115 13569 31192 11364 18944 85487 18221 9643 17457 13053 13690 13966 20557 39268 11618 12001 38467 57525 11333 7841 10101 7666 30574 7969 28838 10086 24664 17347 45883 9518 349660 21285 24020 30756 95908 27868 11529 5737 18490 15607 19145 17894 19108 7710 24738 18778 66393 41950 49438 18946 9407 16584 16677 56505 14417 9902 71593 13838 31347 21216 25760 13165 30559 11111 18686 81111 17668 9534 17045 12903 10481 13812 19865 38771 11546 11904 37727 56382 11204 7542 9884 7618 30140 7882 28470 9913 24401 17160 43989 9429 342290 1.7 1.2 1.4 1.6 1.5 2.2 1.5 0.9 0.7 10.7 1.2 1.6 0.9 3.7 1.9 3.7 1.3 1.0 1.5 2.2 1.3 4.0 5.8 3.2 1.3 2.5 0.8 1.4 1.9 1.4 3.0 2.0 2.2 1.4 5.1 3.0 1.1 2.4 1.1 23.4 1.1 3.4 1.3 0.6 0.8 1.9 2.0 1.1 3.8 2.1 0.6 1.4 1.1 1.3 1.7 1.1 1.1 4.1 0.9 2.1 8389 8890 13486 37555 11131 4545 2185 7550 5557 7907 7504 7926 2868 9638 7179 26285 15251 17120 6754 3600 5957 6342 21325 5578 4010 30836 5118 12325 8212 10115 4975 11846 4684 7361 30001 7059 3584 6857 4578 3796 5150 7628 13866 4392 4970 14273 20420 4361 3062 3798 2818 11712 3055 10183 3855 9368 6827 16828 3661 137209 2.54 2.70 2.28 2.55 2.50 2.54 2.63 2.45 2.81 2.42 2.38 2.41 2.69 2.57 2.62 2.53 2.75 2.89 2.81 2.61 2.78 2.63 2.65 2.58 2.47 2.32 2.70 2.54 2.58 2.55 2.65 2.58 2.37 2.54 2.70 2.50 2.66 2.49 2.82 2.76 2.68 2.60 2.80 2.63 2.40 2.64 2.76 2.57 2.46 2.60 2.70 2.57 2.58 2.80 2.57 2.60 2.51 2.61 2.58 2.49 18I TABLE 8: BASIC DATA OM LIVIMG ARRANGEREMTS (COMTINUED) 1980 1990 COUNTY POP HHPOP X IN GQ HH HHSI2E POP HHPOP % IN GQ HH HHSI2E I I Randolph Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Washington White Woodruff Yell 16834 30858 53161 9685 8847 95172 14060 14607 9022 48573 13357 100494 50835 11222 17026 16743 30653 51511 9611 8782 93700 13910 14540 8968 47964 13317 94815 48104 11141 16772 0.5 0.7 3.1 0.8 0.7 1.5 1.1 0.5 0.6 1.3 0.3 5.7 5.4 0.7 1.5 6079 9930 17572 3534 3257 35803 5057 5642 3280 18080 5018 36072 17423 4014 6219 2.75 3.09 2.93 2.72 2.70 2.62 2.75 2.58 2.73 2.65 2.65 2.63 2.76 2.78 2.70 16558 28497 64183 10205 7841 99590 13637 14109 9775 46719 14008 113409 54676 9520 17759 16349 28153 62921 10074 7764 97979 13400 13883 9662 45874 13873 109124 51606 9392 17601 1.3 1.2 2.0 1.3 1.0 1.6 1.7 1.6 1.2 1.8 1.0 3.8 5.6 1.3 0.9 6445 9958 23037 3957 3117 39298 5118 5819 3866 17819 5698 43372 19823 3630 6907 2.54 2.83 2.73 2.55 2.49 2.49 2.62 2.39 2.50 2.57 2.43 2.52 2.60 2.59 2.55 I State Totals 2286435 2234921 2.3 816065 2.74 2350725 2292393 2.5 891179 2.57 I fl 19w o MAP 8\nPERCENTAGE OF THE POPULATION IN GROUP QUARTERS, 1990 7 Percentoge BENTON CARROLL wash MADISN CRAW SEB SCOTT POLK I, HOW SEVIEI L RIVER FULTON BOONE T MARION BAX IZARD SHARP Less than 2,5% NEWTON SEARCY STONE INDEP JOHN   LOCAN J YELL montO-PIKE HEMP MILLER LAF? VAN B \u0026gt;OIPE-CONW PERRY CLEB JACK PULASKI GARLND SsAUNE HOT SPRG grant B ^CLA NEV DALLAS OUACH CALH LCOLUMB UNION TC.E LONO CLEVE BRAD WOOD RAIR MONR ARKANSAS DESHA blof ASHLEY CHIiico\nTcAiCri^6 poiNsen CROSS ST FRAN LEE 'HILLIPS MISS, CRIT s 2.5% to 4-,9% j. 5.0% to 9.9% 10.0% or more Division of Demogrophlc Research Univereity of Arkansas ot Little Rock BENTON CARROLL WASH i, H M CRAVr RANK SEB MAP 9: AVERAGE HOUSEHOLD SIZE, 1990 TT Bodtie T MARION . /iNkEICWUrnOTMNJ s5 SEARCY T FULTON J\\ j ClAV S -Ei\u0026amp; A1 V ' l lgs Persons per household Less than 2,50 JOHN  POPE-STONE INDEP VAN B CLEB CDNW:. faUlk:  YELL PERRY SCOTT 7'. POLK i,-wwj SEMI L-RIVER MONTG GARLND PIKE HEMP JACK CRAIGHEAD\nAmiss^ PULASKI I VSADNEfe , j|ir A*ag i lOO PRAIR : -POINSE^ J iirf-T 2.50 to 2.59\nA iii 2.60 to 2.69 ^s8 K4CNR 2.70 to 2.79 SPRG fcRANT? W CLARK DALLAS CLEVe OUACH J \u0026lt;.,\n1  - V a.cach'1 'xx x\\k:xXx\u0026gt;\nJsRAD\nNEVje fASHLEY# ARKANSAS DREW .\u0026lt;7 deshaL 3 2.80 or more Division of Demographic Research Univerelty of Arkansas at Little Rock I TABLE 9: HOUSEHOLDS BY TYPE OF HOUSEHOLD FOR ARKANSAS COUNTIES, 1980-1990 (PERCENTAGE DISTRIBUTIONS) I 1980 1990 FAMILY NONFAMILY FAMILY NONFAMILY COUNTY HARRIED COUPLE HALE FEHALE MALE FEHALE HEAD HEAD HEAD HEAD TOTAL HARRIED COUPLE HALE HEAD FEHALE HEAD HALE HEAD FEHALE HEAD TOTAL I Arkansas Ashley Baxter Benton Boone Bradley Calhoun Carroll Chicot Clark Clay Cleburne Cleveland Colutbia Conway Craighead Crawford Crittenden Cross Dallas Desha Drew Faulkner Franklin Fulton Garland Grant Greene Henpstead Hot Spring Howard Independence Izard Jackson Jefferson Johnson Lafayette Lawrence Lee Lincoln Little River Logan Lonoke Madison Marion Hiller Mississippi Monroe Montgomery Nevada Newton Ouachita Perry Phillips Pike 64.7 66.0 72.9 72.9 69.1 64.0 65.1 67.0 53.1 62.8 67.2 73.9 70.2 60.5 68.1 66.0 73.0 59.7 66.9 63.2 57.8 63.6 67.1 69.9 71.3 60.8 74.3 69.6 63.6 69.7 66.8 70.0 72.2 64.5 60.1 68.7 59.1 68.4 57.4 64.6 67.4 68.6 71.7 74.2 72.7 61.6 62.7 57.6 72.8 64.2 73.9 62.2 71.8 54.3 70.0 2.9 2.4 1.3 1.7 1.7 2.6 2.0 1.9 3.6 2.2 1.9 1.9 2.9 2.5 2.0 2.1 2.0 3.4 2.5 2.4 3.1 2.5 1.8 2.2 1.6 1.9 1.9 2.0 2.4 2.1 1.9 2.1 1.7 2.5 2.8 2.0 3.0 1.9 2.8 2.8 2.5 2.1 2.1 2.2 1.7 2.6 2.9 2.7 2.3 2.8 2.5 1.9 2.0 3.3 1.9 9.0 10.3 5.4 6.0 6.9 9.8 10.4 6.8 17.3 8.4 7.3 5.6 6.2 11.4 9.2 8.7 7.9 15.7 10.2 9.8 13.7 10.6 7.3 7.5 6.3 8.7 6.0 7.7 10.0 7.6 8.7 7.4 4.9 10.0 13.3 7.1 11.0 8.0 16.5 10.9 9.2 7.2 8.0 4.9 6.2 12.2 12.7 13.1 5.7 9.6 5.4 11.1 6.4 17.3 6.2 8.9 7.6 6.5 7.0 7.2 7.1 7.9 8.2 8.7 9.5 7.0 6.9 6.5 8.7 6.9 8.5 6.2 8.8 7.3 8.7 10.2 8.9 9.1 7.4 7.4 11.2 5.9 6.9 8.7 6.8 6.2 7.3 7.0 8.0 9.9 7.7 10.1 6.5 8.5 8.1 7.9 7.2 6.4 6.7 7.5 8.2 8.0 9.7 7.0 8.5 7.4 8.4 7.6 9.5 8.3 14.4 13.8 13.9 12.5 15.1 16.6 14.7 16.1 17.4 17.1 16.5 11.7 14.3 17.0 13.8 14.7 10.9 12.4 13.0 15.9 15.3 14.4 14.5 13.0 13.4 17.4 11.9 13.8 15.3 13.8 16.4 13.2 14.2 14.9 13.9 14.5 16.8 15.1 14.9 13.7 13.0 14.9 11.8 12.0 11.9 15.3 13.7 16.9 12.3 14.8 10.9 16.3 12.3 15.6 13.6 8909 9061 11181 28622 9781 5040 2121 6431 5993 8134 7911 6405 2769 9535 6800 22334 12566 15701 6631 3735 6640 6200 15489 5164 3765 28171 4504 11228 8578 9683 4818 10901 4284 7786 30588 6395 3587 6797 4942 3918 4735 7059 11408 4094 4311 13476 19757 4920 2922 3980 2718 11198 2564 11434 3839 56.9 61.7 65.4 67.9 64.2 57.0 60.9 61.0 45.8 55.7 61.4 67.2 66.7 54.4 60.8 58.7 67.6 53.1 61.2 57.4 52.8 57.4 62.1 65.3 65.8 57.5 69.1 64.7 56.6 62.6 60.6 64.0 65.4 57.8 54.0 61.3 55.1 61.9 49.0 58.2 61.4 63.6 67.2 68.2 65.4 55.7 56.7 50.9 65.3 57.7 68.5 56.4 64.7 46.3 66.9 3.1 3.1 2.0 2.4 2.2 3.1 2.5 2.6 3.7 2.4 2.6 2.1 2.9 3.0 3.0 2.6 2.7 4.0 3.6 3.9 3.4 3.1 2.5 2.9 2.5 2.4 3.1 2.6 3.1 2.9 3.0 2.9 2.1 3.0 3.3 2.9 3.2 2.3 3.5 3.0 3.5 2.7 3.0 2.8 2.6 3.3 3.3 3.0 2.8 2.7 2.8 2.8 3.0 3.1 2.5 12.1 11.9 6.1 6.9 7.9 13.3 10.5 8.4 21.7 11.2 7.7 6.7 9.5 13.8 10.9 10.5 9.9 18.7 12.8 11.6 17.5 13.6 9.3 8.0 7.0 9.5 7.2 8.5 13.4 10.0 11.5 8.2 6.9 12.2 16.0 8.6 13.9 9.3 20.1 14.0 11.5 8.6 9.4 6.2 6.8 14.9 15.3 15.8 6.9 12.3 6.1 13.0 6.9 22.1 6.8 11.1 9.4 9.4 9.1 9.2 9.4 11.2 10.9 10.3 11.7 9.8 9.0 8.4 10.7 10.0 11.6 8.0 10.6 8.0 10.7 10.0 10.4 11.1 9.2 8.8 12.0 8.2 9.3 10.4 9.1 9.0 9.6 9.0 10.2 11.1 10.9 10.8 8.8 11.0 9.8 9.8 9.4 8.4 9.2 10.5 10.1 10.4 10.9 10.3 10.6 9.1 10.6 11.4 10.9 9.1 16.8 13.9 17.1 13.6 16.4 17.3 14.9 17.1 18.5 19.1 18.5 14.9 12.6 18.2 15.4 16.6 11.8 13.6 14.4 16.4 16.4 15.5 15.0 14.6 15.9 18.6 12.4 15.0 16.5 15.4 15.9 15.3 16.6 16.8 15.7 16.3 17.0 17.7 16.4 15.1 13.9 15.6 12.0 13.6 14.8 15.9 14.4 19.4 14.7 16.7 13.4 17.2 13.9 17.7 14.7 8389 8890 13486 37555 11131 4545 2185 7550 5557 7907 7504 7926 2868 9638 7179 26285 15251 17120 6754 3600 5957 6342 21325 5578 4010 30836 5118 12325 8212 10115 4975 11846 4684 7361 30001 7059 3584 6857 4578 3796 5150 7628 13866 4392 4970 14273 20420 4361 3062 3798 2818 11712 3055 10183 3855 22TABLE 9\nHOUSEHOLDS BY TYPE FOR COUMTIES (CONTINUED) 1980 1990 I FAMILY NONFAMILY FAMILY NONFAMILY I COUNTY MARRIED COUPLE MALE HEAD FEMALE HEAD MALE HEAD FEMALE HEAD MARRIED TOTAL  COUPLE MALE HEAD FEMALE HEAD MALE HEAD FEMALE HEAD TOTAL I I Poinsett Polk Pope Prairie Pulaski Randolph Saint Francis Saline Scott Searcy Sebastian Sevier Sharp Stone Union Van Buren Uashington White Woodruff Yell 67.0 68.9 69.1 68.0 57.9 69.7 59.4 74.9 72.2 70.7 62.7 68.6 73.3 72.5 60.9 73.5 63.8 69.9 59.5 70.0 2.6 2.1 2.2 2.1 2.4 2.2 3.0 2.0 1.8 2.3 1.8 2.0 1.7 2.3 2.3 1.9 2.0 2.0 2.4 2.0 10.2 7.3 7.9 7.2 12.4 7.2 15.2 7.3 5.5 5.8 9.6 7.8 5.3 6.0 10.9 6.2 6.9 7.1 12.3 6.8 6.9 7.3 8.1 9.2 11.1 7.0 8.7 6.1 7.4 8.3 9.8 7.5 6.8 7.5 8.8 6.9 12.7 6.8 9.7 7.6 13.3 14.4 12.6 13.5 16.2 14.0 13.7 9.7 13.2 12.9 16.1 14.1 12.9 11.6 17.2 11.5 14.6 14.2 16.0 13.6 9465 6318 13615 3658 124516 6079 9930 17572 3534 3257 35803 5057 5642 3280 18080 5018 36072 17423 4014 6219 61.0 64.2 64.1 62.4 51.8 63.8 52.0 69.6 65.4 65.6 57.6 62.9 65.7 66.5 56.4 66.0 58.2 65.2 51.9 63.2 3.0 2.7 2.6 2.8 2.8 2.7 3.4 2.6 3.0 3.7 2.9 3.0 2.2 2.6 2.8 2.4 2.8 2.7 3.3 3.2 11.4 7.5 8.7 8.9 13.5 8.5 19.2 8.1 8.1 5.5 9.8 8.8 6.5 7.0 13.0 6.5 8.1 8.5 16.3 8.4 9.0 10.0 10.6 10.4 13.3 9.0 9.9 8.5 9.3 9.4 12.5 10.5 8.6 9.6 10.4 10.0 14.6 8.8 10.7 9.9 15.6 15.7 14.0 15.5 18.5 16.0 15.6 11.2 14.1 15.7 17.2 14.8 17.0 14.2 17.3 14.9 16.3 14.8 17.8 15.4 9368 6827 16828 3661 137209 6445 9958 23037 3957 3117 39298 5118 5819 3866 17819 5698 43372 19823 3630 6907 State Totals 64.7 2.2 9.7 8.8 14.6 816065 59.2 2.8 11.1 10.8 16.1 891179 I 23MAP 10: PERCENTAGE OF HOUSEHOLDS HEADED BY MARRIED COUPLES, 1990 to Sbi VSASH-HOONfe, ' I ShkxW^ ta ifflOHN, ''T 'wood CRIT sr fraH' LEE Percentage Less than 50.0% 50.0% to 54.9% 55.0% to 59.9% II? !sj51 PULASKI (sS .L POLK Si iSEMi vL'RIVEry HEKIP MILLER LA.D PAFa-NP^^^|j| CLARK : : DALLAS NEV  oua'ch' COLUMB MMOyNNRn' 'HILLIPS JEFF artXo . UNO \u0026lt; . OeSHA .Ml .'fiREVf oHico\n60.0% to 64.9% 65.0% or more DMsIon of Demogrophlc Research Unlveralty of Arkansas ot Little Rook SEB S:L0GAN\ni^ I S61 d 1 ft: s  ?  MAP 11: PERCENTAGE OF HOUSEHOLDS THAT ARE FEMALE\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\u003cdcterms_creator\u003eSanti, Lawrence L.\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":"bcas_bcmss0837_492","title":"Incentive Schools: Educational equity monitoring","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":["1991/1996"],"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","Little Rock School District","Education--Arkansas","School integration","Education--Evaluation"],"dcterms_title":["Incentive Schools: Educational equity monitoring"],"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/492"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["96 pages"],"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\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1991 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 7 8 9 Key: O = Observation I SP Interview School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1991-92 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multi-cultural curriculum. EVIDENCE: YES NOIncentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs) and Academic Skills (ASDPs) Development Plans). EVIDENCE: YES NO O 2.3 All students are actively involved in classroom instruction. EVIDENCE: YES NO 2.4 There is evidence that the multicultural curriculum is being implemented. O 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: YES NO 0 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES NO 0 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE: YES NOIncentive Schools Monitoring Page 3 2.5 O/I Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE: YES NO I 2.6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE: YES NO O/I 2.7 Achieving students who work well with other students, as well as students with outstanding academic averages, are used as peer tutors. EVIDENCE: YES NO 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES NO SP 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE: YES NOIncentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. EVIDENCE: YES NO SP 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO SP 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grade level). EVIDENCE: YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner inorder to have committees that are knowledgeable of educational programs. SP/I 4,1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NOIncentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: YES NO I 5,3 Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. EVIDENCE: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, overall achievement Of students (gender/grade) has remained stable improved. EVIDENCE: YES NO SP 6.2 SP 6.3 or Goals and strategies are developed and implemented to improve student achievement using the following measures: ... norm referenced tests ... Arkansas Minimum Performance Test ... grade distribution EVIDENCE: YES NO Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NOIncentive Schools Monitoring Page 6 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO O/I 7.3 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NOIncentive Schools Monitoring Page 7 o 8,3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. EVIDENCE: YES NO SP/I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NOIncentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities:  PET  TESA  Classroom Management  Effective Schools EVIDENCE: YES NO 10.0 Parental Involvement The school provides equitable opportunities for involvement in the district/school activities. parental SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: 0 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: YES YES YES YES NO NO NO NOIncentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with are difficult to reach. parents who YES NO I 10.6 11.0 I SP O EVIDENCE: Meetings with small groups of parents ... , - -------\u0026gt; are held at community locations such as churches, community/ recreation centers, homes, etc EVIDENCE: Student Discipline The school ensures that student and practices are non-discriminatory. disciplinary policies 11.1 11.2 11.3 YES NO Information, including the school's expectation for student conduct, in the form of handbooks and/ . ----xuiiii Ui nanoDooKs and/or public presentations regarding student disciplinary policies and procedures is distributed to students and parents. EVIDENCE: Strategies are used to YES NO all - - - -- prevent the occurrence of disproportionate number of and/or disciplinary referral groups (gender/grade). EVIDENCE: a suspensions, expulsions. Is involving identifiable YES NO Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NOIncentive Schools Monitoring Page 10 SP/I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have programs. EVIDENCE: access to community based support YES NO 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrat  , ----J Jr-** a strong commitment to educational equity. e SP 12.1 The school has a clear, concise, iu statement of specific improvement goals in accordance with the incentive school EVIDENCE: well-written plan. I 12.2 actively involved in addressing the needs of at-risk students and assisting parents as needed, in obtaining services from outside agencies. EVIDENCE: YES YES NO NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students EVIDENCF^'^ schedule/logindividual/group). YES NO o 12.4 The campus and building are clean and free of debris and graffiti. EVIDENCE: YES NOIncentive Schools Monitoring Page 11 0 12.5 Hallways are orderly. EVIDENCE: YES NO 0 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: YES NO SP 12.8 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. EVIDENCE: YES NO O/I 12.9 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's schedule/daily logindividual/ group). EVIDENCE: YES NO I/O/ 12.10 SP District and school security guidelines are being followed. EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1991 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 7 8 9 Key: 0 = Observation I Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1991-92 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver, and use the multi-cultural curriculum. EVIDENCE: YES NOIncentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs) and Academic Skills (ASDPs) Development Plans). EVIDENCE: YES NO 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: YES NO 2.4 There is evidence that the multicultural curriculum is being implemented. O 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: YES NO O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES NO O 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE: YES NOIncentive Schools Monitoring Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE: YES NO I 2,6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE: YES NO O/I 2.7 Achieving students who work well with other students, as well as students with outstanding academic averages, are used as peer tutors. EVIDENCE: YES NO 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES NO SP 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE: YES NOIncentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. EVIDENCE: YES NO SP 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE\nYES NO SP 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grade level). EVIDENCE: YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NOIncentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: YES NO I 5.3 Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. EVIDENCE: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: YES NO SP 6.2 Goals and strategies are developed and implemented to improve student achievement using the following measures: ... norm referenced tests ... Arkansas Minimum Performance Test ... grade distribution EVIDENCE: YES NO SP 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NOIncentive Schools Monitoring Page 6 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO O/I 7.3 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NOIncentive Schools Monitoring Page 7 0 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities in teaching strategi for multi-cultural curriculum delivery have been provided. EVIDENCE: es YES NO SP/I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NOIncentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities:  PET  TESA  Classroom Management  Effective Schools EVIDENCE: YES NO 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: YES NO 0 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE\nYES NO I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE\nYES NOIncentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO I 10.6 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, homes, etc. EVIDENCE: YES NO 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO SP 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO 0 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NOIncentive Schools Monitoring Page 10 SP/I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have access to community based support programs. EVIDENCE: YES NO 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school plan. EVIDENCE: YES NO I 12.2 Counselors are actively involved in addressing the needs of at-risk students and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (counselor's schedule/logindividual/group). EVIDENCE: YES NO 0 12.4 The campus and building are clean and free of debris and graffiti. EVIDENCE: YES NOIncentive Schools Monitoring Page 11 0 12.5 Hallways are orderly. EVIDENCE: YES NO O 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: YES NO SP 12.8 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. EVIDENCE: YES NO O/I 12.9 There is evidence that the guidance program provides equitable services to all students (i.e., counselors schedule/daily logindividual/ group). EVIDENCE: YES NO I/O/ 12.10 SP District and school security guidelines are being followed. EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT ,*7\"^ U a I SEP 2 0 1995 Office of QssegrSijaii\n1 DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 7 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 10 12.0 Building Leadership/Management 10 7 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL\nGRADE LEVEL(s): DATE\nPRINCIPAL\nNUMBER OF CLASSES VISITED\nMONITOR(S)\nObservers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE\nYES NO 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE\n________________________ YES NOO/I 2.2 2.3 O O O O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE: _________________________ There is evidence that the multicultural curriculum is being implemented. 2.3.1 2.3.2 2.3.3 YES NO Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: _______________________ Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: ___________________ Display of student work reflects a variety of teaching strategies (i.e., art work, special projects, handwriting displays, etc.). EVIDENCE: _________________________ Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE: ______________________________________ YES YES YES YES NO NO NO NOI 2.5 I 2.6 3.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. EVIDENCE: Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES YES YES NO NO NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: _______________________ YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: _______________________ YES NO SP 5.2 The majority of the student population participates in a variety of extended day activities. EVIDENCE: __________________________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 6,0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: YES NO SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NOO/I 7.2 O 7.3 O/I 7.4 8.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: ____________________________ Special education facilities are comparable to those of the campus in general. EVIDENCE: _____ ____________________________ Facilities for special education are designed to meet the needs of the students served. EVIDENCE: ______________________ Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: ______________________________ YES YES YES YES NO NO NO NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: _______ ___________________________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: YES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1._______________ 2._______________ 3._______________ 4. YES NO I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: YES NO I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 11. student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 12.0 Building Leadership/Manaqemen't In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: YES NO I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: YES NO O/I 12.4 The campus and building are clean and free of debris and graffiti, ongoing. EVIDENCE: Preventive maintenance is YES NO O 12.5 Student movement through the hallways is orderly. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 O 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. EVIDENCE: YES NO I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1996 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1996-97 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 4.0 Committees 3 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 7 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1996-97 SCHOOL\nGRADE LEVEL(S) DATE: PRINCIPAL: NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. CRITERIA 1.0 Equitable Placement by Race/Gender In School programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 YES NO The composition of the school staff ensures that students have access to and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________________________________________ 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state- developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 YES NO In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. Educational technology and computers are up-to-date. EVIDENCE: _______________________________________________________O/I 2.2 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 __________________________CRITERIA__________________________________ All students are actively involved in classroom instruction/lesson related activities. YES NO EVIDENCE: 2.3 The multicultural curriculum is being implemented. O 2.3.1 YES NO Bulletin boards, displays, publications, and/or student work throughout the school, including the media center, reflect the multicultural curriculum. EVIDENCE: __________ O 2.3.2 YES NO Bulletin boards, displays, publications, and/or student work in the classroom reflect the multicultural curriculum EVIDENCE: O 2.3.3 Display of student work reflects a variety of teaching strategies, e.g., art YES NO work, special projects, handwriting displays, etc. EVIDENCE: _________________ O/I 2.4 Hands-on discovery and exploration approaches are used to enhance the learning of science, math concepts, social studies, and language arts, e.g., manipulatives, science experiments, and reading strategies, etc. YES NO EVIDENCE:I 2.5 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 __________________________CRITERIA_________________________________ Special activities such as academic clubs. Math Olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. YES NO EVIDENCE: I 2.6 Students who work well with others are assigned as peer tutors. Ask a random sample of students, the counselor, and the teacher this item. YES NO EVIDENCE: 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. YES NO EVIDENCE: I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. YES NO EVIDENCE: I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly , i.e., at least quarterly, for equity and to determine if new awards are necessary to meet student needs. YES NO EVIDENCE:EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 CRITERIA 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 YES NO The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: ________________________________________________ 5.0 Extended Day Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are made aware, at least quarterly, e.g., in the report card, and adequately informed about extended day activities. YES NO EVIDENCE: SP 5.2 The majority, i.e., a reasonable goal would be 75%, of the student population participates in a variety of extended day activities. YES NO EVIDENCE: SP 5.3 A goal is to have a higher percent of the students participate in extended day than the previous semester. YES NO EVIDENCE:CRITERIA 6.0 Student Achievement/Assessment SP/I 6.1 YES NO EVIDENCE: I 6.2 YES NO EVIDENCE: The school staff irhplements non-discriminatory procedures for administration, analysis, and use of standardized tests. Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. When test results are examined, overall achievement of students by gender/race has remained stable or improved. EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 SP/I 6.3 Promotion/retention rates reflect the school population by gender/grade level. YES NO EVIDENCE: _______________________________ .______________________ 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I YES 7.1 Strategies to eliminate disproportionate student assignment by gender/grade level to special education are evident. NO EVIDENCE: __________ ________________________________________________ EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 YES NO EVIDENCE: _________________________CRITERIA__________________________________ In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. O 7.3 Special education facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: __________________________________________________________ O/I 7.4 YES NO Facilities for special education are designed to meet the needs of the students served. EVIDENCE:_______________________________________________________ 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. YES NO EVIDENCE: __________________________________________________________ O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. YES NO EVIDENCE:O 8.3 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 __________________________CRITERIA________________________________ Gifted and talented facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. YES NO EVIDENCE: __________________________________________________ 8.5 The school staff start at the early grades to increase minority/gender representation in gifted. YES NO EVIDENCE: ________________________________ 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 YES NO Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: _____________________________________________________ SP/I 9.2 YES NO Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: __________________________________________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 CRITERIA 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I YES 10.1 All identifiable groups of parents/patrons are actively involved in school functions. NO EVIDENCE: O/I 10.2 The school keeps a record of the different methods, e.g., memo, letter, phone. YES NO home visits used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1. __________________________________________ 2. ______________________________________ 3. ___________________________________________ 4. ___________ 10.3 YES NO Contact is made regularly with the home to communicate positive concerns as appropriate information related to student behavior and/or student achievement. EVIDENCE: _________________ SP 10.4 School patrons and parents are given an opportunity to actively participate in YES NO developing the local school improvement plan. EVIDENCE: ____________________________ 10.5 YES NO Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: ___________________________________________ IEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 CRITERIA 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non- discriminatory. SP/I 11.1 YES NO Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. Look at the extended school profile/school disciplinary plan. Students are reminded/ taught periodically throughout the school year. EVIDENCE: __________________________ SP/I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or YES NO disciplinary referrals involving identifiable groups by gender/grade. EVIDENCE:____________________________ 11.3 YES NO Classroom instruction proceeds in an orderly manner. EVIDENCE: _________________________________ I/O 11.4 YES NO A mentoring program is used to meet the needs of at-risk students. See VIPS form on main desk. EVIDENCE:_______________________________________________________ O I 11.5 Students have access to community based support programs such as YES NO Boys/Girls Club, YMCA, local parks, etc. EVIDENCE: ______________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 CRITERIA 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement YES NO goals in accordance with the incentive school improvement plan. EVIDENCE: ___________________________________________ 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the YES NO needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: ___________________________________________________ O/I 12.3 There is evidence that the guidance program provides equitable services to all YES NO students. Is the counselor able to follow the schedule? EVIDENCE: ___________________________________ O/I 12.4 The campus and building are clean and free of debris and graffiti. Preventive YES NO maintenance is ongoing. EVIDENCE: O 12.5 Student movement through the hallways is orderly. YES NO EVIDENCE:O 12.6 YES NO I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 ________________________CRITERIA___________ The school office has friendly and helpful personnel. EVIDENCE: _____________ 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. YES NO EVIDENCE: I/O 12.8 District and school security guidelines are being followed. Classroom doors are locked. Monthly fire drills occur. Emergency procedures are posted in classrooms, etc. YES NO EVIDENCE: ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:/ LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation RECEIVED July 29, 1996 AUG 1 - 1996 MEMORANDUM OffiCQ of Desegregation Monitoring TO: Districtwide Biracial Committee Members Chris Heller, LRSD Attorney Ann Brown, ODM Richard Rochelle, Knight Intervenors Attorney John Walker, Joshua Intervenors Attorney Billy Bowles, Asst. Supt. For Deseg., PCSSD Bobby Acklin, Asst. Supt for Deseg., NLR FROM: Dr. Ed Jackson, Director RE: Incentive School Monitoring Instrument for 1996-97 Please find enclosed the Incentive School Monitoring Instrument to be used by the Districtwide Biracial Committee during the 1996-97 school year. If you have questions, please call me at 324-2120. Enclosure c: Dr. Vic AndersonAmi OCT 2 3 1996 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Office of Desegregaiion Momluima Date: October 9, 1996 To: District Biracial Committee Members From: Dr. Paul J. Smith, Coordinator, Program Monitoring Through: Dr. Ed Jackson, Director Subject: Incentive School Program Monitoring Enclosed are copies of the Planning, Research and Evaluation/School Biracial Committee monitoring dates. One list is arranged alphabetically by school, and the other list is arranged chronologically. These lists are provided to make you aware of dates PRE will be monitoring this semester. Members of the District Biracial Committee have a standing invitation to accompany the Planning, Research and Evaluation (PRE) Team to any of the Little Rock School District (LRSD) schools for a monitoring visit Whether you visit schools with the PRE team or on your own, our office stands ready to assist you if needed. Our phone number is 324-2120. I have enclosed three monitoring checklist instruments for your use tn addition to the one distributed earlier...one for each quarter. It would be appreciated if you would return the completed monitoring instrument and a team consensus report to the PRE office as soon as possible after the monitoring visits to incentive schools. LRSD incentive schools are: Franklin, Garland, Mitchell, Rightsell and Rockefeller Please note that we have also enclosed four copies of the Incentive School Student Recruitment addendum checklist for your use. Encl: (9) 1996-97 - First Semester EDUCATIONAL EQUITY MONITORING SCHOOL Booker Magnet Brady Hall Baseline Franklin McDermott Pulaski Heights Williams Magnet Bale Fulbright Geyer Springs Jefferson Chicot Fair Park Otter Creek Central J. A. Fair Dodd Badgett Garland King Parkview Magnet Cloverdale Rightsell Watson Gibbs Magnet Mabelvale Romine Wilson Meadowcliff Metropolitan Vo-Tech Mitchell Western Hills DunbarJH Forest Park Rockefeller Washington Carver Magnet Woodruff Alternative Learning Center Pulaski Heights JH Terry Cloverdale JH Forest Heights JH McClellan Henderson JH Southwest JH Wakefield Mabelvale JH Mann Magnet JH MONITORING DATE 10/15/96 10/15/96 10/15/96 10/17/96 10/17/96 10/17/96 10/17/96 10/18/96 10/21/96 10/21/96 10/21/96 10/21/96 10/23/96 10/23/96 10/23/96 10/24/96 10/24/96 10/25/96 10/28/96 10/29/96 10/29/96 10/29/96 10/30/96 11/01/96 11/01/96 11/04/96 11/04/96 11/05/96 11/05/96 11/06/96 11/06/96 11/06/96 11/12/96 11/13/96 11/14/96 11/14/96 11/14/96 11/20/96 11/22/96 11/25/96 11/26/96 11/26/96 12/03/96 12/03/96 12/03/96 12/05/96 12/05/96 12/05/96 12/11/96 12/11/96 PRE SPECIALIST Penn-Norman Lacey Smith Smith Lacey Penn-Norman Hobby Hobby Smith Hobby Lacey Penn-Norman Hobby Smith Penn-Norman Hobby Lacey Smith Penn-Norman Smith Lacey Hobby Hobby Hobby Smith Smith Lacey Penn-Norman Hobby Smith Hobby Lacey Hobby Lacey Hobby Lacey Penn-Norman Smith Penn-Norman Smith Penn-Norman Lacey Smith Lacey Penn-Norman Smith Penn-Norman Lacey Lacey Penn-Norman Henderson Magnet Program McClellan Magnet Program Parkview Magnet Program 1st Semester -12/09/96 1st Semester -11/22/96 1st Semester -11/20/96 Lacey and Penn-Norman Hobby and Smith Hobby1996-97 - First Semester EDUCATIONAL EQUITY MONITORING SCHOOL Alternative Learning Center Badgett________________ Bale Baseline Booker Magnet Brady Carver Magnet Central_________________ Chicot Cloverdale Cloverdale JH Dodd Dunbar JH Fair Park Forest Heights JH Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Magnet Hall Henderson JH J. A. Fair Jefferson King Mabelvale Mabeivale JH Mann Magnet JH McClellan McDermott Meadowcliff Metropolitan Vo-Tech Mitchell Otter Creek Parkview Magnet Pulaski Heights Pulaski Heights JH Rightsell Rockefeller Romine Southwest JH Terry Wakefield Washington Watson Western Hills Williams Magnet Wilson Woodruff MONITORING DATE 11/25/96 10/28/96 10/21/96 10/17/96 10/15/96 10/15/96 11/20/96 10/24/96 10/23/96 10/30/96 12/03/96 10/25/96 11/13/96 10/23/96 12/03/96 11/14/96 10/17/96 10/21/96 10/29/96 10/21/96 11/04/96 10/15/96 12/05/96 10/24/96 10/21/96 10/29/96 11/04/96 12/11/96 12/11/96 12/03/96 10/17/96 11/06/96 11/06/96 11/06/96 10/23/96 10/29/96 10/17/96 11/26/96 11/01/96 11/14/96 11/05/96 12/05/96 11/26/96 12/05/96 11/14/96 11/01/96 11/12/96 10/18/96 11/05/96 11/22/96 PRE SPECIALIST Smith Penn-Norman Smith Smith Penn-Norman Lacey______ Smith_______ Hobby Hobby______ Hobby______ Smith_______ Smith_______ Lacey______ Smith_______ Lacey_______ Hobby______ Lacey_______ Hobby______ Smith_______ Lacey_______ Smith_______ Smith_______ Smith_______ Lacey_______ Penn-Norman Lacey_______ Lacey_______ Lacey_______ Penn-Norman 'Penn-Norman Penn-Norman Smith_______ Hobby_______ Lacey_______ Penn-Norman Hobby_______ Hobby_______ Penn-Norman Hobby_______ Lacey_______ Penn-Norman Penn-Norman Lacey________ Lacey________ Penn-Norman Smith________ Hobby_______ Hobby_______ Hobby_______ Penn-Norman Henderson Magnet Program McClellan Magnet Program Parkview Magnet Program 1st Semester -12/09/96 1st Semester -11/22/96 1st Semester -11/20/96 Lacey and Penn-Norman Hobby and Smith HobbyLITTLE ROCK SCHOOL DISTRICT ocr J 5 1996 Qf [). DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1996 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1996-97 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 7 8 9 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1996-97 SCHOOL: GRADE LEVEL(S) DATE: PRINCIPAL: NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. CRITERIA 1.0 Equitable Placement by Race/Gender In School programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 YES NO The composition of the school staff ensures that students have access to and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________ 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state- developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 YES NO In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. Educational technology and computers are up-to-date. EVIDENCE:_________________________________O/I 2.2 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 __________________________CRITERIA__________________________________ All students are actively involved in classroom instruction/lesson related activities. YES NO EVIDENCE: 2.3 The multicultural curriculum is being implemented. O 2.3.1 YES NO Bulletin boards, displays, publications, and/or student work throughout the school, including the media center, reflect the multicultural curriculum. EVIDENCE: ___________________________________________________ O 2.3.2 YES NO Bulletin boards, displays, publications, and/or student work in the classroom reflect the multicultural curriculum EVIDENCE: ___________________________________________ O 2.3.3 YES NO Display of student work reflects a variety of teaching strategies, e.g.. art work, special projects, handwriting displays, etc. EVIDENCE: _________________________________________________ O/I 2.4 Hands-on discovery and exploration approaches are used to enhance the learning of science, math concepts, social studies, and language arts. e.g.. manipulatives. science experiments, and reading strategies, etc. YES NO EVIDENCE:I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 _______________________________CRITERIA_________________________________ 2.5 Special activities such as academic clubs. Math Olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. YES NO EVIDENCE: I 2.6 Students who work well with others are assigned as peer tutors. Ask a random sample of students, the counselor, and the teacher this item. YES NO EVIDENCE: 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. YES NO EVIDENCE: I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. YES NO EVIDENCE: I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly , i.e., at least quarterly, for equity and to determine if new awards are necessary to meet student needs. YES NO EVIDENCE:EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 CRITERIA 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 YES NO The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: _________________________________________________ 5.0 Extended Day Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are made aware, at least quarterly, e.g., in the report card, and adequately informed about extended day activities. YES NO EVIDENCE: SP 5.2 The majority, i.e., a reasonable goal would be 75%, of the student population participates in a variety of extended day activities. YES NO EVIDENCE: SP 5.3 A goal is to have a higher percent of the students participate in extended day than the previous semester. YES NO EVIDENCE:6.0 SP/I YES EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 CRITERIA Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. 6.1 When test results are examined, overall achievement of students by gender/race has remained stable or improved. NO EVIDENCE: I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. YES NO EVIDENCE: SP/I 6.3 Promotion/retention rates reflect the school population by gender/grade level. YES NO EVIDENCE: ______________________________________________________ 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I YES 7.1 Strategies to eliminate disproportionate student assignment by gender/grade level to special education are evident. NO EVIDENCE: __________________________________________________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 YES NO EVIDENCE: _________________________CRITERIA__________________________________ In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. O 7.3 Special education facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: O/I 7.4 YES NO Facilities for special education are designed to meet the needs of the students served. EVIDENCE:_______________________________________________ 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. YES NO EVIDENCE: _____________________________________ O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. YES NO EVIDENCE: ______________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 __________________________CRITERIA_______________________________ Gifted and talented facilities are comparable to those of the campus in general, e.g., not in undesirable/isolated room or not in a portable building. YES NO EVIDENCE: O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. YES NO EVIDENCE: _______________________ 8.5 The school staff start at the early grades to increase minority/gender representation in gifted. YES NO EVIDENCE: _______________________ 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 YES NO Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: __________________ SP/I 9.2 YES NO Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: ___________________________EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 CRITERIA 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I YES 10.1 All identifiable groups of parents/patrons are actively involved in school functions. NO EVIDENCE: O/I 10.2 The school keeps a record of the different methods, e.g., memo, letter, phone. YES NO home visits used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1. ___________________________________________________________ 2. ____________________________________________________________ 3. __________________________________________________________ 4. ____________________________________________________________ 10.3 YES NO Contact is made regularly with the home to communicate positive concerns as appropriate information related to student behavior and/or student achievement. EVIDENCE: ________________________________________________ SP 10.4 School patrons and parents are given an opportunity to actively participate in YES NO developing the local school improvement plan. EVIDENCE: ___________________________ 10.5 YES NO Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: ___________________________________________ I IEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 CRITERIA 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non- discriminatory. SP/I 11.1 YES NO Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. Look at the extended school profile/school disciplinary plan. Students are reminded/ taught periodically throughout the school year. EVIDENCE: ______________________________________________________ SP/I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or YES NO disciplinary referrals involving identifiable groups by gender/grade. EVIDENCE:______________________________________ 11.3 YES NO Classroom instruction proceeds in an orderly manner. EVIDENCE:_________________________________ I/O 11.4 YES NO A mentoring program is used to meet the needs of at-risk students. See VIPS form on main desk. EVIDENCE:_______________________________________________________ O I 11.5 Students have access to community based support programs such as YES NO Boys/Girls Club, YMCA, local parks, etc. EVIDENCE: ______________________12.0 SP YES I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 CRITERIA Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. 12.1 The school has a clear, concise, well-written statement of specific improvement NO goals in accordance with the incentive school improvement plan. EVIDENCE: __________________________________________ 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the YES NO needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: __________________________________________________ O/I 12.3 There is evidence that the guidance program provides equitable services to all YES NO students. Is the counselor able to follow the schedule? EVIDENCE: ___________________________________ O/I 12.4 The campus and building are clean and free of debris and graffiti. Preventive YES NO maintenance is ongoing. EVIDENCE: O 12.5 Student movement through the hallways is orderly. YES NO EVIDENCE:o 12.6 YES NO I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 ________________________CRITERIA___________ The school office has friendly and helpful personnel. EVIDENCE: ____________ 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. YES NO EVIDENCE: I/O 12.8 District and school security guidelines are being followed. Classroom doors are locked. Monthly fire drills occur. Emergency procedures are posted in classrooms, etc. YES NO EVIDENCE: ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 12 CONCLUSIONS REACHED AS A RESULT OF THE VISIT: RECOMMENDATIONS FOR IMPROVEMENT:1.0 EFFECTIVENESS INDICATORS FOR THE EDUCATIONAL EQUITY (EE) MONITORING INSTRUMENT J u 'jasa d 3^ V  EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS nCT 2 3 1996 RATIONALE: Oific of Dessgregsfion Monacrifig Supports well being of society . Provides a comfortable school climate with optimum conditions for student learning and development . Supports the intent of the law by providing equal access and fair treatment in all programs Aids in the socialization of students Enhances cultural pluralism . Racial isolation does not support the idea of pluralism on which this country is based GENERAL DESCRIPTION: . Racially balanced (at least 25 percent black) certified and (at least 25 percent white) non-certified staff reflects appropriate percentage . Racial/Gender Balance (at least 25 percent black) in staff assignments, programs, content areas, and grade level . School enrollment to be within the appropriate racial range for 1994-1995 school year. This information is available after October 1, 1994, following a districtwide census. Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Plan to eliminate one-race classes, identified if one-race classes are Class enrollments comply with state standards Strategies to increase the number of minority students in upper level courses/class groupsEffectiveness Indicators Page 2 2.0 CURRICULUM RATIONALE\nThat element in the school environment through which students gain knowledge and information Provides the opportunity for students to develop a sensitivity for and acceptance of differences . Staff has high expectations that all students will achieve GENERAL DESCRIPTION\nImplementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implement the curriculum with what you have?) . Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress Teachers demonstrate use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS RATIONALE\nEnhance the total well-being of the learner academically, socially, and psychologically . Promote positive self-concept and self-confidence Promote a healthy school environment which encompasses school spirit, collegiality, and cohesivenessEffectiveness Indicators Page 3 GENERAL DESCRIPTION\nA variety of awards and honors . Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents . A process to evaluate the honors and awards program for equity . Plans to eliminate any racial/gender inequities relative to distribution of honors and awards Non-athletic and athletic awards and honors (secondary schools) are perceived as comparable through visible evidence (displays) and promotion activities (school programs), e.g. student of the month, National Honor Society, honors assembly programs, contin- iuous curriculum development 4.0 COMMITTEES RATIONALE\nDiversified parent and staff participation which strengthens commitment to the school and its goals Diversified membership to assure a wide range of perspectives and creative problem solving GENERAL DESCRIPTION\n. Racial/gender composition of appointed school-based committees (-25% to 12.5% of black student enrollment) generally reflects the school population 5.0 EXTRACURRICULAR ACTIVITIES RATIONALE\nProvide opportunities for development of self-concept, self-esteem, leadership skills, and socialization skills in a multi-ethnic social environment . Help to develop important academic/non-academic skills, abilities and interests GENERAL DESCRIPTION\nExtracurricular activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and sexEffectiveness Indicators Page 4 Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender Recruitment practices to promote participation of all races and both genders in extracurricular activities 6.0 STUDENT ACHIEVEMENT/ASSESSMENT RATIONALE: Provides an assessment of the outcomes of teaching/learning based on disaggregation of data by race and gender Offers an opportunity to determine the success of district goals Provides an assessment for student program/course placement Complies with requirements set by the Arkansas Legislature Provides an assessment of student strengths and weaknesses Identifies each student's needs for success in the school setting GENERAL DESCRIPTION\nAll students' strengths and weaknesses assessed and their educational programs planned accordingly Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender) Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups 7,0 SPECIAL EDUCATION RATIONALE: Serves a vital function in meeting the special needs of students who, because of physical or mental characteristics, require particular educational servicesEffectiveness Indicators Page 5 Ensures equitable treatment based on race/gender through appropriate assessment, diagnosis, and placement procedures GENERAL DESCRIPTION: Clear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served 8.0 GIFTED AND TALENTED EDUCATION RATIONALE: Meets the needs of students who are academically above the general school population and/or who demonstrate special skills and abilities Provides an enriched and more challenging learning environment Adequate referral, appropriate assessment, and well-defined criteria for giftedness for equitable placement in gifted/ talented programs GENERAL DESCRIPTION\nStudents identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff A planned and organized strategy to address any problem of under-representation of identifiable groups in gifted and talented programs . Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessaryEffectiveness Indicators Page 6 Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment . Adequate facilities to meet the needs of the students served 9.0 STAFF DEVELOPMENT RATIONALE\n. A staff development plan that demonstrates commitment to educational equity by providing appropriate training in\ngeneral knowledge of educational equity equitable staffing practices strategies for teaching the multicultural curriculum strategies to enhance student achievement Staff behavior that demonstrates commitment to quality desegregated education GENERAL DESCRIPTION\n. Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose . Staff development provided at a variety of places and times . Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum 10.0 PARENTAL INVOLVEMENT RATIONALE\nSeeks the involvement of parents with all subgroups represented Emphasizes the positive impact that parental involvement has student learning onEffectiveness Indicators Page 7 Participation of identifiable groups and selected communities of parents Utilizes a variety of methods to solicit the involvement of parents who do not traditionally participate GENERAL DESCRIPTION\nDociunentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents have been actively solicited When financially possible, transportation provided for parents who need the service . School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups . Provision for regularly informing and involving parents regarding all aspects of their child's school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) . Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school plans 11.0 STUDENT DISCIPLINE RATIONALE: Involves effective classroom management Helps students to take responsibility for their actions and to act in socially appropriate ways GENERAL DESCRIPTION\nNo disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existsEffectiveness Indicators Page 8 Teachers receiving staff development and training to become more effective in discipline management and classroom management Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained School staff very active and visible in directing/controlling students 12.0 BUILDING LEADERSHIP/MANAGEMENT RATIONALE\nPrincipal's strong commitment to educational equity Demonstrates that education is valued for all parents, students and staff Accepts responsibility for clear management of administrative tasks . Articulates how business is to be conducted on the campus Assximes a pro-active (not reactive) role Demonstrates visible leadership GENERAL DESCRIPTION\nClear, concise and well-written improvement goals for equity Physical environment which supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aides in good condition, i.e., bulletin boards, chalk boards Evidence that the principal monitors the curriculum Evidence which indicates that all students are served by the guidance program, i.e., counselors' schedules/daily logs individual/group counseling A system to receive information from former students and patrons regarding the quality/needs of the total program A safe and secure campus for all students, LRSD employees, and visitorsADDENDUM TO LRSD BIRACIAL COMMITTEE INCENTIVE SCHOOL CHECKLIST 1996-97 STUDENT RECRUITMENT PROGRAM SCHOOL: PRINCIPAL\nMONITORS: DATE: 1. A student recruitment plan is in place. YES NO EVIDENCE: 2. A student recruitment committee is in place. YES NO EVIDENCE: 3. Total number of students recruited in the school during the last quarter.___ Black White YES NO EVIDENCE: 4. Number of students newly recruited during the last semester. Black White YES NO EVIDENCE\n2^252^^22 5^ S t\n5S I  ADDENDUM TO BIRACIAL COMMITTEE INCENTIVE SCHOOL CHECKLIST STUDENT RECRUITMENT PROGRAM Page 2 11 5. Total number of parents who have toured your school for possible enrollment of students. Black White YES NO EVIDENCE: I 2aEFFECTIVENESS INDICATORS FOR THE INCENTIVE SCHOOL MONITORING INSTRUMENT 1.0 EQUITASLS PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS RATIONALE: Supports well being of society . Provides a comfortable school climate with optimum conditions for student learning and development . Supports the intent of the law by providing equal access and fair treatment in all programs . Provides optimum conditions for learning Aids in the socialization of students Enhances cultural pluralism GENERAL DESCRIPTION Racially balanced staff which reflects appropriate percentages Racial/gender balance in staff assignments, programs, content areas, and grade level 2.0 CURRICULUM RATIONALE: Curriculum is that element in the school environment through which students gain knowledge and information . Provides the opportunity for students to develop a sensitivity and acceptance for differences GENERAL DESCRIPTION: A culturally diverse curriculum A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum An adequacy of materials and equipment to support the curriculum Varied t students eaching strategies that match the learning styles of the Current and accurate documentation of student progressEffective Indicators for IS Page 2 . Teachers demonstrating an understanding of infused curriculum a multiculturally . Students participating in heterogeneous groups that utilize peer tutoring Displays, bulletin boards, materials, and publications that reflect the multicultural curriculum . Use of hands-on discovery and exploration teaching strategi . Academic program enhanced by extracurricular activities 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS es 4.0 PATIONALE\n. Ademically, socially, and psychologically enhance the total well- being of the learner Promote positive self-concept and self-confidence Promote a healthy school environment which encompasses school spirit, collegiality, and cohesiveness GENERAL DESCRIPTION\nA variety of awards and honors . Written procedures and requirements governing honors and awards . Methods for communicating requirements to all students . A process to evaluate the honors and awards Plans to eliminate program any gender/grade level inequities . Equitable gender/grade level distribution of honors COMMITTEES and awards RATIONALE\n. Diversified parent participation strengthens school and its goals commitment to the . Diversified committees to creative problem solving GENERAL DESCRIPTION\nassure a wide range of perspectives and Racial/gender composition of committees school population generally reflects theEffective Indicators for IS Page 3 5.0 EXTENDED DAY PROGRAM RATIONALE\nSupports and reinforces the academic program Provides academic and non-academic enrichment . Helps in development of self-concept, self-esteem skills, abilities and interests ' and varieti GENERAL DESCRIPTION\nProvides parent) activities with adequate information regarding extended day . Recruitment practices to promote participation of all students in extended day activities . Meets the individual needs of the students (SEPs) 6.0- STUDENT ACHIEVEMENT/ASSESSHENT RATIONALE\n. Provides an assessment of the outcomes of teaching/learning . Offers an opportunity to determine the success of district goal . Provides an assessment for program/course placement . Complies with requirements established by the Arkansas Legislature . Provides an assessment of student strengths and weaknesses Identifies each student's needs for success in the school setting GENERAL DESCRIPTION\n. All students' strengths and weaknesses assessed and their educational programs planned accordingly . Evidence that promotion/retention rates are monitored and analyzed to reduce disparities in achievement . Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents  Strategies to close the disparity in test scores identifiable groups amongEffective Indicators for IS Page 4 7.0 SPECIAL EDUCATION RATIONALE:  Serves a vital function in meeting the special needs who, because of physical or mental characteristics, particular educational services ' 1 of students require 8.0 . Ensures equitable treatment through appropriate diagnosis, and placement procedures GENERAL DESCRIPTION\nassessment,  Clear, well-defined referral, assessment and placement procedures  Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences . Strategies to ensure equitable services by gender and grade level . Adequate facilities to meet the needs of the students served GIFTED AND TALENTED EDUCATION RATIONALE\nMeets the needs of students who are academically above the general school population and/or who demonstrate special skills and abilities Provides an enriched and more challenging learning environment Adequate referral, appropriate assessment , - ,\n'  and well-defined criteria for giftedness for equitable placement in gifted/talented programs GENERAL DESCRIPTION\n. Students identified through referral, standardized test results, academic performance, arid other criteria deemed appropriate by the school staff . A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs * S'^fficient textbooks, materials, ami equipment aval deliver the curriculum to all students in the class and equipment available to . Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment I i fEffective Indicators for IS Page 5 Adequate facilities to meet the needs of the students served 9.0 STAFF DEVELOPMENT RATIONALE\nA staff development plan that demonstrates commitment to educational equity by providing appropriate training in: general knowledge of educational equity- strategies for teaching the multi-cultural curriculum strategies to enhance the student achievement . Staff behavior that demonstrates commitment to quality desegregated education GENERAL DESCRIPTION: Staff development programs designed to enable staff members to fulfill the district/school mission and purpose . Staff development provided at a variety of places and times . Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan . Documentation of staff development participation 10.0 PARENTAL INVOLVEMENT RATIONALE: Seeks the involvement of parents . Emphasizes the impact that parental involvement has on student learning . Participation of identifiable groups and selected communities parents of . Utilizes a variety of methods to solicit the involvement of parents who do not traditionally participateEffective Indicators for IS Page 6 GENERAL DESCRIPTION: Documentation of school-home communication and contact . Documented evidence showing how all identifiable groups of parents have been actively solicited . When financially possible, transportation provided for parents who need the service I I . School functions conducted in community facilities identifiable groups of parents i near School functions scheduled to accommodate all parent groups I . Provision for regularly informing parents regarding all aspects of their child's school performance . Opportunities to develop leadership skills among all parent groups 11.0 STUDENT DISCIPLINE RATIONALE: Results in helping learners gain self-control . Involves effective discipline management . Helps students to take responsibility for their actions and to in socially appropriate ways act GENERAL DESCRIPTION: . No disproportionality among identifiable groups of students when discipline sanctions are analyzed . Teachers receiving staff development and training to become more effective in discipline management and classroom management . Discipline program monitored, evaluated and updated . Community based support programs . Mentoring program . Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained IEffective Indicators for IS Page 7 12.0 BUILDING LEADERSHIP/MANAGEMENT RATIONALE: . Principal's commitment to educational . Demonstrates that education is valued equity  responsibility for clear management of administrative . Articulates how business is to be conducted . Assumes a pro-active (not reactive) role . Demonstrates visible leadership GENERAL DESCRIPTION: on the campus Clear, concise and well-written improvement goals Physical environment and learning, i.e., clean buildings, graffiti supports^the goals of quality teaching no debris, orderly halls. no Evidence that the principal monitors the curriculum . Strategies to increase participation in upper level class groups . Evidence which indicates that all students guidance program are served by the  A system to receive information from former regarding the quality/needs of the total students and patrons program . A safe and secure campus for all students, visitors LRSD employees, and\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":"bcas_bcmss0837_482","title":"Incentive Schools: Extended Day-Year Program","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":["1991/1996"],"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","Little Rock School District","Education--Arkansas","Educational planning"],"dcterms_title":["Incentive Schools: Extended Day-Year Program"],"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/482"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["100 pages"],"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\nOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: f Number of pages including cover Off 18,X M?? * )K )K X X )K )K :K DATE START MAR-27 15:58 COURT TRANSACTION REPORT P.Ol MAR-27-91 WED 16:11 RECEIVER TX TIME PAGES 13'47\" 14 SEND TYPE NOTE OK )K )K X )i( X I )K E )K I -r^\"5i}iir.'^frj.Mi'T-n'mTr'''-:-\\'TrniTimwr\n'\"\"\n\"T-'iriirrBiii:f iWmmjwr'MTTiii II 11 .ui jlinii iiih imi '|llhllllllll iiHi iwiiiHiiii iiiWW'ilOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: Number of pages including cover pp I ,o |O A 0TWiwm )K * :k )K % )K\nK X DATE START NAR-27 15:45 COURT TRANSACTION REPORT P.Ol IiAR-27-91 WED 15:47 RECEIVER TX TINE PAGES 1'50'' 1 SEND TYPE NOTE OK X I * I * I * I * I * B * I :K I Kiv'j CTwiriMAR 25 '91 15=36 P.l I March 26, 1991 Dear Parents, Beginning Monday, April 1 - ^^^i^^i/^ewillimoleTnsrit cnanges to our incentive school extended day program. These chances a-e a * =^xoenaea cay llV/e iMngVs =ur stuiint\" the school year for the extended day 'A  year effect during the remainder The changes are: program. of sSSe:~.\"sr.V' '^.1!!.''*' extended' day^  Thursday? n? 35 p.m. . to 5:30 p.m. for buses normally ride the CARE will ba available fmr o.ik w, .. Fridays and on the first P'' who need CARE. each month for students All students must be registered for the CARE order to participate If vou n7T t  program in rS^nthsJa^^^\"-  oth/rX'dant?OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 March 26, 1991 James Jennings Little Rock School District 501 Sherman Street Little Rock, AR 72202 Dear Mr. Jennings: It was brought to the attention of this office yesterday that the LRSD has decided to shortened the student-teacher contact time for the Extended Day Program for Incentive Schools for the balance of the school year based upon your evaluation of the program. forward me educational Please copy of the program evaluation results and the rational for this desegregation plan. decision in light of the a Also, have the other parties in the case been contacted? what were their responses? If so, Let me hear from you. Sincerely, Arma Hart Associate DirectorOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 TO: Chris K Heller FROM: ,rt RE: Shortening the Incentive Day and Week DATE: March 26, 1991 These are questions that came to my mind after reading your memo to parents about shortening the Incentive Day and Week: 1. What are the educational benefits for children? 2 . Who were the persons involved in making the decision to change the time? (e.g., parents?) Was a committee formed representative of parents to help provide rational for this decision? 3. Were the academic, social, and emotional needs of all the students considered? 4 . What programs will/will not be offered to students as a result of this change? 5. Has the present Extended Day Program been evaluated to determine its strengths or weaknesses at each building site? 6 . Has the present program had ample time to become a success during the short time since the Court 7. 8. 9. Settlement Plan? approved the Have teachers been inserviced and/or been actively involved in the decisions of programs and activities that are in the Settlement Plan? Has a survey been done to determine whether parents are agreeable to having their child/children go to CARE, rather than stay longer in an Extended Day Program with certified personnel? Is there a possibility that after the Incentive Program has been carefully reviewed, you might desire to increase the time back to 5:30 p.m. next year?Chris Heller page 2 continued 10. Will there be a cut-off period for entrance of students who may later decide they want to go to CARE? 11. Does the following sentence have reference to Dunbar and the Incentive Schools? \"Federal or state mandated programs (remedial reading, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through extended day. week, or year programs. \" Settlement Plan, Volume II, March 23, 1989) (page 02239, #18 of the LRSD 12. Will a bus be provided for capable students who may choose to stay until 3:30 for enrichment on activities in the specialized programs only? reinforcement 13. Will the CARE Program be physically able to accommodate all the children who may want to stay from 2:30-3:30 or possibly from 3:30-4:30? 14. Since CARE is a part of the Incentive Schools, will it address the special needs of children and not become babysitting service?\" \"a It seems to me that sending a letter \"cold\" to parents after selling them last year on the merits of Extended Day Programs, without discussing the pros and cons at a PTA meeting is risking losing positive school community relations. I would proceed cautiously with appropriate answers to these questions. 7' have already entertained them, I need to know what your answers If you are. Remember, the goal of the Incentive School Program is to raise student achievement. is to raise the level One of the objectives in reaching that goal of community. If the programs trust between the school and the are well planned. exciting. and stimulating, I dare say that no one child would not want to be there. If parents believed that their children wanted to be there and were getting high quality programs that met their needs, they would not be amenable to shortening the time agreed upon. Let me hear from you.OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SHITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: Niimber of pages including cover X X X X X X X X DATE START RECEIVER MAR-26 11:02 FRIDAY, ELDREDGE8\u0026lt;CLAR P.Ol TRANSACTION REPORT MAR-26-91 TUE 11:04 TX TIME PAGES TYPE NOTE X )K X X X 1'55'' 3 SEND OK -------- )K )i: XOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: Number of pages including cover a X X X X X X X X DATE START NAR-27 14:51 COURT P.Ol RECEIVER TRANSACTION REPORT MAR-27-91 WED 14:58 TX TIME PAGES r 12\" 7 SEND TYPE NOTE OK X X X X X X X X aERLjgxaMjLaftaaaiaifeaaii^TO: FROM: RE: DATE: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 James Jennings Meeting on Extended Day March 28, 1991 This letter is a follow-up to the meeting held in my office regarding the change in time for the Extended Day Program proposed by LRSD in a letter to Incentive School parents on 3/26/91. The purpose of the meeting, as you know, was to hear responses from you and Mrs. Matthis to questions that I submitted to you and Chris Heller on March 26, 1991, regarding the educational benefits for shortening the Incentive School day and whether the decision was consistent with the Settlement Plan. As agreed, I will anticipate written responses to these questions in the near future. Do keep this office and the Court apprised of potential problems and/or anticipated changes in the future.u MAR 29 '91 11:40 P. 1 MERftCHlL H. FRi Dat, FA,  , 0. CLARK hobertv. l'Oht, Fa. W-LIAM H. auTTOM, Ra. OCDRGt \u0026lt; RIKE. P,A. uAMBB Vt. MDORE ftVRON M. CiACMAN, JR.. FA. JOE B\u0026lt; BELL, FA. MICHAEL a. tk0mR0n, fa, JOHN Q, EChOLB, fa. jAMSa A. ftUTRY, FA. rRCBCRICAB, URBCRT. FA, H. T. LAMZEuBRC. fa. OSCAR  OAVIft, JR jAMtS C- CLARK. JR., FA. THOMAE F LtOatTT, FA. JOHN DEWEY WATftON, R.A- LEWIE MA*HiB, FA. RAUL . BENHAM Hi, FA. larry w, bwrkR. fa. A. WYCKLIF* NiftBET, JR.. .A. JAMES EDWARD HARRIS, P.A, J, PHlLiR MALCQM, 0 A. JAMES M. fllMREON. FA. MEREDITH F CATLETT, FA JAMES M. SAXTON, FA, J. *hERhCRD RUaSCUL 'll donalO h. bacon, p,a. WILLIAM Thomas bakteo, fa. WALTEN A lAULION H, P.A. Barry \u0026lt;. coruim, fa. R'CHARD o- Taylor, fa, jOSERHB hj RftT, JR., FA. EL'EaRETH J. ROSBEN, fa, CHRiSTORHER heller, FA. FEIDaY, ELDHEDGE e CLARK A PARTNCRBHIP OF !NOVIduals and RROFtBSlONAU ASSOCIATIONS ATTORNSVS AT LAW aooo FIRST COMMERCIAL SUILDlNO CAFTOL LlTTLC ROCK, ARKANttAB 7aaOt-3A3 TeuciMONC 9O''37e-2Oll UAURA R.A. nOftCR^a. 8MArCR, P-A, WILLIAM M. GRIFFIN Nl -*, THOMAB N. flOeC. FA. MICHAEU a, mOORE DIANE a. MACKCV WALYCR M, BBEL III. fa. KEVIN A. CRAaa WILLIAM A. WaOOElL. ClTBE \"TAft\" TURNER CALVIN J- HALL  COTT J. NC*r Fax No, 50i376'ai a? jcnnv L. MALONE M. OATLC CCRlCY ROBERT O. BCACW, ft. RANBOLRH lOONKY u. LSK brown ^AMEB G. BAKCR. JR\u0026gt; H. CHARLES G8CHWCNQ, JR. KARMV A, L'ftHT ftSOTT H. TUCXER JOHN CLAYTON KANDO. OUT ALTON WADS PRiCe O' DARONCR THOMAft r. MEEKB J, MIOMACL RiCKENS tCnIA , JONC8 DAVID O- WikfiON JEPFRCY H. mODRC cdunskl Wl LLIAM J, SM ITH WILLIAM A. ELDREDGE, JR-,. WILLIAM L- terry WILLIAM L. PATTON, R., FA. TELECOPY TO FOLLOWING NUMBER! 371-0100 THE FOLLOWING PAGES ARE FOR: *.\u0026gt;nT nB. TO: Ann Brown and Arma Hart. FIRM NAME: OFFICE OF DESEGREGATION MONITORING FROM: Chris Heller. MESSAGE! TOTAL NO. OF PAGES: THIS INFORMATION SHEET PLUS PAGES DATE! March 29, 19\u0026amp;L TIME: A.M./P.M. IP YOU DO NOT RECEIVE ALL THE PAGES PLEASE CALL 501/376-2011 ASAP TRANSMITTING FROM! AUTOMATIC FAX RAPICOM 200 - 501/376-2147 TELECOPY OPERATOR! FOR OFFICE USE ONLY: -jLmp_______ CLIENT NUMBER SQ__________ MATTER NUMBER CONFIDENTIALITY NOTE: The information in this facsimile transmittal is legaify priviles/ed and conMential Information Intended onbi for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copy of the transmittal is strictly prohibited, If you receive this transmittal in error, please immediately notify ts by telephone, and return the original transmittal to us at the above address via the United States Postal Service. Thank you,MAR 29 91 11:41 P.2 FRIDAY, BLDRBDGE A CLaHK MCASCaEI. H. PRIBAY, *.A. B. S. CLARK ROBCRT V, klCHT. S.A. WILLIAM H. BUTTON, B.A. OCOROE B. PIKC, JR., R.A, JAMES W. mOORB BYRON M. BiBCmaN, JR., R,A, JOE O. BClu, MICMAEl 0. tmOhpbon, p.a. JOHN 0. CCHOLB, P,A. JAMES A BUTTRy, ra, PREOBRiCKS, ijRBBRV, P,A. H. T. lARZEuCRE, RA. OACAR B. OAViB. JR, JAMBA e. Clark, jr., r.a. THCMaB p, LC9OSTT, P,A. JOHN 9BWEV WATSON, AA. LCWIB MATHIS, B.A. PAUL A. BENHAM m, P.A. LARRY W. BVRKB, P.A. A. WTCKLirr NIBBET, JR,, P.A, JAMES Coward harrib, p.a. J. Phillip malcdh, p.a. JAMBS M, SIMPSON, AA. MCRCDITH P. CATLETT. P.A. JAMBS M. SAXTON, P.A. J. BHBPHBRO RUBACuL 111 DONALD H, BACON, P.A, WILLIAM ThOmaS SAKTCR, P a. WALTER A. Paulson 41, P.A. A PARTNERSHIP OF INOiVlpUAtS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW CODD FIRST COMMERCfAU BUIUOINQ AOO WEST CARITOL LITTLE ROCK, ARKANSAS FEEOHSASS Telcphone SOi3?e\u0026gt;3oii Fax No. SOi-aTS-Sia? March 29, 1991 LAURA hEnSlEy smith, p.a. ROBERT S. BMACtR, P.A. WILLIAM M. ORiPPlN th, P.A. ThOmaB n. RDSK, P.a, miCmaku S, MOORE oiAM S. MACKCT WALTCR M. CSBL III, P.A. KEVIN A. CRASS WILLIAM A. WADDELL, JR., P.\u0026gt; CLYDE *TAS*' TURNER CALVIN J. HALL SCOTT J. LANCASTER JERRY L. MALONC M. DAYLG CORLEY ROSBRT S. BEACH, JR. a. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER, JR. H. CHARLES DSCHWENO, JU. HARRY A. klOHT SCOTT H. TUCKER JOHN CLAYTON RANDOLPM OUV ALTON WADE PRICE C. OaRDNER THOMAS P. MEEKS J. micnaEl Pickens TONIA P. JONES OAVID D. WILSON JEPFREY M. MOORE BARRY B. COPuiN, R.A. R CHARO O. tAVLOR, P. JOfiBBM *, MVRBT, JR., A A. CLISAftCtH nOBICN, AA. ewHiSTOPHKR MKbLCR. AA. ePVHPBh WILLIAM J. SMITH WILLJAM A. ELDPBDOC, jH., P, WILLIAM L. TERRY WILLIAM L. PaTTCn, JR., P.A. WRITKfl't OIRKO* HO. Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 370-1506 Re: Extended Day Program in Incentive Schools Dear John: I propose the following as an outline of the understandings and agreements reached thia morning among LRSD, Joshua and the Office of Desegregation Monitoring: 1. Beginning Monday, April 15, 1991, Extended Day Program will be 2:35 p.m. to 4:30 p.m. Monday through Thursday. There will be no extended day on Fridays, the time for the p.m. 2. 3. CARE will be available from 4:30 p.m. to 5:30 p.m. for students who need care following extended day. There will no extended day on the first Monday of each month. CARE will be available from 2:35 p.m. to 5:30 p.m. on the first Monday of each month for students who need CARE. 4 . Buses will run at 2:35 p.m. participate in extended day activities and at 4:30 p.m. for students enrolled in extended day who normally ride On Fridays and on the first Monday of each month, buses will run at 2:35 p.m. for all students who normally ride the bus. for students who do not p.m. the bus home. MRP 29 91 11:42 P.3 5. CARE will be made available without charge to those students who enroll in the CARE program because of the shortening of the Extended Day Program, All students must be registered for the CARE Program in order to participate. 6. The time between now and April 15/ 177 wm ca usea lo inform parents about these changes and to explain to parents why the changes are being made and the options available to them as a result of the changes. 1991 will be used to 7. The time before implementation of the changes will also be used to make the necessary preparations for the expected increase in participation in the CARE Program, Please let me know whether you believe this letter fairly presents our agreements and understandings. Yours very trul Christopher Heller CJH/k co: Office of Desegregation MonitoringI X X X X X X DATE START MAR-29 11:41 G3 TRANSACTION REPORT P.Ol MAR-29-91 FRI 11:43 SENDER RX TIME PAGES 2'01\" TYPE NOTE 3 RECEIVE OK )K * )K  )K )K X )KJohn W. walker, p.a. ArroKNRY At Law 1723 Broadway Little Rook, Arkansa.^\n722(! TelepjKWE {501) 37 {3758 FAX (50!) 374 4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A, BRANTON, JR \"Alw* to f*rarli(* n Grcnri* A the DiiHrirt \u0026lt;ff ('dumbii. TO\nFACSIMILE COVER FAX NO.: Ms. LAZAR M PALNICK LAW * H.NANCE BLIXI. SUITE IW2 429 FOURTH AVENUE PITIBBURGH, PA 15219 (4l2)28R-92) i-QtoQ FROM: n ri.(C^c. DATE\nRE: MESSAGE: THIS FAX CONSISTS OF PAGE(S), INCLUDING THIS COVER PAGE. I 0  d OUR FAX NUMBER IS: (501) 374-4187 00T0I22 Oi bd d3\u0026gt;nan(i NHor wodd 3S:St 1661/6Z/20MAR 29 '91 iiJ39 HCttSCHSb H. XRiBA*, AA. B. \u0026gt; CLARM SOBCBT W. SA. 3PRIDAY, BLOHEDOB \u0026amp; OLAHK A PARTNERSHIP OP INDTVIOUAlS MQ PROTCSSIONAU ASSOCIATIONS ATTORNtva AT LAW AIhLiAM H. BUTTAN, B.A. BtAAAt e, AtKC. JA., AA. ^amCS w. MO9AC BVWAN M, tlBCHAH, UA., AA. ZOC 0. SBbt, P A. MICHAKUS. TMOmpSOm, AA. ,\u0026gt;OHM C. CCHObS, AA. ,|AH\u0026lt;BA. AVTTAV, A A. MCBCaiCaB. uBBSSv, S.A.  T. CAAXvCAC, AA. 9SQAA C, OaWS, dtt. aooo r(i4Br edMH\u0026lt;Re\u0026lt;AL iiu\u0026gt;lo!no 400 weat CAPirou LITTLC ROCK, ARKAHSA* 7ttO)\u0026gt;\u0026gt;A9 tKbBAnONc aoi-ara-ton Tax no. eoi-37e*ei47 AMt\u0026lt; C. CI.AXK, r,, P.\u0026lt;. HOMAS P, LCOSCTT, AA. 'OHN S6WCT WATBOM, AA. CWie MATHIB, AA. AVL . RtNriAH Ml, AA, March 29, 1991 ,ARMV W, au***, WVCKVI^r NltlKL^A., R,A. 'AMt* COWARO HARe, P.A-PHtbkiP MAVeOM, lAMta H. AlMP*\u0026amp;N, P-A. 4RtaTH . eAtWktt. AA. FAX M. AXTQH, AA. SMCRHCRB RUCL ill lONALO M. BACOH, AA, vIULiAM TwaMA* BAXTCR, AA, \u0026gt;AkT\u0026lt;A A. PaVuBON tl, AA. KAAB* . COPI-IN, kieMAAO O. TAVLOA, A.A, \u0026gt;OAH B. X*' CUtXABCTH J, ROBBBN. AA\u0026lt;\nRI7O?WK HtULCR, Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rook, AR 7220S Res Extended Day Program in Incentive Schools Dear John: bAURA HCNSbCY BHITH, P.A. AOBCAT B. SHAFCA, AA. WILLIAM M, aRIFFIN HI) P.A. THOMAS N. AOC, A A. S. OiANC S. MAOAEY NBVIN A. CRABS WlkUtAM A. WAPOCtU, \u0026lt;.\u0026lt;A-, A^ 6U*BC 'tab\" turner CAbVIN J. HAbb SCOTTI. bANgABTftR JCRPT b. MAbONil H. BAVbC COAbST ROBERT S. SfiACH, J. B, RAMOOtPP (.OONCV J. bCB BROWN JAMES e. BARCA, jA-H. CMARtCB dBCMWCNft, JR. HARR* A. blQHT SeOTT H, TUCMBR JOHN CbAYTOM AANBObPH BUY AUTON WABC  Nice 0. OAROMCA THOMAS A HCCAB MlCMAEL AlOKCNS TON.A A JONCA OAVIP 0. WluBON JETFRE* ** MOORE cdw*kk WILLIAM J. SMITH WibLtAM A. CbOASOOC. JR.. AA. WibtlAH L. YBRRV WILLIAM L. PATTON, JR., P.A. wR'Tia'* siMcCr we. 370-1506 I propose the following as an outline of the understandings and agreements reached this morning among LRSD, Joshua and the Office of Desegregation Monitoring: 1* Beginning Monday, April 15, 1991, the time for the Extended Day Program will be 2:35 p.m. f Monday through Thursday. There will ba no extended day to 4530 p.m. on Fridays. CARB will be available from 4:30 p.m. to 5:30 p.m. for ^udents who.nesd CARE ^following, extended day. , .. , _____ ____ no extended day on the first Monday of each ^Xonth. ^.CARB will be available from 2:35 p.m. to 5:30 pTlKu^n the first Monday of each month for students who 3.\\. There will\nE. f'' 4. Buses will run at 2:35 p.m. fox students who do not participate in extended day activities and at 4:30 p.m. for students enrolled in extended day who normally ride the bus home, '^n Fridays,\"aha~^ the T 1-rstrMon^yJof each month, buses will run at 2:35 p.m. for^WTstudents who normally ride the bus. 30  d 0 0 I 0 I Z  0 J. U'd daMiBn'M NHor wodd S!SI 1661/63/0 2 0d THiOi r. o B. CARE will ba made available V ---without charge to those enroll m ths CARE program because of the shortening of the Extended Day Program, must be registered for the CARE participate. All students Program in order to 6. 7. The tine between now and April IS, 1991 will be used to inform parents about these changes and to explain to parents why the changes are being made and the options available to them as a result of the changes. The time before implementation of the changes will also be used to make the necessary preparations for the expected increase in participation in the CARB Program. Please let me know whether you believe this letter fairly presents our agreements and understandings. Yours very trul Christopher Heller CJH/k co: Office of Desegregation Monitoring L [I( _ __' __ (i 0 d 0010TZ2 01 Wd d3\u0026gt;ntinn NHOf wodj ^S:ST T66T/62/20 w *1^ 'X )K )K X :K * * % A DATE START SENDER MAR-29 15:02 501 374 4187 TRANSACTION REPORT RX TINE PAGES TYPE P.Ol MAR-29-91 FRI 15:05 NOTE 3' 05\" 3 RECEIVE OK )K )K )K :K )K * X % SESfiU aiMAR 29 '91 15:46 P.l hBRGCACl H. P ri bay, a.A. A. I. CLARK AOBCRr V.. biSHT, Ra. WluLiAM H. SUYTiGN, Ra. OCOROK t. 01 KI. JR., p.a.  AMCfl W. MOORI BVRON M. tlBlMAH, JR. P.A. jOt 0. PILL, 0-A. MiCTASL a HOMASOn, fa JOHN e. te*OL8, P.A, JAMIA A BuT*PY, P.A. FPIOCPiCK A UPAiRV, P.A. K. Ti uaAIIlIPI, p a OACaA I. OaViA. jp. uAhca e. Clark, jr., p.a. THOMA* P. LCO9ETT. ft.A. JOHN oswcr WATAON, P.A. LBiAia MATH.A, P.A. PAUL B. BInhaM III, AA, LAPPy W. BJPKB, f*,A. A.wrCKL\u0026gt;r NIBBBT, JP., P. .^AMAB Cev/AMS HAPPIB, P. \u0026lt; A. J PH I Lbi P M ALCOM, P A. JAU M. AImBAOn, P.a, M|P|DTr P. CATLSFT, P.A, JAMC0 M. SAXTON, P.A. J. BHCPHCPO PjAACl. Ill eONALQ H. BACON, P,A WiLUiAM ThomAB BAXTIR, P.A. WAcTfP A. PAIJtBON II, P.A. BARRV  COPLIN, P,A. RtCKARO 0. TAVLOR. P.A. JOBCPM B. HUPflT, uP . P.A. BLiSABKTH J. POBBlN, P.A. CHPiBTOPmIP MCbtCR. ^A. FHIDaY, ELDfiEDGE tk CLJxlRK A sartncRSmip of individuals and profsSSional associations ATTORN CVS AT LAW aooo FIRST commcrcial BuiLQiNa  OO WEST CAPITOL LITTLE ROCK. ARKANSAS TtIQI-S4B3 TELipmoVE SOI-378-COil fAx NO, SOI-STS aiAT LAURA H(N*LCVSMifH. P. A. ROBIPT B. ShAFSP, P.a WILLIAM M. OPiPPiN III, BA. THOMA* N. AOBC, P.A. MIChABL 8. MOOPC eiAN* a. MAOKCY WAtTCR H. BBCU IH, P.A kCvin a. cbabb William a. wapocll, JP., p.a. tuvOB tab\" TUBNtP Calvin j, hall  COTT J. LANOABTcp jCRPY L. MAtONC M. dAVLC CORLEY ROBERT 8, BEACH, JR. *. aanoolph looney J. uCE BROWN JAMC* o. BAKER, JR. H, 0HARLE8 oeCHWCND, JR. HARRY A. LICHT BCOTT H. TUCKER JOHN Clayton ranoolph OMY ALTON WABE PRiCB C, BARONC* THOMAS P. MCCkS d. MICHAEL RICKEN\u0026amp; TONIA P. JONBS BAVie B. Yi uSOn JERFRer H. MQOPC COVMBBk WILLIAM J. SHI Th WILLIAM A. C.OreBOC, JPi| P.A WILLIAM L. Terry WILLIAM L. PATTON, JR., P.A. TELECOPY TO FOLLOWING NUMBER: 124-4187 - 371-0100 THE FOLLOWING PAGES ARE FOR: TO: Jphn WfliXeg__and Arma Hart FIRM NAME: FROM: Chris Heller MESSAGE: I have enclosed a second draft of my letter which has been revised to address the concerns expressed about the first draft. Please let me know if this is acceptable. TOTAL NO. OP PAGES\nTHIS INFORMATION SHEET PLUS PAGES date\nMarch 29, 1991 TIME: .A.M./P.M. 3 2 IP YOU DO NOT RECBIVB ALL THE PAGES PLEASE CALL 501/376-2011 ASAP TRANSMITTING FROM\nAUTOMATIC FAX RAPICOM 200 - 501/376-2147 TELECOPY OPERATOR\nFOR OFFICE USE ONLY\n- LI23Q CLIENT NUMBER _____92___________ MATTER NUMBER CONFIDENTULiTT NOTE: The ir/ormatton in thie facsimile transmittal is legally orMleted and confidential inftrmaHm intended o^lyfor the use of the individual or entity named above. If the reader of this message is not the intended recipietu, you are hereby notified that any dissemination, distribution or copy of the transmittal is strictly prohibited. If you receive this transmittal in error, please immediately notify us by telephone, and return the original transmittal to us at the above address via the United States Postal Service. Thank you.- I'lAR 29 '91 15:47 P.3 ME*0CCV H. PSA B. B. CUARK i r-? I I I t' I I tf I It I AOfiCRT V. tidMt, P.A. wiukiAH H, Button, aa. OCORBC C PIRC, JR., AA JAMSe M*. MOQRK BVRON M, CIfiCMAN, JR., -OS 0. asut, AA. MiaMAKk a. THOMPSON, P.A JOHN C. BGHOkB, JAmBB a. BUTTRr, AA, FRcOCRIGHB. URBCRV, P.A. H. T. LAMZCkSRC, B.A. OBCaR E. OAViB, JR. JAMKB C. ekARH, JR , p. A. TmOmaI R. naSSTT, AA. O6WBV \u0026lt;A/AT*QN, P. LEWIB MATHiB, R.A. FAUL B. BCnmaM ill, Aa. LARRY W. BURKB. RA, A. WVeXLIFF NIBBBT. JR., P.A JAMKB COWARD HARRIB, f.A. RHILLIP MALCOM, R. A JAMSS M. BIMPBOn, P.A. MBRIBITH 9. CaTLBTT, P.A. JAMKB H. BaxtON, P,A. J BHBPhKRO RUBBBLL ill DONAlD H, BACONi r.a. William thqmab baxycr, p.a, WALTCR A. PAULBON |I, RA. BARRr B. CORhIN. r.a, Richard D. TaYLOR, p.a. jOBCPH B. HURBT, JR., AA. CklXABCTh J. RORBCN. PA. CHRIBTOPNCR HELLER, R.A. FBIDAY, ELDKEDOE \u0026amp; CLARK A PARTNtRSMIP OF INDIVIDUALS ANO PHOFtSSIONAL ASSOCIATIONS ATTORNEYS AT LAW 100a FIRST eOMMERGIAU SUILDiNa 400 WEST CARJTOU kITTUe ROCK, ARKANSAS 7aOI-3.4ad Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Ra: Dear Johns tcucpmonb BOH37e\u0026gt;scu Fax No. SOI-17B il7 March 29, 1991 FAX Extended Day Program in Incentive Schools I propose the following and agreements reached this LAURA HBNBLCV BmiTm, P.A. ROBERT B. BHAFCR, a.A, WILLIAM M. am IN III, A THOMAS N. ROBE, PA. MICHACl B, MOORE OIANC B. MACXSV WALTCR M, BBBL lfl, PA, KBVIN A CRABB WILLIAM A, WAODBLL, JR., P . CLVOC *'TA' TURNER CALVIN J. HALL BSOTT J. LANCABTCR JERRY L. MALONE M. OAYut CORLEY ROBERT B, BEACH, J*. B. RANDOLPH LOONEY J- LEE BROWN JAMtl e, BAKER, JR. H. CHARLCB SBChwENO, JR. HARRY A. LIBhT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH OUT ALTON WADE PRICC C. GARDNER TmOMAB F. MKEKB J. MICHAEL PtCKENB TONIA P JOnKB DaUiO O. WILSON JEPFRer H. MOORE COUHBU WILLIAM J. BHITH WILLIAM A. ILOREDae, JR,, RA. WILLIAM L. TERRY WILLIAM L. RATTON, JR., P.A. aiwccT HO. 370-1506 an outline of the understandings ---- morning among LRSD, Joshua and the Office of Desegregation Monitoring\nas 1, Beginning Monday, April 15, 1991, Extended Day Program will be 2:35 p.m. to 4:30 p.m. Monday through Thursday. There will be no extended dav on Fridays. the time for the p.m. 2. CARE will be available from 4:30 . J ,  ..... p.m. to 5:30 p.m. for students who need CARE following extended day. LRSD will steps to ensure adequate staff and sufficient space for the expected increased participation in the CARE Program. 3. Buses will run at 2:35 , , , , ---- P-M- for students who do not participate in extended day activities and at 4:30 p.m. for students enrolled in extended day who normally ride the bus home. On Fridays, buses will run at 2:35 for all students who normally ride the bus. and at 4:30 p.m. p.m.MAR 29 '91 15:46 P.2 4. CARE will be made available w  students who enroll in the CARE shortening of the Extended Day Program, must be registered for the participate. without charge to those program because of the All students CARE Program in order to 5. The time between now and April 15, 1991 will be used to uaJenL changes uv are being made and the options available to them as a result of the changes. and to explain to available to them 6. The time before implementation of the changes will also necessary preparations for the expected increase in participation in the CARE Program. Please let me know whether you believe this latter fairly oresents our agreements and understandings. rainy presents Yours vi .r Christdphe: Heller t CJH/k co: Office of Desegregation MonitoringI 8 K- * * X :K )K X X P.Ol TRANSACTION REPORT MAR-29-91 ERI 15:48 DATE START MAR-29 15:46 G3 SENDER RX TIME PAGES TYPE NOTE 1'59\" 3 RECEIVE OK X * )t( )K X )K )KLITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 June 6, 1994 MEMORANDUM TO\nParents of Summer Enrichment School Students - Incentive Schools FROM: Principal of SUBJECT: Summer Enrichment Program - Incentive Schools Your child has been assigned to the Enrichment Summer School Program at: ANDREW J. BROUN SITE: Penick Boys C. The program begins on Monday, June 20, 1994, and ends on July 25, 1994. July 4 is a holiday. The location, date, and time for incentive schools enrichment programs are indicated below: ACTIVTTY LOCATION DATE TIME G.W. Carver YMCA 1116 West 14th June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. Arkansas Art Center MacArthur Park June 20 - July 25, 1994 9:00 A.M. to 12:00 P.M. James Penick Boys Club 1201 Leisure Lane William Thrasher Boys Club 3301 South State June 20 - July 25, 1994 June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. 8:00 A.M. to 4:00 P.M. Transportation wiU be provided by Little Rock School District. Your child will be picked up at his/her currently assigned Incentive School at 7:45 AM. They will arrive back at then- assigned incentive school by 4:30 P.M. Students attending the Arkansas Art Center will arrive at their assigned incentive school by 12:30 P.M. Your cooperation is needed. Please contact Larry S. Robertson at 324-2013, if additional information is needed.JAMES H. PEMICX aOTS CLUB EaSHIP APPt.lCATIOB 3CYS club OF UT7L5 accx Mesoership # PLEASE PPI MT AMO CHECT APPQBPPIATE AMSUEP TO ALL 0UE5TTOIS Appticacion Oats Census TracT S Pace: White Slack Hispanic Other Previous Memoer: Tes No Prior Uni t Membership fee S Fee Fully Paid: Tes No NAME: FIRST MIOOLE LAST ADDRESS: CITY: STATE: ZIP\nPHONE (H) (0) Birthday Birth City State Tears at this address\nDo you live with your\n(Check one) Do you belong to\n(Check one) Both Mother S Father Boys/Girls Scouts Mother Only Church Club Grandparents TMCA/TUCA Father Only School Club Other Other None How many live in your house? _______ Number of Brothers: Hinber of Sisters: I will attend James H. Penick Boys Club: Current Job: (check one) Simmer Tear-Around Tear-Around Part-time Part-time Only during the School Tear Full-time Full-time Only during Holidays None Sumner JAKES H. PEXICX aOTS CUJ8 MEJABERSHIP APPl.JCATIOB 3CYS CLUB OF UITTLS accx MMoership it Pt SASS PPTMT ATO CHECr APPggpPIATE AMSUgP TO ALL OUESTTOWS Applicacion Oats Census Tract S Pace: Uhi ce Slack _Hispanic Other Previous Memoer: Tes No Prior Unit Memoership Fee S Fee Fully Paid: Tes No NAME\nFIRST MIOOtE LAST ADDRESS: CITT: STATE: ZIP: PHONE CO) Birthday Birth City State Tears at this address: Do you live with your\n(Check one) Do you belong co\n(Check one) Both Mother \u0026amp; Father Boys/Girls Scouts Mother Only Church Club Grandparents TMCA/TUCA Father Only School Club Other Other None How many live in your house? Htmber of Brothers\nNtnber of Sisters: I will attend James H. Penick Soys Club: Current Job: (check one) Sunner Tear-Around Tear-Around Part-time Part-time Only during the School Tear Full-time Full-time Only during Holidays None Summer cF EXTENDED DAY Student Name: Andrew Brown RECEIVED Grade: 2nd Teacher: BURROUGHS JAN 51995 Dear Parents: Office of Desegregation Monitoring Extended day for second semester begins on Tuesday, January 10, 1995. We are going to try a different procedure for extended day activities. We want to focus heavily on reading and math instruction and work toward academic improvement of all students. Homework center will be in the classroom on Tuesdays, Wednesdays, and Thursdays between 2:35 - 3:05 p.m. On Tuesdays and Thursdays, the children will remain in their classroom for reading and math remediation and enrichment with equal time spent on each subject. Instruction will be determined by student needs as developed in the individual Student Education Plans. The Tuesday session will be from 3:05-4:30 p.m. and the Thursday session will be from 3:05-3:50 p.m. Wednesdays will be devoted to activities only. There will be two 45 minute sessions and students will be assigned activities according to their requests on a survey conducted earlier in the year. Wednesday activities will be from 3:05-4:30 p.m. Your child chose the following activities for the 1994-95 school year: FIRST SEMESTER : TUESDAY\nGAMES WEDNESDAY:COMPUTER SECOND SEMESTER: 1st ACTIVITY\nSPANISH 2nd ACTIVITY: SCIENCE I hope you will be pleased with the new program format and the assigned activities. We strongly encourage you to have your child attend extended day, especially on the academic enrichment/remediation days (Tuesdays and Thursdays). We know that this will help to boost achievement and raise individual test scores. We hope you will be cooperative as we implement the new schedule. \u0026lt;f:n ATTEND ACNE FOR EXTENDED WEEK MAR 8 1995 Office of Desegr i^kicn LAMAN LIBRARY October 15, 1994 19BF 9BM WILDWOOD October 18, 1994 56BF 26BM MIDAMERICA MUSEUM November 19, 1994 58BF 54BM IWF IWM Blanchard Springs Caverns January 28, 1995 53BF 44BM CURTIS TATE February 11, 1995 17BF 18BM Mazzios Pizza February 25, 1995 17BF 18BMf 7.'5r^. FRANKLIN INCENTIVE SCHOOL M\u0026amp;R 8 1995 0t!ic8 of Des^i S' 'if-' EXTENDED DAY ATTENDANCE 1ST SEMESTER 1994-95 Tuesday Average Daily Attendance 160/out of 210 - 77% participation Wednesday Average Daily Attendance 178/out of 210 - 85% participation Thursday Average Daily Attendance 165/out of 210 - 79% participation{ // 0 a ^iAS 8 (Please number 1st, 2nd and 3rd choice) Office Ct [lesQ' i'iy.i.\n____Brownies {lst-3rd only) ____Newspaper Publishing ____Speech Debate Team Music ____Girl Scout (4th-6th only) ____Young Authors Choir Book Club Pen Pals Aerobics Art ____Spanish Club Book Club ____Cub Scouts (lst-3rd only) ____Boy Scouts (4th-6th only) Basketball ____Sign Language Cheerleader Odyssey of the Mind Drama Dance ____Book Making Gentleman Club Ladies Club ____Competion Bees My student is enrolled in the CARE PROGRAM and wUl go directly to Care after Extended Day. I will pick my child up at 4:30 I want my child to ride the bus I want my child to walk home Teachers Name Parents Signature Students Name Grade Address Phone numberTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 September 14, 1995 Margie Powell, Associate Monitor - ODM Gene Jones, Associate Monitor - ODM Sadie Mitchell, y^sistant Superintendent Elementary Education Sterling Ingran^feirector of Staff Development 1995 Extended Year Information Attached are narratives of the Little Rock School Districts Extended Year Program, Incentive School Summer Enrichment Program, as well as, agendas and other information that document our efforts related to the extended year program for 1995. If you require additional information, do not hesitate to contact us. /adg Attachments cc: Dr. Henry Williams Chris HellerLITTLE ROCK SCHOOL DISTRICT EXTENDED YEAR PROGRAM SUMMER 1995 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72206 STERLING INGRAM, DIRECTOR OF STAFF DEVELOPMENT SADIE MITCHELL, ASSISTANT SUPERINTENDENT - ELEMENTARY SCHOOLS LILLIE CARTER, SUMMER SCHOOL PRINCIPAL SEPTEMBER 13, 1995LITTLE ROCK SCHOOL DISTRICT EXTENDED YEAR PROGRAM Strengths The 1995 extended year academic program at Rockefeller Incentive was successful in several ways. A well qualified, dedicated, and committed certified and non-certified staff worked diligently to meet the needs of all students. Curriculum supervisors from the reading and math department provided inservice training for the staff prior to the beginning of summer school. Assistance was provided by the Assistant Superintendent during registration and throughout the duration of summer school. The office of Safety and Security provided two resource officers for 4 weeks. Remediation, reinforcement, and enrichment was provided for students in the areas of Reading, Language Arts, and.Math. The principal and assistant principal were highly visible and provided assistance to the staff... The transportation department did an outstanding job transporting students to and from their destination. The food service department provided nutritional snacks and lunch. Each classroom teacher sent home a weekly progress report in addition to interim reports and scheduled parent conferences. There was weekly communication from the school to all parents. Weaknesses  Poor attendance for Incentive School students  Poor attendance at Open House  Lack of parental involvementEnrollment Total number of students enrolled: 168 Total number of Incentive School students based on pre-enrollment: 197 Total number of Incentive School students: 108 Total percent attending: 52% BM\n32% BF\n10% WF\n7% WM BM BF WM WF Franklin 16 5 1 Garland 20 18 2 2 1 Mitchell 15 Rightsell Rockefeller 10 4 2 9 1 2 Total 64 36 3 5 Total number of students attending from other LRSD schools 50 Total number of students attending from Private Schools 10 Teaching Strategies: Whole Group Instruction Small Group Instruction Individual Instruction Individual Tutoring (Instructional Aides) Principal and Assistant Principal read to small groups Parental Involvement: Open House (Transportation provided) Required Parent Conferences Weekly Progress Reports Interim Reports Phone Calls to ParentsParent Volunteers: Most of the parents work and are unable to be actively involved. Type of Assessment used: 1. Reading Assessment (HBJ) 2. Math Skills Test (HBJ) 3. SEPS 4. Reading/Math records from home school 5. Computer Lab (Reading and Math skills)LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SUMMER ENRICHMENT The Little Rock School District Summer Enrichment Program provides a variety of multicultural experiences and activities designed to meet the needs and interest of Incentive School students. Parents were involved in the planning and development of this program. Every student received a survey to take home for parents to complete and return to their home school. The survey listed a variety of activities and provided space for parents to recommend activities not listed on the survey. The survey results from all Incentive schools were compiled and then used to determine the Summer Enrichment activities that would be provided to Incentive School students. The City of Little Rock Parks and Recreation had existing programs and activities in place that matched the needs and interests of many Incentive School students. The City Parks and Recreation cooperated with the Little Rock School District in efforts to place Incentive School students in appropriate existing programs at six sites. These sites were Bale Elementary School, Baseline Elementary School, Fair Park Elementary School, Romine Elementary School, Penick Boys Club, and Thrasher Boys and Girls Club. Other components of the Summer Enrichment Program for Incentive School students were provided at Rockefeller Incentive School. Enrichment in the areas of reading, math, music and art was provided at the Rockefeller site. Parents, students, site directors, and site teachers participated in the evaluation of the summer enrichment program. Interviews and questionnaires were utilized to collect data needed to evaluate the program. Evaluation results will be used to improve the quality of future summer enrichment programs. Please find attached a list of students who participated at each site by race, gender, and home school.Page 1 of 3 BAiE Student Name Thomas Akins Mashati Walker Ashley White Erica Cotton Sending School Franklin Franklin Franklin Franklin R/G BM BF BF BF Grade 2 5 5 4 BASELINE_________ Student Name Shannon Agnew Brandy Weyand April Weyand Tabithia Basinger Jeremy Harris Jessica Harris Nicholas Williams Brittany Berry Markel Ricks Sending School Rockefeller R/G WF WF WF WF BM BF BM BF BF Grade 2 1 2 2 2 1 2 1 1 FAIR PARK________ Dana'Zaire Snow Rashany Pittman Pecola Richardson Franklin BM BF BF 2 9 2 PENICK BOYS CLUB Rodney Jackson Jonathon Philllips Robert Scott John Phillips Jason Miller Kirkland Litzsey Elijah Jones______ Freddie Carroll Nelson Terry Derek Terry Franklin Mitchell Rightsell Rockefeller BM BM BM BM BM BM BM BM 5 6 3 3 1 2 4 5 ROCKEFELLER ART\u0026amp;MUSIC Jamaal Bosley Ivan Allen Robert Enlow Dedrick Logan Steven Lindsey Rhiana Cobb Rightsell Franklin Franklin Rightsell Garland Rockefeller BM BM BM BM BM BM BM WF 4 4 3 2 2 4Page 2 of 3 Michelle Butler Gabrielle Edwards Pjnber Missouri Sindy Thomas_____ Beattie Scott Lacretia Montgomery Jazzman Trice Troy Thomas Jonas Brewster Donte Howard Roosevelt Blackmon Ashley Kelley Alvictor Denton Melinda Simmons Kelsey Watson Christina Atkins Whitney Albert_____ Jamille Ticey James Ticey Michelle King______ Nick Spencer Leon Trice_______ Jessica Dirden_____ Calvin Hedgewood DeShonda Ellis_____ Sharonda Ellis Yolanda Criswell Darren Bond Vanita Lindsey Marie Giason VerySpecial Simmons Bradford Pippen____ Chris Hurvey Brandale Teasley Ashley Gilbert Reyone Snow Jasmine Dandridge Amanda Morgan Joe Wright Dara Mathi.s Rockefeller Franklin Franklin Garland Rockefeller Garland____ Garland Garland Mitchell Rockefeller Rightsell Mitchell Garland Mitchell Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Franklin ' Rockefeller ... Garland Rockefeller Garland Rockefeller Rockefeller Rightsell Mitchell Garland Mitchell____ Garland Franklin Franklin Rockefeller Rockefeller Rockefeller Mitchell Rightsell Garland Mitchell BF BF BF BF MM BF BF BM BM BM BM BF BM BF BM BF BF BF BM MF VjM BM BF BM BF BF BF BM BF BF BF BM BM BM BF BF BF BF BM BF 4 2 2 4 2 1 3 6 3 5 4 3 4 1 2 3 2 5 3 2 3 3 3 1 1 1 1 2 2 2 3 3 3 3 2 1 1 5 1Page 3 of 3 ROMINE______________ Brittany Tate______ Tiffany Johnson Erica Galmore Melvin Bullock Ebony Galmore Justin T. Dickerson Wnitney Dickerson Garland Mitchell BF BF BF BM BF BM BF 2 2 2 2 2 2 1 THRASHER BOYS CLUB Barry Campbell Donald Jaggar Dolly Redman Teddy Redman Antonio Bland Julius Bland Ashley Cole Mavis Robinson Rachel Robinson David Robinson____ Derek Bunch Shantia Wilson Sherman Wilson Takisha Bunting Conelius Hunter Kenneth Patterson Franklin Mitchell Rightsell Rockefeller. BM BM BF BM BM BM BF BF BF BM BM BF BM BF BM BM 2 2 3 2 5 2 2 2 2 2 2 2 2 2 4 T JI. II. III. IV. V. VI. VII. AGENDA INCENTIVE SCHOOL PRINCIPALS MEETING DECEMBER 14,1994 3:00 P.M. Monitoring - Program Accountability Extended Day/Extended Week  Current Status  Potential Changes Program Deletions and Modifications  Incentive School Staffing Field Trips Recruitment Plans Theme Implementation Extended Year Survey IX. OtherINCENTIVE SCHOOL PRINCIPALS JANUARY 12, 1995 1:00 P.M. AGENDA 1. MONITORING REPORT II. INCENTIVE SCHOOL STAFFING COMMITTEE III. 1995-96 BUDGET TV. SUMMER SCHOOL SURVEY V. ODM MONITORING VISITLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: All Incentive School Principals Sterling Ingram, Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed please find three separate surveys regarding the Extended Year Program. The blue survey is to be given to the indicated student regarding their participation in the program. The pink survey is to be given to all students in 2nd - 6th grade regarding reasons for non-participation. These two surveys should be completed jointly by students and parents. The yellow survey is for all certified staff members in your building regarding suggestions for Extended Year offerings that might increase participation. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK/ ARKANSAS 72201 January 12, 1995 TO: FROM: Johnny Neeley, Principal Southwest Jr. High Sterling Ingram,^^ociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Willie Morris, Principal Wakefield Elementary FROM: Sterling IngrantTAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: Barbara Anderson, Principal Bale Elementary Sterling IngranifAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Betty Raper, Principal Brady Elementary FROM: Sterling Ingram^^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Jerry Worm, Principal Meadowcliff Elementary FROM: Sterling IngramTSssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Lillie Carter, Principal Pulaski Heights Elementary Sterling Ingram^^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: Gwen Ziegler, Principal Washington Magnet Sterling Ingram^^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO\nFROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Theresa Courtney, Principal Watson Elementary Sterling Ingram, Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you wiU find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Nancy Acre, Principal Dunbar Magnet FROM: Sterling IngramTAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Duane Benage, Principal Forest Heights Jr. High Sterling IngranifAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: Gayle Bradford, Principal Mabelvale Jr. High Sterling Ingrani,^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Mona Briggs, Principal Pulaski Heights Jr. High Sterling Ingram,Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these ^rveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresSUMMER ENRICHMENT PROGRAM SURVEY PLEASE COMPLETE THIS SURVEY TO HELP US PLAN AND FAdUTATE THIS PROGRAM NEXT YEAR.  STUDENT NAME: PROGRAM ATTENDED: SCHOOL ATTENDED DURING 1993-94 SCHOOL YEAR GRADE STUDENT WAS IN DURING 1993-94 SCHOOL YEAR TO BE COMPLEIED BY THE STUDENT 1. 2. What activities did you like most? What activities did you like least? 3. Was transportation adequate? YES___ NO If no why not? 4. If you could change the program for next year, what changes would you make? 5. Wha t would you like to see offered next year? TO BE COMPLETED BY THE PARENTS: 1. Whatdid you like most about the program? 2. What did you like least about the program? 3. Was transportation adequate? YES____ NO If no why not? 4. If you could change the program for next year, what changes would you make? COMMENTS: * Student's Name is optional.SUMMER ENRICHMENT PROGRAM SURVEY TEACHER NAME: (optional) SCHOOL: Please list any ideas, concerns, activities or programs that you feel would be beneficial to the Summer Enrichment Program. This survey is to help in planning the 1995 Summer Enrichment Program. Your input is greatly appreciated. COMMENTS: - . . * Return completed form to Sterling Ingram, Associate to the Deputy Superintendent, Central Office.SUMMER ENRICHMENT PROGRAM SURVEY SURVEY FOR STUDENTS/PARENTS WHO DID NOT ATTEND THE SUMMER ENRICHMENT PROGRAM. Please complete this survey to help us plan and facilitate this progreun next year. A**************************************************************** STUDENT NAME\nGRADE STUDENT WAS IN DURING 1993-94 SCHOOL YEAR 1. Why did you not participate in the summer enrichment program? 2 . What would most likely encourage you to attend the summer enrichment program? 3. What activities/programs would you like to see offered? COMMENTS: * Student's Name is optional.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 March 14, 1995 TO: FROM: All Incentive School Principals Sterling Ingram, Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys In some instances we had a poor response in the return of the Extended Year Surveys  especially from the staff. Please check with your staff to see if they have any suggestions regarding the Extended Year Program. Sl/adgINCENTIVE SCHOOL PRINCIPALS MEETING AGENDA April 12,1995 1130 p.m. Extended Year Recommendations Summer Enrichment Program Record Keeping Forms Staffing Budget Saturday School Survey Parent Council Visits/Monitoring Reports OtherLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 April 13, 1995 TO: Principals, Supervisors, and Instructional Staff FROM: Margaret Gremill, Sterling Ingra\nnT'^ssistant Superintendent ssociate to the Deputy Superintendent THROUGH: Tste 'stelle Matthis, Deputy Superintendent SUBJECT: Extended Year Program for Incentive School Students 1. The extended year remediation and enrichment program will be offered at Rockefeller School, Rock. 700 E, 17th Street, Little Teachers will need to identify students in grades one through six who may benefit from attending the extended year program for remediation. the Special K-4 Summer School. K-4 eligible students should attend The extended year program schedule dates are June 14 through July 19, 1995 to 11:30 a.m. - Monday through Friday. 8:15 a.m. The Rockefeller- program is for all students in grades 1-6 who attend the Incentive Schools and who may attending the extended year program for remediation. benefit from Students in grades 5-6 who have failed a subject or who will be retained may also attend Rockefeller. However, the K-4 students from the Incentive Schools who were placed on retention lists must attend one of the K-4 special summer schools. These students will be assigned to the K-4 schools from the central office. The following criteria should be considered when recommending a child for the extended year program in remediation: 2.  Failure - retention of students grades 5-6  Near Failure - failure in one subject (not retained)  Difficulty with Stanford 8 - need remediation in Language Arts (following direction, etc.)  Additional time needed for completion of SEP  Other (justification needed) - enrichment, etc. 3 . Please sign the Preliminary Enrollment Survey Form, duplicate and distribute copies to students who have been identified for the extended year program. 4. 5. The survey foirms are to be sent home on May 1, returned immediately. 1995, and After you receive the signed survey forms, please complete the P^sliminary Enrollment Survey Report and forward to us before May 12, 1995. Sl/adgPRELIMINARY ENROLLMENT SURVEY FORM LITTLE ROCK SCHOOL DISTRICT EXTENDED YEAR PROGRAM FOR INCENTIVE SCHOOLS STUDENTS (1995) STUDENT SEX RACE I.D. # CURRENT GRADE TEACHER Dear Parent/Guardian: The Little Rock School District Desegregation Plan provides for a tuition free extended year program in the areas of remediation and enrichment for students in the incentive schools. The remediation program this year will be held at Rockefeller Incentive School at 700 E. 17th Street. 19, 1995 The schedule dates are June 14 through July 8:15 a.m. to 11:30 a.m. - Monday through Friday. We are contacting you because we believe your child will benefit from- attending the extended year program, to assist us and your child. Your support is needed If you would like to have this opportunity for your child, please sign below and return' to my office by . V'.. Sincerely, Principal NOTE: PLEASE RETURN THIS LETTER WHETHER YOUR ANSWER IS YES OR NO. YES, I would like my child to attend the Little Rock School District School. Extended Year Incentive Program at Rockefeller YES, I can bring him/her to Rockefeller School for the Extended Year Program. YES, I will need TRANSPORTATION for may child. NO, my child will not attend the Little Rock School District Extended Year Program at Rockefeller School. Parent/Guardian Signature THANK YOU FOR YOUR HELP!PRELIMINARY ENROLLMENT SURVEY FORM REPORT SCHOOL PRINCIPAL YearProaram'^ grade level who will be participating in the Extended year program. (Attach copies of student oreliminarv enmllmprit \\ (Attach copies of student preliminary enrollment forms.) GRADE K 1 2 3 4 5 6 Black Males Black Females White Males White Females Other Males Other Females TOTAL T 1TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 May 12, 1995 Incentive School Principals Sterling Ingran5*fesociate to the Deputy Superintendent Incentive-Schools Summer Enrichment Program Enclosed are copies of the Incentive Schools Summer Enrichment Program forms to be sent home to parents/guardians immediately. These forms must be completed by the parent/guardian and returned to my office after school on Friday, May 19, 1995. Remember that only students who These forms must be completed by the school year may attend. are completing the first through the sixth grade this Also enclosed are copies of information regarding the summer programs available at the Little Rock Boys Club and the Little Rock Parks and Recreation Summer Program. There is no charge to the students for these programs.i INCENTIVE SCHOOLS SUMMER ENRICHMENT PROGRAM JUNE 14 - JULY 19,1995 CHILDS NAME: NAME OF CHILDS SCHOOL: PRESENT GRADE: I.D. NUMBER: During this past winter a survey related to the Summer Enrichment Program was conducted. Based on the results of the survey we have developed our program for the upcoming summer. Extended Year Enrichment Programs are provided for students who attend the incentive schools. There is no cost for these programs and transportation will be provided. Following is a list of programs. Select in order of preference (1st, 2nd, 3rd) your childs choices by placing a number (1 2 3) in the blank spaces. An alternate assignment may be given if sufficient space is not available at your first choice. Place only one number per space. Students required to attend summer school in the morning may attend enrichment activities at the conclusion of the summer school session each day. A. Little Rock Parks and Recreation Summer Playground Program (8:00-4:00) (Your child will be assigned to one of the following sites.) Bale Fair Park Baseline Romine B. William Thrasher Boys and Girls Club (8:00-4:00) 3301 State Street C. John Penick Boys Club [Girls may not enroll at this site] 8:00-4:00 1201 Leisure Place D. Integrated Arts Program - Rockefeller - Hours 12:00-3:00 (Art and Music interaction with aArts presentation at the conclusion of the summer session.) My Child will need transportation. YES NO k  Please return this form to your school no later than May 19, 1995.City of Little Rock Parks and Recreation Department 1955 SUMMER PLAYGROUND .PRO GRAM staff Supervision Most of the summer playground staff is comprised of bdividualswho have been employed by Iha f Parks and Recreation Department for several years, and who have received a 'good' or caccllenl  , . evaluation. These individuals are part-time, seasonal employees who may be employed full-time as teachers, coaches or recreation majors in college. We seek individuals who have bad . experience in working with children. Proirixn Supervisor Lenglh of Program Tele. No.: 371-44U Begloalog Dale: Ending Date: Eight (8) Weeks Monday, June 12, 1995 Thursday, August 4, 1995 There are al least two (2) staff members assigned Io each site. Guidelines require one (1) staff per IwcDly-fivc (75) regisicred participants. Adequate staff will accompany the children Io the *away-sile' activity while the remaining staff will supervise chlidrcn who elect not to participate in that activity. Keslroom end Water Facilities Rcglslralion for children between the ages of 6 and 15 years Is conducted at the site where the child will allcod. There Is no pre-regislraiioo for this program. A child may register anytime during the summer providing that location has not exceeded licensing requirements. Restroom facilities and drinking fountains are available at ail sites.  For sites which do not have adequate accommodallons, based on licensing requirements, porta-toilets and water coolers are provided. ' Inclement Weather Playground Locations (Tentative) z/1 event Inclement weather develops during the day which prohibits normal programming, outdoor 'ou-slle* and 'away-sile' activities may be canceled. All sites , have access tIoo an Indoor facility (classroom. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.. Bale Elementary School Baseline Elementary School Dunbar Community Center East Little Rock Community Centef Fair Park Elementary School Granite Mountain Community Center McDermott Elementary School Meadowcliff Elementary School Mitchell Elementary School Oitcoheimer Community Center Romine Elementary School South Little Rock Community Cenler 6501 West 32nd Street 3623 Baseline Road 1001 West 16th Street 2500 East 6lh Street 626 North Harrison 1 Granite Mountain Circle 1200 Reservoir Road 25 Sheraton Drive 2410 Battery Street 7201 Dahlia Road . 3400 Romine Road 2701 South Main Street gymnasium, activity room etc.) where activities can be moved temporarily. Please call Frank J. Boyle at 371-6358 for additional Information prior Io lune 17. 1995.  Scheduled \"Away-Slte\" Activities Bocce Skating Movies Muu Derby Fishing Bowling Everything Goes Basketball Swimming Wild River Country L. R. Zoo Softball Tournament LITTLE ROCK BOYS CLUB / 1. 2. 3. 4. Transportation will be provided by the Little Rock School District Buses. Other transportation is prohibited. There Is a separate admission fee for each activity. A dally schedule will be given Io the parent when the child registers. This schedule will reflect the day, dale, lime and fee schedule for each activity. .Activity limes are normally 9:15 - 11:15 for the morning and 2:15 - 4:15 for the afternoon sessions. WILLIAM E, THRASHER BOYS CLUB 3301 Stale Street JAMES H. PENICK BOYS CLUB 1201 Leisure Place Activities offered arc swimming, swimming lessons, table games, softball, tutoring, reading, basketball, baseball, field trips, gym activities and lou of outdoor fun. Breakfast, lunch, and snack are free each day. Scheduled on-site activities Include various playground games and Arts and Humanities classes which relate to Music, Draiha, Dance and Creative Writing. 1 1 Lunch Each playground site is supervised by a staff member from 7:30 a.m..through 6:00 p.m. Lunches and snacks will be provided to all participants according Io licensing requirements. OBHH Little Rock School District April 12, 1995 Mr. Greg Morris James H. Penick Boys Club 1201 Leisure Place Little Rock, AR 72204 RE: Little Rock School District Summer Program Dear Mr. Morris: I would like to take this opportunity to thank the Penick Boys Club for its involvement with\nthe Little Rock School District's effort to provide a quality summer program for our Incentive School students. We expect the program to start on June 14, 1995 and end on July 19, 1995. We want to provide a similar experience this year as was provided last year. frame. We could start as I need help with determining the daily time early as 8:00 a.m. transporting the students home as early as 3:00 p.m. and can begin We want a quality program but we must be cost effective. With this in mind, I would like to request the information listed below from you:  Estimates related to cost  Activities  Restrictions  Problems from last year that we can correct Again, thank you for your involvement with our students. Sincerely, Sterling Ingram Associate to the Deputy Superintendent Sl/adg 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 Little Rock School District April 12, 1995 Mr. Luther P. Armstrong William E. Thrasher Boys Club 3301 State Street Little Rock, AR 72206 RE: Little Rock School District Summer Program Dear Mr. Armstrong: I would like to take this opportunity to thank Thrasher Boys Club for its involvement with the Little Rock School District's effort to provide a quality summer program for our Incentive School students. We expect the program to start on June 14, 1995 and end on July 19 1995. rW-e want to provi d e a si mi -lar experience this year as was provided last year. I need- -h el- p wi t- h- d- etermining the daily time frame. We could start as early as 8:00 a.m. and can begin transporting the students home as early as 3:00 p.m. a.m. We want a quality program but we must be cost effective. WWiitthh tthhiiss in mind, I would like to request the information listed below from you:  Estimates related to cost  Activities  Restrictions  Problems from last year that we can correct Again, thank you for your involvement with our students. Sincerely, Sterling Ingra: Associate to the Deputy Superintendent Sl/adg 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 unndiw \u0026lt;ye/ie- -Jore^ I II I Krom J__ r.ri.\u0026lt;s. Jr. s Date: Fax mo.\u0026gt; J?/\u0026gt;0/6 0 Paoe total:, cn u I COMMENTS: \u0026lt; I I Contact IN case of problems: ^^4 -OS/3 h ..Iff i(501S) 3f2S4?^*S iiiiiiiiniiiiiiiiiii TO'd 200 ON 6T:t7T S6.02 f^ON 17020-1732-102:131 Odl K-4 summer school STUDENT DATA FORM DISTRICT LEA# DIST.PROVIDING SERVICE W=WHITE B-^BLACK HHISPANIC A=ASIAN N==NATIVE AMERICAN INDIAN K-W KB K-H K-A K-N 1-W l-B l-H 1-A 1-N 2.W # Served # Retained Attended SS* If Retained Did not Attend SS* Special d If Limited English Proficient # Chapter I K PT.Sehbol Expetienoe S / '2\u0026gt; 2-H 2-k 2-N 3-Vf 3-B 3-H 3-A 3-N 4.W 4-8 4.H 4-A 4.N TOTAL _L  # RETAINED COLUMS SHOULD BE UNDUPUCATED COUNTS. 9O'd 200- ON 32:t7T S6.02 rtON 17020-1732-102:131 Odl 1 I 0 1  M- M F M F M F M F M F M F M F 2-^ 2. 2. 1 / I 3 X I 3 1 3 I I I 2.II K-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA# pIST.PROVIDINO SERVICE W=WKITE B-BLACK HHlSPAJ\u0026lt;nC A=ASIAN N-NATIVE AMERICAN INDIAN # Served tl Retained Attended SS* # Retained Did not Attend SS* especial Ed # Limited English Proficient # ChaptET J #pT.Selicxd Et^erienee iA M F M F M F M F M F M 7 7 K-W Co K-B a.- K-H K-A K-N 1-W l-B l-H 1-A 1-N 2.W 2-B 2-H 2-A 2-N 2-Vf 3-3 3.H 3.A 3-tf 4-W 4-B re 4-H 4-A 4-N TOTAI,  K RETAINED COLUMS SHOULD BE UNDUPUCATED COUNTS. SO'd 00'ON TS:FT S6.0 /\\0N F0S0-F32-T0S:131 BI N\u0026lt;\n-n7-n'i_nn\nOdl 4 I 5.   I I 3 7 1 Ipr\\I'VcVid I K-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEAW PIST.PROVIDING SERVICE W-WHITE B-BLACK H-HISPANIC A^ASIAN N^NATIVE AMERICAN INDIAN M Served * Retained Attended SS\" # Retained Did not Attend SS* # Special Ed * Limited Engiieh Proficient # Clupterl # Pip-Sehisol Experience K-W K-3 K-H K-A K-N bW 1-B 1-H 1-A 1-N 2-W 2-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 3-N 4-W 4-B 4.H 4-A 4-N TOTAL   retained colxjms should be unduplicated counts. tzOd 00' ON T3:t7T 56,02 '^ON t7OSO-t73-lOS: 131 3d I 1 M F M F M F M F M F M F M F \\  I 1 I I BI M\u0026lt;\n-n7-ni-nn'? Gra.'r/a^^ k-4 summer school student data form DISTRICT LEA# dist.providing service W^WHITE S*BLACK H=HISPANIC A-ASIAN N-NATIVE AMERICAN INDIAN Served # Retained Attended SS* # Retained Did not Attend SS\" It Special Ed it Limited Englbh Profloient Chapter I # PrB.Shdqi Experience K-W K-B K-H K-A K-N l-W 1-B l-H 1-A 1-N 2-W 2-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 341 4-W 4-8 4-H 4-A 4-N TOTAL * # retained COLUMS SHOULD BE UNDUFUCATED COUNTS. 2Od 200' ON 03:|7T 26.02 ^ON 17020-1762-102:131 RI N.s-n7-n'\n-nn5 Odl M K M F M F M F M F M F M F ( 1 I 2 (  1 2 5. L I J  I LDISTRICT K-4 SUMMER SCHOOL STUDENT DATA FORM LEA# DIST.PROVIDING SERVICE WWHITE B-BLACK H-HISPANIC A=ASIAN N^NATIVE AMERICAN INDIAN # Served it Retained Attended SS* # Retained Did not Attend SS * Special Ed # Limited English Proficient # Chapter I # Pre-Sohbol Experience K-W K-B K-H K-A K-N 1-W l-B /J (o 1-H I-A l-N 2-W 2-B 2-A 2-N 3-W 3-B /4- 3-H C, M F M F M F M F M F M F M F / / 7 3-N 4-W 4-B / 3\" d-H 4-A 4-N TOTAL  # RETAINED COLUMS SHOULD BE UNDUPLICATED COUNTS. I SO'd 200' ON 03:t7i: 26.02 rtON 17020-1732-102: Hdi RINS-07-05-005 DdlU E D Cl 1 Ph-* U A R L H N ri Cl 1 6 T 1 * 5 5 F' . 1 A   J ^\u0026gt;65:: e ''5 .*!t X j\nw-: date:|yy?^ S' ? \u0026lt; t 1 *5' Office u i rt- # fM \u0026lt;* \" 9 .ffl xs- c- \\ i I iE ^1996 XH \u0026lt; MiMxaak. (wHiiiwi, AI n H WMCUMtMIML J \u0026lt; ''sb i(a'*n \u0026amp; i  t a I. \u0026lt;-.r*iMii\u0026gt; \"\u0026lt;*** c L.1 liiMnw_f uim gyi^jjEcT? u  / Q'J. /'C- Q, \u0026gt;** rlipiy .    . .*s . b ' 1 BaaiHiBsai i\nISffl^B MmnwmM***** 'W'W*M*4' -. \u0026lt;\u0026gt;\u0026gt; ^-\u0026gt;r^b^L\u0026gt;e'C r.^/- S . '.'.^iW =* Nis'i 471?295 fox ih.L'l E Ti RM La in F' L A N  R . G 2 GARL AND INCENTIVE SCHOOL EXl ENDED DAY SATURDAY SEX/RACE BREAKDOWN Bate j ActiviQ Ts Sponsor Total I \u0026amp;\u0026gt;n Qctoisor 21, '995 ' IM.AX Theater Kovembcr 18. 95 i Mid-.Amer Museutn I Rockefeller 92 IP 42 BF II 44 WM T \"0  \\VF i o.mTof 0 I 2 rr5 2 3 _Hi)H Springs_____ Jaouarv 20, 1996 j FiaidJin Tech I Febrnan 21. _C?96_______ Aorill't 14^6 _ _2 EAUas^anza____ I rrarikiiii \"7--- 72 28 41 0 0 0 3 I .1 i AR Ans Center and Gariand 67 34 30 0 C 1 2 I Sciei'xe Miiseuni Pariv ij, the Park I XCtchell i^. c 0 I 3T  f  I \u0026lt; t  -f n H- X /f. fi i:!'. 1 n 'I 'I '\u0026gt;! *'. X 4 \u0026gt; X +. .11 :i' 4' 114 4 4 i X X X X i 4 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X  i 1 . report MAY- P.Ol 1-96 NED 14:14 5016711 SENDER RX TIME PAGES TYPE NOTE ft ? PECEi\nOK X X X X X X X 1' 1 X \u0026lt; X. X X !! X X  X X X. X % X X * X X X i X M X X X X ,X X X X: X X X X X X1X X X X X X .X X X X X. .X X X X X X X X X X X X X X X X * X X X. X 4 X X X X X * \\X X X X X X X ,X X EOffice of Desegregation Monitoring Unrted States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor June 12, 1996 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Mr. Sterling Ingram Little Rock School District 810 West Markham Little Rock, Ar. 72201 Dear Sterling\nAs is our custom, ODM is monitoring the extended year program of the incentive schools, and I am writing to request your help with data collection and with scheduling the monitoring visits. You indicated in our telephone conversation Monday that the format of extended year is being altered this year so that all remedial activities for incentive school students will be conducted at Franklin and King Elementary. You also indicated that all enrichment activities wilt be at Franklin. With that in mind, 1 have developed two data collection charts that may be helpful in reporting. If these do not fit our data collection needs, we can amend them in our meeting Thursday morning. Please provide us the data itemized below. 1. The number of incentive school students attending extended year remediation by sending school, race, and gender. 2. The number of incentive school students attending state-mandated summer school (K-5) by site, sending school, race, and gender. 3. The number of incentive school students attending extended year enrichment programs by activity, sending school, race, and gender. 4. The number of staff in the incentive school extended year program by activity, race, and gender. 5. A description of recruitment and enrollment activities with copies of letters, materials, brochures, and forms used in the process. 6. A copy of parent surveys or correspondence used in planning the extended year program. 7. A copy of the evaluation plan and a copy of the completed evaluation document when available. It may be that some of this information can be dealt with during our visit Thursday morning. Thank you for the cooperative manner shown ODM in these matters. Sincerely, ^6^ Gene Jones, Associate MonitorJune 20, 1996 r' 7t LriTLE Rock School District fasa .* 2 0 1996 Office of Desegregation Monitoring Gene Jones and Margie Powell, Associate Monitors Office of Desegregation Monitoring 201 East Markham, Suite 501 Eleritage West Building Little Rock, Arkansas 72201 Dear Margie and Gene: As per your June 12, 1996 letter, I have attached information relative to the Incentive School Extended Year Program. Items 1-4 will be provided by the summer school site principals. Information for items 5 and 6 is attached. Our tentative evaluation concept is as follows: Extended Year/State Mandated K-5 A pre-test and post-test will be given to each student. Based on the results of the post-test, the number of students achieving reasonable progress will be determined. Enrichment Program Teachers, parents, and students will be surveyed to determine effectiveness of program. In addition, students not enrolling will be surveyed to determine the reasons for the non attendance. This information will be summarized to determine the effectiveness of the program design and delivery. Sincerely, Sterling Ingram, Director Staff Development Sl/adg Attachments 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 r 'x k LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS RECEIVED JUN 2 0 19961 April 11, 1996 Office of Desegregation Monitoring TO: Incentive School Principals FROM: Sterling Ingramf Director of Staff Development SUBJECT: Summer Enrichment Program Survey We need your help. Enclosed are surveys for the Summer Enrichment Program. Please distribute the surveys to all students in grades 1-6. Surveys should be returned to my office on or before April 24, 1996. Each students I.D. Number must be entered on the survey. We appreciate your assistance. cc: Margaret Gremillion Sadie Mitchell Sl/adgINCENTIVE SCHOOLS SUMMER ENRICHMENT PROGRAM June 12 - July 19, 1996 Childs Name: Name of Childs School: Present Grade: I.D. Number. The following Summer Enrichment Program has been developed for Incentive School students ONLY. -Parents Need To Know- * * There is no cost. Transportation will be provided. Students required to attend the K-5 Summer Program may participate in enrichment activities in the afternoon. Students NOT required to attend the K-5 Summer Program may attend the enrichment program all day. Math Enrichment and Science Experiences are both required by students attending In the morning. MORNING 8:15 a.m. - 11:30 a.m. AFTERNOON 12:00 p.m. - 3:00 p.m. Math Enrichment (required) Science Experience (required) Select 1, 2, 3 in order of preference (Select one of the three below) ___Art ___Music Creative Dramatics Art Music Creative Movement Recreational Activities My child will need transportation. YES NO Please return this form to your school no later than April 24,1996I I 5 Little Rock School District 810 West Markham Little Rock, AR 72201 May 24, 1996 TO: THE PARENT/GUARDIAN OF ________________ /. D. # FROM: PRINCIPAL OF ELEMENTARY SUBJECT: Special Summer School Registration Form for Kindergarten through Fifth Grade Students Your child has been selected to attend the LRSD Special Summer School session at. All K-5 students recommended by their school staff to attend summer school will be provided a challenging program based on hands-on activities that will meet their educational needs in a different and exciting school environment. SPECIAL SUMMER SCHOOL SESSION: GRADES K-5 Date: Time: Tuition: June 12 - July 19, 1996 (July 3, 4, and 5 Holiday] 8:30 a.m. - 11:30 a.m. Free Transportation will be furnished and morning snack provided. Class size will be limited to 12 students. Please provide the following emergency information: Parent Name: Telephone: Emergency: Home: Work: Who should be contacted if parenf/guardian is not available? Contact Hospital Prefence: Telephone: PLEASE COMPLETE THIS REGISTRATION FORM AND RETURN TO YOUR CHILD'S SCHOOL BY Tuesday, May 29, 1996.TO: FROM: SUBJECT: Little Rock School District 810 West Markham Little Rock, AR 72201 May29, 1996 THE PARENT/CUARDIAN OF INCENTIVE SCHOOL SUMMER ENRICHMENT STUDENTS INCENTIVE SCHOOL PRINCIPALS Incentive Schoo! Summer Enrichment Program Your child has elected to attend the Summer Enn'chment session at Franklin Incentive School. Your child has also been recommended to attend the Special K-5 Summer School: therefore, he/she has been assigned to the Enrichment Program for the afternoon session. INCENTIVE SCHOOL SUMMER ENRICHMENT PROGRAM Date: Time: Tuition: June 12-July 19, 1996 (July 3, 4, and 5 Holiday) 12:00 noon - 3:00p.m. Free Transportation will be furnished. Students will be transported from the K-5 school to Franklin and home at the end of the school day. You will receive bus stop information through the mail from Laidlaw Transportation. A lunch will be provided. Because of space and the number of requests for some activities, substitute selections were made for some students. Please provide the following emergency information: Parent Name: Telephone: Emergency: Home: Work: Who should be contacted if parenf/guardian is not available? Contact: Hospital Preference: Telephone: PLEASE COMPLETE THIS REGISTRA PON FORM AND RETURN TO FRANKLIN SCHOOL B Y Wednesday, June 12, 1996.TO: FROM: SUBJECT: 5 Little Rock School District 810 West Markham Little Rock, AR 72201 May29, 1996 THE PARENT/GUARDIAN OF INCENTIVE SCHOOL SUMMER ENRICHMENT STUDENTS INCENTIVE SCHOOL PRINCIPALS Incentive Schoo! Summer Enrichment Program Your child has elected to attend the Summer Enrichment session at Franklin Incentive School. INCENTIVE SCHOOL SUMMER ENRICHMENT PROGRAM Date: Time: Tuition: June 12 - July 19, 1996 (July 3, 4, and 5 Hobday) 8:30 a.m. - 3:00p.m. Free Transportation will be furnished. You will receive bus stop information through the mail from Laidlaw Transportation. A morning snack and lunch will be provided. Because of space and the number of requests for some activities, substitute selections were made for some students. Please provide the following emergency information: Parent Name: Telephone: Emergency: Home: Work: Who should be contacted if parent/guardian is not available? Contact:___________ Hospital Preference: Telephone: PLEASE COMPLETE THIS REGISTRA PON FORM AND RETURN TO FRANKLIN SCHOOL B Y Wednesday, June 12, 1996.4 SUMMER ENRICHMENT PROGRAM SURVEY PLEASE COMPLETE THIS SURVEY TO HELP US PLAN AND FACILITATE THIS PROGRAM NEXT YEAR. STUDENT NAME: PROGRAM ATTENDED: (circle one) (DPENICK (2)THRASHER (3)BALE C4)BASELINE (5)FAIR PARK (6) ROMINE \u0026lt;7)ROCKEFELLER MORNING PROGRAM (8)ROCKEFELLER AFTERNOON PROGRAM SCHOOL ATTENDED DURING 1994-95 SCHOOL YEAR GRADE STUDENT WAS IN DURING 1994-95 SCHOOL YEAR TO BE COMPLETED BY THE STUDENT 1. 2. What activities did you like most? What activities did you like least? 3. Was transportation adequate? YES NO _____ If no, why not? 4. If you could change the program for next year, what changes would you make? 5. What would you like to see offered next year? TO BE COMPLETED BY THE PARENTS 1. What did you like most about the program? 2. What did you like least about the program? 3. Was transportation adequate? YES NO If no, why not? 4. If you could change the program for next year, what changes would you make? COMMENTS: * Student's Name is optional.nonn Little Rock School District January 16, 1996 To the Parents/Guardians of: Ebony S. Robinson - 970350 1321 S. Harrison St- Little Rock, AR. Dear Parents/Guardians: It is again time to consider the programs available through the Little Rock School District for our children during the summer of 1996. In examining the 1995 summer programs your childs name appeared as one who was recommended for the Extended Year Program (Grades 1-6), but for some reason did not attend. Please help us make the Little Rock School Districts Extended Year Program more advantageous for our 179^6^^'^ completing the bottom portion of this letter and returning it to your school byJanuary 26. Sincerely, Sterling Ingram, Director Staff Development ***************** STUDENTS NAME Ebony S. Robinson STUDENTS GR4DE 02 ATTENDING SCHOOL Franklin Incentive School My child did not attend the Little Rock School Districts Extended Year Program because: PLEASE RETURN THIS PORTION TO YOUR CHILDS SCHOOL BY JANUARY 26, 1996. THANK YOU FOR YOUR ASSISTANCE. 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1996 Incentive Schools Principals and Selected Area School Principals Sterling Ingrai^^irector of Staff Development Extended Year Summer Program Follow-Up We need your assistance. In order to improve our summer programs, we need to obtain information from the parents or guardians of students who did not attend the summer programs. Please distribute to the identified students and return the completed forms to me bv Januarv 26, 1996. Sl/adg Enclosures cc: Margaret Gremillion, Assistant Superintendent - Elementary Sadie Mitchell, Assistant Superintendent - Elementary  Dr. Vic Anderson, Assistant Superinendent - SecondaryLittle Rock School District January 16, 1996 To the Parents/Guardians of: William T. Robinson - 928360 3200 Center St._________ Little Rock, AR Dear Parents/Guardians: It is again time to consider the programs available through the Little Rock School District for our children during the summer of 1996. In examining the 1995 summer programs your childs name appeared as one who had registered but for some reason did not attend. Please help us make the Little Rock School Districts Summer Programs more advantageous for our students by completing the bottom portion of this letter and returning it to your school by .Tanuarv 26, 1996, Sincerely, 1 Sterling Ingram, Dire^r Staff Development *********************************************************************************************** STUDENTS NAME William T. Robinson STUDENTS GRADE 04 ATTENDING SCHOOL Rockefeller Incentive School My child did not attend the Little Rock School Districts Summer Program because: PLEASE RETURN THIS PORTION TO YOUR CHILDS SCHOOL BY .TANUARY 26, 1996. THANK YOU FOR YOUR ASSISTANCE. 810 West Markham Street  Little Rock, Arkansas 72201  (301)324-2000TO: FROM\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS September 27, 1996 Gene Jones, Associate Monitor, ODM Sterling Ingram, Director of Staff Development SUBJECT: 1996 Summer Enrichment Assessment RECEfven' SEP 0 0 1995 Office Of Desegregation Mon,onug Attached you will find a copy of our 1996 Summer Enrichment Assessment. If you have any questions you may call Sadie Mitchell regarding this. Sl/adg AttachmentLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS a a2=a^j y I September 25, 1996 SEP J 0 1996 Office of Desegregation Moniionng TO: FROM: Incentive School Principals and Selected Junior High Principals Sterling Ingram/Director of Staff Development SUBJECT: Extended Year Surveys Enclosed please find surveys regarding the Summer Enrichment Program. These surveys are to be given to the indicated students regarding their participation in the program. PLEASE RETURN THESE SURVEYS TO MY OFFICE BY OCTOBER 14,1996. Thank you for your help with these surveys. Sl/adg EnclosuresL ii 8 i ..HUSKtiaK^..'SSST: LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 TO: Mr. Sterling Ingram SEP 3 0 1996 FROM:'2cZLillie Carter Ollice cf Desegregation Monitoring  DATE: 8-26-96 RE: Summer School Report RECt AUG 8 7 ,-s 1  LITTLE ROCK SCHOOL DISTRICT REGEiVgn 0 1996 Franklin Incentive School* \" -\"i. 1701 South Harrison Phone 671-6380  Little Rock, Arkansas 72204 1996 K/5 INCENTIVE SCHOOL SUMMER ENRICHMENT PROGRAM STRENGTHS: Incentive School students with the most critical need participated in the K/5 program that is mandated and funded by the State Department of Education. The pupil teacher ratio at Franklin was 9-1. The criteria for selection was based on teacher recommendation. Weekly progress reports were sent home to parents. Volunteers participated in the summer program as well as resource speakers. Laidlaw transit provided transportation and Safety and Security provided a full time security guard to monitor the building and grounds. The central office administrative staff was very supportive during the five week period. Parent conferences were held with all parents and a final progress report was forwarded to the home school. WEAKNESSES: The summer school administrative staff was not informed that several students had LE.Ps and also had special needs. STRENGTHS: Students who were not enrolled in the morning K/5 summer program participated in the Incentive School summer enrichment program. The following courses were offered: Hands-On Science, Hands-On Math, Music, Art, and Creative Dramatics. All students had the opportunity to select the course of their choice prior to the beginning of summer school. However, due to an overwhelming response in the area of art, it was necessary to develop a schedule that would provide enrichment in every area. Therefore, all students enrolled in the morning enrichment program participated in all courses. Consequently, this gave students an opportunity to participate in a full day of school from 8:00-3:00 five days per week. Students who were enrolled in the K/5 program, participated in the Incentive School afternoon enrichment program. It consisted of the following courses: Art, Music, Recreation, and Creative Movement, afternoon courses. The students thoroughly enjoyed the I LITTLE ROCK SCHOOL * '' \\ \\\\ DISTRICT SEP 0 0 1996 Franklin Incentive School\" \"9 1701 South Harrison Phone 671-6380  Little Rock, Arkansas 72204 ... Several field trips were taken during this time. Students went to Kidsport a recreation facility in West Little Rock. They also had the opportunity to participate in a technology field trip sponsored by Southwestern Bell at the State House Convention Center. The students communicated with a scientist and an astronaut on the internet. The program ended on Friday, July 19. An end of the summer program presented by the music teacher in the auditorium. was Throughout the summer students art work was displayed in the art gallery and corridors. WEAKNESSES: There is a need for a program of this magnitude to have increased participation from all Incentive Schools..saMnaniew*^. LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 ENRICHMENT ACTIVTTY MORNING d II ?iT3 -ac  o' iiSia (izy TOTAL STUDENTS SEP 0 0 1996 franklin-------- 16 Office of Desegregauon Moniionng GARLAND- 14 MITCHELL 23 RIGHTSELL----------5 ROCKEFELLER17 TOTAL----- ----- 75 ENRICHMENT ACTIVITY AFTERNOON FRANKLIN-GARLAND- -21 19 MITCHELL- ----- 19 RIGHTSELL- 14 ROCKEFELLER- 17 TOTAL- -90 GRAND TOTAL ENRICHMENT 165 These figures reflect the number of students who attended the full five weeks. K/5 Totals FRANKL IN- -25 BM- -24 BF- -48 TOTAL istxi\u0026amp;fseilii^ w \\ LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380  Little Rock, Arkansas 72204 OAKLAND-------- ----- 23 BM- 11 BF 34 TOTAL MITCHELL-- 14BM- 9 BF- 23 TOTAL -^0 J996 Oifice ot GRAND TOTAL FOR K/5 PROGRAiM 105 Oesegregahon Momtonn^ Enrichment Activity P.M. Sending Incentive School Enrollment from Incentive Schools Black White Total Franklin Recreati\u0026lt;H=' Garland Mitchell Rightsell Rockefeller Sub Total Franklin M 2 3 J.  F 1 1 1 1 2 9 M F Percent Black Creative Garland 3 3 Movement Mitchell Rightsell Rockefeller A 3 2 1 1 2. Sub Total Franklin 12 _2 12 Garland 1 4 5 3 3 MUSIC Mitchell 2. 4 2. 1 Rightsell 3 3 Rockefeller Sub Total Franklin 11. 2 10 2 ART Garland 2 i Total Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total 39 1 2. 2 4 4 3 1 2 12 7 2 39 8 5 2 4 7 6 20 tx 9 2 4 3 26 6 4 1 6 2 24 V' 4 4 -s- ? 21 9 1I Enrichment Activity Creative Dramatics Hands-On Math Hands-On Science ART MUSIC Total Sending Incentive School Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsail Rockefeller Sub Total Franklin Garland Mitchell Rightsell RockefellGr Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin ' ' Garland Mitchell Rightsell Rockefeller Sub Total Enrollment from Incantiva Schools Black White Total M 1 4^ 5. 6 2 1 9 2, I 3 1 2 2 4 la 3 1 1 2 F 4 2 X Q 4 1 2 1 2. 2 2 14 2 1 2 1 1 - 1 1 2 M F 4 3 I a 2 2 1 1 1 1 2 1 10 3 1_ 18 9 7 2 17 3 3 5 22 22 2 3 2 2 8 12 1 2 3 10 75 Percent BlackAZa- OCT 1 5 1996 Office of Desegrogaiion MoiiiuiCiilig October 11, 1996 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ann: It was a pleasure to see you and your staff at the 1996 Region VI Summit of the National Committee for School Desegregation in Dallas. As we discussed, I have enclosed the newspaper article spotlighting the after-school programs of Voyager Expanded Learning in Dallas and in other major cities. Perhaps the information which it contains will be of some benefit to the LRSD Incentive Schools Extended-Day Program. Again, kudos to you for conducting such efficient and effective facilitation sessions. I look forward to receiving the information which we generated, as well as a copy of the book, Winning Through Participation by Laura J. Spencer. Very truly yours, Paula Grier Intercultural Relations Specialist Dallas Public Schools Yvonne Gonzalez Acting General Superintendent 3700 Ross Avenue Dallas, Texas 75204-5491 (214) 989-8000 Sunday Chance of storms High 92, low 74 Details on Page 44A Spiderman How comics took over pop culture POW! The Arts, Page IC Rantas broadcaster Marit Hute Section E The voice behind Hello, Win Column Sports Day A guide to the NBA salary cap Rangers lose, lead Mariners by 6 games Aggies QB hailed as hero before first snap Section B Texas Leading Newspaper e 14N, TT DtUts Uonlai New, Dallas, Texas, Sunday, August 18, 1996 32 Sections H $1.50 Workers comp changes help stem insurers losses but raise objections By Richard A. Oppe! Jr. AustAin USoSraToaIN The IDnal la1s9 M8o9r,a iangsN Tevesxas lawsmtaatkee wrso srktreurgsg' lceodm tpoe nosvaetirohna uinl stuheraronscuer gseysotne mE, drewsipne cBteuds tAeru sctihne enreeudtheWmo ornk.ers' comp, designed to foot jtohbe, bwialls f oorn etmhep lovyeeregse houf rct oollnap tshee. rLiagwhty earnsd wleefrte, asnudi nings uermerpsl owyeerres lwoassin ag t rmemoneenyd hoaunsd a omvoeurn fits ot.f f\"aTth aenrde Process now profitable for firms\ncritics say injured left to suffer B Insurance company profits. 28A nweawst el,a\" wre cwaallss Dhra. mBmusetreerd. Aoftuetr, thbee ceivaelsn fjiugmurpee do uint h toow hteol pa psptalyte i t.offisecToondda tyh, oDurg. hBtsu.ster is having some While some elements of the sys-tweornrs ea.r eT hbee tnteerw, hlaew s ahyass, ointhcerersa saerde thhaes sbleu rfeaacutocrra cfyo ra nmda innyc rienajusreyd vthicetmimesn. t sb ea rsea ydse. laOyfetedn ,w nheileed epda ttireenatst\" jusInt csriet aasrionugnlyd, ainnjdu rheudr te.mployees raenfdo rdmoc atodrvso, cinactelus dsiuncgh saosm De rf.o rBmusetremra. ya hrea vew oorvreyridnogn et hiat.t trlaawdimnga koenres meIsns juforry avnicottihmesr.' complaints of cor- Please see WORKERS on Page 28A. .41 Perot wins Reforms nomination SpecUI u The DoQa\nIfcntliu Nev\n.toodaied Preu oAvuesrthina unlienugr owsourrkgeerosn cEomdwpeinn sBatuiosnte, rb ulot bhbeiesd c rfiotir- J cwahl iolef spoamtieen cthsa nsgiet sa.r oOuftnedn ,a tnreda htmuertn,ts h aer es adyesl.a yed ] Mexico fights its own police in drug war Many officers closely tied to the cartels, some say By Tracey Eaton Uuiu City Bureau ef tbe Dallas Ifoniiag Non etnMa EThXe IDCalOlas tCtoIsTUYig Nev sCorrupt police officials domitnhaete m Muerdxeicroous sa cnatir-tderlus gt hfaort cfeloso, dg itvhineg U fnreitee dr eSitnat etos wlicieth c oilmlicmita nddruegrss ,s cayu.rrent and former Mexican poFridTahye wurhgeenn cMy eoxfi ctahne Aptrtoobrnleemy wGaesn eurnadl eArsnctoorneiod aLgoezanntso, nGeraarclyia aa fnifntohu onfc ethde tfheed emraals sp ofliircien gfo rocfe .737 thaFt ocrrmooekr eodff iacgeersn tssa ny octo orrnulpy tieosnc ohrats d groutgte cno suor ibeards tahnrde agteuna rdtr asffhicipkmeersn tsin tbeuret satsls.o spy on those who par\"tFmeednetr aolf pInotleiclleig aecntc eas a tnhde Qduruaglit ytr Cafofinctkroelr,s ' sDaiedPJuleaans eJ soese6 MTaEfXoIyCaO G oonn zPAalgeez , 3a0 Av.eteran police com- Woolery hiring puts program in spotlight Voyager praised as day'care alternative, but licensing, ties to (trials concern some By Stephen Power and Alexei Barrionuevo sun Wrilenal TtK Delias Hsntlsg News thaEnv eISryO dcalya sasrfoteorm ssc hnoaotli,o 5n,w00i0d ec hgiladtrheenr into mpoicrek stocks, hunt bugs or mold sculptures. Ten-year-olds B Where Voyager operates. B Profile of founder. 32A 32A npoomndicesr ecboygets. Eight-year-olds learn science byf oursminign gh oht-uadir- balTlohoen ss.t udents arent overachievers  theyre custwoemeekr, st ihne airn puanruesnutas l apfatey r-as cDhaololal sp-rboagsreadm e. Fduocr a$t4io5 na choomurpsa fnivy eto d aeyxste an dw etheke.ir school day an extra three PleSaosem ese pea CreOnMtsP sAaNidY tohne yP cahgoes 3e2 AV.oyager Expanded INSIDE improbable victory RCuhsescihaenn a rrmebye lfsro wme rGer oazbnley btoe cdaruivsee tthhee tRhues ssiaonld iearrsm ayr ele addeemrso raalrizee dc,o rorbuspet rvaenrds say. Page ISA. Lotto winners divorce tLhyen efitrtset a1n5d Jyiemamrsy oNf icthhoelisr smtraurgrgialegde ftoor ims aakt ea e sntdrasi nmeede et.n Nd,o ww.W thi eoinr ep aerxtntrearosrhdipitnSavroyr cdesif:f eTrehnecye p afrrto ams lorrtdtellroyn ms iloliof naoitrhees.r PageSSA. Underage drivers_____ Unicensed, inderage drivers remain a problem in rural Texas. Page IF. Annlaiideis . .2F BocAs. .8-lOJ Busioess . , Sec.H CSassiOed . .Sect) Oceswotds. .i?P Dear Abby .. .fiP Editorials . .2J Electioas %. . . Heloise .23-26A , . .6P Homes . .SecOff Horoscope . . .(F IntematiMial ... Letters. .lU6-2iA . . . .54J Metropolitan ... ..........3$3g.43A Movies ... .2SC Nauonal.. .4-13A Obituaries .4243A OvenU^t.. . A Sunday Reader . . ............... SecJ Televiac......... - . -TVMagazine Texas !(S\u0026gt;est .. .37331,41.45^ Texas Watch .ISA Today - -. -SetF Travel-.. .Sec.G 83,97 00002 Lamm backers express surprise at low turnout By Lori Stahl and George Rodrigue Sun Writers of The Dellu Uomlig Nev\nforVmAeLr LCEoYl oFrOadRoG EG, oPva. . Ric hRaorsds PLearmomt t rofourn ctehde dRaeyf,o prmro vPinagrt yhse rpermesaiidnesn thtiael pnicokm oinf tahteio pna Srtayt hurespeRnet fSo6r.m2 mPiallritoyn o tfofi cciraelast es.aid Mr. Perot got 65 tpheerc evnot teo,f cwoimthp aMrerd. pLearmcemn'st. 35 Of the LKCnOHS 96 77w race fty prss/dsnt B Lamm reaction, B More political news. 2SA 23-28A 419.1, 2m66 ilwlioerne breatlluortnse sde.nt to party members, only stuSnonmede boyf tMher . loLwam tumrn'so uatid.es said they were theBiru tn peawr tmy leetahdoedr so sfa vido ttihnegy bwye rmea nilo, tt seulerpphriosened sopro ensleecst. ronic mail produced relat_ively few reber, W\" ne abteiolineavle c tohoartd 5in0a,0t0o0r iRs uas sveeltl ?V leamrgeey nsuamid.l iTtihciasl ifsie ald borfa ndrde-anmews. process creating the poPleBasoet hs eceo PnEteRnOdeT ros nw Piallg esp 2eSaAk. Sunday to party Another tough climb Dallas doctor wants to be fully engaged in life after close call on Mount Everest By Pete Slover Writer af Tbe DdlB UxniDg Nevs to dTeharethe imn oan tHhsi after Beck Weathersh nee satrUlyl ffirnodzes ahiimr asteolpf tMraonusnpto Ertveedr ebsatck to that terrifyingly thin fail,I cthliem bD athllaast mpaotuhnotloaginis te vsearidy nlaitgeh lta sWt itwheoeukt rdouormin.g  TaHn bien ftearirvliye wha pinp y bthise Nfirosrtth d aDya tlhlaast Il igvoin tgo slee\"pA ta snodm Ie a pmo innto tth iant twhiallt osctocrumr,. he said, with the rdeecUobveerrayt es otrpatimtais. m that is central' to his mental to bOonu nthcee bpahcyks ifcroaml s itdhee. nDera. rW-teoatathl leorsss, o49f h, iiss thraynindgs sainndc es ehvise rree sfaccuiea il nd imsfiidg-uMraeym. ent that he's Uved with amOonng t haeb oauftte IrSnOo ocnli mofb Merasy s1p0r,e Dadr. uWpe aatnhde rds owwans tEhvee rheisgthse 2s9t ,0c2a8m-fpo oat nsdu mtomp oit fW thhee nm hoeu nwtaasin b, eatw feereonciouEsig shtot rcmlim bbleewrs i,n i.ncluding experienced guides, Pdlieeadse sae ree cSoUrRd VoInVeO-dRa yo lno sPsa ogne t h33eA w.orld's highest The Recycling Business Old 7'Eleven sites add up to hot property for entrepreneurs in a variety of ventures By Sherry Jacobson sun toiler of Tt Dallas Uonuo\nNevs FSorlugrepte tery, sinwge etot rboulyl oar acrossg farosomli nLea kaet tCheli fof lPda 7r-kE ilenv en norBthu tO ifa yko Cul inffe.ed a casket, you're in lTuhciks. is the age of the creative rceocnyvcelniniegn ocfe 7 s-tEolerevse nmsa. yG doioed, but their old buildings live on to eavtteranc at feuvneeryra iml cahgaipneal.ble business, GuIlpnss,t ecaadn doyf dainsdp ecnigsainregt tBeisg, dDoazlleanss a oref fao nrmowe ro 7ff-eErle hvaeinrcsu ints t, he fnreewshly f lpoawwenrse,d i nesleucrtarnocneic c goovoedras,g e, ttahme aploesst beyri othr efo dro tzheen or shots in lesSs-itnhcaen 1-h9e86a,l Sthoyu.thland Corp., the Please see FORMER on Page 33A.  1 I Dallas Uaminj Nevs\nItilun HinnaRl TChliifsf fFournmeerra l7 -CEhIeavpeenl, sdietec ohraast ebde ewni tthra onvseforsrmtueffde din ftuor nthiteu Orea.k t r  32 A r lir/331lnif^ornitiJTEluM Sunday, August 18, H Voyagers founder a lifelong entrepreneur By Alexei Barrionuevo and Stephen Power SU/i Wrfttn^ HieDilUslfcniiiigKtws VoyagerS founder and chief promoter ofiuntdsitnagn driensgo puercoepsle a.\"nd bringing together mWonheeyn aan dp etrhseo np ahsassio nth eit sisk ihllas rda nndo tt htoe iVso yaabgoeurt bsyu ac cbeososkf ucla lpleedo pHleo ls/Ttoimppein, wg haicnhd hasV polyaaygeedr 'sa nc riintisctsr uamnde nsutaplp roorltee risn s abiud iblde- ain gveoosdt winitvhe shtimme. nTth. aYtosu t hbee itn ognr esdoimenetbso fdoyr, igsi vninowg bfoaccuks. eHde ohno paeftse rh-issc phrooogl rhaomu,r sw, hwicihll ' irse pae adteyds lethxeic s ewchoond dgisralidkee da ntda khiansg ntoe setsx,ing Voyager, a for-profit company that of- not just on some product. Pv^oyager students] are , experiencing p erIinesntceea da,s Ra atenadyc heBre.st, 53, is a lifelong efrnotmre par erninegu r.m Haisn ucfoamcptuarneier sh hea svtea rrtaendg eind cchoelleegrlee atod inagn oauptpfiatsre. lI nm tahkee r3 1t hyaeta rdse ssiingcnes Mr. Best graduated from college, be esti-fsecrhso oalsft enr-astciohnowoli dper.o gVroaymasg earls acboorpuot raIStOe whGerreo whiinsg mupo tihne Br ewaausm oan tp aunbdl icH osucshtoonol, cdautrAcinhm goe nrtih caean 'dsre ecgvlaueslnastrruo soacmlhlyso b,o ehl edu asseya.did b, ya srech aonoxls- alivdevi soof rLyo cbkohaerde di nMclaurdtiens C tohrep .c, hthiee fd eexaenc ou-f tsetoarceh, eMr ra.n Bde bsti ss afaidt hheer wowasn endo ta a hlwaardysw athree ipolaucse pdl aocne sg rwadheesr.e too much emphasis is Ttheex aesd uact aAtiouns tsinc haonodl aat thfoer mUenriv ecrhsieityf ooff best student. operations for the U8. Navy. Mr. Best also has consulted well-known \"I vprv Ih fldiv \" hp \"I Grades, grades, gradesIs, tshaaidt wMhr.a Bt ewset. terribly dyslexic. I still am. ........... amnadte sse slltianrgti nISg. more than 30 businesses  figures in education and politics, such as He said he plans to stay with Voyager fHoarmmeiltro Rno Jsos rPdaenro.t advisers Tom Luce and lelsM hr.i sB ecsotms paapnpyr'osa. cVho tyoa geedru cpaatriotinc ippaain atsl-should be focusing on? do not take .t est.s or g.e t g rades\nins.t ead, leaVrnoiynagg ienr asnt uednevnirtosn maeren t ethxapte thrieeyn casinsog-fnoiers a t le aabsot uats 1lo0 nyge aarss .he has most compa Voyager is a really big commitment in ttuhxeeys apnedrf ocrrmea tee xspmearilml beunstsin,e smseosld. sculp- sdiatttien gw oitnh t hpela fylo,\"o hr eo f sPaliadn oresc Jeanctklys,o wn hEillee-learning in an ijllt that they associate with play. And if they leave Voyager thinking that that is what learning should be like . . . mission accomplished! They become lifelong learners! his l.i fe, sai_d _Ch_arle,s Mil_ler_, a_ V_oy_ager me\"aWsuer eju scot mfeperle thheenrsei oanr ea bnde ttreer tewnatyios nt,o\" mtheinnktainryg. th\"aAtn tdh ati fis twhheayt lleeaarvnei nVg osyhaogueldr sa.id.I. '.m\".1 .nt.oh.ti na. .kg. oIo md a gdrmeain-t isa-ttr ac-too-nr,-ce- Mp-trs-. B-aen-sd t ifnovrcee-s to-or-h w hsco'h hoaosl lreed'f o-trh-me sata'n tde wf-iidnea ntnac.s ek. hMe rs. aBide.s t said he was inspired to launch bebceo mliek eli fe.l.o.n gm ilsesaironne rasc!complish^! They Company stakes claim in booming \u0026gt; afterschool niche K 1* LCeoanrtnininuge dn ofrto smo mPuacgeh floAr its claims What you want tO be is tboe cbaouosest t hsetu pdreongtr apme rofoffremrsa annc ea ltbeurt' . native to traditional day care. In this context, there's an em-a brand name within your business. Maybe, someday, we will be the  Randy Best, founder and board chairman of Voyager ( qpuhea sSlsa notno sc, rae aPtliavneo p alattyo,r\"n seayid w Ehonsrie-   ,, daughter. Marcie, 6. attends a VoyMicrosoft of education. rayg eSr cphroco^l.a mIt sa tv Jearcyk soorgn aEnleizmeedn..t.a.Ibtasb yn-soitt. just hiring somebody to  Charles Miller, Voyager in vesior LeaInrn tiwngo hyaesa rssp.r eVaody afrgoemr E 1x1p Daanldlaesd- trend others will try to emulate. s.a.o.r.em.Aae .sa.c.sth ,f.ao.-or.! l.as,w taoy l1ae5sn0 S enaatttileo.n Awnid aed di. A lot of parents have concluded stiiognna nl e1x0t0 msochnotho.ls are expected to conUdnuctitle dtw iots wbeueskinse sasg oin. Vreolyaatgiveer socbhsocoulsri tSyu. pBeruint tebnyd ehnitr iCnhga dD Walolaosllearsyt. wweheok q. Vuoity haigse $r1 h9a4s.1 d74ra-aw-yne acr rjoitbicgirsomup sa nadn ds scormutein syta tfero lemg isdlaayto-crsa.re ageSro tmriee sd atyo- csakriert p srtoavteid reergsu slaayti oVnosy:spoamnye sl etigeiss latoto lrosc aqlu secshtiooonl tohffeic ciaolms.tthear ta rt ahtohmere tchhaenw hinagv inggu ma tbhaabty ysoiutcgaranm psu wt htheerem thine raef tiesr -ssocmhoeo lv aplruoeaadudtheodr.\" o sf aai db oCorka oign pEr. ivRaicteh amrdasn,a gceoamree nwt iollfin pgu btoli cp asyc hfooor lsth. atA.nd they , chaViormyaagne, rsR afnoduyn dBeers ta, nsda idb otahred cMorm. pBaensyt shaaids hyee ta tnod tau rgnro au pp orof fIitS. Barrett Reynolds, 9, crafts a bug after school Thursday in sininvcees toVrosy ahgaevres pfuotu unpd in$g3..5 Omniell ioinna Voyager class at Jackson Elementary School in Plano. vestor, Stephen Feinberg, said the The DoUoi Ibmant Nevs: tdefcord Mcltsel Fnia dSitruedcetn htse lpa refr oemn ctoeuarcahgeersd. to work on projects without State Rep. Fred Hill, R-Richard- tinjiavens t$m3.e5n tm Isil laio ng oboudt ddeeacl lhinigehde tro sinogun . o-s fafiidci ahels htaos laosokke dIn Ttoe xVaos- yliac-ge en.r ssgivMer .a Bfiegsut rsea.id he has told Voyager dheea loinbgjesc wtsi thn olot catol dVisotryicatgse. rHse sparoid- investors they may hav.e .to. .w.ai.t 10 WHERE VOYAGER OPERATES VSoeyaattglee, rA Elbxupqaunedreqdu Lee, Nar.nMin.,g H oopuesrtaotne,s A auftsetirn-s, cDheonovl eprr oagnrda mInsd iiann Dapaollaliss,, according to the company. Area schools with Voyager programs: lcioennssi nign dDiraellcatso,r .according to its li- tnieys's tpor esschidoeonl t oaffnicdi aclhs.i eTf heex eccoumtipvaeglorcaaml . sbcuhot otol oitfsfi cpiaralsc tiacned otfe ahcirhienrgs yceoamrsp atnoy siese s ea erkeintugr tno. rHaeis es aeidn rtohleland efforts to avoid regulation menWwt teeovv e1e0 p,0u0t0 a n llaoottii ooonif wmiodnee.y iinntioo nit,. worh ailte r uesdiuncge pdu cbhlaicr gfaesc.i lities for free mone(fyg, \"m Mosr.t lyB ebsete ns adide.v elFooprm eitn ttaol Mr.W Hhiillle s asyusp spoomrtein dgi slotrcicatls cmoanytr oble, swoomrke , pito ihnat.s to be self-sustaining at trhealut cotaffnetr ttoo tpuaryn t eaawcahye rcso amnp aenxiteras seeImn ssiommilea r wtoay tsh. e VYoMyaCgAe ra nmd ipghrit$ 48\" Iat dwaoyu. ld be very difficult to cut vkaidtes pdlaayy-c agraem ecso,m bpuainldie ss. cVulopytuargeesr sbiamckp lyo nb ecaa upsreo gsroa mm anliky ee mVpoloyyaegeesr kaindds gion o outtshiedre pfororg reracmesss. Thjuesy tlaiklseo CBaayslae sV iEelwem Eelenmtaeiyn tary CDoelaolneiya Ml Loenatrensisnogr iC enter KHieexstte Er lEelmemenetnatrayr y LPareksetwoon oHdo Ellolewm entary RReeiinllyh aErldetm Eelenmtaeryn tary SRaombe Hrt oEu. sLtoene EElleemmeennttaarryy Withers Elementary SMmeritrhif ieEllde mEleenmtaernytary FRISCO ACcukrtesri nEgleemr Eelnetmareyn tary Rogers Elementary IRVING Manes Elementary \"bIelnse af ivt efirnya unnchiaelalylt,h yM srit. uHatiilol nsa..id... iucsse caonmd phuotet-ras itro bleaallomo nasb otuot rsotbuodty- dIfi stthreicyt sc ionn Ttienxuaes , tIo w doiusrldunp'tt bsech souor-l sgcraiednecse.. No one takes tests or gets ARLINGTON Berry Elementary ICARROLLTON/FARM6RS BRANCHj pthriisnegd l eifg sisolmateivoenley .t\"ried to do someLook at business subIjne cstos mteh ecya skesn,o iwns ltirtutlceto arsb oteuat,c ha setnycleo utrhagee sc om\"tepaamny s lefoaurnnidnegr. sTahyes ageAr ltfhoor uitgsh a fsfuoprdpoarbteilritsy parnadis aep Vpeoay-l caoromupnadn tyh epmreesse.n Itns leDsrsaognos nwflrya,p psetud- tmoo crhe iladtr eitsn , bsuosminee sosb saecruvmeresn m. arvel fdoern gtsra csosmhobp ppaerrkss a anndd o fitehledrs f oloromksin ogf like It hdiso nin't Tkenxoaws ,o sf aaidn yT . pDroogurgalams lfioferm. Ibnu s\"Sinuecscseesss a Cndit ys,e Ull 3go.Ao.d,s sthuechy TSeaxnadse rDs,e plicaertnmseinngt odf iPreroctteocr tifvoer athnde as cVoooykaiegse.r pays public school lRaetegsu alaftteorr-ys cSheorovli cperso,g rwamhisc.h  Sroemgue-- tdeaayc. haenrsd $u1s6e as np huobulirc, tshcrheoeo hl ofaucrsil ia- ones putting in a lot of money and ties, in some cases for free. Unlike Thompson Elementary ABmeltb Uern Tee Errlaecmee Innttaerrym ediate CMoocakteresl l EHleilmt Eelnetmareyn tary RNuobityh sYidoeun Egl eEmleemnetanrtya ry The Meadows Intermediate DUNCANVILLE CAcetnotnra El Elelmemenetnatrayr y Fairmeadows Elementary SFhloarenndcse E Elelemmeenntataryr y TThisoinmgpesr oEnl eEmleemnteanrytary FBoarrmroann E Elelemmeenntataryry JRaacskosro En leEmleemnetanrtya ry TWheoamthaesr fEolredm Eelenmtaeryn tary RICHARDSON ABiokwinie E Elelemmeenntataryr y FHoeriegshttrsid Eglee mEelenmtaerny tary MMearrrki mTwana iPn aErlke mEleenmtaernyt ary TSeprrriancge V Eallelemy eEnlteamrye ntary Wallace Elementary The Dellas Uorninf Nevs gra\"mO,u r scaoidn ctehren iosf nfiocita wl,i tMh rt.h eS apnrod-- omffeicr eRri.c hVaerrdnsoonn Jsochhnosoolsn ,c hisie af wfohro- egrrsa.m \". ItB umta wy eb eh aavne etox cfeolllleonwt poruor- bweagsa snu bpuesriinnetesnsd tehnetr ew lhaesnt yVeoayr.a gDer.r resVpooynasgibeirl itiaensd u nlodcearl lascwh.o\"ol offi- Jeoighhnts mono nqtuhist hagiso $a1m2Sid,0 c00ri-taic-yiesamr J boyb scpiaelsci asal yb tehnee fciotsm. pAaltnhyo duogehs nVooyt asegeekr saopmpeea praanrecnet so ft himatp hreo phraied tcyr.e Hatee ds aaidn issc hnooot ll iccelanssserodo amn du dsoee sin n oDta pllaays foorr hwiass mtoo htiveelp fcohr illdearevnin go nR aic nhaartidosnoanl \"Rinic-hkainrdds ocno, ntthrieb uctioomnsp atnoy s cmhaokoelss, sVcoaylea,g aenr ds ahlaer yd.eclined to reveal his sMurc. hB eass t nseaiwd . cHoem opbujetecrtse da tnod sbuogogkess.- Mr.D aWlloaosl eoruyt, ghoainsg a slsuop edreinctleinnedde ntot. lgioent as ltihceant sVeo. yaWgeerr es hnoout ldda hy acvaer et,o\" rVeovyeaagle br'iss nsoanlapryro ffoitr fhoiusn ndeawtio jonb b iunt bpero gsraaimd. .\"Were a developmental has said there is no conflict of inter- ageSro mhaes c rsittircosn hga vpeo sliutigcgael stceodn Vnoeyc-- fersot.mOn t hMeo bnodaaryd, s tThuee sddisaytr aicgte npduall eadn tionTsh.e company received a glowing $a8te7 ,1in00 ncoinnetr asccht fooorls V oaypapgaerer ntotl oy pbeer-- aesn dEodrusceamtieonnt Aing eJnacnyu Caroym wmhiesnsi oTneexr- fclaicust eo of fi nthteer e\"aspt pteoa rsacnhcoeol otrfu ast ecoens-, iMngik eV oMyoasgeesr wasr o\"tteh ea mleotstet ro udtesstacnridb-- sMari.d Kbeoeavredr hParse ssiadiedn tth Bati ltlh eKreee vwears, ibneg d eoxnaem ipnle a I hqauvaeli stye eenx otefn wdheadt cdaany vnoot ec oonnf ltihcet acnodn ttrhaactt tnheex bt omaordn twh.ill proMgrra. mM.oses boss, Texas Gov. sonM ar,n dB eMstr .s aWido ohlee rhyi rneodt Dfor.r Jtohhenir- pGoeloitrigcea lW .c Bounstrhib, ruetcioenivse di n$1 01,090904 -i9n5 sbtuatt ubse caasu ssec thhoeoyl asruep \"eprrinotveennd leenatds- tforor,m s tMater. eMleilcletior,n t hreec Voordysa sgheor win.v Mesr.- ers.It wasn't something where we MMailrlechr atoc ctohmep aNnaietido nMalr .E Bduucsaht ioinn \"wIet nwt oasu tj ulosotk ionugt foorf thcoenmv,e\" rbsea tsioanids. energy and effort into developing most day-care providers, the compa- we will be the Microsoft of educa- mately be the one that shows the SumMmr. itB iuns hN ealwso Y roercke.ived $2,000 in ewxitchit ethmeemn,t .t.h..e Tirh eenseth museians amre, tohpeerir- thisV opyroaggerar mo.ff icials say their mis- nscyh boiolllss ,it sseulfp apsl eam peanrttinnge rslohcipal w ditish- tionM.r , ptiounb,lic Mserc, tMori lhleowr s taoi dim. prove educa- 1th9i9s4 yfreoamr aTttoemnd eLdu cae , Pwlahnoo esachrloieorl abieotrtse.r Taht ecsoen cmepetns. run things. I'm tSioionna ils a sftiemrp-slech: otoo lp prorovgidrea ma nfo erd cuhcial-- trictscurricula. VoyagIe*r *w ont supclacguumebd too tthheer p prorbi-- VOmpiainlS boardb omaerde tianpgp oronv Vedo yV^oeyra'sg ebresh arelf-. year, at least one sch.o.o.l .h.a.s p- ul\u0026gt;led d- ren-\n ma ny \"o f whom* might NaThileO cnomapi angyo aalsioS h as national vparotev ec poumbpliacn siechso oalstt.e mpts seeDkas y-ucnarfea icro madpvaannietas gseasy. VUoynaligkeer tqruuesstet eto s aoipde hraet ew ains hPolannoore adf t\"ejur sotn toe obuutr,n epda rotluyt fbreocmau wseo rtkeiancgh tehres ewxetrrae TV. The company has started pro- ambitions. The two most notable expert- many private companies that offer be jn tbe same room with Mr. hours. Richardsons Yale Elementa- Mr, Best and his investors say tion, Mr. Miller said. otherwise be left at home to watch lVeomysa gtehra wt ohnavt es upclcaugmuebd t oo tthhee rp rporbivate companies' attempts to im- Despite Voyager's success last tgararym csa amt pmuoseres tihna tnh ea dlaoszte tnw eole ymeeanrs- tesMtinr.g BVeosyt asgaeidr hdeu rpinlagn sth toe prerogpuolsaer nmeeunrt sC hhraivse W bheiettnle 'ms Eeddiias oenn Ptrreopjerec-t tahftaetr -ist cshhoooul lpdr ongorta bmes c, Vlaosysaifgieedr saasy as LuceH.es [Mr. Best] put together a ryye adre. cided not to sign up again this -- --- , --- ---- -T-h-e- E-d-is-on- -P-ro-je-c-t,- w h-i-ch- w on doaffyic-ciaalrse sparyo. vViodyearg. eIrf wito wuledr eh,a vseta ttoe pmreert tSy taintefl uSeenn.t iJaol hgnr oNu.p L,e esdaoidm f. oRr-- out\",T sai d John Phillips. Yales .p.r.i.n_- ccoourdpllnegs atore c tewnos-uisn cfiogmuree sfa. mMiolisets V, oayc-- cVoomyapgaenry owno au lpde ar-sdka yd,i spterirc-tcsh tiold pbaay- ittaskfeir osvt ecro snctrhaocotl sin fr 1o9m94 ,l oisc atrly sinchgo tool gtheet an ulimcebnesre o afn cdh piladyr efene isn b tahsee dp roon- EDdaullacsa,t iwonh oA gine nMcayy t oa slkoeodk tihnet oT eVxoays- ceinpta flr. omIl wwhasant yt oau wahreo dleo linogt dinif ftehre- athgreoru sgthu dthenet ss ixatrhe ginra dkein. dergarten sliass, tM arb. oBuets at nsa hido. uEra acnhd c laa shs awlfo aunldd Idisis etraicrtlys aenffdo rrtusn, itnhcelmud iitns go wonn ew ainy . gramV. oyager gets a free ride,\" said sacgheorosl ddeiasltirnicgts. wIitnh tehdeu Rcaictihoanr dcsior-n irneteggurlaatre cdla csusrroriocmul uifm y aonud a prero dboleinmg RusTsheelly, rae fsotuudrtehn-gtsr asduechr aast PPalatnriocks siunbvjoelcvtes ahsa nadsst-roonn olmesys,o nthse ine csouncoh- SheErmduacna, thioanv eA hltaedrn matiixveeds sIunccc.e msse. t cKheilnd -Hcaorbeb lcee, notewrns earn odf e migehmt bDearl loasf desD. hr.e Mso dsoens ea nad g Moord. Ljoubce.\" s ay their solvMinrg. , Bliekset wsaei da rcer.iticisms of his Jackson ..E.l ementa-r-y- -w-ho-se- mom my, Tmheed oicbijneec t awnodu tlhde b ae rttos .e nergize wofiftihci arless. iAstta onncee pfrooinmt, EloAcIa hl asdc hcoono-l tchiaet Tioenx,a sw Lihciecnhs erde pCrheislde nCtasr ea Absosuo-t eonnd oerxsaemmiennintsg o fV Vooyayaggeerrs aprero bgarsaemd scoomcieptayn syh aorueld uennfcoouunrdaegde. eHnter espareid- than regular sc. ho ol. he said as he aobr omuot tilveaatern cinhgil.dr eMn rt.o Bbee set xcsiateidd, tsrcahcotso ltso Imn aBnaaglteim oorr aed avnisde fXi2v epu pbulibc- 8te,0n0s0i odna yo-fc athree csecnhtoeorsl .d \"aIyt, sa nand eitxs- satnudd esenetsin. g firsthand its benefits for nWehuersn taos kteadk et or ispkrso vfiodre esdtuactiasttiiocna,l tshaet obnu iltdhien gfl.o oI rw disrha wI icnogu lad mdoa pth oisf t\"oP uab lmicu ecdhu cmaotiroen iinst ienr aac ttrivaen seitniovni- lFiee bsrcuhaoroyl sE iAnI Hhaadrt fnoord c,o Cnotrnanc.t sA.s of anoAthfteerr aofrteigr-inscahlloyo gl rparnogtinragm V.o yag- alterFnraotmiv e3 ttoo 6V o[ypa.mge.]r st hperoregrsa mno, edveindte tnecset socfo Vreosy aogre grrsa edeffse,c Mt or.n B setus-t ronOmneen tV.o yager investor said the canN emitahkeer cao mpproanfiyt hbays mshaonwagni nfgt etior nasn, eTxeexamsp otifofnic ifarolsm s asyta tthee rye ghualvae- Mthre. reL uwcoe uslda idb.e eIvt ebnl oaw hsi nmt yo fm cionnd- rloemciteers sua rvceoym apnadn ya-nsuepcdpootretesd a bcouus-t iwnh eDreal laast , leRaiscth haradlsf oonf aalnl dm Parlarineod, smcohsoto ll idkaeyly n eoxutt yseidaer ionf fiTveex sacsh. oTohlse, and Education Alternatives Inc. last about an hour and a half and Its early efforts, including one in Education Alternatives Inc. met child-care centers and a member of \"The teachers were kind of worn daofteesrn 5t pg.met. Vboaycakg ferro \"mis aw loortk buetntetirl all Vdoayya.\"ger is trying to stake out a ftohre- pbroofoitm niincgh e mthaartk ecat pfitoarli zeasft eorn- choomwp iat neyx'sp asnudcsc.e ss may depend on schTohoalst. doesn't concern Mr. Miller\nldiceecnidseed Itno orneeq uciirtey Vo yPalgaenro t o g aent da troversy about this. s.i ncgh ofaoml pirl.yo gdreammosg rcar.ep ahticesd. Sboym ceh aednug-nam We hwaitt hyoinu ywoaunrt tbou bsien eiss sa, b rsaanidd wheit hsa sidc htohoel sc om npoant yta wkea nthtse mto owvoerrk, ototh ienrv, esRtiicghaaterd istso no. pTehraet ioangse nincy a nis- cators say the cotflpany is setting a Charles Miller. \"^Maybe, someday, The nrivate'sector will nltl- also considerine Vjtvaeers onera- Ties to officials hap\"pTyh ipsa irse nat sfu ann da csttiuvditeyn,ts .be said. -.. ------ ----- - ~o~.r -s In local districts. Voyager has en- dIrfe np airne ntthse w parnotg rtaom p,u wt thhye sirh ocuhlidl- private 'Sector ultl- considering V^agers opera- dured additional criticism for its we not benefit from that?\" INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, demic perspectives. kill based and aca- SUPPORT PROGRAMS The following items will be components of every incentive school: A. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. tq ^\n30 Homework Centers should be extant In each s^'ool at p.m. , least two (2) days per week to assist students who in need of specific help with class material. are (Some school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two (2) hours of the day, Monday-Thursday). It will be necessary to provide transportation home for students who remain at the Homework Center so that stu- dents whose parents cannot supply transportation and/or who live outside of the area which is reasonable walking distance may avail themselves of the Center. If stu- dents choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a \"volunteer\" rotating basis, community volunteers and Staff will be compensated. peer tutors. Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students. when the number of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of students attends, certified instructional aides and teachers will be added on an alternating basis. B. HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 .  Staff will be paid for this time. class days. 02267 64* *  * *  a museum of nature science and history three previous state/territorial capltols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center \"^'^nts including, but limited to, banks, stock/bond houses, hospitals ana a law school. I.  Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be as noted earlier. available J. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated 'time ?or extended day activities), scheduling should be provided not only for the Homework Center and ~ ' vities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, the campus with a parent or guardian Peer Tutoring acti-to CARE or leave These skills shall be defined ticipate in: as the opportunity to par- * * choir (voice) music (instrumental) dance Assistance will be colleges and university schools of fine at^no P^ovide these services h\\  ? I ^5 child (and hopefully to the program), bUw certainly at minimal cost to the  ' school. SCHOOL ADMINISTRATION A. STAFF RECRUITMENT .. - - Staff recruit.nent and certain specific experience will be desired of all staff at the out-urban setting with at risk youth)\nand ongoing training will be provided on lar basis for all staff at each school. a regu- 1. A nationwide search will beconducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. 67 02270 ZL continued - Incentive Schools page 5 perfcrrr.ancs and tns sued SS '-working wind sdudenps and pre contracdual feature will also de individual in Thi s one year , . , - -- JCOiy to the positions of aides, clerical and custodial workers. edures. Successful completion of tne year may lead to a long-term contract with the District. S. SPEC r staf .L TRAINING- Ongoing training will be provided for in areas like human relations skills\nlearning and interactive styles\nTE5A\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. C. All Staff, including support sta training. Patrons also will receive in working with tneir students, ass nutrition and human growth and dev will be involved in ass special training\ng with homework. lents. PARENTAL INVOLVEMENT - Parents will be aosoluta partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis, r..,,?,. _____ will take place, both through written and oral means. Regular communication Day visits for parents will be arranged to come to school to volunteer for the day and to work wit.h students as well as to visit their childrens classes. Regular meetings, monthly, will be held at the school. Parental access will be provided for identified pick-up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, general assistance and mav be paid a stipend for this. D. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include\" the Homework Center, special skills training and leisure time activities, for example\n* Homework Center - Monday-Thursday * Special Skills - Tuesday  Leisure Activities - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) _ * Clubs, Extra Curriculars - Wednesday E. HOME/SCHCOL COMMUNICATION - Monthly retorting to parents will take place. Early indicator and early intervention programs will be formulated with \"alert\" and \"success\" cards to be sent to parents to update them on their student's needs and achievements.   _ BS 02272\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":"bcas_bcmss0837_496","title":"Incentive Schools: Monitoring","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":["1991/1993"],"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","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring"],"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/496"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["15 pages"],"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\nOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE 1991-92 Date of Visit School Principal School Theme # of Desegregation Plans in School Monitors INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. II (JDR 2233) 1. school. The incentive program is successful in desegregating the (JDR 2233-34) STATUS: The Incentive School Program Committee has explored the possible use of a trust fund to provide college scholarship incentives. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed. (JDR 2234) STATUS\n3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports guarterly. (JDR 2236) 2 . STATUS:INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses the High Scope curriculum model and a parent component is incorporated into the program. 2238) STATUS: (JDR 5. Writing to Read labs are in place for grades K-2 at each school. (JDR 2238) STATUS: 6. An Early Prevention of School Failure model is used in all kindergarten classes. There are parent/teacher conferences. (JDR 2238) regularly scheduled STATUS\nReading and oral expression are curriculum areas. (JDR 2239) infused throughout all 7 . STATUS:8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students' learning styles. (JDR 2239) STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum. (JDR 2239) STATUS: 10. Instructional technology is present in labs and individual classrooms. (JDR 2239) STATUS: 11. Science labs with adequate equipment, materials, and supplies are available for students in grades 3-6. (JDR 2239) STATUS:12. Computer labs for remediation and enrichment have a minimum of 24 stations. (JDR 2239) STATUS: 13. Foreign language labs with appropriate equipment and materials are operative in each building. (JDR 2239) STATUS: 14. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available. (JDR 2239) STATUS: 15. Parent Home Study Guides are available. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866.16. Computer Managed Instructional Technology is used to track student progress. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866. 17. Individual education plans are developed, implemented, and monitored for each student. (JDR 2239) STATUS: 18. GT, Specialized programs, such as remedial, special education. are available during the core day with reinforcement activities during extended day/week/year. (JDR 2239) STATUS: 19. Incentive programs recognize academic excellence and academic improvement. (JDR 2240) STATUS:20. 2240) Homework is assigned according to district policies. (JDR STATUS: 21. assessment. Criterion referenced testing is used to aid in student (JDR 2240) STATUS\n22. instructors Heterogeneous grouping is used at all grade levels and alternate between whole group, small individualized instruction. (JDR 2240) group, and STATUS: 23. The Effective Schools model operates in each school, with training provided for implementation. (JDR 2240) STATUS:24. African and African-American History programs are established in each school. of cultures and history. The programs are sequential and include the study (JDR 2240) STATUS: 25. A classics reading program is an area of emphasis and the basal is used to augment the classics. (JDR 2240) STATUS: 26. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented. (JDR 2240, 2252) STATUS\n27 . Foreign language instruction is incorporated into each school's curriculum using the foreign language lab and the II total physical response II method of instruction. (JDR 2243) STATUS:28. Social skills are taught, where appropriate, through the core instructional program. positive social interaction. The total school staff serves as models of (JDR 2243) STATUS: 29. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, sporting or arts related clubs, are developed to meet students' needs and are a part of each school's special activities. (JDR 2244) STATUS: 30. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. (JDR 2245) STATUS:INCENTIVE SCHOOL ADMINISTRATION \"The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. (JDR 2267) II SUPPORT PROGRAMS incentive school: \"The following items will be components of every II (JDR 2267) 31. Homework Centers operate at least two days a week with transportation provided. The Centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. (JDR 2267, 2278) STATUS: 32. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing. (JDR 2268, 2278) STATUS:33. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods. (JDR 2268, 2278) STATUS: 34. Retired teacher mentors serve as tutors and club sponsors. (JDR 2268, 2278) STATUS: 35. Instructional aides classroom. (JDR 2268, 2278) are certified and employed one to a STATUS: Stay Order No. LR-C-82-866 stayed LRSD's requirement to employ one instructional aide per classroom. LRSD has committed to hiring two aides for every three classrooms in their Joint Motion for Partial Stay Pending Appeal. 36. A Career Skills Development Program promotes career choices using written information, guest speakers. inventories. (JDR 2268, 2279) films, and interest STATUS\n37. Year round school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (JDR 2269-70, 2279) STATUS: 38. Community access/field trips are together with students from other LRSD schools. provided for students Exhibits and performances are brought to school. Students visit work sites, historical, scientific and cultural events, and exhibits in the city, state. and region. fifth and sixth graders. There are shadowing experiences for (JDR 2269, 2279) STATUS: 39. Community involvement includes Boy and Girl Scouting programs at each incentive school. organizations and volunteer experiences. Students have access to community (JDR 2270, 2280) STATUS:SCHOOL ADMINISTRATION 40. Staff recruitment involves a nationwide search for staff committed to working in an urban district with at risk youth. Staff are hired on a one year basis with parent representation on the interview team. aides, clerical, and custodial workers. The one year contract feature is applied to (JDR 2270-72, 2281) STATUS: 41. Special training for staff is ongoing in human relations skills, learning and interactive styles, TESA, PET, working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training and parents are trained in working with their children, assisting with homework, nutrition. and human growth and development. (JDR 2272, 2281) STATUS: 42. Parental involvement\nregular home-school Parents sign all homework and there is communication. There are day visits by parents, monthly parent meetings, and pick-up points for parents. Parents are encouraged to provide classroom support. 2284) (JDR 2272, STATUS:43. Learning time schedules are 3:00 - 5:30 p.m. daily and include Homework activities. Center, special skills training, and leisure time STATUS: (JDR 2272, 2284) 44. Home/school communication includes monthly reports to parents. There is an early indicator and early intervention program and parents regularly receive \"alert 2284) It and It success tt cards. (JDR 2272, STATUS: 45. Extra student recognition. curricular programs include activities to promote clubs and monitoring responsibilities. Students gain leadership experience through (JDR 2273, 2284) STATUS:46. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students problem solving. receive help with rules. Students help develop school based management attendance. Students and parents sign a contractual agreement for (JDR 2273, 2282) STATUS: 47 . Subject related extra curricular activities are regularly scheduled and include options for students such as Junior Great Books, Odyssey of the Mind, band, and string. Parents are aware of these options. (JDR 2273, 2282) STATUS:COUNSELING/SOCIAL WORK 48. Community services access: to community support programs Compacts provide students access such as volunteers and pre- professionals from colleges and universities, and assistance from social agencies. (JDR 2273, 2283) STATUS: 49. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness. (JDR 2273, 2283) STATUS\n50. Study skills training enhances skills in listening, and studying. 2272, 2283) test taking. Students practice test taking. (JDR STATUS: 51. Home/neighborhood meetings involve small groups of parents at neighborhood sites. Local ministers are considered part of the school partnership and community. (JDR 2274, 2283) STATUS:52. Individual and facilitators resolution. are group counseling utilized. Students is are present and peer STATUS: 53. (JDR 2274, 2285) taught conflict Incentive/recognition programs are developed by students, staff, and parents at each school. recognition. (JDR 2274, 2285) The community is involved in STATUS: 54. A wellness program is in place at each building with a full time nurse. Students are screened for health and information on various topics prevention, and first aid). (self-esteem. given nutrition, drug similar topics. (JDR 2274, 2285) Presentations are made to parents on STATUS: 55. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer. (JDR 2274, 2285) STATUS:MONITORING AND EVALUATION 56. Verifiable monitoring of student growth measures progress. 2286) There is training for monitoring teams. student (JDR 2275, STATUS: 57. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (JDR 2275, 2286) STATUS: 58. Student Educational Excellence Plans parents and include extracurricular activities. are developed with (JDR 2275, 2286) STATUS:59. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and eguipment. The monitoring team is composed of district and school staff, parents, and representatives from the community. All staff participate in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated. (JDR 2275, 2286) STATUS: 60. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random based on 5% involvement from each grade level and help design questionnaires. analyze data. and reach conclusions. Students receive response to issues they raise. (JDR 2276, 2287) STATUS: 61. Computerized student data is accessible at each school. 2276, 2287) (JDR STATUS: Currently stayed under Stay Order No. LR-C-82-866. 62. School site teams work to implement programmatic modifications with membership rotated each semester so all staff (including custodial, aides, and cafeteria workers), parents, and students have input. (JDR 2276, 2287) STATUS:SCHOOL POLICIES AND PROCEDURES 63. Flexible programs accommodate team teaching and extended time blocks as needed for student assistance. individualized instruction in each school There is a plan for and every student receives some Individualized instruction every day. 2288) (JDR 2276, STATUS: 64. Additional items: Each school should have a permanent substitute, a minimum half time assistant principal depending on school population, uniforms for students, dress code for staff, required attendance at PTA open house and one other meeting, students handbooks, a science lab, a computer lab, a playground for PE, additional compensation for teachers and principals for extra time worked, community education classes for parents, and Saturday programs at each school. (JDR 2276-77, 2288-89) STATUS:STAFFING 65. The teachers, INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT Incentive Schools Staffing Conunittee administrators. parents, supervisors, The committee assesses principals, is composed of and criteria, and hiring procedures. (JDR 2291) staffing needs, other sets STATUS: 66. Staffing needs assessment bases staff selection upon the needs and interests of the student population. (JDR 2291) STATUS: 67. Recommended full-time positions include classroom teachers. counselor. media specialist. music. art. P.E. , social worker. permanent substitute, PAL reading, PAL math, PAL lab attendant, resource, speech, alternative classroom specialist, media clerk. instructional aides, supervision principal, assistant principal. aides. (JDR 2291-92) program specialist. STATUS:68. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers. 2292) (JDR STATUS: 69. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for an initial one year contract period with long-term contracts contingent upon a successful initial year. (JDR 2293) STATUS: 70. informal Staff commitment/effectiveness monitoring involves ongoing review and semi-annual formal review conferences to assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement. (JDR 2293) STATUS:STAFF DEVELOPMENT 71. teachers, The Staff Development Planning Committee is composed of an IRC administrators to plan specialist, parents, principals, staff development experiences. and The committee meets monthly to plan activities related to the needs of students achieving below mastery. (JDR 2294) STATUS\n72. A staff development needs assessment is coordinated by the Staff Development Committee and based on needs and interests of the student population and the results of a staff development survey. (JDR 2294, 2303) STATUS: 73. Individual incentive school plan: There is a detailed process and format established by central administration and principals to assist school staffs in the development of the school plans. (JDR 2301) STATUS:74. Development of curriculum specific to the incentive schools includes identification of areas in need appointment of curriculum teams, of development, review of draft guides. and development of additional components needed in each curriculum area. (JDR 2301) STATUS: 75. Minimum Staff Development Requirements (JDR 2295) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT\u0026amp;T Human Effectiveness Training:Parent/Educator Communication \u0026amp; Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:___ 76. Curriculum implementation inservice provides an introduction and guide to implementation of the incentive school curriculum. (JDR 2302) STATUS: 77. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools. (JDR 2296) STATUS:78. A Master Teacher Program is planned by a districtwide Master Teacher Program Committee to involve student teachers from state and local colleges and universities in the incentive schools. The program is representatives monitored by the principal and college faculty (JDR 2296) STATUS: 79. Teacher assistance: An IRC specialist provides assistance to new teachers and those needing help. ongoing assists in training programs in The specialist coordination with the Staff Development Planning Committee. (JDR 2296-97) STATUS: 80. A Teacher Assistance Plan (TAP) is developed with input from the principal and IRC Director to address demonstration teaching, assistance with use of materials and program implementation, classroom management, bulletin boards, etc. (JDR 2296) STATUS:STUDENT ASSIGNMENT 81. Phased desegregation of the incentive schools: There is a phased plan to desegregate the incentive schools through white recruitment. (JDR 1722) STATUS: 82. Kindergarten seats are reserved for white students to promote desegregation of the incentive schools. (JDR 1722) STATUS:\"Surveys of INCENTIVE SCHOOL PARENT INVOLVEMENT teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, assistance, workshops... parent usually in connection with parent volunteer audiences, and parent attendance at A fourth type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\nII (JDR 2308-2309) 83. Adult community education opportunities are offered. 2309, 2310) (JDR STATUS: 84. A Parent Internship Program recruits parents as teacher aides and other positions. (JDR 2309, 2310) STATUS:85. Parent/teacher mentorships are established at the school. (JDR 2309, 2310) STATUS: 86. A Parent Center in the school is staffed and supplied with materials recommended by a staff/parent committee. Materials are loaned to parents. parents. (JDR 2309, 2311) There is a monthly communication packet to STATUS: 87. Parent workshops are offered to assist parents in carrying out school expectations and include such topics as discipline, time management, financial management, etc. 2312) study skills. (JDR STATUS:88. Community resources are used in the instructional program. (JDR 2313) STATUS: 89. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers given, and students are involved in the selection process. (JDR 2313-2314) STATUS:90. Home and school communication is evident at each incentive school. Parents pick up report cards, sign homework, report absences, understand how to advance support and concern for the school, receive a parent handbook and a monthly calendar, and attend school activities and counselor/teacher and PTA meetings. Each school has identified three key communicators and utilizes community role models and mentors. (JDR 2309, 2312, 2315-17) STATUS:91. Parent contractual commitments are signed prior to enrollment. (JDR 2317) STATUS\n92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) STATUS : 93. School and community trust is raised through inservice courses for teachers and school, speakers bureau for community groups events. in school zones, and posted calendar of neighborhood Neighborhood pride is promoted through events that are coordinated by school staff. (JDR 2319-20) STATUS:94. School policies and procedures are established by a governing body of administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement. (JDR 2321-22) STATUS:tt INCENTIVE SCHOOL PARENT RECRUITMENT Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements. (JDR 2323) 95. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences and a telephone hotline. Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses. (JDR 2323, 2327-28) STATUS:96. Recruitment includes use of brochures, PSA's, billboards, radio, television, newspapers, videocassette recordings, flyers, open house, neighborhood blitz of geographic targets, small group tours, special designation from ADE, celebrity endorsements, and a speaker's bureau for each encouraged activities and two parent school. recruiters M-to-M transfers conduct are recruitment STATUS: (JDR 2325, 2329-32)97. Recruitment monitoring and evaluation procedures are in place, involving the district Bi-racial Advisory Committee as a steering committee for recruitment, evaluating recruitment quarterly. The committee reviews bi-monthly reports from the desegregation office on the progress marketing/advertising experts. of recruitment strategies and is advised by The committee receives special inservice on the incentive school program and the desegregation plan. (JDR 2325-26, 2333-34) STATUS:I OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 UA INCENTIVE SCHOOL MONITORING GUIDE 1992-93 School District Type of School Principal Grade Levels # of Classes Visited Date of Visit Time of Visit Monitors 4 YEAR ENROLLMENT COMPARISON School: Data Summary: 1989-90 Black White Other Total 0 1990-91 1991-92 1992-93 %Blk Black White Other Total : % Blk Black White Other Total ^Blk Black ?? 0 r? 0 White Other Total 0 % Bik n Note: In accordance with the language of the desegregation plan, students are identified as either \"black \"or \"white.\" Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as \"other.\" However, these \"other\" students are counted along with \"white\" students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. Page 1CLASS ENROLLMENT Grd Name of Teacher Black Teacher White Other Black Class Enrollment White Other Total Enrollment % BIk 99 99 99 99 99 99 99 99 99 99 99 99 99 99 99 99 M F M F M F M F M F M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total 99 0 0 0 0 0 0 0 0 0 0 0 0 0  Racial isolation is avoided (ODM 1991-92 Incentive Schools Monitoring Report Summary, page 11). Data Summary: Page 2POSITION Certified Non-certified TOTAL PERCENT Data Summary: STAFFING/SCHOOL PERSONNEL BLACK WHITE OTHER M F M F M F TOTAL 0 0 0 0 0 0 0 0 0 ?? ?? % BLACK ?? ?? ?? Page 3CURRICULUM AND INSTRUCTION  Multicultural materials are available in the resource center in a range of interest and reading levels.  Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school.  Equipment and materials are adequate.  An active learning environment is present (learning centers, displays, independent/ group work area).  Purchasing procedures meet supply needs in a timely manner (ODM, page 15).  Incentive school library resources have been compared with each other and other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Library shelves have been purged of outdated and worn materials (ODM, page 15). Site Observations: Page 4Summary: TEST DATA Page 5GUIDANCE AND COUNSELING  The school has a complete guidance and counseling program (individual and group guidance, personal and social guidance, classroom guidance, and career guidance). Site Observation: Page 6STUDENT RETENTION GRADE LEVEL BLACK WHITE OTHER TOTAL % BLACK ?? ?? ?? ?? ?? ?? ?? M F M F M F 0 0 0 0 0 0 0 TOTAL ?? 0 0 0 0 0 0 0 PERCENT ?? 'i'i ?? 'i'i 7'\u0026gt;  School staffing teams develop a plan with the next grades receiving teachers to address the learning deficits of retention candidates (ODM, page 33). Data Summary: Page 7ACTIONS Suspensions Expulsions DISCIPLINE, SUSPENSION, EXPULSION BLACK WHITE OTHER M F M F M F TOTAL 0 0 % BLACK ?? 99 Documentation:  Short Form 0 99  Long Form 0 99 Alternative School Referrals 0 99 0 0 0 0 0 0 0 99 99 99 99 99 99 99 Data Summary: Page 8SPECIAL SERVICES/PROGRAMS ENROLLMENT BLACK WHITE OTHER PROGRAM M F M F M F TOTAL % BLACK Self Contained 0 ?? CBI 0 0 0 0 0 LD Resource 0 EMR Resource 0 Speech 0 Visually Impaired 0 Hearing Impaired 0 Gifted/Talented 0 Remedial/ Compensatory 0 ?? 99 99 99 99 99 ?? 99 99 99 99 99 0 99 0 99 0 99 0 99 0 99  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Sununary: Page 9PARENT AND COMMUNITY INVOLVEMENT  Parents and the community are welcome in the school (school maps, welcome signs, and posters).  There is a school volunteer program (school/community partnership, volunteer sign-in sheets, work space, volunteers, and visible recognition).  There are parent involvement programs (parent sign-in sheets, PTA, and school committees).  Records of volunteer participation are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. Monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide is compiled (ODM, page 37).  Volunteer training including the type of training, when and where the training was offered, and session participants by race, gender, and school service site is documented (ODM, page 38). Data Summary/ Site Observations: Page 10FACILITIES AND SECURITY  The campus and building are clean and free of debris and graffiti.  Hallways are clean and well maintained.  Facilities for special education and counseling are designed to meet the needs of the student served.  Playground equipment is appropriate and adequate.  Restrooms are adequate (cleanliness, number, supplies).  Classrooms are in good repair with adequate heating/ventilation.  Kitchen facilities provide adequate ventilation, traffic patterns, and safety provisions.  School district safety procedures are evident. Site Observations: Page 11FACILITIES AND SECURITY (continued) Court Adopted Reconunendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS: Page 12 Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS:  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS: Page 13 Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 14INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2).  Fifty percent of kindergarten seats are reserved for white students (May 1992 court order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 court order, page 28). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: Page 153. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 16INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/ Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 6. An Early Prevention of School Failure model is used in all kindergarten classes. There are regularly scheduled parent/teacher conferences (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: Page 178. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students learning styles (page 153). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: 10. Seini-departmentalization is the recommended organizational structure for grades 4-6 (page 153). STATUS: 11. Instructional technology is present in labs and individual classrooms (page 153). STATUS: 12. Science tabs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: Page 1813. Computer labs for remediation and enrichment have a minimum of 25 stations (page 153). STATUS: 14. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 16. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available (page 153). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: Page 1918. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: 19. Student education plans are developed, implemented, and monitored for each student. Parents are involved in each phase of development and monitoring (pages 153, 177, 186). STATUS: 20. Specialized programs, such as remedial, special education, and GT, are available during the core day with reinforcement activities during extended day, week, or year (page 154). STATUS: 21. Homework is assigned according to district policies (page 154). STATUS: 22. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: Page 2023. Heterogeneous grouping is used at all grade levels and instructors alternate between whole group, small group, and individualized instruction, individualized instruction every day (pages 154, 178,188). Every student will receive some  A combination of teacher-directed and learner-directed instruction is present (ODM, page 32). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 25. African and African-American History programs are established in each school. The programs are sequential and include the study of cultures and history (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154,159-164). STATUS: Page 2128. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: 29. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 30. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, and sporting or arts related clubs, are developed to meet students needs and are a part of each schools special activities. Students have the opportunity to serve as office monitors, library helpers, student council members, fire marshals, and the like. Parents will be informed of these options (pages 157, 175, 182, 184). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173,181). STATUS: Page 22INCENTIVE SCHOOL OPERATIONS \"The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives\" (page 171). SUPPORT PROGRAMS \"The following items will be components of every incentive school:\" (Page 171) 32. Homework centers operate at least three days a week with transportation provided. The centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. Other options are explored for students who choose not to attend homework centers (pages 171, 180). STATUS: 33. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing (pages 171, 180).  Parents are aware of the phone service at the beginning of the year\nperiodic reminders are issued (ODM, page 26).  The relationship between the homework centers and the hotline has been evaluated and appropriate adjustments made (ODM, page 26). STATUS: 34. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods (pages 157,171,180). STATUS: Page 2335. Retired teacher mentors serve as tutors and club sponsors (pages 171, 180). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172,180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: 38. Community Involvement includes Boy and Girl Scouting programs at each incentive school, students have access to community organizations and volunteer experiences (pages 172,173).  Membership lists include a category for race (ODM, page 39).  Records of troop meetings and activities are present (ODM, page 39). STATUS: Page 2439. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 40. Extracurricular programs allow students recognition, leadership experience, and a chance to be involved in school activities. Among these are future teachers programs. Just Say No Clubs, intramurals, office monitors (at recess or lunch time, not class time), library helpers, safety patrol, fire marshals, flag monitors, and student council memberships (pages 175, 184). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: Page 25COUNSELING/ SOCIAL WORK 42. Community services access\nCompacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: 43. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness (pages 175,183). STATUS: 44. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/attendance records, participation in school programs) are present (ODM, page 32). STATUS: Page 2645. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: 46. A wellness program is in place at each building. Students are screened for health and given information on various topics (self-esteem, nutrition, drug prevention, and first aid). Presentations are made to parents on similar topics (pages 176, 184).  Medicaid reimbursements are used at the local building (ODM, page 29).  Medicaid reimbursement funds are used to purchase services for non-Medicaid eligible students (ODM, page 29).  The school has developed partnerships with the Departments of Health, Employment Security, and Human Services (ODM, page 29). STATUS: 47. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer (page 176, 185). STATUS: Page 27MONITORING AND EVALUATION 48. Verifiable monitoring of student growth measures student progress. There is training for monitoring teams (pages 176, 186). STATUS: 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: 50. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents, and community representatives. The staff participates in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated (pages 177, 186). STATUS: 51. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random\nwith 5% involvement from each grade level, to help design questionnaires, analyze data, and reach conclusions. Students receive responses to issues they raise. Students, teachers, and parents complete a school climate survey annually (pages 177, 186, 187). STATUS: Page 2852. Computerized student data is accessible at each school (pages 177, 187). STATUS: 53. School site teams work to implement programmatic modifications with membership rotated each semester so that certified and non-certified staff, parents, and students have input (pages 178, 187). STATUS: Page 2954. Additional items recommended in each incentive school (pages 178, 188,189).  uniforms for students, such as blue jeans and a white shirt  dress code for staff  student handbooks available at every building which reflect the building philosophy and program  a playground for PE purposes  additional compensation for teachers/ principals who work extra periods of time at the incentive schools  Saturday programs to enhance learning which include but are not limited to: -field trips -enrichment activities -tutoring -parent/child \"make \u0026amp; take\" sessions -book fairs -physical education activities STATUS: Page 30INCENTIVE SCHOOL STAFFING/ STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: Page 3157. Reconmiended full-time positions include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: 58. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers and participants in the Master Teacher Program (page 191). STATUS: 59. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for on a one-year basis and involuntary transfer or other decisions are enacted at the end of the year, based on performance quality. (This also applies to aides, clerical, and custodial workers) (page 192). STATUS: Page 3260. Staff commitment/ effectiveness monitoring involves ongoing informal review and semiannual formal conferences. These assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement (page 192). STATUS: STAFF DEVELOPMENT 61. The Staff Development Planning Committee at each incentive school is composed of teachers, an IRC specialist, parents, principals, and other administrators to plan staff development experiences (page 192).  A long-term strategy has been developed for meeting the plans minimum staff development requirements (ODM, page 7).  The quality, relevance, and adequacy of present staff training programs have been evaluated (ODM, page 8).  Classroom utilization of inservice training is evaluated (ODM, page 8). STATUS: 62. A staff development needs assessment is coordinated by the Staff Development Committee. It examines the following: students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, health needs, attendance records, tardiness records, and program goals and curriculum of the incentive schools (page 193).  Staff development needs are individually assessed on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans (page 201).  School Profile data specifically reflects the amount and scope of each staff members training (ODM, page 7). STATUS: Page 3363. Minimum Staff Development Requirements (pages 192-3) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT\u0026amp;T Human Effectiveness Training: Parent/ Educator Communication \u0026amp; Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:  Staff has had inservice emphasizing active learning at all grade levels. (ODM, page 14)  Inservice is held for principals, teachers, parents, and aides emphasizing the developmental levels of pre-school children and developmentally appropriate activities (ODM, page 17).  Teachers are provided with comprehensive training in techniques for dealing with disruptive students (ODM, page 23).  Parents have access to special training in working with their children, assisting with homework, computer literacy, nutrition and human growth and development (page 174).  Staff receives training in working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement (page 174).  Training which helps teachers to facilitate active learning has been emphasized at all grade levels (ODM, page 14).  Gender/ Ethnic Expectations and Student Achievement training has been considered (ODM, page 11). STATUS: Page 3464. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools (pages 193-4).  The principal monitors the Teacher Demonstration and identifies areas of strengths and concerns (page 203). STATUS: 65. A Master Teacher Program Committee plans a districtwide program to involve student teachers from state and local colleges and universities in the incentive schools. The program is monitored by the principal and college faculty representatives. A pool of perspective staff members is maintained from the student teachers assigned to incentive schools through the Master Teacher Program (pages 194, 204). STATUS: 66. Teacher assistance: An IRC specialist provides ongoing assistance to new teachers and those needing help. The specialist assists the Staff Development Planning Committee with training programs (page 194).  Teachers make full use of the resources and specialists available at the LRSD Instructional Resource Center (ODM, page 14). STATUS: Page 35INCENTIVE SCHOOL PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/ parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (pages 206, 208).  Parents recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). STATUS: Page 3669. A Parent program will assist parents in understanding and carrying out school expectations by: offering mini-workshops on topics such as study skills, discipline, time management, pre- reading skills, financial management, and developmental learning skills\nrequesting that parents pick up report cards at least twice a year\nand requiring principals to have direct parental contact through scheduled meetings and home visits (pages 206, 209).  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). STATUS: 70. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). STATUS: Page 3771. Home and school communication is evident at each incentive school. Parents understand how to advance support and concern for the school, attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, receive monthly reports, and report absences. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their childs needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (pages 157, 174, 176,183, 184, 188, 206, 210-211).  The number and date of visits to each students home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29).  Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). STATUS: Page 3872. Parent contractual conunitments are signed prior to enrollment (page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). STATUS: 73. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center (pages 206, 212). STATUS: 74. School and conununity trust is raised through a speakers bureau for community groups in school zones and a posted calendar of neighborhood events. Neighborhood pride is promoted through events coordinated by school staff (page 213). STATUS: 75. School improvement plans are developed by administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement (page 214). STATUS: Page 39INCENTIVE SCHOOL PARENT RECRUITMENT \"Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation requirements (page 215). 76. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences, a telephone hotline, Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses (pages 215, 218-219). STATUS: n. Recruitment strategies include the use of brochures, PSAs, billboards, media blitz, videocassette recordings, flyers, open house, targeted neighborhood blitz, small group tours, ADE special designation, celebrity endorsements, and a speakers bureau for each school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. Two parent recruiters have been hired to conduct recruitment activities (pages 215- 216, 220-222).  A strategic plan is based on the recruitment section of the desegregation plan and reflects a well thought-out, interrelated process (ODM, page 4).  A firm timetable is part of the recruitment plan and is strictly adhered (ODM, page 5).  Number and variety of specifically targeted recruitment activities are increased (ODM, page 5).  A tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups is established (ODM, page 5). STATUS: Page 4078. The Biracial Advisory Committee, with the advise of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly reports on the implementation and effectiveness of various recruitment strategies from the desegregation office. The committee evaluates the recruitment program each quarter and recommends to the Board of Directors changes needed in recruitment strategies and activities (pages 217, 223).  The committees monitoring instrument includes recruitment assessment (ODM, page 5). STATUS: Page 41ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL \"The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements.\" (page 12). 1. The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (pages 12, 13). STATUS: 2. The early childhood program receives the same attention and support as the grades K through six (page 13). STATUS: 3. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges (page 12). STATUS: 4. The development of innovative early childhood education practices is emphasized and piloted at the school (page 12). STATUS: 5. Rockefeller is used as a demonstration site for college students, the countys teachers, and daycare workers (page 12). STATUS: Page 426. The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (page 12). STATUS: 7. Students attending the three-year-old program are allowed to continue on into the schools four-year-old program (page 13). STATUS: 8. Sibling preference is granted to the brothers and sisters of the early childhood education students (page 13). STATUS: 9. The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (page 13). STATUS: 10. An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (page 13). STATUS: Page 43INCENTIVE SCHOOLS MONITORING REPORT 4 YEAR ENROLLMENT COMPARISON Black White Other Total % Black 1989-90 1990-91 1991-92 1992-93 ?? ?? ?? ?? 0 0 0 0 Data Sunuiiary: Note: In accordance with the language of the desegregation plan, students are identified as either \"black \"or \"white.\" Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as \"other.\" However, these \"other\" students are counted along with \"white  students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. STAFFING/ SCHOOL PERSONNEL 1991-92 1992-93 Position Black White Black White Total % BIk Total % BIk M F M F M F M F Certified ?? 0 0 Non-certified 0 ?? 0 ?? Total 0 0 0 0 0 ?? 0 0 0 0 0 ?? Percent ?? 'i'f. ?? Data Summary: Page 1TEST DATA Summary: Page 2DISCIPLINE, SUSPENSION, EXPULSION Black White Other Actions M F M F M F Total % Black Suspensions 0 ?? Suspensions-Long-term 0 ?? Expulsions 0 ?? Alternative Sch Referrals 0 ?? Sent Homes 0 ?? Homebound 0 0 0 0 ?? ?? ?? ?? Data Summary: SPECIAL SERVICES/PROGRAMS ENROLLMENT Black White Other Program M F M F M F Total % Black Gifted/Talented 0 ?? 0 ?? 0 ?? 0 'i'? 0 ?? 0 ?? Special ed ^WasXOBK j?Stion refer .page-tgr\" are consis objec^ lade w ,t raci  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Summary: Page 3FACILITIES AND SECURITY Court Adopted Recomniendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS:  Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS: Page 4 Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS:  Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 5INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: 3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 6INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/ Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: 12. Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: Page 714. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: 18. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: 22. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154, 159-164). STATUS: Page 828. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: 29. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173, 181). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172, 180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: Page 939. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181,184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to, make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: COUNSELING/SOCIAL WORK 42. Conununity services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: Page 1044. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/ attendance records, participation in school programs) are present (ODM, page 32). STATUS: 45. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: MONITORING AND EVALUATION 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: Page 11INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: 57. Recommended full-time positions include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: Page 12INCENTIVE SCHOOL PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (pages 206, 208).  Parents recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). STATUS: Page 1369. Parent workshops are offered to assist parents in understanding and carrying out school expectations and include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills.  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). STATUS: 70. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). STATUS: 71. Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, pick up report cards, and receive monthly reports. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their childs needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (pages 157, 174, 176, 183, 184, 188, 206, 210- 211).  The number and date of visits to each students home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29). Page 14 Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). STATUS: 72. Parent contractual conunitments are signed prior to enrollment (page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). STATUS: 74. School and conununity trust is raised through a speakers bureau for community groups in school zones and the school is used as a community center. Neighborhood pride is promoted through events coordinated by school staff (page 213). STATUS: Page 15ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL \"The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements.\" (page 12). 1. The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (pages 12,13). STATUS: 2. The early childhood program receives the same attention and support as the grades K through six (page 13). STATUS: 3. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges (page 12). STATUS: 4. The development of innovative early childhood education practices is emphasized and piloted at the school (page 12). STATUS: 5. Rockefeller is used as a demonstration site for college students, the countys teachers, and daycare workers (page 12). STATUS: 6. The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (page 12). STATUS: 7. Students attending the three-year-old program are allowed to continue on into the schools four-year-old program (page 13). STATUS: Page 168. Sibling preference is granted to the brothers and sisters of the early childhood education students (page 13). STATUS: 9. The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (page 13). STATUS: 10. An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (page 13). STATUS: Page 17OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE Date of Visit School Principal School Theme # of Desegregation Plans in School Monitors* INCENTIVE SCHOOL PROGRAM II The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. II (JDR 2233) 1. school. The incentive program is successful in desegregating the (JDR 2233-34) STATUS: 2. The Incentive School Program Committee has explored the possible use of a trust fund to provide college scholarship incentives. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed. (JDR 2234) STATUS: 3. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly. (JDR 2236) STATUS:INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses the High Scope curriculum model and a parent component is incorporated into the program. 2238) STATUS: (JDR 5. Writing to Read labs are in place for grades K-2 at each school. (JDR 2238) STATUS\n6. An Early Prevention of School Failure model is used in all kindergarten classes. There are parent/teacher conferences. (JDR 2238) regularly scheduled STATUS: 7 . Reading and oral expression are infused throughout all curriculum areas. (JDR 2239) STATUS:r 8. Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students' learning styles. (JDR 2239) STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum. (JDR 2239) STATUS: 10. Instructional technology is present in labs and individual classrooms. (JDR 2239) STATUS: 11. Science labs with adequate equipment, materials, and supplies are available for students in grades 3-6. (JDR 2239) STATUS:r 12. Computer labs for remediation and enrichment have a minimum of 24 stations. (JDR 2239) STATUS: 13. Foreign language labs with appropriate equipment and materials are operative in each building. (JDR 2239) STATUS: 14. A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available. (JDR 2239) STATUS\n15. Parent Home Study Guides are available. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866.r 16. Computer Managed Instructional Technology is used to track student progress. (JDR 2239) STATUS: Currently stayed under Stay Order No. LR-C-82-866. 17. Individual education plans are developed, implemented, and monitored for each student. (JDR 2239) STATUS: 18. GT, Specialized programs, such as remedial, special education. are available during the core activities during extended day/week/year. day with reinforcement (JDR 2239) STATUS: 19. Incentive programs recognize academic excellence and academic improvement. (JDR 2240) STATUS:20. 2240) Homework is assigned according to district policies. (JDR STATUS: 21. assessment. Criterion referenced testing is used to aid in student STATUS\n22. instructors (JDR 2240) Heterogeneous grouping is used at all grade levels and alternate between whole individualized instruction. (JDR 2240) group, small group, and STATUS: 23. The Effective Schools model operates in each school, with training provided for implementation. (JDR 2240) STATUS\n4 24. African and African-American History programs are established in each school. of cultures and history. The programs are sequential and include the study (JDR 2240) STATUS: 25. A classics reading program is an area of emphasis and the basal is used to augment the classics. (JDR 2240) STATUS: 26. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented. (JDR 2240, 2252) STATUS: 27. Foreign language instruction is incorporated into each school's curriculum using the foreign language lab and the If total physical response If method of instruction. (JDR 2243) STATUS\n28. Social skills are taught, where appropriate, through the core instructional program. positive social interaction. The total school staff serves as models of (JDR 2243) STATUS: 29. Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, sporting or arts related clubs, are developed to meet students' needs and are a part of each school's special activities. (JDR 2244) STATUS: 30. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. (JDR 2245) STATUS:If INCENTIVE SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support, individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. (JDR 2267) fl SUPPORT PROGRAMS incentive school: ff If The following items will be components of every (JDR 2267) 31. Homework Centers operate at least two days a week with transportation provided. The Centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. (JDR 2267, 2278) STATUS: 32. Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing. (JDR 2268, 2278) STATUS:* 33. Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated with coupons redeemable for goods. (JDR 2268, 2278) STATUS: 34. Retired teacher mentors serve as tutors and club sponsors. (JDR 2268, 2278) STATUS: 35. Instructional aides are certified and employed one to a classroom. (JDR 2268, 2278) STATUS: Stay Order No. LR-C-82-866 stayed LRSD's requirement to employ one instructional aide per classroom. LRSD has committed to hiring two aides for every three classrooms in their Joint Motion for Partial Stay Pending Appeal. 36. A Career Skills Development Program promotes career choices using written information, guest speakers, films, and interest inventories. (JDR 2268, 2279) STATUS: 37. Year round school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (JDR 2269-70, 2279) STATUS: 38. Community access/field trips are together with students from other LRSD schools. provided for students Exhibits and performances are brought to school. Students visit work sites, historical, scientific and cultural events, and exhibits in the city, state, and region. fifth and sixth graders. There are shadowing experiences for (JDR 2269, 2279) STATUS: 39. Community involvement includes Boy and Girl Scouting programs at each incentive school. organizations and volunteer experiences. Students have access to community (JDR 2270, 2280) STATUS:SCHOOL ADMINISTRATION 40. Staff recruitment involves a nationwide search for staff committed to working in an urban district with at risk youth. Staff are hired on a one year basis with parent representation on the interview team. aides, clerical, and custodial workers. The one year contract feature is applied to (JDR 2270-72, 2281) STATUS: 41. Special training for staff is ongoing in human relations skills, learning and interactive styles, TESA, PET, working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training and parents are trained in working with their children, assisting with homework, nutrition. and human growth and development. (JDR 2272, 2281) STATUS: 42. Parental involvement\nregular home-school communication. Parents sign all homework and there is There are day visits by parents, monthly parent meetings, and pick-up points for parents. Parents are encouraged to provide classroom support. 2284) (JDR 2272, STATUS\n43. Learning time schedules are 3:00 - 5:30 p.m. daily and include Homework activities. Center, special (JDR 2272, 2284) skills training, and leisure time STATUS: 44. Home/school communication includes monthly reports to parents. There is an early indicator and early intervention program and parents regularly receive 2284) tl alert\" and It success II cards. (JDR 2272, STATUS: 45. Extra student recognition. curricular programs include activities to promote clubs and monitoring responsibilities. Students gain leadership experience through (JDR 2273, 2284) STATUS:46. Attendance and behavior guidelines: Time-out rooms staffed with trained personnel. are problem solving. Students receive help with rules. Students help develop school based management attendance. Students and parents sign a contractual agreement for (JDR 2273, 2282) STATUS: 47 . Subject related extra curricular activities are regularly scheduled and include options for students such as Junior Great Books, Odyssey of the Mind, band, and string. Parents are aware of these options. (JDR 2273, 2282) STATUS:COUNSELING/SOCIAL WORK 48. Community services access: to community support programs Compacts provide students access such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (JDR 2273, 2283) STATUS: 49. College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness. (JDR 2273, 2283) STATUS: 50. Study skills training enhances skills in listening, and studying. 2272, 2283) Students practice test taking. test taking. (JDR STATUS: 51. Home/neighborhood meetings involve small groups of parents at neighborhood sites. school partnership and community. Local ministers are considered part of the (JDR 2274, 2283) STATUS:52. Individual and facilitators resolution. are group counseling utilized. Students is are present and peer STATUS: 53. (JDR 2274, 2285) taught conflict Incentive/recognition programs are developed by students, staff, and parents at each school. recognition. (JDR 2274, 2285) The community is involved in STATUS: 54. A wellness program is in place at each building with a full time nurse. Students are screened for health and information on various topics prevention, and first aid). (self-esteem. given nutrition, drug similar topics. (JDR 2274, 2285) Presentations are made to parents on STATUS: 55. Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer. (JDR 2274, 2285) STATUS:MONITORING AND EVALUATION 56. Verifiable monitoring of student growth measures student progress. 2286) There is training for monitoring teams. (JDR 2275, STATUS: 57. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (JDR 2275, 2286) STATUS: 58. Student Educational Excellence Plans parents and include extracurricular activities. are developed with (JDR 2275, 2286) STATUS\n59. Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents. and representatives from the community. All staff participate in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated. (JDR 2275, 2286) STATUS: 60. Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random based on 5% involvement from each grade level and help design questionnaires. analyze data. and reach conclusions. Students receive response to issues they raise. (JDR 2276, 2287) STATUS: 61. Computerized student data is accessible at each school. 2276, 2287) (JDR STATUS: Currently stayed under Stay Order No. LR-C-82-866. 62. School site teams work to implement programmatic modifications with membership rotated each semester so all staff (including custodial, aides, and cafeteria workers), parents, and students have input. (JDR 2276, 2287) STATUS:SCHOOL POLICIES AND PROCEDURES 63. Flexible programs accommodate team teaching and extended time blocks as needed for student assistance. individualized instruction in each school There is a plan for and receives some individualized instruction every day. 2288) every student (JDR 2276, STATUS: 64. Additional items: Each school should have a permanent substitute, a minimum half time assistant principal depending on school population, uniforms for students, dress code for staff, required attendance at PTA open house and one other meeting, students handbooks, a science lab, a computer lab, a playground for PE, additional compensation for teachers and principals for extra time worked, community education classes for parents, and Saturday programs at each school. (JDR 2276-77, 2288-89) STATUS:STAFFING 65. The teachers, INCENTIVE SCHOOL STAFFING/STAFF DEVELOPMENT Incentive Schools Staffing Committee administrators. parents, supervisors, The committee principals, is composed of and criteria, and hiring procedures. assesses staffing needs, (JDR 2291) other sets STATUS: 66. Staffing needs assessment bases staff selection upon the needs and interests of the student population. (JDR 2291) STATUS\n67. Recommended full-time positions include classroom teachers. counselor, media specialist. music, art. P.E. , social worker. permanent substitute, PAL reading, PAL math, PAL lab attendant, resource, speech, alternative classroom specialist, media clerk. instructional aides. supervision principal, assistant principal. aides, (JDR 2291-92) program specialist, STATUS:68. Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. files are current and include promising student teachers. 2292) Recruitment (JDR STATUS: 69. Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for an initial one year contract period with long-term contracts contingent upon a successful initial year. (JDR 2293) STATUS: 70. Staff commitment/effectiveness monitoring involves ongoing informal review and semi-annual formal review conferences to assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement. (JDR 2293) STATUS:STAFF DEVELOPMENT 71. teachers, The Staff Development Planning Committee is composed of an IRC administrators to plan specialist. parents, principals, staff development experiences. and The committee meets monthly to plan activities related to the needs of students achieving below mastery. (JDR 2294) STATUS: 72. A staff development needs assessment is coordinated by the Staff Development Committee and based on needs and interests of the student population and the results of a staff development survey. (JDR 2294, 2303) STATUS: 73. Individual incentive school plan: There is a detailed process and format established by central administration and principals to assist school staffs in the development of the school plans. (JDR 2301) STATUS:74. Development of curriculum specific to the incentive schools includes identification of areas appointment of curriculum teams, in need of development, review of draft guides. and development of additional components needed in each curriculum area  (JDR 2301) STATUS: 75. Minimum Staff Development Requirements (JDR 2295) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Learning/Learning Styles: AT\u0026amp;T Human Effectiveness Training:Parent/Educator Communication \u0026amp; Human Relations Skills\nMentor Teacher Program: Special Staff Development for Principal, Assistant Principal:___ 76. Curriculum implementation inservice provides an introduction and guide to implementation of the incentive school curriculum. (JDR 2302) STATUS: 77. A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools. (JDR 2296) STATUS:78. A Master Teacher Program is planned by a districtwide Master Teacher Program Committee to involve student teachers from state and local colleges and universities in the incentive schools. The program is representatives. monitored by the principal and college faculty (JDR 2296) STATUS: 79. Teacher assistance: An IRC assistance to new teachers and those needing help. specialist provides ongoing assists in The specialist training programs in coordination with the Staff Development Planning Committee. (JDR 2296-97) STATUS: 80. A Teacher Assistance Plan (TAP) is developed with input from the principal and IRC Director to address demonstration teaching, assistance with use of materials and program implementation, classroom management, bulletin boards, etc. (JDR 2296) STATUS:STUDENT ASSIGNMENT 81. Phased desegregation of the incentive schools: There is a phased plan to desegregate the incentive schools through white recruitment. (JDR 1722) STATUS: 82. Kindergarten seats are reserved for white students to promote desegregation of the incentive schools. (JDR 1722) STATUS\nDate: April 2, 1993 From: The Associates To: Ann MEMORANDUM Subject: Revised Incentive School Guide Attached is a copy of the revised Incentive School Gui^^ '^-C\u0026gt; Y Y Revisions were made based on the Eighth Circuit Courts priorities which includednncentive school double funding. academics, td^rent/community involvement. In addition to the Eighth Circuit Courts priorities, we also gave consideration to the areas of concern mentioned by Judge Wright at the June 30, 1992 Incentive School Hearing. At the June hearing. Judge Wright outlined the following areas of concern: The increase in the number of black students at the incentive schools. The Eighth Circuit Court clearly indicated that desegregation of these schools is important. The disparities in plan implementation found among the seven schools. The lack of a clear formula for double funding. The continued disparity between black and white students. Using the above items to guide us, we evaluated each section of the guide, keeping those that related to the Eighth Circuit Courts priorities and Judge Wrights concerns. Within the sections, individual items were examined. Most items that could be tied to priorities and concerns were retained. If an item described a program or process that was present at all schools in 1991-92, we dropped it. Emphasis was placed on monitoring areas of non-compliance. \\ OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 INCENTIVE SCHOOL MONITORING GUIDE 1992-93 School District Type of School Principal Grade Levels # of Classes Visited Date of Visit Time of Visit MonitorsSchool: 1989-90 Black White Other Total %Blk 1990-91 Black White Other Total %Blk 1991-92 Black White Other Total % BIk 1992-93 Black 4 YEAR ENROLLMENT COMPARISON Data Summary: \"^fl- 0 0 ?? White Other Total 0 % BIk ?? Note: /n accordance with the language of the desegregation plan, students are identified as either 'black \"or \"white.\" Because the schools provide statistical information about students who are of other racial or ethnic groups (such as Asian or Hispanic), the enrollment charts enumerate these children in a separate category designated as \"other.\" However, these \"other\" students are counted along with \"white\" students in statistical totals and comparisons in order for the monitoring reports to remain consistent with the two racial categories identified in the desegregation plan. Percentages are rounded to the nearest whole number. Page 1Summary: TEST DATA Page 2ACTIONS Suspensions Expulsions DISCIPLINE, SUSPENSION, EXPULSION BLACK M F WHITE OTHER M F M F TOTAL 0 0 % BLACK ?? ?? Documentation:  Short Form 0 ??  Long Form 0 ?? Alternative School Referrals 0 ?? 0 0 0 0 0 0 0 ?? ?? ?? ?? ?? ?? ?? Data Summary: Page 3SPECIAL SERVICES/PROGRAMS ENROLLMENT PROGRAM BLACK WHITE OTHER TOTAL % BLACK M F M F M F Self Contained 0 ?? CBI 0 99 LD Resource EMR Resource Speech Visually Impaired Hearing Impaired Gifted/ Talented Remedial/ Compensatory 0 0 0 0 0 0 0 0 0 0 0 99 99 99 99 99 99 99 99 99 99 99 0 99 0 99 0 99 0 ?? 0 ??  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Data Summary: Page 4FACILITIES AND SECURITY Court Adopted Recommendations (ODM, page 43)  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. STATUS:  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. STATUS:  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. STATUS: Page 5 Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. STATUS:  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. STATUS:  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. STATUS:  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. STATUS: Page 6 Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. STATUS:  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. STATUS: Page 7INCENTIVE SCHOOL PROGRAM \"The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district.\" (April 1992 revised desegregation plan, page 149)  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20). 1. The incentive program is successful in desegregating the school (page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2).  Fifty percent of kindergarten seats are reserved for white students (May 1992 court order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 court order, page 28). STATUS: 2. College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (page 149). STATUS: Page 83. The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (page 151). STATUS: Page 9INCENTIVE SCHOOL ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 4. The four-year-old program uses High/Scope or a comparable curriculum model and a parent component is incorporated into the program (page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). STATUS: 5. Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (page 152). STATUS: 7. Reading and oral expression are infused throughout all curriculum areas (page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). STATUS: 9. School themes are developed at the each school by parents and staff and are integrated into the curriculum (page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). STATUS: Page 1012. Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). STATUS: 14. Foreign language labs with appropriate equipment and materials are operative in each building (page 153). STATUS: 15. Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (page 156). STATUS: 17. Parent Home Study Guides will be available by the 1993-94 school year (page 153). STATUS: 18. Computer Managed Instructional Technology is used to track student progress (page 153). STATUS: Page 1122. Computer generated criterion referenced tests are used for student assessment (page 154). STATUS: 24. The Effective Schools model operates in each school, with training provided for implementation (page 154). STATUS: 26. A classics reading program is an area of emphasis and the basal is used to augment the classics (page 154). STATUS: 27. A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (pages 154, 159-164). STATUS: 28. Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (page 156). STATUS: Page 1229. Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (pages 156-157). STATUS: 31. Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (pages 158, 173,181). STATUS: 36. A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (pages 172, 180). STATUS: 37. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (pages 172,180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). STATUS: Page 1339. Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). STATUS: 41. Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/ procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). STATUS: Page 14COUNSELING/SOCIAL WORK 42. Community services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). STATUS: 44. Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/attendance records, participation in school programs) are present (ODM, page 32). STATUS: Page 1545. Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). STATUS: MONITORING AND EVALUATION 49. Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (pages 176, 186). STATUS: Page 16INCENTIVE SCHOOL STAFFING/ STAFF DEVELOPMENT STAFFING 55. The Incentive Schools Staffing Conunittee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (page 190).  Progress is being made toward racially balancing both the certified and non-certified staff. STATUS: 56. Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (page 190).  Staff development activities are evaluated through survey responses from each staff member (page 170). STATUS: Page 1757. Recommended full-time positions include classroom teachers, counselor, media specialist, music, art,P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 court order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 court order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students - 1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 court order, page 34). STATUS: Page 18INCENTIVE SCHOOL PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students have identified five main types of parental involvement... The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with parent volunteer assistance, parent audiences, and parent attendance at workshops... A fourth major type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. Some suggested activities are listed below\" (pages 205, 206). 67. An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/parent mentorships (pages 178, 189, 206, 207).  The parent internship program and parent/ teacher mentorships are implemented as outlined in the plan (ODM, page 39). STATUS: 68. A Parent Center provides resources and materials recommended by a parent/ staff committee for loan to parents. A paren\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":"bcas_bcmss0837_503","title":"Incentive Schools: Monitoring visits","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":["1991/1997"],"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","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring visits"],"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/503"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["32 pages"],"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\nOffice of Desegregation Monitoring Schedule of Formal Monitoring Visits to the Incentive Schools DATE SCHOOL TEAM LEADER Wednesday, October 30, 1991 Mitchell Connie Hickman Monday, November 4, 1991 Rightsell Connie Hickman Tuesday, November 5, 1991 Rockefeller Horace Smith Wednesday, November 6, 1991 Ish Melissa Guldin Tuesday, November 12, 1991 Stephens Margie Powell Wednesday, November 13, Garland Horace Smith 19991 Thursday, November 14, Franklin Melissa Guldin 19991 . The monitoring team will arrive at each school by 8:30 AM.TO: POLLY FROM: MONITORS RE: SCHOOL VISITS Below is the schedule of school visits to go over the Incentive School Monitoring Reports: May 18 Rockefeller, 9:00 AM (Horace) May 19 Rightsell, 9:00 AM (Margie and Connie) Franklin, 1:30 (Margie) May 20 Stephens, 9:00 AM (Margie and Connie) Ish, 2:00 PM (Margie and Horace) May 21 Mitchell, 9:00 AM (Connie and Horace) Garland, 1:00 PM (Horace and Connie)OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 23, 1991 Subject: Incentive School Monitoring Visits Enclosed you will find a schedule of our upcoming school monitoring visits. In addition, ODM's Monitoring Guide for all schools and the supplemental Incentive School Monitoring Guide are included. We encourage you to share this information with your staff. Both documents were developed in our office and reviewed by LRSD administrators. The guide reflects the provisions of the settlement plans adopted by the school districts of Pulaski County. The items to be monitored under the Incentive School Guide are taken directly from the 1989 LRSD Settlement Plan, Volume II. The JDR number cited after each description refers to page numbers of the court document. During our visit to your school, we will make every effort to be as unobtrusive as possible. In order to complete our report we will need an area in which to work and copies of the following data: - school profile - master schedule - student handbook - volunteer records - EPSF class modality grids - parent/teacher conferences documentation - discipline records by race, gender, Eind grade level - PT A membership lists, sign in sheets, agenda and minutes - parent/community committee membership hst, agenda, minutes - staff development records for the previous year and this year to date - special education enrollment figures by race, gender, and grade level We will also need time to meet with you early in the day to go over the specific items in the Incentive School Monitoring Guide. All documentation required will be compiled by our staff. You will not be expected to complete any of our monitoring forms. Our team wiU be available for an exit conference at the end of the day. Completed copies of the Monitoring Guides will be forwarded to you within ten working days from our site visit. A copy of the completed guides will also be furnished to the central office and the court. We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376-6200. cc: Dr. Ruth Steele James JenningsDATE Wednesday, October 30, Monday, November 4, Tuesday, November 5, Wednesday, November 6, Tuesday, November 12, Wednesday, November 13, Thursday, November 14, Office of Desegregation Monitoring Schedule of Formal Monitoring Visits to the Incentive Schools SCHOOL Mitchell 1991 1991 1991 1991 1991 19991 19991 TEAM LEADER Connie Hickman Rightsell Rockefeller Ish Stephens Garland Franklin Connie Hickman Horace Smith Melissa Guldin Margie Powell Horace Smith Melissa Guldin , The monitoring team will arrive at each school by 8:30 AM.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 To: James Jennings, Associate Superintendent for Desegregation Incentive School Principals From: ODM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith Subject: Review of the Incentive School Monitoring Guides Date: May 29, 1992 Attached you will find your advance copies of the Incentive School Monitoring Guides. These are being provided to allow you to review the information, alert our office if an error exists, and incorporate corrections. As you review the document, remember that the Guides reflect the situation that existed at each school at the time of our initial visit. Updates have been included at the end of each report. This updated information reflects our communications with you during the entire school year. Any corrections must be submitted in writing to our office no later than 5:00 p.m. Monday, June 1,1992. If no corrections are needed, you may retain your copies of the documents. Reports which have been changed will be reprinted and the corrected version furnished to you by Friday, June 5, 1992. We look forward to your reactions. Please remember that the deadline for changes is 5:00 p.m. Monday.Date: April 23,1993 To: From: Subject: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Connie Hickman-Tanner Incentive School Monitoring Visits Enclosed you will find a schedule of our upcoming monitoring visits. As you recall, you received a copy of the revised ODM Incentive School Monitoring Guide last December. If you need an additional copy, please contact our office. During our visit, we will make brief classroom visits. In order to complete our report we will need an area in which to work and copies of the data listed below. The numbers following each of the items corresponds to a page number in the General Guide or provision number in the Incentive Guide. W e will also need time to meet with you early in the day to discuss specific items in the monitoring guide. You will not be expected to complete any of our monitoring forms We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376- 6200.  Discipline, Suspension, Expulsion data by race and gender - General Guide p. 7  Current Gifted and Talented Enrollment data - General Guide p. 8  Field Trip Documentation p. 22 - #31  Building Discipline Plan (including time-out strategies) p. 25 - #41  Pre-Professional Documentation p. 26 - #42  Individual Student Test Profiles p. 26 - #44  Building-level Counseling Plan p. 27 - #45  Updated Staff Roster (only if additional staff has been added since the School Profile was compiled)  List of the Parent Center Committee by race, gender, and position p. 36 - #68'Vv- List of e Parent Center Committee recommendations and indication of recommendations incorporated into center p. 36 - #68  Parent Center sign-in sheets and check out documentation p. 36 - #68  TSe naine, gender, race, and phone number of the parent trained to operate e Parent Center p. 36 - #68  _ Copies of e Parent Centers monthly communication packet p. 36 - #68 (V^List of parent meetings including topic, time, location, and sign-in sheets p. 37 - #69, 71 Home visits documentatiorf^p. 37 - #69, p. 38 - 71  Copy of parent handbook and copies of school monthly calendars p. 38 - #71  Description of the mechanism designed to ensure that parents regularly sign homework p. 38-#71 -  Description of early indicators and early intervention programs including alert and success cards to update parents on their childs progress p. 38 - #71  List of community meetings and activities including topic, time, location and sign-in sheets p. 38 - #71  List of three-leey-communicators by race p. 38 - #71  Number of signed, contracts and description of follow-up procedures p. 39 - #72  Speakers bureau roster byname, gender, and position and list of speaking engagements including time, location, and participant sign-in sheets p. 39 - #74  Extended Day Schedule . Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: April 26, 1993 To: From: Subject: Janet Bernard, Associate Superintendent Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Incentive School Monitoring Visits - Schedule and Request for Documents ODM is planning to monitor the incentive schools on the dates indicated on the enclosed schedule. We will need the following information from the districts central administration staff. In order to expedite this process, please furnish the information below by May 14. If you have any questions and/or concerns, please do not hesitate to contact us.  Description of the incentive school parent program, including program goals, objectives, timelines, and person responsible for this program  Copy of community needs assessment and results  List of adult education opportunities, description of how parents were notified, the type, location, and time of the educational opportunities, and number of participants by race and gender  Description of the parent internship program and a list of parent interns at each of the incentive schools by race and gender  Description of the parent/ teacher mentorships and a list of parent/ teacher mentorships at each incentive school by race and gender  Documentation of parent workshops including topic, time, location, number of participants by race, gender, and childs school, and evaluation results  Volunteer documentation including the number of volunteers by race and gender and the number of hours at each school.  Mentor documentation by race, gender, participation hours, and a brief description of the types of activities shared by students and their mentorsIncentive School Monitoring Information (Cont)  Mentor training records  List of community meetings including time, location, and copies of sign-in sheets  Documentation of identified parent pick-up points for school functions  Parent Council membership list by race, gender, organization represented, monitoring instrument, and quarterly reports  Extended year schedule/ plan cc: Dr. Mac Bernd Marie ParkerOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 27, 1994 To: From: Subject: Sterling Ingram, Associate to the Deputy Superintendent Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Incentive School Monitoring Visits - Schedule and Request for Documents ODM is planning to monitor the incentive schools on the dates indicated on the enclosed schedule. We will need the following information from the districts central administration. In order to expedite this process, please furnish the following information by May 16,1994\n 1993-94 Incentive School Staffing Committee membership by school represented, race, and sex  Minutes of 1993-94 Incentive School Staffing Committee meetings  Documentation of hiring criteria and procedures established by the Incentive School Staffing Committee  Copy of the 1993-94 incentive schools staffing needs assessment guide  Documentation (e.g. agendas, handouts, guides, etc.) of inservice held during the 1993-94 school year regarding the staffing needs assessment process  Documentation of the LRSD Human Resources Departments involvement in the staffing assessment process  Copy of the Spanish curriculum currently in use in the incentive schools  Description of the incentive school parent program, including program goals, objectives, timelines, and person responsible for this program  Copy of community needs assessment and resultsIncentive School Monitoring Information (Cont)  List of adult education opportunities, description of how parents were notified, the type, location, and time of the educational opportunities, and number of participants by race and gender  Description of the parent internship program and a list of parent interns at each of the incentive schools by race and gender  Description of the parent/ teacher mentorships and a list of parent/ teacher mentorships at each incentive school by race and gender  Documentation of parent workshops including topic, time, location, number of participants by race, gender, and childs school, and evaluation results  Volunteer documentation including the number of volunteers by race, gender, and the number of hours at each school  Mentor documentation by race, gender, participation hours, and a brief description of the types of activities shared by students and their mentors.  Mentor training records  List of community meetings including time, location, and copies of sign-in sheets  Documentation of identified parent pick-up points for school functions  Parent Council membership lists by race, gender, and organization represented  Copies of Parent Council monitoring instrument, meeting minutes, and quarterly reports  Biracial Committee membership list by race, gender, and address  Copies of Biracial Committee meeting minutes, monitoring schedule, and monitoring guide  Copies of 1993-94 Planning Research and Evaluation quarterly reports of the Biracial Committee monitoring visitsIncentive School Monitoring Information (Cont)  A list of all incentive school recruitment strategies or activities planned and implemented for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: identify the person(s) responsible for its development and distribution\nprovide a copy of the brochure it it has been completed\nidentify the audience targeted to receive the brochure\nstate the brochure distribution dates\nidentify the amount of money allotted for the brochures development and distribution, the amount actually spent to date, and the amount remaining\nand explain how you will track the brochures results. B. If an activity involves a presentation: identify the person(s) responsible for developing and making the presentation\nidentify the audience targeted for the presentation\nbriefly describe the type of presentation, and its date and location\nprovide sample participant sign-in sheets\nand explain how you will track the results of the presentation. If you have any questions and/ or concerns, please do not hesitate to contact us. cc: Dr. Russ MayoDate Schedule of ODM Monitoring Visits to the Incentive Schools School Wednesday, February 22, 1995 Rightsell Tuesday, February 28, 1995 Rockefeller Thursday, March 2,1995 Garland Friday, March 3, 1995 Franklin Tuesday, March 7, 1995 Mitchell1996 ODM INCENTIVE SCHOOLS MONITORING SCHEDULE Tuesday, April 2 - Rightseil Wednesday, April 3 - Garland Thursday, April 4 - Mitchell Monday, April 8 - Rockefeller Tuesday, April 9 - FranklinIncentive School Monitoring Schedule Date School Team Leader Friday, April 30 Mitchell Connie Wednesday, May 5 Rockefeller Melissa Friday, May 7 Stephens Margie Monday, May 10 Ish Margie Wednesday, May 12 Franklin Horace Friday, May 14 Garland Connie Monday, May 17 Rightsell Horace First Draft of the school reports is due Friday, June 18. Subsequent deadlines will be discussed at the April 23 meeting.IO-12'H5 l-^ora.ce.'s SeheAucle, - S'iaPPi DI b'lonlVoDn i:3O - h'li'-ichel I J^ncen'J'ix/e vScVtool iO:i3 ' /^^hiseil iocenlive School l:OO~ GCLrlancfi- Znceniiwe School 2:00' RockePelter incenkwe Schoolk 501374413? WALKtP l-H'.'J r IR''l 443 P01.--Q3 NP'i 14 \"?7 11:5\u0026gt; t /OHN W.. WALKER,P.A. at Law 1723 Broaelway^ Little Rock, ArkanSiis 72206 Telephone (501) 374-3/5S Fax (501)374-4187 FAY TRANS.MiSSION COVER, SHEET T0\nfitX: 77 Q-j ! 60 ! OCO Dtrtt: ,.fc,.\u0026lt;----- cover sheet)] PAGE(S), IN'CLUDING yOlU SHGVLD RECEIVE f \u0026lt;?. (including THIS COVER SHEET. IE YOU DG NOT RECEIVE ALL THE PAGES, PLEASE CALL \u0026lt;(501) 374-3758\u0026gt;. The information contained in this facsimile message is att '.ey privileged and ccnfidential infonnadon intended only for the use of the indiUdual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to u.e intended recipient, you are hereby notified that any disseiranation, disuibution or copying of this communication is strictly prohibited. If you have received this communicaUon in error.^^please immediate notify us by telephone, and return the original message to us a------------------ at the above address via the U.S. Postal Service. Thank you.501 ^1413? WhLKEP LhIm FIrT't P02. 03 HA'r , 1 = 3 John W. \\^alker, EA. ATifaNEY At Law 1723 Br0\nWway Little Rock, .a.rkansa? ( Telepho.VS (501\n374-37 FAX (301) 374-4187\nCe JOHN .V. WALKER RALPH WASHINGTON NLARK BLRNSTTE AUSTIN PORTER. JR KIMBERLY R. DICKSON Via Facsimile - 324-2146 May 14, 1997 Dr. Don Roberts Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Roberts\nI have previously written a letter to zir. Chris Heller regarding our concerns about monitoring of the Incentive Schools. I am writing you now to indicate that we have not been invited participate in the decisions regarding possible Incentive School modifications with the task force you have assigned. You should be already aware that we have received criticisms that the vzork of the committee is negative to the spirit of the settlement to You should agreement and that some of the participants are negative to the interests of ohe African .American incentive school children. Based upon that information, Ms, Joy Springer, of my office, invited herself to one of the meetings. This meeting was on March 2S, 1997. It is our view that our participation in this process has not been sought at the preliminary staaes our role as monitors has been denigrated. Thi and that The ODM, however, has been favored and is represented by Mr. Gene Jones, Via are concerned about the manner in which decisions about the Incentive Schools are being considered and the active participation by Soard more than  ------ ------J member, Ms. Judy Magness, in u' I am actually surprised that if a Board member was appointed to the committee that it was not the zone process. that representative. I am also disappointed that the white student interests seem to be the primary focus of the activity. I arrive at that conclusion because of the disproportionate membership of tne Rockefeller Incentive School (2 members, while several of the more African American incentive schools, had no representatives). Franklin and Garland, A change occurred in represntation after Ms. Springer's suggestion that the committee was not rnclusive. Had the leadership been sensitive, this glaring omission v/ould not have been so evident. inclusive. We reiterate our expectation that the desegregation plan Will be followed and that we  ' -  '  - - Will be materially involved in, and made knowledgeable about, the District's plans from the inception.5013744187 IJALKEh LhI.I FI Efl 44S F03O3 MAY 14 ?' Page May 14, 1997 Letter to Dr. Don Roberts Thank you for your attention to this natter. cc\nMs. -Ann Brown erely, CJohn Walker WW\nj s Mr. Chris Heller Ms. Margaret Gremillion Ms. Sadie Mitchell 50137441 hWLKER LAW FIRM 453 0^ 14 '97 t John w. Walker, p.a. .ATi'oi-i.\\-EY .At Law 1723 Bko.wf.v.' Litt\n.,'-\nRock, .4RKANS.ts 72206 TEiEr'HO.VE (501) 374-3753 FAK (,501.) 374-4187 JOHN W. WALKEH RAL.DH WASKINOTO.V M.AHK BURNETTE AUSTI.N PORTER, -JR. May 14, 1997 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bldg. Little Rock, Arkansas 72201 Re: LSSD V. PCSSD Dear Cliris: This ts in response to your response to my response today regarding the monitoring visit that I hope to make with Ms. Margaret Gremillion. Please advise me of your authority to monitor or monitoring. Also, please be advised that I still wish to speak with Ms. Gremillion and to have the information that I have requested. Is there information or access to Ms. GremiiJion? reason that you do not wish for me to have the I understand that you are out of the office maybe until Monday and that if I 1 iiwi \u0026gt;uu arc oui oi me omce mayoe until Monday and that if I am to pursue Mils issue, I must do so pursuant to your timetable and limitations. That is simply unacceptable. I will however, defer receipt of the information until Monday. Any time much later than that would be cutting it rather close to the end of school when information will become less readily assessable to all concerned. I am keeping the court aware of our continuing efforts to represent our client, in this instance, by the simple method of obtaining information. I do plan to ask her for specific relief next week on a pest haste basis if we cannot work this out. Thank you for your attention to this matter. /yjohn W. Walker JWW:Jp cc\nDr. Don Roberts Ms. Margaret Gremillion Ms. Sadie Mitchell Ms Ann Brown Clerk of the Court a51313744137 lAlHLr'hh Lnl't FIRM PQl 02 14 John IV, Walker, P.A 1723 Broadisiay Little Rock, AR 72206 (501) 374-3758 Fax: (501) 374-4187 PAX TRANSMISSION COVER SHEET Date\nTo: May 14, 1997 Ms. Ann Bro:m Fax: 371-0100 Re\nSender\nLRSD V. PCSSD John W. Walker yOL/ SHOULD RECEIVE 2 PAGE(S), INCLUDING THIS COVER SHEET. I YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CAIL (501) 374-3758. IF p\\e informailon contained in this facsimile message is attorney privileged and confidential information intended only for the use of the individual or entity named above. If the reader of tins message is not the intended recipient, or the employee or agent responsible to deliver it to rhe intended recipient, you are hereby noticed that any dissemination, distribution or copying of this convnunication is strictly prohibited. If you have received Oils communication in error, please immediate notify us by telephone, and return the original rness-age to us at the above address via the U.S. Postal Service. Thank you.5013744137 bJALK'ER LAW FIRM 444 KAY 14 11:43 JOHN VV. Walker, P.a. Attorney Ar Law 1723 BiKizUAVAY Little Rock, ARK.t\\SAS 72206 Telephome (5011 074-3755 F.iX 1501) 374-418? JOKN W. WALl-TEh' RALPH W ASHINGTON MARK BURNETTE AUSTIN PORTER. JR KiMBEELY R. DICKSO.N Via Facsimile May 14, 1997 376-2147 Chris Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Sank Building Little Rock, AR 72201 Re: LR-C~82-S66 Deaf Mr. Heller: We are trying tc fulfill our monitoring responsibilities, especially with respect to the Incentive Schools ,  ,------------------ uviiuuxi, when we seek to inquire of Ms. Margaret Gremillion regarding plans for those schools. If the District is taking the position now that we can not engage in monitoring programs without going through your office and the procedure you have set forth in your letter dated May 13, it would appear that rhe District now seeks to preclude our monitoring. 1997, S' At no time in the past have we been Moreover, no other monitors are so restricted, need not remind you that our representative status secures our right. restricted. O I We believe that no one in the District' -  - - administration has lookedcarefully at the programs which are in place at the Incentive schools and other schools as required by the plan, is very curious that when we attempt to focus our attention on this subject you attempt to block us at the pass, to meet with Ms. Margaret Gremillion at 4:00 p.m. In anticipation of that meeting, even if it is not held,\" like to have any and all writings that she and those working under ner supervision have made regarding the Incentive Schools on a school by school basis by 4:00 p.m. today. It I still hope as scheduled. I would I would also xike to knov/ what recommendations the Office cf Desegrecation ' \"\" ' regarding the Incentive Schools which have not been shared with us a. Monitoring has mad' CJ of this date. In view of the face that the Judge has approved withdrawal cf monitoring by the Office of Desegregation Monitoring during this time so that ODM could have a different role U118 orme rnar ouw role, we are the only defenders at this time of the existing plan and therefor believe we are entitled to this information. ------------- By copy of this letter, I also asking that Ms. Ann Brown provide a detail e response to the question regarding recommendations provided by her office to the District.5013744157 UAI_kEP LAW FIRM 444 POj MAY 14 \"?' 11:44 Page 2 May 14, Letter to chri 1997 Heller I also bothers me that , ... Board member is seeking to involve herself in the administration of the incentive school i.e. Ms. Judy Magness. . programs, Ms. Magness is no friend of the Incentive Schools and has consistently sought to have them altered and the funds devoted to them redirected. By copy of this letter, I am asking for a detailed explanation of her involvement with the Incentive Schools and whether she has been opportunity to select staff, afforded the , , . determine programs and otherwise engage in administrative type actions. z___ll^^. sensitive subject, but I remind you that ail''Board'members equal and that if anyone should be concerned about the well being of the black children in the Incentive Schools, it should at least be Doctors Michael Daughtery and Katherine Mitchell who represent tne zones in which the Incentive Schools Ms. I'  I realize that this is a are are located. Magness was elected from the Pulaski Heights^-Hall Hioh iaI -Mi 1  i OThe- _______________ ... . . School-Williams Magnet School area, I believe, favored by the district as you know. Those schools are Inasmuch as you have to share this letter with board members, please advise Ms. Magness that we believe that anv clans regarding any of the schools in the District should be shared with the Joshua Intervenors as they are beincr considered rather than after they have been developed. cooperation. The plan contemplates Your letter signals an end to any possible cooperation and undermines the prospect for anv plan modification without court involvement. . Surely your letter is thoughtful with respect to that issue and for this reason I am submitting a cooy of your letter to the Clerk of the Court with yuui xeooer co one cierx Of our response for filing with a request that the Clerk bring it to the attention of Judge Wright. I also plan to ask the Court of Appeals to allow us to supplement our existing appeal appendix with your letter and mv response. JWW:j s cc: r^cer^lyj j icerelv ohn W. VJalker f Dr. Don Roberts Ms. Margaret Gremillion Ms. Sadie Mitchell Ms. Ann Brown Mr. James w. McCor.mack, Clerk of the Court1374418' WALKER LAW FIRN 444 PQl riHi' 14 '?' 11\nI JOHN IV. WALICER,P.A. Attorn^ at Law 1723 Broadwajr Little Rock, Arkansas 72206 Telephone (501) 374-3758 Hvc (501) 374-41S7 TFL^\\^SMISS.iON COVER SHEET lymte: \u0026lt; T^: /J. fttx\n3 '1 ile: '3oh./v YOU SHOULD :RCEIVE [__(including cover sheet)] EAGE(S), INCLUDING THIS COVER SHEET. IF YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CALL \u0026lt;{3'^1) 374^3753\u0026gt;. The informalicn contained in this facsimile message is attorney privileged and confidential infcxn-iaticn Intended only for the use of the individual or entity named above. If the reader of this message is not th^e intended recipient, or the employee or agent responsible to deliver it to the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received this communication in error, please immediate notify us by telephone, and return the original message to us at the above address via the U.S. Postal Service. Thank you.* 5013744137 l-WLkER LAW FIRM 471 POl MAY 15 3' 13:31 I JOHN IV., WALKER,P.A. Attorn/^ at Latv 1723 Brcad^vaj Little Reck, Arkansas 72206 Telephone (50.1) 374-3758 Fax (501) 374-4187 E\\X TR.\\NSMISSION COVER SHEET Dfttf: T: lU\nSeiukr: YOU SHOULD RECEIVE [ (including cover sheet)] PAGE(S), INCLUDING THIS COVER SHEET. IF YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CALL \u0026lt;(501)374-375S\u0026gt;. Ths inforn^.alion contained in this facsimile message is attorney privileged and coni'idenLial information Intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the Intended recipient, you are hereby notified that any dissemination, distribution or copying of tltis communication is strictly prohibited. If vou have received this ccmmtmication In error, please S M1 k I * t  v T kf . *** A immediate notify us by telephone, and return die original message to us at ths above address via the U.S. Postal Service. Thank you.501374413? WALKER LAW FIRM POl 'Ol NAY 15 '?' JOHN w. lULPH WASHINGTON MARK BURNEITE AUSTIN PORTER. -JR. KIMBERLY R. DtCTISON John w. Wklker, P.A. ArroK.'sfY At Lay. 1723 BftO.vLWAY Juiri'i-i\nRock, Ark-^xsas 72206 Tele?!!' (501) 374-3758 FAX (501) 374-4187 Via Facsimile May 15, - 376-2147 1997 Chris Heller Friday, Eldredge \u0026amp; Clark 2000 Commercial Bank Building Little Rock, AR 72201 Dear Mr. Heller: It is one o'clock. I have your 11:15 a.m. fax wherein you say that you are available to respond to any complaint that I may have regarding selection of incentive .chool principals. I am v/riting because you are apparently not available, according to your office. After this letter I will be unavailable. I renew' my request to speak with Ms. Gremillion, not necessarily because I have a complaint but because she is the responsible party for implementing what is essentially my ideas regarding the way the six predominately black schools should be dealt with. At no time has Ms. Gremillion sought to meet with ms to discuss the Incentive Schools. Ms. Estelle Matthis, Mr. Sterling Ingram and I met many times, sone of which you were present, to discuss and refine the plan where there were concerns regarding either the theory or rhe implementation of the plans. My desire to talk with Ms. Gremillion is a result of what appears to be an attempt to focus away from remediation of achievement disparities of minority youth and to continue the trend of bad mouthing these schools. You personally, I, district officials and the Board all agreed that these would be the bes schools in the District. especially since thi I intend to see that they are, representative's counsel. is my obligation as the class This means. Chris, that before I can intelligently complain regarding implementation I must be able to examine the information and to converse with information sources. That is normal monitoring, access to nor the State. That is what you do not deny ODM Thank you for your attention to this matter. Sincerely, / Z /jjdnn W. WalkerUi' 7441S7 UIALkEP LAI'I FlPI't 471 PG2 Page 2 Letter to Chris Helier May 15, 1997 ' W\nj s c: Dr. Don Roberts Ms. Margaret Gremillion Ms. Sadie Mitchell Ms. Ann Brown\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":"bcas_bcmss0837_510","title":"Incentive Schools: Parent community involvement","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":["1991/1994"],"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","Little Rock School District","Education--Arkansas","Parents' and teachers' associations","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Parent community involvement"],"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/510"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["11 pages"],"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\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 August 2, 1991 PARENT'S CONTRACT My child (Complete Name) grade at is presently enrolled in the Incentive School. As a parent I agree to support the provisions of my child's educational philosophy, program, and goals of Incentive School. I will\nattend regularly-scheduled and specially-called teacher/parent conferences\n*1 cooperate with the school when disciplinary actions are . necessary\nsupport school rules and policies\nensure the student's compliance with the dress code policy\nprovide a proper study environment and require completion of homework as assigned\nensure prompt and regular school attendance\nand *be an active member of the parent/teacher organization and attend all meetings and other school function. * * * *, I agree with the fundamental principles as stated above and will assist the staff with my support. at . ____________ honoring this contract. I am aware that my child's success Incentive School is contingent upon my Date Parent/Guardian's Name Parent/Guardian's Signature Address (Home) Telephone // (Work)INCENTIVE SCHOOL PARENT SURVEY SCHOOL TEACHER .TUDENT INFORMATION: Name\nLast First M.I. Date of Birth Grade Address: Phone: Parent/Guardian: Last First M.I. PARENT INFORMATION\nEducation Completed: (please check) Grade School Post Grad. High School Vocational School ___College____ If you did not complete high school, would you be interested in help with meeting G.E.D. requirements? YES NO Would you be interested in attending a workshop or seminar on any of the fol lowing? may have.) (Please check one or more and write in any suggestions that you ___Using your Parent Skills ___^Drug Awareness ___^Successful Parent/Teacher Communication ___Disciplining my Child ___Single Parenting ___Communicating with Teens ___Personal Finances (Making ends meet) ___Dealing with Stress/Learning to Relax ___Making Family Outings Fun, Cheap, Educational ___Motivating Your Children ___^Listen!ng Ski 11 s ___Career Planning ___How to use a Computer ___^Safety in the Home I'ncouraging your Child's Creativity ___Understanding Tests my Child Takes ___Sharpening Your Math/Reading Skills ___How to Help My Child in Reading/Math ___Helping your Child with Homework ___How to be an Advocate for my Children ___Storytel 1 ing ___Healthy Body, Healthy Mind ___Diet and Eating Right! ___^How to Talk to Young People about Sex ___^Other Suggestions Circle One: Do you work outside the home? YES NO (Spouse) YES NODate and Time 10-26-91 10-11:00 \\/ Saturday Morning a.m. 11-4-91 6-7:00 p.m. vffonday Night (At Rightsell) 11-11-91 6-7:00 p.m. /Monday Night (At Stephens) 11-18-91 6-7:00 p.m. ^/Monday Night (At Rockefeller) /11-20-91 6-7:00 p.m. Wednesday Night 11-25-91 6-7:00 p.m. 'Vfonday Night (At Mitchell) ,12-2-91 ^Monday Night 6-7:00 p.m. (At Garland) 12-9-91 (At Rockefeller) 6-7:00 p.m. Incentive School Parent Workshops Fall 1991 Title How to Help my Child in Reading Mrs. Alice Stovall How to Help my Child in Reading How to Help my Child in Reading How to Help my Child in Reading How to Use the Computer How to Use the Computer How to Use the Computer How to Use the Computer 1 Location Franklin (Parents only) Mitchell \u0026amp; Rightsell Garland \u0026amp; Stephens Rockefeller \u0026amp; Ish Parents Franklin Parents only Mitchell \u0026amp; Rightsell Garland \u0026amp; 1 Stephens Rockefeller \u0026amp; Ish VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT November 8, 1991 11 i vV Ms. Lonnie Dean, Principal Stephens Elementary School 3700 W. 18th Street Little Rock, AR 72204 I A' Dear Ms. Dean: A group of young Black community people known as the Ambassadors of Life recently formed a speakers bureau. The members volunteered to speak to students in the Little Rock Public Schools about their careers, hobbies or interests at the request of a teacher. Tracy Steele is the Chairperson of the organization, however, they have charged me with the responsibility of coordinating activities for the speakers. Please share the AOL list with your school staff. If any of your teachers would like to request a speaker for their classroom or would like more information please have them call me at 324-2292. Sincerely, ZcLfed: Valerie R. Hudson Incentive School Coordinator Enclosure 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-2290 AMBASSADORS OF LIFE. INC. Speakers Bureau Resources For information regarding the following resources, please contact Valerie Hudson at 324-2292. 1. Tracy Steele - Special Assistant for Economic Development, State Department for Economic Development. (AOL Chairperson) 2. Janice Kearney - Owner/Publisher, Arkansas State Press, 3. Fred Allen - Senatorial Legislative Aide, Senator Pryor's office. 4. Ethel D. Armstrong - Supervisor for Medicare Secondary Pay, Blue Cross and Blue Shield. 5. Troy Baker - Manager, Professional Conmunications, Entrepreneur. 6. Jerry Bradley - Family Advocacy Network Coordinator, NLR Boys Club. 7. Richard Brown - Enforcement Officer, Arkansas Beverage Control. 8. Lauren Chambers - Engineer, Entergy Operations. 9. Valerie Hudson - Incentive School Coordinator, Volunteers in Public Schools. 10. elevon Young - Planner, Arkansas Human Development Corporation. 11. Connie Cogshell - Administrative Assistant, Blue Cross and Blue Shield. 12. Greg Clay - Graphic Designer 13. Ed Coleman - Chief, Monitoring \u0026amp; Support, Employment Security Division. 14. Cassandra Curry - Speech Language Pathologist, Stephens Elementary. 15. Byron Dillard - Community/Consumer Relations, Arkla Gas Co. 16. Brenda Donald - Assistant to the City Manager, City Manager's Office. 17. Roosevelt Dobbins - Program Analyst, Harvest Foods. 18. William Deloney - PSA Director, COOL 95. 19. Allie Freeman - Special Assistant Governor's Aid, Appointments, Boards and Commissions. 20. Sandra Lilly - Employee Relations Coordinator, Blue Cross and Blue Shield. 21. Lisa Mathis - Lawyer, Justice Bob Brown, Supreme Court.Ambassadors of Life Speakers Bureau Page 2 22. Christopher Bell - Assistant Director, COPE 23. Crystal Hogan - Case Manager, New Futures. 24. Deborah Robinson - Program Director, Channel 14 BET. 25. Carla Stokes - Just Say No/Project LEAD Coordinator, Arkansas for Drug Free Youth. 26. Carla Faye Edwards - Hearing Officer, Blue Cross and Blue Shield. 27. Lott Rolfe, III - Extention Specialist for Community Development, University of Arkansas Cooperative Extension Services. 28. Pat Vincent - Claims Representative, Allstate Insurance. 29. Marty Burton - Assistant Coordinator of Mediation Programs, Arkansas Development Finance Authority. (Farmers) 30. Dionne Mitchell - Group Life Therapist, Centers for Youth and Families, Elizabeth Mitchell Division.4 111 * I X i. f. \u0026lt; X i f X X X + X' XIX X * X X X X i K X X i. t X X X X * IX .1X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X P.Ol I n! SENDER TRANSACTION REPORT DEC- 3-31 TUE 8:47 RX TINE PAGES TYPE NOTE X   i I i ii.1 I. : 8:45 501 374 7609 1'37\" 2 RECEIVE OK X X X X X X X  ' . * IH'. .1X X * X X X X X X XIX X X X X. X X Y I, X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X BSB H19:54 5111 ri 7609  L R School Dist U01 Itf aJ  L'TTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 Decenib^r 3,].,19.91. Connie Hickman Arma Hart 324-2037 Speakers Bureau Attendance (11-26-91) ,. i/MtS Tease advise whether or not this is adequate. ILL-niQU _ Out! HR 3r r.\\ PROCESSING GEE!C USE ONLY -Oaie __ _ Tirnt_____  : 17 301 374 7609 L R School 1)1 st 01)51  001 c. Dept LITTLE ROCK Fax X . Post-It brsiid fax transmittal memo 7671 i* pasas  012? yy\\ rj icbiTcin Ft^m c. Phone ir 32/\" 2-OeX) 3 -^.\u0026lt;4 - 2*05 2. Rightsell Elemen i ahy  ocmool 911 West 19\" street Phone 324-2430 Little Rock, Arkansas 72206 Novem'ber 20, 1991 LiS. Area Hart, Desegregation facilitator,^ received MOV 2 0 ^391 : Mrs. Bobbie H. Goodwin, Principal desegregation Spucikci's Bureau Robert Cook Street! -\n.e Rock, Arkansas 224 28 (BM) 8? Ms. Ann Sanders Rightsell Elementary Phone: 32A-2430 auelyn Dayidson '\nienal Parkway Rock, Arkansas 888-7042 (WF) . Frenzella Dodson  Oitseji hl\u0026amp;aientary (BP) 324 2430 ene Goetz  '1 EleTaentary 324-2430 (WP) 1 (BP) 430 rary 4 - M. Johnson me )er, Arkansas  '8-0283 72202 (V)P) md Jones . -.\nLib 12/02 91 17\nIS L R School Dlst --* ODM  002 S3 301 374 7609 '.9 I K'S .y!JSaK-?V LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 Sout*' Harrison Phone 671-6380 Little Rock, Arkansas 72204 TO: BKOM: Larry Robertson, Assistant SuperintendratJ^QjyPC h'n'/ ? 7 1SS1 Franklin A. Davis, Principal. SUBJECT: Speaker's Bureau T'.TE\nNovemtsy:- 22, 1991 The foUoxvung persons have agreeded to serve as the committee for the .rankiin School Speaker's Bureau: liJ^ENTS TCAtlHKRS i'lJda Roddy 414 Fair Pack Boulevard ittle Rock, AR 72204 J0NE_\n_ 664-6529 ACE: White\n1ENDER: Female Pam Person 5716 Randolph North lattla Rock, AR 72116 PHONE: 0887 RACE\nBlack GENDER: Female rl 'oung  \u0026lt; .t 24th ock, AR 72204 666-2472 Black -OR: Female Jade Montgomery- 2603 Lehigh Drive Little Sock, AR 72204 PHONE: 224-1836 RACE\nGENDER\nBlack- Female fc rsra Jenkins 1608 South Grant little Rock, AR PHONE: RACE\nBlack Brenda Hansnons 35 North Meadowcliff Little Rock, AR 72209 PHONE: 562-5244 CHOES: RACE: White ter GENDER\nFemale I 12 02 -91 17\n19 501 34 7609 01)51  003 I** Garland 3ei5W.25ih. Little Rock, AR 72204 L R School DlsT 'a* 'a* Incentive Mr. Robert L. Brown, Jr., Principal ' ' Rione\n(501)671-6275 lb Simply TmniifarrTUitianal' I'* t- 1^? R ED  ilK. -\nrp Av Deseg. Facilitator !.. BroliTi, Jr., Principal November 21, 1991 Speakeis Bureau t40V 2 5 B9  ?ted below are the names, addresses and gender which-you requested the Speakers Bureau: . -tta Cavis 'Charles Parents rens Address Race/Gender ee Turner Teachers Coney d_i\u0026gt;!rs. Loretta Barris Jennifer Parley I ) ie Weidow'er Crsnne Woodruff 3118 Ware St, 4101 W, 21st St. 6520 Kelley Rd. Address 6824 Honeysuckle Lane 10IB Audubon Govs 1500 S. I'yler W/M E/F W/F (unconfrrmed) itace/Gender W/F B/F 12.02 91 17:19 EPSOl 374 7609 ISH TNCES'IlVE SCHOOL 3001 \u0026gt;. Pulaski Street lii-t..e Rock, AR 72206 Nov,',. ..r 21, 1991 TO: :\u0026lt;CS. ..ia Hart ?BOM\nStar Strauss RE: Speaker.^ Buraau Participants NV- ADDRESS a L R Sclinol DI sr 0D?I  004 i--rs, Angela, Parent '--Ergrtvick, Kim, Parent 'ons.\n-ric, Parent ^..Mrch^ield, Vicki, Teacher \u0026gt; -Rilis Cl evel.ano, Teacher (,XFf, Jayrae, Teache- 1224 W. 33Td 3204 Katherine 15 Greenway Dr. 21443 Crabapple 1603 K. 23rd P. 0. Bos 25012 aca received NOV 2 5 1991 DESEGREGATION R/S B/F W/M S/M PHONE # '.-5 568-9419 B\u0026amp;Q-IQ7J 375-5431 666- 463 dil I s I I I I ! i J $ ! :\u0026gt; s i\n* I 1\na i\n117:20 501 374 7609 L R School Dl\u0026amp;t OPM @no5 \u0026lt; \u0026lt;\u0026gt; M-. .i*r s % fe h '5 J h'fir S S I ri J*\u0026gt;  Ai LITTLE ROCK SCHOOl, DISTRICT Stephens Elementary School 3700 West 18 Phone 671-6350 Little Rock, Arkansas 72204 NoveiEoer 21, 1991 geceNeo ro: Araa Hart, Desegregatiori Facilitator ^0^ \"2 5 FROM: Locnie S. Deaa, PriDcipal StBJECi: SPEAKERS' BUREAb COMMITTEE List ..cio-B-are\nthe\nSpeakers Bureau Committee for Stephens Incentive School: ms PARENTS ^5-j8 E f , 0 . r'. ColXct -eu - B/M 37th , Station - 72053 L,JlafiiiEa Wright?- B/p 1503 S. Maple LR - 'jO J' \u0026lt;::elle2Eilington - W/F 12 Green Mta.-i409S 72212 2-2178 \u0026amp;-r''5-M.r's.i-\nPh'iiiip? Whiteaker _ H'/y pt/p 1405 Jr. Deputy Road LR - 72205 224-5542 .............. . . '7 Lftj.kerson - W/F ' orge #1104 - TL07 1 3319 i^^-hilsatEarhes's  ?- w/F 13701 Denn Dr, 54 Helenwood Dr:.. i NLR - 72118 851-872512 02'91 17:20 3U1 374 7609 L R School Dlst -- ODM  006 SPEAKER'S raiRRAn Tracy Noel 2412 Marshall. St. Little Rock, AR 72204 2 5 (501)372-2032 562-6295 WORK Cheryl Kell-y 8710 Winston Dr. Iiittle Rock, AR 72209 (501)562-1627 5-^ ''Rita Dade 1523 W. 23rd Little Rock, AR (501)376-2467 T22j-. Ami Hansen 2810 State. St. little Rock, AR fSiii 'maii Soilth 2015 Center- St. Little Rock, AR (501).3\n2-4323 ranet Louise Lynch 8706 'Ainston Lane Little Rock, AR 72209 (562 .'27) ii i 1 17\n21 111 074 7609 L R School Dlst 01)51  007 LITTLE ROCK SCHOOL DISTRICT Rockefeller Eleivjentary School 700 Easi i7th Phone 374-1226 Little Rock, Arkansas 72206 ROC:-. I\"R SPEAKERS : \u0026lt;j Maginn Street - 1 \\'\n\u0026gt;\nk, AR c\n'.'.  L960(work\nHdie: Wt. i ce 72207 Mr'i. Mary Hross 310 $. Vernon l.ittle .Rork AR '2205 '7^ 33930iome) White ' -iieth Pa'ctsrscn \u0026lt;egard Dr-vc ! i'  . Rock, AR /ZEiVi i^rfortj  : Black F.i , \u0026amp; Mrs. Roy Albert !\u0026lt; .7 College Street  ttle Rock, AR 72202 '-..'2 6672lwo\u0026gt; Race\nBlack . . ' Mrs. Roxannn 'defley 58 Belmont Drive Little Rock, AR 72204 371-7459\u0026lt;v.-.^rk) Rdce\nTerry Stevenson Benui t-gar. i t -' Rnck, 3? U06(wor.k\n.1 ve  72236 R- Black SCHOOL Si'AFF: Jindergarten - Lynr iii-stitute - Eiizal' '111' th :.ry - Patric't\n ..r-'iate - -  11 09.5 4 _____ I 501 374 7609 6 L R School Dlsr. 7 .1 ^:6r ,ij r\\ I' T) r y 7\\: 4\u0026lt;\u0026lt; --7 a /, @002 i- L 6' U C./C.. ^i[fc7-k 2..^ \u0026gt;\u0026gt; -? f Zms._CJ/v^ \u0026lt;36M^Yb^^ .. ^5^!^ lCs.Q-iL...i^.'3'C-'^.33.3y. -tf il^T,1f U\\, ii dlC'b W : /'^ ^'.j- \u0026lt;(.yi3x^''-''^'^ I ' '\u0026gt;-\u0026lt;3 ! ..'\u0026gt;W 9 9 ! 1 1 i i *1.. 7z^ '! fi ''-iii^ .5'-  ---------, A 4b-h( t / f' 1 , X' /- -Z 3'^ I' \u0026gt; \u0026gt;.. AV 17^0 '. y/ty. L Z r-, - \"S. I '.'''3'c t . ) 1, W-il 374 ~l',il9 L H School Dlst.  002 I ' . .'5\u0026gt;' .v\\. 4. !  I J -r --r z U- ' J\n- O' J .. .h-j' j'., S:kx.\u0026lt;jLt-G^. 1 ) '-.s- 141 X  (/. I f f ' a I G /C? \u0026lt;2 li,. ./I U/C '\u0026lt;A^. 'f [jL^ L4.' ..^ f f' ' * - 1 ''} . r  .// 10 A4^ ll(i\u0026gt; z^- - I. t- ,\u0026lt;  f - i*?'\\ 77^ ''J i-.\n\"- V  A^.i'- ,..,x , *1 760 Ik J jtiivjtirr-' '\"k, /__I_ ^4771^01 'I-, i.. -  ' .  f 45- 17 'C/. .- ' 1 !J r / . t -------- !\u0026amp;. f. a:- L .-  r O C f.. Franklin School LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 1991-92 Parent Council List Rightsei I Denise Northcutt 4101 Holt St., Little Rock, AR Richmond Oones 1915 S. Izard St., LR, AR Phone: 445-7430 (Home) 671-7430 (Work) Phone: 372-7240 Pearl Young 4303 W. 24th St., Little Rock, AR Phone: 666-2472 (Home) Robert Cook 917 West 22nd, LR, AR Phone: 224-5128 Mitchell School Stephens Sharon Armstrong (B) 1618 West 22nd St., Little Rock, AR Phone: 375-6612 (Home) 686-9612 (Work) Doretha Grimes (B) 4111 W. 22nd St., LR, AR Phone: 663-0520 Cheryl Kelly (WF) 8710 Winston Lane, Little Rock, AR Sandra Oackson (W) 1508 Marshall St., LR, AR Phone: 375-5830 Phone: 567-1627 Rockefel1 er Ish School Rolanne Hefley (W) 58 Belmont Dr., Little Rock, AR Frankie Jeffries (BF) 1218 West 28th, Little Rock, AR Phone: 664-3116 Phone: 376-6209 Eric Simmons (WM) 15 Greenway Dr., Little Rock, AR Roy Albert (B) 1217 College St., LR, AR Phone: 375-5105 Phone: 568-9419 (Home) 377-0993 (Pager) Gari and Johnetta Davis (BF) 4101 West 21st, Little Rock, AR Phone: 664-5588 Helen Surratt (BF) 2000 Valentine, Little'Rock, AR Phone: 663-5823OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 heritage WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: James Jennings, Assistant Superintendent for Desegregation Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 28, 1991 Subject: Additional Incentive School Documentation Needed Thank you for agreeing to meet with our staff on November 4, 1991. During further review of the Incentive School Monitoring Guide, it became evident that additional data would be needed to complete our reports. As we indicated during our conversation on October 28, 1991, obtaining this information will require the expertise of several of the district's central administrative staff. We will need the following information: - Incentive School Program Committee- membership list and minutes #2 Incentive School Parent Council- membership list and minntps #3 - LRSD Definition of Criterion-Reference Testing - Copy of District homework policy #21 - Homework Hotline- staff list, example of materials #32 - Update on year-round school #37, #92 - Staff recruitment procedures #40, #68 - Staff development records of training in the Incentive Schools #41 - Camp Pfeifer referral guidelines and procedures #55 - Procedure for monitoring SEP's - team list #56-59  - Copy of Incentive School Staffing Needs Assessment/Recommendations #66 - Guidelines for Incentive School staff evaluation #70 - Staff Development Planning Committee - procedures/membership list #71 - Copy of Staff Development Needs Assessment - resrdts/recommendations #72 - Status of the Incentive Schools Instructional Specialist #79 - Teacher Demonstration Committee - membership and current status #77 - Master Teacher Program Committee - membership and current status #78 - Copy of the Teacher Assistance Program Plan #80 - Copy and status of the reserved kindergarten seat policy #82 - Status of Adult/Parent/Community Education #64,83,92 Status of Parent Intern Program #84 Parent Workshops - list of dates/locations, topics, participants #87 - Copy of Parent Recruitment Plan, materials, current status #96 If you have any questions and/or concerns, please do not hesitate to call on us. cc: Dr. Ruth SteeleW- I INCENTIVE SCHOOL PARENT INVOLVEMENT II Surveys of teachers, principals, parents and students identified five main types of parental involvement... have The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being... A second type of parental involvement common to all schools is communication from school to the home... A third and most commonly known type of parent involvement brings parents to the school building, assistance, workshops... parent usually in connection with parent volunteer audiences. and parent attendance at A fourth type of parent involvement is assistance with learning activities at home... A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups... We expect the process of developing parental involvement activities to be ongoing. suggested activities are listed below: Some II (JDR 2308-2309) 83. Adult community education opportunities are offered. 2309, 2310) (JDR STATUS: 84. A Parent Internship Program recruits parents as teacher aides and other positions. (JDR 2309, 2310) STATUS:85. Parent/teacher mentorships are established at the school. (JDR 2309, 2310) STATUS: 86. A Parent Center in the school is staffed and supplied with materials recommended by a staff/parent committee. Materials are loaned to parents. parents. (JDR 2309, 2311) There is a monthly communication packet to STATUS: 87. Parent workshops are offered to assist parents in carrying out school expectations and include such topics as study skills. discipline, time management, financial management, etc. 2312) (JDR STATUS:V 3 88. Community resources are used in the instructional program. (JDR 2313) STATUS: 89. Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PTA meetings, awards are displayed, school lunch vouchers given, and students are involved in the selection process. (JDR 2313-2314) STATUS:11 90. Home and school communication is evident at each incentive school. Parents pick up report cards, sign homework, report absences, understand how to advance support and concern for the school, receive a parent handbook and a monthly calendar, and attend school activities and counselor/teacher and PTA meetings. Each school has identified three key communicators and utilizes community role models and mentors. (JDR 2309, 2312, 2315-17) STATUS:91. Parent contractual commitments are signed prior to enrollment. (JDR 2317) STATUS: 92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) STATUS : 93. School and community trust is raised through inservice courses for teachers and school, speakers bureau for community groups events. in school zones, and posted calendar of neighborhood Neighborhood pride is promoted through events that are coordinated by school staff. (JDR 2319-20) STATUS:t H / 94. School policies and procedures are established by a governing body of administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement. (JDR 2321-22) STATUS:t r f INCENTIVE SCHOOL PARENT RECRUITMENT n Aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program... Recruitment will be an ongoing process...to encourage voluntary assignments that will enable the incentive schools to comply with the desegregation reguirements. (JDR 2323) 95. Community information is provided to special interest and community groups, including information sessions at churches and with other audiences and a telephone hotline. Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses. (JDR 2323, 2327-28) STATUS:A t r t 96. Recruitment includes use of brochures, PSA's, billboards, radio, television, newspapers, videocassette recordings, flyers, open house, neighborhood blitz of geographic targets, small group tours, special designation from ADE, celebrity endorsements, and a speaker's encouraged activities. bureau and two for each parent school. recruiters M-to-M transfers conduct are recruitment STATUS\n(JDR 2325, 2329-32)V 97. Recruitment monitoring and evaluation procedures are in place, involving the district Bi-racial Advisory Committee as a steering committee for recruitment, evaluating recruitment quarterly, committee reviews bi-monthly reports from the desegregation office on the progress of recruitment strategies and is advised by marketing/advertising experts. The receives special inservice on the incentive school program and the desegregation plan. (JDR 2325-26, 2333-34) committee The STATUS: TUESDAY, AUGUST 30, 1994  3B Parental ties to schools vital, candidates agree 3 incumbents, rivals appear at forum I BY ADAM BIEGEL Democrat-Gazette Staff Writer Little Rock schools need more parental involvement and less court supervision, six school board candidates agreed at a forum Monday night. The group  three incumbents running for re-election and their challengers in the Sept. 20 school board election  also expressed support for decreased busing, student uniforms and efforts to combat truancy and violence. Our schools will get better only when parents are involved in every aspect of students education, said Judy Magness, who is challenging Little Rock School Board president Dorsey Jackson to represent the citys north central area. Jackson defended Superintendent Henry Williams, who has been criticized for not adequately involving parents in policy development, but said more can be done to improve communication. He explained that parents might not be able to participate in every decision to transfer a principal because some involved confidential personnel issues. But it can t be just a whim, said incumbent Pat Gee, who represents south central Little Rock. Jackson and Gee said the school districts court-approved desegregation plan needs to be amended if the schools hope to be autonomous. It is too burdensome and cumbersome to work, Jackson said. Incumbent O.G. Jacovelli added that the Little Rock School District should focus on the basics and not the race of the child. Two challengers  Ronald Doc Roland and Shelia Parker  said they were unfamiliar with the plans details but pledged to study it if they were elected. Roland, who is challenging Jacovelli in Southwest Little Rock, said a more active school board can help unite often-fractious groups of parents, teachers and administrators. I feel the tone is set from the top down, Roland said. There is no problem with the Little Rock School District but leadership. Parker called for automatic suspensions of students found carrying drugs, guns or other weapons on school property,  This is no place for Batman and Robin, said Parker, who is challenging Gee. This is a place for education. Magness said a hot line should be established for the public to report school-age children they believe to be truant Magness, who lost to Jackson in 1991, criticized him for his misdemeanor conviction on six federal duck-hunting charges in May. I think school board members should lead by example, Magness said, promising to restore personal and public integrity to the Zone 3 seat. The candidates appeared at a public forum at McClellan Community High School sponsored by the Coalition of Little Rock Neighborhoods and Southwest Little Rock United for Progress.RECEIVES MAY 1 6 1994 Office of Desegregaho?! INCENTIVE SCHOOL PARENT/TEACHER MENTORSHIP 1994  The district strives to satisfy the requirements of the Desegregation Plan through existing programs. Although no formal parent/teacher mentorship program exists, the intent of the program is being implemented through the development of parents as teachers of their children via the Academic Support Program parent component, and the development of the aides as effective supporters of student learning. (Information on actual participants is not available.)/- RECEIVED S? f- y MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL PARENT INVOLVEMENT PROGRAM 1994  See Little Rock School District Desegregation Plan, pages 205-214, which includes program description, program goals, objectives, timelines, and persons responsible for this program. Additional person responsible includes the Supervisor of Social Studies.  In addition, parent involvement is guided by the parent component of the Academic Support Program.LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM CHARTER 1, ESEA PARENT INVOLVEMENT PROGRAM CHAPTER 1 PARENT INVOLVEMENT PROGRAM CORE PARENT EACILITATORS-32 PRIVATE SCHOOLS-(4) 320 MEMBERS CHAPTER 1 DISTRICT WIDE GROUP 40 MEMBERS CHAPTER 1 PRIVATE SCHOOLS 10 REPS, FROM EACH CHAPTER 1 SCHOOLLITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM CHAPTER 1, ESEA CORE PARENT INVOLVEMENT PROGRAM (ADVOCACY PROGRAM) PURPOSE The core parent involvement program is designed to accelerate of students by encouraging parents to take the learning rate _ active role in their child's learning process. an effective parent involvement can: Help parents appreciate the school's efforts and their child's education Increase student's motivation to succeed in school 1. 2 . 3 . Improve student achievement I Help children, through home activities, concepts they're learning in school reinforce THE FOCUS  Social behavioral expectations of students  Academic learning environment -enhancing the environment environment at home and supporting the school learning Parent inservice - family literacy CORE FACILITATORS Conduct group meetings  Facilitator training the Chapter 1 Application - conducting meetings and reviewing 4 . THE CORE GROUP  Articulate the Chapter 1 program Primary contacts with Chapter 1 parents and general information meeting reminders,  Assist the local school in meeting Chapter 1 district goalsMEETING OF CORE PARENT GROUP Discuss Organizational Structure Plan Core Parent activities for the school year Schedule facilitator and Core Parent meetings for the year PARENTAL INVOLVEMENT First Semester Identifying, mobilizing, organizing, informing, and involving parents. A. B. District wide meeting of Parents of all eligible children School Base - Scheduled meetings C. Activities PARENTAL INVOLVEMENT Second Semester I. PREPARATION FOR PARENTAL INVOLVEMENT Academic learning and behavior modification experiences A. Improving family and school relations B. Helping teachers and administrators understand the positive effects of family and school relations II. MEMBERSHIP K Parents or guardians of children eligible for Chapter 1 services Recommendations by classroom teacher(s). Chapter 1 teacher(s), principal(s) III. TRAINING A. B. Discussing basic requirements of Chapter I (Federal, State and Local) Examining how the district plans its Chapter I application and who is responsible for specific programs C. Planning the Chapter I Parental Involvement Program D. Making reportsIV. ACTIVITIES A. Selecting Chapter I participants B. Services to Chapter I students C. Chapter I classroom-facilities and supplies D. Meeting place and school support V. EVLAUATION Questions parents and school officials will want to answer in evaluating the effectiveness of the core parent program. A. How were core members selected? of all Chapter I parents in the district? Are they representative B. Does the core group have regularly scheduled meetings? C. How are core group members and other parents involved in participating several activities? D. Is there a training program for core parent members? What does it involve? E. How effective is the training to parents involved in school activities? F. What is the school response to the Chapter I parent involvement program? LEADERSHIP DEVELOPMENT CORE PARENT GROUP SHOULD: 1. Decide a meeting time, date, place, and the number of meetings to be held 2 . Select a facilitator 3 . Set goals 4 . Develop activities 5. Develop a calendarTHE FACILITATOR SHOULD: 1. Preside over all meetings 2. Use basic parliamentary procedures 3 . Develop meetings based on needs 4. Participate on all committees 5. Selected by core members THE RECORDER SHOULD: 1. Notify core members of meetings 2. Keep accurate minutes of all meetings 3. Submit copies of minutes to Federal Programs Office and to the school principal ' 4. Distribute materials to core members 5. Selected by core members CHAPTER 1 TEACHER(S) SHOULD: 1. Serve as liaison to local school core parent members 2. Assist core parent facilitator/parent Coordinator in fostering parent inservice and school base meetings 3 . Attend core parent meetings 4 . Attend districtwide core parent meeting(s)(A' INCENTIVE SCHOOLS J Focus on Parental Involvement  All families are interested in their children's futures.  There are various ways in which parents can become involved in their children's education.  Reaching out to parents is important if some parents are not going into school, the school may need to go where parents are and provide them with support and opportunities to become involved.  Effective outreach requires a partnership between schools and other community organizations.  Schools must be willing to try new approaches and to restructure in order to meet the needs of families for flexible timeframes, childcare, and transportation.  Schools need to collaborate with other community and social service providers in providing educational services to parents who, due to their own life circumstances, cannot assist in their children's schoolins.PARENT ADVISORY COUNCIL (PAC) GOALS FOR 1993-94 1. To increase student attendance and academic achievement. 2. To create and implement a design for optimal parent invo1vement. 3. To mobilize parents and the community at large to become involved with their schools and to participate in setting future directions for the Little Rock Public Schoo 1s. 4. To establish and effective planning, management, monitoring, evaluation, and accountability system so that public and private funding sources will be encouraged to increase their level of financial support for public education in Little Rock. 5. To ensure a safe, we 11-organized school environment which is conducive to teaching and learning for Chapter I students, teachers, and parents. 6. To help prepare each Chapter I student to assume a productive role in a technological society. 7 , To improve staff competencies through effective staff development programs as enablier for PAC parents. 8. To improve communication and linkages between schools and their communities on the school, district and community 1 eve 1. 9. To develop interagency programs which provide a holistic approach and maximize the use of existing resources. RECEIVFO MAY 1 6 1994 Office of Desegregation Moniioring INCENTIVE SCHOOL COMMUNITY NEEDS ASSESSMENT 1994  Community needs are assessed in a variety of ways. The responsible person for Incentive School parent involvement is delivering services from the survey attached. The attached information is from the 1992-93 school year.  In addition, needs will be identified through the School Climate/Human Relations survey which was administered May 10, 1994. Results will be provided when scanning and analysis are completed.Sdhool - Rockefeller Incentive School Parent Survey Results m _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication_____________ Disciplining my Child Single Parenting__________________________________________ Communicating with Teens Personal Finances (Making Ends Meet) Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children Listening Skills - -- -  Career Planning How to use a Computer Safety in the Home Encouraging your Childes Creativity Understanding Tests my Child Takes Sharpening Your Math/Reading Skills_________________ How to Help My Child in Reading/Math________________ Helping your Child with Homework I 20 25 r \u0026gt;5 24 20 17 18 *32 21  eMi 14 6 6 35 24 20 \"S' 32 ' -29 i How to be an Advocate for my Children 9 Storytelling Healthy Body, Health Mind Diet and Eating Right! How to Talk to Young People about Sex 2 12 14 23 Other Suggestions: Teaching Children to Resolve Conflicts Among Themselves 1 Education of Parents: Grade School Post Grad. _9 16 High School__63 Vocational School 26 Need GED 9 College__51__ Working Mothers 95 Non-Working Mothers ___33 Working Fathers ___59 Non-Working Fathers ___12School 'o Ish Incentive School Parent Survey Results _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication____________ Disciplining my Child___________________________________ Single Parenting__________________________________________ Communicating with Teens________________________________ Personal Finances (Making Ends Meet)_________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children________________________________ Listening Skills Career Planning___________________________________________ How to use a Computer_________________________'_________ Safety in the Home_______________________________________ Encouraging your Child's Creativity__________________ Understanding Tests my Child Takes__________________ Sharpening Your Math/Reading Skills__________________ How to Help My Child in Reading/Math Helping your Child with Homework 8 \" It  P 5 10 8 5 7 7 6 5 . -19? 8 1 10 8 9 T I How to be an Advocate for my Children 5 Storytelling________________________________ Healthy Body, Health Mind_______________ Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions 2 3 8 -- 15 Education of Parents: Grade School Post Grad. 3 4 High School__23 Vocational School 14 Need GED 2 College__23__ Working Mothers ___ Non-Working Mothers ___ 8 40 Working Fathers Non-Working Fathers 16 7ISchool - Mitchell incentive^ School Parent Survey Results i _________________________Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness_____________________________________________ Successful Parent/Teacher Communication_____________ Disciplining my Child___________________________________ Single Parenting__________________________________________ Communicating with Teens________________________________ Personal Finances (Making Ends Meet)_________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children___________________________- Listening Skills__________________________________________ Career Planning___________________________________________ How to use a Computer Safety in the Home V 12 14 \u0026gt;7 t 18 8 7 12 15 r  ilRiyiI'Hli 6 6 Encouraging your Childes Creativity V n I Understanding Tests my Child Takes Sharpening Your Math/Reading Skills How to Help My Child in Reading/Math Helping your Child with Homework How to be an Advocate for my Children Storytelling______________________________ Healthy Body, Health Mind_____________ Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions Education of Parents: 9 13 32* 21 8 10 7 8 18 J Grade School Post Grad. 4 5' High School__51 Vocational School 26 Need GED 3 Co1lege__3 5__ Working Mothers _________ Non-Working Mothers ___18____ 64 Working Fathers ___39 Non-Working Fathers ___23School - Garland I Incentive School Parent Survey Results Workshop/Seminar Topic Choice Using your Parent Skills Drug Awareness Successful Parent/Teacher Communication Disciplining my Child Single Parenting Communicating with Teens Personal Finances (Making Ends Meet)_____________________ Dealing with Stress/Learning to Relax Making Family Outings Fun, Cheap, Educational Motivating your Children Listening Skills Career Planning How to use a Computer Safety in the Home Encouraging your Childes Creativity Understanding Tests my Child Takes Sharpening Your Math/Reading Skills How to Help My Child in Reading/Math Helping your Child with Homework How to be an Advocate for my Children Storytelling Healthy Body, Health Mind Diet and Eating Right! How to Talk to Young People about Sex Other Suggestions - Parent Heritage Classes (African) 5 2 5 3 5 4 9 12 7 12 . 4 6 14 2 10 7 4 9 10 7 5 5 4 3 1 Education of Parents\nGrade School Post Grad. 1 i High School__18 Vocational School 7 Need GED 4 College__11__ Working Mothers ___ Non-Working Mothers 9 20 Working Fathers ___14 Non-Working Fathers 4WORKSHOP REQUEST ROCKEFELLER SURVEY RETURNS 118 1. -2. 3. 4. 5. How to Use a Computer Motivating Your Children Helping Your Child With Homework How to Talk to Young People About Sex Understanding Tests My Child Takes ^4^ V WORKSHOP REQUEST STEPHENS SURVEY RETURNS 82 ^1. ^2. 3. 4. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Successful Parent/Teacher CommunicationPARENT SURVEY RETURNS FRANKLIN INCENTIVE SCHOOL 111 RETURNS WORKSHOP REQUEST X 1 . \\2. 3. 4. 5. 6. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Helping Your Child With Homework Single Parenting Disciplining My ChildWORKSHOP REQUEST GARQAND INCENTIVE SCHOOL SURVEY RETURNS 75 \u0026gt;^1. ^2. 3. 4. 5. Motivating Your Children How to Use a Computer How to Help My Child in Reading/Math Helping Your Child With Homework Understanding Test My Child TakesWORKSHOP REQUEST ISH SURVEY RETURNS 49 1. 2. 3. 4. 5. Motivating Your Children How to Use a Computer Single Parenting How to Help My Child in Reading/Math How to Talk to Young Children About SexWORKSHOP REQUEST RIGHTSELL SURVEY RETURNS 24 1. Motivating Your Children 3. 4. 5. How to Help My Child in Reading/Math Helping Your Child With Homework How to be an Advocate for My Children How to Talk to Young Children About SexRECEIW^ MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL ADULT EDUCATION OPPORTUNITIES 1994 Brochures from the Adult Education Center were distributed in the Incentive Schools. Attached are copies of:  L. R. Adult Education Center 1993-94 Schedule for Adult Education, Computer Literacy and Business Education  Brochure - \"Open the Door to Opportunity\"  Brochure - \"Adult Education (ABE/GED) - A Better Life!\"  Brochure - \"Dont Wait - Brighten Your Future\"  Flier - Community and Adult Education Courses - Schedule  Flier - FREE Adult Education Classes, Metropolitan, McClellan and Adult Education Center (Information on actual participants is not available.)DO YOURSELF A FAVOR - ENROLL IN ADULT AN EDUCATION CLASS! Would you like to: A. Get your high school diploma? B. Review and refresh your high school skills? C. Learn to read, write or do math better? D. Study computers or take some Business Education Courses? LITTLE ROCK ADULT EDUCATION CENTER If you answered yes to any of the above questions you should call 324-2260 or come by 1401 Scott Street and enroll in one of the adult education classes. You will be glad you did. 1993-94 SCHEDULE HOW CAN ADULT EDUCATION CLASSES HELP YOU? You will need good basic skills to be considered for many jobs. Good basic educational skills, such as reading, writing, and, math can be the key to advancement in your current job. a GED or high school diploma is required if you wish to enroll in a college or technical school. a diploma can help you find a better job. a better life By enrolling you may encourage your children or grandchildren to stay in school Adult Education classes can prepare you to help your children with their homework. it will help you to improve your reading, writing, and math skills. Computer or Business Education classes can help prepare you for a job. ADUL T EDUCA TION COMPUTER LITERACY oi Sd H Z u u z s u 9 a Ed H 2 H 2  S U u J -J H  F- H  H J 3 J a (S B6 BUSINESS EDUCA TION 1401 SCOTT STREET LITTLE ROCK, AR 72202 S324-2260 OFFICE HOURS Monday through Friday 8:15 A.M. - 3:15 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M.ADULT EDUCATION CLASSES COMPUTER LITERACY LOTUS 1-2-3 FEE: S60, INCLUDES TEXTBOOK The adult education classes are offered at no cost and you may enroll at any time that school is in session. INTRODUCTION TO PERSONAL COMPUTERS FEE: S50, INCLUDES TEXTBOOK You are eligible to enroll if you are 18 or older. Persons between the ages of 16 and 18 may enroll under certain conditions Nine three-hour sessions includes lots of hands-on training. Lessons include the basics of computer hardware, MSDOS operating system, software. A complete course. Starts with Lotus basics such as spreadsheet formatting and setup, saving and other bask commands, and progresses to more advanced applications. Each class is set up for one semester\nhowever, you can finish the classes at your own speed. Each class is individualized. work processing, graphics. database, spreadsheets and LOTUS, PART n FEE: S45 (SAME BOOK AS PART I) Your will get plenty of personalized attention from teachers that want to help you. You will also learn some general skills such as how to study. ADULT BASIC EDUCATION (ABE) This class covers basic reading, spelling, english, and math. GED PREPARATION This class covers all the subjects necessary to prepare a person to pass the GED test Subjects are: Writing skills, social studies, science, literature and the arts, and math. COMPUTER CLASS SCHEDULE DAYS: 8:30 AM. -11:30 AM. Session 1: Aug. 23 - Nov. 1 Session 2: Nov. 8. - Jan. 24 Session 3: Jan. 31 - Apr. 4 Session 4: Apr. 11 - June 6 EVENINGS: 6:00 P.M. - 8:30 P.M. Session 1: Aug. 31 - Oct 26 Session 2: Nov. 2 - Jan. 11 Session 3: Jan. 18 - Mar. 15 Session 4: Apr. 5 - May 31 BUSINESS EDUCATION WORD PERFECT 5.0, PART 1 Advanced Spreadsheet features such as macros. Database and graphics using Lotus. One student per computer. Hands-on experience. KEYBOARDING/TYPING FEE: S60, INCLUDES TEXTBOOK Basic keyboarding, technique building, and speed and accuracy drills. SPEEDWRITING/SHORTHAND (UPON REQUEST, MINIMUM 10 STUDENTS) FEE: S60, INCLUDES TEXTBOOK Teaches alphabetic speed writing in 20-30 lessons. Build speed and accuracy. This course can be taught at your business site. BASIC SKILLS REFRESHER Allows the student to review and refresh bask skills that they may have forgotten since leaving schooL The student may study the subject of their choice. FEE: S60, INCLUDES TEXTBOOK COMPUTERIZED ACCOUNTING Subjects are: Reading, writing, social studies. science, lierature and the arts, and math. ADULT EDUCATION CLASS SCHEDULE Monday through Friday 8:15 AM. - 12:00 P.M. 12:30 P.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. -8:45 P.M. GED TESTING SCHEDULE Monday thrmigh Thursday 8:15 AM.-3:15 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. A complete course using WordPerfect 5.0. Part I of the course starts with the basic features of WordPerfect: Setup, exit, saving, indent, bold underline, center, etc. One student per computer. Hands-on experience with business documents. Basic typing/keyboarding skills are required. WORD PERFECT 5.0, PART n FEE: $45, (SAME BOOK AS PART I) Part n covers the advanced/fun features of the WordPerfect program. It starts where Part I ends and covers such areas as newspaper columns, merge, move/copy, document assembly, sort, etc. One student per computer. Hands-on experience with business documents. Part I required. FEE: $60, INCLUDES TEXTBOOK Basic accounting principles are taught first manually and then on the computer. BUSINESS EDUCATION SCHEDULE DAYS: Monday through Thursday 8:30 AM. - 12:00 P.M. Monday and Wednesday 12:30 P.M. - 2:30 P.M. EVENINGS: Tuesday and Thursday 6:00 P.M.-8:30 P.M. Session 1: Aug. 23 - Sept 23 Session 2: Oct 4 - Nov. 4 Session 3: Nov. IS - Dec. 16 Session 4: Jan. 3 - Feb 4 Session 5: Feb. 14 - Mar. 17 Session 6: Apr. 4 - May 5These classes are provided as a service to the community by the Little Rock Adult Education Center. Textbooks are included in the fee. Each class normally meets for one-3 hour session each week. OPEN THE DOOR TO OPPORTUNITY Call 324-2261 or 324-2262 to get the schedule for each class. COMPUTER LITERACY (introduction to Computers)  O ADULT EDUCATION O 9 sessions $50.00 LOTUS 1-2-3, Part I 10 sessions $60.00 LOTUS 1-2-3, Part II 10 sessions $60.00 TYPING BEGINNING AND REFRESHER 10 sessions $60.00 WORD PROCESSING I (Word Perfect 5.0) 10 sessions $60.00 WORD PROCESSING II (Word Perfect 5.0) 10 sessions $60.00 DESKTOP PUBLISHING i 10 sessions $60.00 COMPUTERIZED ACCOUNTING 10 sessions $60.00 QC UJ H Z UJ CM O \" CM SPEEDWRITING 10 sessions $60.00 oo oz w-t 5 S ! NOTE\nA CLASS MAY BE CANCELLED IF THE MINIMUM ENROLLMENT OF 10 IS NOT MET. UJ \u0026lt; 2  I O- CO oO'* T- tr  -* LU  O ADULT EDUCATION CENTER 1401 Scott Street Little Rock, AR 72202 324-2261 8 I II SI 3 Q \u0026lt; 324-2261 Little Rock Adult Education Center Adult Education Education Programs: (ABE/GED) The Adult Basic Education (ABE) Program includes courses in: Reading Spelling Math English English as a Second Language!ESL) The General Education Development (GED) Program includes courses in: Engli sh Reading Math Science Social Studies Computer Assisted Instruction GED-ON-TV The Adult Vocational Program includes courses in: Home/Personal Computer I Home/Personal ComputeriI Typing I i II Word Processing Lotus 1-2-3 Shorthand/Speedwri t i ng Office Machines and Procedures si 0 U HD cu 0 H . I* JJ,  *\u0026gt;\u0026lt; r C (0 0 01 0 01 V* D[ The Little Rock Adult Education Center is open from 8:15 A.M. to 4:00 P.M. Monday through Friday and 6:00 P.M. to 9:00 P.M. Monday through Thursday. UI Q 2 0 ~ u  0 h J  r II 3  \u0026lt;  0 Hi J LITTLE ROCK ADULT EDUCATION CENTER 1401 Scott Street Little Rock, AR 72202 324-2260 Do Yourself A Favor Get Your GED Diploma! Are you one of the many who do not have a high school diploma? Would you like to have your diploma? If you already have your diploma, would you like to take some refresher courses? If you would like to get your high school equivalency diploma or take some refresher courses, ask us about our General Adult Education program. Through day or night classes, you will be able to study for the GED examination. When you pass the GED exam, you will be awarded an Adult Education High School Diploma. Am I Eligible? If you are 18 or older you may enroll. Under certain conditions. persons between 16 and 18 years old may enrol 1. When Can I Enroll? You can enroll any time that school is in session. How Long Will It Take? The adult education class is set up for one semester. However, you can finish the course at your own speed. You may be ready for the GEO exam in less than a semester, or you can study longer if you need to. What Are the Classes Like? Here Are Answers To Some of Your Questions You will be more employable with a GED. It wont cost you to enroll. You can work at your own speed. You will get plenty of help and you will know your are ready for the GED exam. A GED diploma is equal to a high school diploma. It is not too late for you. How Will It Help Me? * You will need a high school or GED diploma to be considered for many jobs. * Your GED can be the key to advancement in your current ix\u0026gt;b. * A diploma is required if you wish to enroll in college or technical t raining. * A diploma can help you find a better job, a better life!  May encourage your children or grandchildren to stay in school. Prepare you to help your children with their homework.  Improve your reading, writing and math skills. You will study the writing, reading, social studies, science, and mathematics you will need to pass the GED exam. You will get plenty of personal attention from people who want to help you succeed. You will also learn some general skills such as how to study. What Will It Cost? There is no cost for enrolling. The State of Arkansas pays for your study because it is so important that you get your GED Diploma. Books for the course cost about $10.00. J, I K. (I A? Inian Ml * 'III'  i i/jr.ti to/- .Ji? -liS ' 'J XJ O id hU o K) o tn n O 5Z\u0026gt; a re o70 n c DON'T WAIT BRIGHTEN YOUR FUTURE m Q. C n o' 3 n o R3* o at the Little Rock Adult Education Center 1401 Scott Street Little Rock, AR 72202 324-2260 SUCCESS AWAITS YOU The Adult Basic Education (ABE) Program includes courses in: ONLY IF YOU PREPARE FOR IT. ADULT EDUCATION HELPS YOU  improve your reading.  prepare for a GED.  prepare for a vocational or college education.  prepare for the Armed Services.  prepare for a job.  increase your opportunities for a more productive life.  help your children with their homework. The Little Rock Adult Education Center and its satellite programs are sponsored by the Little Rock School District to enable adults 16 years of age or older to improve or finish their education. Reading Spelling Math English English as a Second Language (ESL) The General Education Development (GED) Program includes courses in: English Reading Math Science Social Studies Computer Assisted Instruction GED-ON-TV Classes are held MONDAY through FRIDAY 8:30 a.m. to 2:45 p.m. Monday through Thursday 6:00 p.m. to 9:00 p.m. For further information call 324-2260 or 324-2261 or come by the Adult Education Center at 14th and Scott Streets. The Adult Vocational Program includes courses in: Home/Personal Computer I Home/Personal Computer II Lotus 1 -2-3 Typing I \u0026amp; II Word Processing I \u0026amp; II Shorthand/SpeedwritingCOMMUNITY AND ADULT EDUCATION COURSES SCHEDULE 1993-94 ADULT BASIC EDUCATION (ABE) Reading, Spelling, English, Math Monday through Friday 8:15 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.jVL - 8:45 P.M. NO FEE INTRO. TO COMPUTERS Monday (April 11,1994) 8:15 A.M. - 12:00 p.m. Tuesday (April 5,1994) 5:45 P.M. - 8:45 P.M. 9 Weeks FEE: S50.00 BASIC SKILLS REFRESHER English, Math, Spelling Monday through Friday 8:15 A.M. - 3:00 P.NL Tuesday and Thursday 5:45 P.M. - 8:45 P.M. NO FEE TYPING, BEG. \u0026amp; REFRESHER Tuesday and Thursday 8:15 A.M. - 12:00 P.M. April 5,1994 Monday and Wednesday 12:30 P.M. - 2:30 P.M. April 4,1994 FEE: $60.00 5 Weeks GED PREPARATION Monday through Friday 8:15 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. NO FEE WORD PROCESSING 1 (Word Perfect 5.0/5.1) Monday and Wednesday 8:15 A.M. - 12:00 P.M. April 4,1994 GED TESTING Monday through Thursday 8:15 AJM. - 3:00 PJM. Tuesday and Thursday 6:00 P.M. - 8:30 P.M. NO FEE Tuesday and Thursday 12:30 P.M. - 2:30 P.M. April 5, 1994 Tuesday and Thursday 5:45 P.M. - 8:45 P.M. April 5,1994 5 Weeks FEE: $60.00 FOR MORE INFORMATION, CONTACT THE LITTLE ROCK ADULT EDUCATION CENTER 1401 SCOTT STREET LITTLE ROCK, AR 72202 324-2260 OR 324-2261FREE ADULT EDUCATION CLASSES AUGUST 23,1993 THROUGH JUNE 3,1994 OPEN ENTRY/OPEN EXIT ADULT BASIC EDUCATION(ABE) GED PREPARATION BASIC SKILLS REFRESHER GED TESTS SCHEDULE MONDAY THROUGH FRIDAY 8:15 A.M.- 12:00 P.M. 12:30 P.M. - 3:00 P.M. TUESDAY AND THURSDAY 5:45 P.M. - 8:45 P.M. OFFICE HOURS: MONDAY THROUGH FRIDAY 8:15 A.M.-3:15 P.M. TUESDAY AND THURSDAY 5:45 P.M. - 8:45 P.M. COMMUNITY EDUCATION CLASSES HCOMPUTER LITERACY (Introduction to computers) HTYPING /KEYBOARDING (Beginning and refresher) awORD PROCESSING (WordPerfect 5.0) BLOTUS 1-2-3 aCOMPUTERIZED ACCOUNTING ^HORTHAND/SPEEDWRITING CALL 324-2260 FOR A SCHEDULE OF CLASSES METROPOLITAN VO-TECH Monday through Friday 8:30 A.M. - 3:00 P.M. Tuesday and Thursday 5:45 P.M. - 8:45 P.M. LITTLE ROCK ADULT EDUCATION CENTER 1401 SCOTT STREET LITTLE ROCK, AR 72202 324-2260 McClellan high school Feb. 1 - May 12, 1994 Tuesday \u0026amp; Thursday 6:00 P.M. - 8:30 P.M.RECEIVED MAY I 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL PARENT INTERNSHIP PROGRAM 1994  Attached is a list of parents of Incentive School students who have been hired as aides at the Incentive Schools.PARENT INTERNSHIP PROGRAM PARTICIPANTS SCHOOL NAME POSITION FRANKLIN Tammy Fleming Martha Hood Instructional Aide Instructional Aide Sadie Henry Gloria Jackson Instructional Aide (4- yr. old program) Instructional Aide RIGHTSELL Pamela Timms Annette Merrill Writing to Read Aide Computer Lab Attendant ROCKEFELLER Charlotte Lee instructional Aide Cynthia Antoun Rhonda York Instructional Aide Instructional Aide Carol Brown Instructional Aide Connie Bledsoe Instructional Aide Roselyn Harshaw Sandra Amos instructional Aide Instructional Aide Harriett Redmon Instructional Aide Ester Lee Instructional Aide STEPHENS Gloria Carroll Instructional AideRECEIVED MAY I 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL MENTOR TRAINING RECORDS 1994/ Volunteers in Public Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year ^3 Date Name Address Phone Sex*Race* Please print Street or PO Box aty ZIP M/F B/W/0 Age* A*' under IS B-l^24 C-2M0 Dover 60 Activity or Volunteer job Time In Out I Total I Hours /15 /h Ejumftif Lnmqr' 39OS \\A4 /z^it S|-r^ek Lttfe. Kxx^k^ 7227\u0026gt;4 3ZI - 11'15 I.Z5 'il.1 73/ /^L/ G\u0026lt;7Ar\\rji5.ei^ ^0cit- fA.ac'zKu.ii /iS Xr/r 37-5 \" 5^6- 7^70 7.00 3(77/^ 7770 \u0026lt;3 \u0026gt;iZ /U. 3^^\" I n A4 Co i f u.,n^ /Vm ^t\u0026gt;bA -j- 17// fjO\u0026lt; 377 - y(xU^ 70 f / IaJ e\u0026gt; /y\\cr\\7\u0026gt; M'lenk'i' ^'30 w . V J I /1 yC^acti'K ) T H ^T777 m a Q 6 6 c c L C e c 5 ii3^ A ^V\u0026lt; 3 n ' \u0026gt; 7 cf'I \"t Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. Were glad you're here!Volunteers: sign in please! Volunteers in Public Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year Date Name Address Phone Sex*Race* Q 5 ' '^iL. 171 221 / 7x, . a ^1 'iiL ' ^1/ h t Please print Larn cir~ U- tr-i Street or PO Bax Oty 23P 3^s \\A4 t zeh Litffe. Kock, Ait 722i^ M/F B/W/0 Age* A\u0026gt; under 18 B18\u0026gt;24 C-2S-60 Glover 0 Activity or Volunteer job Time In Out Total Hours Uhl o rn J enni ftr JjKnsoyx CefQ\\d:fs\u0026amp; ,\\n\\Avx5pr\\ k.ttig 3u3s k- Jjr. '........... ... I uiiiiifci..|.i.*iiifc............*JsiflTuurife eiver?r\u0026lt;xiV 7ZZDZ. no* 5. Clei/tlitcvA 13.XP4 _________ /on' f^hlaUercfAj CrIZ, Wl'e 'Il s I 7n^a'c '}Z'L0^ 3ZI- ^77^ 3^'4- I'ttn ?/\u0026lt;a- M h F r 6 B (xy (3 V e c- c i3 . J C J Infonnation on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. AV fl lor rfl-njt\u0026gt;r n'i5 Ui' S\u0026lt;J b,', be 'pcoi^A/t, r^CnA-ov^ P''Oia\u0026lt;^i,rrt f^erto J________ IZ'.^ IZ5 L'.3O th , xVs' M \u0026amp; uV 3 7. jyr.l 'N lb'30 I e Thank you. We're glad you're here!Little Rock School District VIPS Mentoring Program Orientation September 28, 1993 6:00 - 7:30 p.m. 1. Welcome \u0026amp; Introductions II. The VIPS Mentoring Program III. What is Mentoring? (Brainstorming session) IV. Sensitivity to Cultural Diversity V. Where do we go from here? VI. ClosureJi- ^iS Volunteers tn Public Schods Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are nearest 1/4 hour. recorded. Please round off service time to the Please complete shaded area if this is the first time you have volunteered at this school during the current school year 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 School HWr/^ i f itLAbxkc\\ L Month and Year .IF 1^73 Date Name Address Phone SexRace* Age* IS pg -II Please print Example Larry ar- Street or pohox CHy w M/F /w/o Attnder 18 C2S^ Activity or Volunteer job Time In Out Total Hours /ZHt Crim t s:Sddl l.-h.k UtHe\u0026gt; Kock, Afea 53 ^'em'eAi CT\"' '\" ' LiltM Y?(V. e 7221^ SiT\" 6 e iTaezilcir i:i5 IZ'.^ 1-2,5 1 -3 r P tL. JZiXZjfe. 9^ 'Sf^i ct-tf'i l^'^ t (%S - 3*^0 bi^3- flL- T?5'i F p (e /oa 7 \u0026amp; \u0026amp; Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. nLC.nP^\u0026lt; If Thank you. We're glad you're here!na Volunteers in Public Schools 501 Sherman Ultle Rcx?k, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year School Month and Year Date Name Address Phone Sex*Race* IS Please print Ltanaar- Of r a I street  PO Box 3905 aty M/F B/W/O Age* A-under 18 C\"2S^ D\u0026gt;veT60 Activity or Volunteer job Time In Out Total Hours titfb Kock, Ait 72204 tl, -7? 2 04 321- 3-314 53^*^ 11'15 /2,-5c IZ5 ^dey /2^ SlriwH' 6 e F P 6 lOcrWi^ V^f\u0026gt; d Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. We're glad you're here!msffl Volunteers m Riblic Schods 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schixil during the current schixil year School Month and Year Date Name Address ftenc Scx*Racc* Age !* Activity or Time /A 'll M h 'In Please print Lnrvi a\u0026gt;^ Sat ley t?vtt^5-0A^ I /ilk J Q:,CQ?-Q\u0026gt;e. S^b fumAS' Ia).'Ic/- tt  Street or PO Box m M/F /w/o A- under IS C2S^ D-ovvrtO Volunteer job __ In Out Total I lours 5^\u0026lt; vz /0i Liifk Kock, Afc AUkyotH\u0026lt;jt\"A- AL TXOOi t-ZK^ \u0026gt;4.zf 870/ J-i-yU ds, 4f. -ZZ2pf rrJe C'i-Me. fix. C70(e Aif-TU aJUcU. ! /\u0026lt;) iZ.. isr- ^rrtf O*^lo7. 3 ^-5572. ri M yvt 6 D B Q G e C. 8 Informahon on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. I 11-15 1-2.5 1 V-O-IIO f*v\u0026lt;^ r^5 M r-\\^ Vru, 1 M  G?OC'^ II I'j 7.'/O ^'.OD n'5o i I'OC r I I I i I Thank you. Were glad you're here!Mentor Training 93-94 Margaret Williams, counselor at Rightsell Elementary School, recruited 6 mentors and conducted orientations at her school on the following dates: November 16, 1993 - 3 mentors January 25, 1994 - 1 mentor January 27, 1994 -2 mentorsLittle Rock School District VIPS Mentoring Program Orientation February 15, 1994 6:00 - 7:30 p.m. 1. Welcome St Introductions - V cu IL What is Mentoring? \" (Brainstorming session) VcJ, III. The VIPS Mentoring Program  IV. Sensitivity to Cultural Diversity Where Do We Go From Here? '  y-. VI. ClosureVolunteers m Public Schools 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 Date Name Please print 9/15 Lamar Bailey j! L'--5 ' A f IS. /\\ 6^ 6. C' i!- V ' /^ f 1^ V, il','' f-.,: ' r :i 2) I L 0 s i Ix't' Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please comfrfete shaded area If dtis is the first time you have volunteered at this school during the current school year. School AddreM Month and Year VA r' \u0026gt; ':14V- Street or POBok liHtiW lii* RKUie Ceroier^ Race* M/f tfW/O Age* Ao iMwUrlS ^18-ai C-Ml DxwwCO Activity or Volunteer job Time In Out Total Hours 3805 W. 12m Stre^ Uttte RodCyAR M B C mentor 11:15 12:30 1.25 M 0 !#\u0026gt; ........... F kJ 14/ // l^- / \u0026gt; * ......................................... S' . c I'C/ iW\u0026lt;^faVi i F B iS 'I 1\u0026gt; *t $ ^^FtfrXSj-\ni %  UShi 6 c |V\\ J? tA B iz r.i Information on gender, race and age is needed for evaluation of volunteer programs. TfUink yOlt. ^^6 ^TC gld^ hCTC! 1-^ 1'/^ ]^c4Volunteers: sign in please! Volunteers m Public Schools Arkansas law requires tt\\at all volunteers sign in and drat all hours are recorded. Please round off service time to the nearest 1 /4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year. 501 Sierman Little Rock^ Arkansas 72202 Phone 324-2290 School Month and Year Date Name Address Ptione Gender* Race* Example 9/15 ,5- Please print Lamar Bailey z-kr-^./v./c Street or PO Box ZJP M/F B/W/O Age* A- under 18 B.18*24 C-J5^ Dm3Vct60 Activity or Voiunteer job Time In Out Total Hours 3805 W. 12th Street Little Rod\u0026lt;, AR 7^ 32}- 9776 mentor 11:15 12:30 1.25 J! 'it/,, u) 3o lii t M B C w i F^iiiM^^i^'**^*******^ n '3c^ s Information on gender, race and age is needed for evaluation of volunteer programs. Thank yOU, Wc glad yOU'rC hcfe!sign in please! \\bkinteers in Arka Kiblic Schools Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schixtl during the current school year. SCI Sherman l ittle Rixk. .Arkansas 72202 Phone .^24 22t\u0026gt;0 School (\u0026gt;/\u0026lt; Month and Year Date Name Address Phone Gender* Race* 9/15 7, \u0026gt;'/ n i\\ I Please print Lamar Bailey r A, ~Z^ r? Ku) A-\ni I //S i- Street or PO Box aty ZIP M/F B/W/0 Age* A under 18 B 18-24 C2S4\u0026gt;0 D-over 60 Activity or Volunteer job Time In Out Total I lours , ! ' I Z l-L 3805 W. 12th Street Little Rock, AR 72204 32}- 2i77Q M b B C mentor 11:15 12:30 1.25 1 \nF F F W C ' I \u0026lt; I / ' f I Information on gender, race and age is needed for evaluation of volunteer programs. T7l\u0026lt;lfc yOU. Wc 'fC glud yOU 're here! 11 ! I l/^ I/. /Z 1Volunteers: sign in please! \\bkinteers in Hiblic Schools Arkansas law requires that all volunteers sign in and that all hours are recorded. Please mind off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this schcxtl during the current schixil year. 50i iherir.an Li 1 tlf Kock, Arkansas 72202 Phene .124-22OJ School Month and Year a iAALCi. Q3, iWt. Date Name Address Phone Gender* Race* [xjmpie 9/15 Please print Street or PO Box ZIP M/F B/W/O Age* A\u0026gt; under 18 B-18-24 Cx25^ D'-^over 60 Activity or Volunteer job Time In Out Total Hours Lamar Bailey 3805 W. 12th Street Little Rock, AR 72204 321- 9776 M B C mentor 11:15 12:30 1.25 a 17: C 7 )/ ('0 1 c. \u0026lt; C'i /I. I'i-r Information on gender, race and age is needed for evaluation of volunteer programs. Thunk. yOU. WcVc yOU tC hctc!Little Rock School District VIPS Mentoring Program Orientation March 15, 1994 6:00 - 7:30 p.m. I. Welcome \u0026amp; Introductions. n. Why Mentoring? in. What is Mentoring? The VIPS Mentoring Program. IV. Communicating with Youth. How to listen to kids. Dealing with diversity. V. Where Do We Go From Here? The first meeting between the mentor \u0026amp; mentee. VI. ClosureVolunteers: sign in please! Volunteers m l\\iblic Schods 50! Sherman Little Rock, Arkansas 72202 Phone 324-2290 Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first time you have volunteered at this school during the current school year. School Month and Year IS. Date Name Address Phone Scx*K.ace* Please print Street or PO Box Qtx w M/F B/W/O Age* A under IS a-lS-24 C-2M0 Drover SG Activity or Time Volunteer job____ In Out Total Hours q/ 715 Example Laryyar- seog /Ze*! #wF\" LiifU Kock, Alt ' 3 I e I  iI t ! I I /. fh, A 31/ sW i-- 6 \u0026amp; e C vncrflor A b /v '}d- 11-15 iz-.sc 1.2.5 ' A\"' 7:^0 ( 7- 5 7 7 :C Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. I 'j \u0026gt; - Thank you. Were glad you're here!lyjawi Volunteers m Public Schools Volunteers: sign in please! Arkansas law requires that all volunteers sign in and that all hours are recorded. Please round off service time to the nearest 1/4 hour. Please complete shaded area if this is the first lime you have volunteered at this school during the current school year. 501 Sherman Little Rock, Arkansas 72202 Phone 324-2290 -I'-io- 7 7 ^School Month and Year / zl Date Name Address '' y- Phone Sex*Race* 15 '7. Please print Example L\u0026lt;^nrieir' BaJey fTnt j CaSors Street or PO Box ZIP M/F B/W/O A* under 18 C-25^ D\u0026gt;vertiO Activity or Volunteer job Time In Out Total Hours 3ss'\\AZ'72rs^ LitHc Kock, Ait 321- 9 776 \u0026lt;L lll5 iz-^ I.Z5 f/ noo W Cap'/a I L.-Hie 1?ocR, AR (L i. tA Sl / ! 9. i / lOO l^. di 6 [j / //i r i l/\u0026lt;^t'/ice. CVfl Acs 'J^U (f  (hcei, iv\\ bJ. A 6 -700 ^\u0026gt;9^ jEi'-'u- J, /k. 71 h/ 311L c Q Information on sex, race and age is needed for reports required by the Office of Desegregation Monitoring of the federal courts. Thank you. We're glad you're here!Mentor Orientation Introduction: Self \u0026amp; Participants Warm-up - ...Think of someone who you admired or wanted to be like who today would have been called your mentor... History - \"It has been said that kids drop out of school physically by the 9th grade and mentally before the 7th. tl 1991 How the VIPS Mentoring Program got started. Goals of the program - a) Improvement in attitude toward school b) Improvement in attitude toward learning c) Increase in self-esteem Who can be a mentor? - No one is exclude, we are inclusive. Should be at least 21 years of age. Responsible/respect alternative lifestyles. Listen well. Willingness to commit 1 hour a week Willingness to work w/kids. Choice of school and grade Screening Process - 2 References (Not related to you) * Driving Record * Police record - (criminal record) * Reported child abuse Selection of Students - Teachers, counselors or parents. Criteria: School reasons - poor attendance/lack participation Personal - unmotivated/seeking attention Social - unhappy/poor eye contact/poor communication Training - Orientation 1.5 hours (formal orientations are given) Support sessions - feedback, address concerns, issues, etc. Matching - Parent/Guardian permission * Volunteer interest sheet * Student interest sheet * Going to the school * 1st meeting - share forms * Tour of school bldg, policies and procedures. * Set goals w/student * Set next visitation date w/teacher Activities - Reading in library * Lunching $1.25 or $1.50 W/Milk * Playground - (Tennis shoes) * Job shadowing - get parents permission \u0026amp; let VIPS know. * Out of school activities * Gift Giving - (books, pencils or crayons. Educational toys) Recognition - EFTS and mentor/mentee appreciation picnic - May 17. Evaluation - Feedback Formal orientation - dealing w/Cultural Diversity Video - \"Mentoring Works Q\u0026amp;ARECEIVED MAY 1 6 1994 Office of Desegregation Monitoring INCENTIVE SCHOOL COMMUNITY MEETINGS 1994  Attached is a list and documentation of community meetings conducted during the 1993-94 school year. Some community meetings are reported through the parent involvement program (parent workshops).SCHOOL FRANKLIN GARLAND/ STEPHENS RIGHTSELL ROCKEFELLER COMMUNITY MEETINGS MEETING LOCATION DATE Parent Workshop Parent Workshop Community Forum Employment Seminar Stress Reduction Seminar Laptop Computer Inservice Community Health Clinic Home Study Guide Community Meeting Community Involvement Meeting Disability Services Outreach Meeting Franklin Franklin Garland Philander Smith College Canaan Baptist Church Rightsell Rightsell Rightsell Eastside Church of Christ Philander Smith College Holiday Inn Airport 10/16/93 12/04/93 12/06/93 03/19/94 04/09/94 11/20/93 Each Wednesday, 2:45 - 4:30 10/09/93 and 10/14/93 11/21/93 11/16/93 02/22/94SCHOOL ROCKEFELLER (continued) MEETING Career Development Day Central Ark. Black Data Processing Associates Community Forum LOCATION Philander Smith College Rockefeller DATE 02/16/94 02/15/94 11/30/93 STEPHENS Law Students for Literacy Picnic Parent Community Service Workshop McArthur Park Stephens 10/21/93 11/20/93 01/22/94 02/19/94 03/19/94 04/30/94 Chapter I Parent Meeting (CORE) Community Meeting Grandparents Recognition Stephens First Baptist Church Highland Park Stephens 02/03/94 and 02/17/94 02/15/94 First and third Friday of each monthc.lKBB0 LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 October 5, 1993 Dear Parents, Franklin School is planning something special just for you. We are having our first parent workshop for 1993-94. It includes parents/guardians of students in grades Kindergarten, One, Two, and Three. 11:35 A.M. The date is Saturday, October 16, from 9:00 A.M. until Let's meet in the Library. Some of the topics are \"Laptop Computers Techniques.\" II and \"Teaching and Learning Please complete the form at the bottom of this letter. Return it to your child's teacher tomorrow morning. We need to know how many parents are planning to attend. We look forward to your response. Erma Bayley, VIPS Chairperson Carol Brown, Media Specialist Pamela Person, Curriculum Specialist Franklin Davis, Principal YES. I WILL ATTEND THE PARENTING WORKSHOP ON SATURDAY, OCTOBER 16 AT FRANKLIN SCHOOL FROM 9:00 A.M. UNTIL 11:35 A.M. IN THE LIBRARY. MY CHILD (CHILDREN) IS TEACHER (TEACHERS)_____ GRADE (GRADES)__________ MY NAME______ ,____________ ADDRESS PHONE# NO. I WII NOT BE ABLE TO ATTEND THE PARENTING WORKSHOP ON SATURDAY, OCTOBER 16 AT,FRANKLIN SCHOOL. M^JAM^f^Sohr^^ PLEASE MY CHILD INFORM ME ABOUT,FUTURE WORKSHOP? tCHILDREN^^^^4^^^^^^f^2^ (IFrankiin School WarKnt Workshop Parent 'arent^ Child\u0026lt;ren\u0026gt; Teacher y*v^s \"T^dzA/v) 5 5. 6. s\u0026gt;QXt,o42\u0026gt; 8.\n9. ft  10. IO V 12. i  /^l Cl. , tL- 'a^a I 1 o n o S'v, i-'ly  ^hi2j^ i 13. 14. 15. 16. 17. 19. 20. 21. 22. 25.LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School h I '3 1 J I $4 ? I 5 J J ? fl I 1701 South Harrison November 18, 1993 Dear Parents\nPhone 671-6380 Little Rock, Arkansas 72204 Franklin School is planning the second parent workshop. The parent evaluation forms all agreed that the first parent workshop was great, but we need more parents! Please make every effort to be with us this time. All parents are invited. SATURDAY, DECEMBER 4y 1993 9:00 A.M. 11:35 A.M. FRANKLIN LIBRARY The date is: We will allow more time for the \"Make-n-Take\". A question and answer period regarding \"Parenting\" will be an.important part of this workshop. \"Communications Technology and Franklin Students\" will be presented by Mrs. Pam Person, Theme Specialist. We will need to know how many parents are planning to attend. Please complete the form at the bottom of this letter and return it tomorrow to your child's teacher. sincerely, *5 Erma Bayley, VIPS Chairperson Carol Brown, Media Specialist Pamela Person, Theme Specialist Tab Phillips, Vice-Principal Franklin Davis, Principal Yes, I will attend the Franklin Parent Workshop on Saturday, December 4, 1993 from 9:00 a.m. until 11:35 a.m.. No, I will not be able to attend the workshop on Saturday, December 4, 1993 from 9:00 a.m. until 11:35 a.m.. !) fi I I S mi JI fi MONDAY 7:45 A.M. 3:05 P.M a a TUESDAY 7:45 A.M.-3:05 P.Ma WEDNESDAY 7:45 A.M.- 3:05 P.Ma Ks HURSDAY 7:45 A.M.-6:00 P.M. FRIDAY 7:45 A.M.-3:05 P.M. Hours may be extended for parents. baaa Please Join Us Little Rock School District Garland \u0026amp; Stephens COMMUNITY FORUM Monday Dec. 6 7 p.m. Location: Garland Incentive School Cafeteria 3615 West 25th Street Little Rock. AR 72204 :NTS and community members\nYour ideas are im\"p o--r-t-a-n\\t-.------- I'v |,RSD Superintendent Dr. Henry Williams in a discussion of issues and . .4. Mnnc fn.- nhinnirid fnr thp piirrpnt vear and bevond for the Litt Aa' w Alt your ideas for planning for the current year beyond Little School District. Date: / \u0026lt;^2-  4 z NAME SIGN IN SHEET XT ADDRESS PHONE # SCHOOL T I L?\u0026lt;S\\} /I J \u0026lt;\u0026lt;Hit.O.''P 'P' (K v'l/c. X L^'^lr Vv. \u0026lt; ~7 c\\ V' ^ooo Ti\n^CJ Go y 'j 'r Pps ^1M' 21iJd^ Pa-i/- C '\u0026gt; ^1 U/ ff \u0026lt;7 f Wv. t 373 } P 6 6f PtIP' '^'T' I M(iq^ laold^A Pu^A^P \\aA^j3L^ ) r IHI cP ?2J^3 2,7i,-'^'\n i \u0026lt; Pirrh ^Pp ! rev o.p^S-y, zA^r/v (PAOJ SIGN IN SHEET X. NAME ADDRESS Date: !-'Cy-,l t'V' PHONE # SCHOOL 6q\u0026lt;^ f^oU?-.C-S V)x\u0026lt;aA^VV C?^VvA^cW ) isfZ ' V c/^'\" [fj' c O\u0026gt;\\v-* 29 H vC^ c^. /J 7^h 14 /C} fj' /^A ^709 ClLl\u0026lt;^ 212 I Cvi2^(A,l, 'yi i)j I '( !/, T T e [V J I T~ 1 Co / /O^ffx.'.-y T CC,^- AijoA\nk\\\\ s P (I o.Pc4^\u0026lt; ,J-^ UC^ Ce 1') I I A.. c 'i\u0026gt; L cZo^ 0 Clai-k CC'C'-CZ /^tcirZ-c-L Z^i^ k^../\\ / V ' Qycsj\\99^i'^\u0026lt;0___ Qoov^llcu-'A- ^rDate: NAME i^Lbi \\ SIGN IN SHEET ADDRESS / ! PHONE # 'r.\u0026gt;^ A-l SCHOOL Xii/j. i.Parent Employment Assistance Seminar 1 I Saturday March 19, 1994 Philander Smith College Student Union 9:30- 11:00 a.m. Free Free Free Free Sponsored by Arkansas Employment Register Newspaper The Rightsell Incentive School Parent Center Pick up you free copy today! (Available in the office.)? pl l\u0026gt; s ia? IE R ? FREETTWONE! FREE! NW ARKANSAS PROFILE OVERVIEW Register Welcomes Fayetteville Readers The Arkansas Employment Register is now available to workers and companies in the Fayetteville area. The paper has received numerous requests from businesses and readers for northwest Arkansas distribution. Thanks to some wonderful individuals and businesses in Fayetteville the Register will begin circulation with this May 9 issue. Many residents in central Arkansas are also interested in finding out more about the employment opportunities available in the northwestern part of the state. Central Arkansas businesses want to recruit from the students at the University of Arkansas. The Register will help employers and candidates in these two parts of the state find each other through these pages. Readers may pick up the Register at the Red Continued on Pase 7 SNELLING Temporary Services One Financial Center, Suite 312 Does Your Current Employer Offer Benefits? BENEFIT PACKAGE Prescription Cord  Long Term  Medical Insurance 80/20  Dental Insurance  Retirement 125 Cafeteria Plan  Vision ADVERTISING RECEPTIONIST Little Rock company likes to promote from within. Great opportunity for a \"Foot in the Door\". Medical, Dental, Vision and Vacation are only a few of the great benefits offered. Temp to Hire means NO COST TO YOU! Call Nicki @ 223- lOBS or 223-3753. WORD PROCESSOR Computer training available for a temp to hire position. NO COST TO YOU! Starting as high os $15,000.00 p/yr. Benefits include Life, Medical, Dental, 2 weeks vacation after 1 yr., paid holidays, profit sharing, savings plan and even sick days. Call SHELLY 223-JOBS or 223-3753. PERSONNEL ASSISTANT Corp, office in LR area seeks parttime and fulltime individuals to operate payroll and assist in other administrative duties. Starting to $7.50. Temp or Temp to Hire. NO COST TO YOU. Call Nicki 223-fOBS or 223-3753. Call Nicki Rix or Shelly Martin 223-JOBS or 223-3753 Snelling Temporary Services #7 Financial Center, Suite 312 1-630 at Shackleford NEVER A COST TO YOU! CALL NOW FOR AN APPOINTMENT! Williamsons Roles On and Off the Court Corliss Williamson is pursuing a Communications major with a minor in Drama. Williamson based his choice for his second career on the experience he will have accumulated in the NBA and his love for the game. \"Basketball is not always going to be there,\" Williamson says. \"Jlopefully 1 will get a chance to go into the broadcasting field doing play-by-play for games. 1 have been around basketball all of my life. 1 have got a lot of knowledge that I can give to people. Whatever 1 do, 1 hope that 1 can always stay around the sport.\" Williamson also hopes to break into the film industry somewhere along the way. He enjoys the diversity and spontaneity of acting out scenes in class. \"Those types of things can catch you off guard sometimes,\" he says. \"You have to be on your toes and be able to react. You have to be able to do what is asked of you at that given moment.\" Drama also provides a light-hearted balance to the intensity of the basketball court. \"Basketball is very physical. You have to work hard and sacrifice your body. When you get in the classroom it's more fun, because it's not really putting in pressure on you to perform in a certain way. You just go up there and do the best you can do. You can do whatever comes freely.\" Williamson thoughtfully notes the similarities between his approach to his game and to the dramatic field. \"It's kind of like basketball in the sense that whenever I'm inside those four lines on a basketball court 1 block everything else out. The whole world is those ten guys that are on the floor. It's the same way with drama class.\" Williamson is known for his generosity to everyone he meets. He notes that his participation in skits and scenes in class has given him a greater understanding of the diversity of challenges faced by those around him. In acting, you can be a kid, you can be an older person, you can be another race, a woman, whatever they ask you to do. You get to put yourself in another person's shoes and act out their life and see the differences between your life and someone else's.\" Williamson found that Nolan Richardson's concept of the importance of each player on the team came naturally to him. \"You have to look at the team concept,\" Williamson explains. \"If 1 was to play 40 minutes and all of our starters played 35 or 40 minutes, that Continued on Page 8 Arkansas NCAA Basketball Champions Razorbacks Discuss Their Future Plans and the Mental Dynamics of a Championship Team An impressive majority of the Razorback basketball team will play basketball professionally following their college career at the University of Arkansas. Their commitment to their current \"career training\" led to the 1994 NCAA Basketball Championship. These links are self-evident to the fans who have watched and listened to their games, consequently the Register chose to explore those aspects of this team that are less apparent, though more accessible to Register readers. Most Arkansans will hold multiple careers in their lifetimes. This radically alters the way that most of the workforce to date has viewed their occupation and career planning. Those Razorbacks who pursue professional athletics look forward to brilliant and profitable careers, that if highly successful, may last 15 or 20 years. These men will then be in their late thirties or early forties with yet another one or two careers ahead of them. Today, when not on the court, they are studying and preparing themselves for their next vocation. The Register asked them to explain their choices and methods of conditioning themselves for their lives after basketball. The team's athletic superiority has been the subject of many articles and television stories throughout the country. Yet, Razorback fans in Arkansas choose to laud the team's selflessness and willingness to sacrifice as the key to their national success. These characteristics are rare in a team filled with superstar college athletes. In an era where Total Quality Management and team building merit the investment of thousands of corporate dollars, the Register asked these youthful heroes to explain in layman's terms how their team developed their unity. Their answers are moving\ntheir methods available to any Arkansas worker who opts to try them. Continued on Page 4 AER ISSUE Volume 2, NumberlO ir Publication Date May 23,1994  Advertising Deadline  May 18,1994 IH THIS ISSUE Fayetteville Readers.............. Corliss Williamson............... NCAA Basketball Champs... Employment Empowerment Davor Rimae......................... Roger Crawford.................... Lee Wilson............................. Page 1 Page 1 Page 1 Page 2 Page 2 Page 3 Page 6 VOL 2, NO. 9 FREE! TAKE ONE! FREE! MAY 9,1994 [ Pages ARKANSANS WORKING TO KEEP ARKANSANS WORKING\" Arkansas Employnient Register j GIVE US GUEST WRITER PROFILE A CALL! If you are interested in taking the first step towards a successful career with a growing and dynamic financial institution please call our REAL JOBLINE for the latest career opportunities. The jobline will inform you of available positions 24 hours, 7 days a week. For the most up'to-date job information call\n688-1111 Your #1 Career Opportunity is with TCB! AA/EEO If WEST LITTLE ROCK We are expanding our food service opportunities and seeking 2 persons to manage new areas of responsibility. Restaurant Manager - need 3-5 years of high-volume restaurant management experience. Great customer relations and st^ training skills are a must. Catering Director - at least 2 years experience as Director in a very fast-paced environment. Coordinating back and front of house communications is essential in this busy job. We offer an excellent benefits package including medical, life, disability, credit union and travel discounts. Salary of both positions is commensurate with experience. We are a leader in the hospitality industry!! Please apply in person to Human Resources at 201 S. Shackleford, Little Rock. AR. Employment Empowerment Part 14 by David Flake The job interview is a personal conversation between you and a potential employer. The interview is the time for you to talk about your qualifications for the job opening in detail. It is also a time for you to ask questions about the job and find out what will be expected of you should you be hired for the position. Preparing for the interview takes a lot of time and energy, but the better prepared you are, the better your chances of interviewing well. If you are prepared, you will present yourself confidently and make a favorable impression. During the interview, the interviewer will form opinions about your maturity, stability, tactfulness, adaptability, discipline, honesty, assertiveness, and sincerity as well as your eagerness and ability to work. Keep in mind that interviewers often reject applicants who make poor first impressions. Interviewers will try to determine how well you will fit in with the company and existing workers. The typical interview lasts less than thirty minutes. Often times, you will be required to make a series of interviews. This is a process by which companies screen out seemingly equally skilled applicants. The further along you are in the series of interviews, the stronger your chances of being offered a job. Keep in mind that interviewers are looking for the \"right\" person, and hope that the next person seen will be who they are looking for. More on interviewing in part 15. David Flake is an Employment Specialist at Mainstream Living, a non-residential independent living center serving persons with disabilities. Mainstream living operates a Projects with Industry program offering free placement services for consumers and welcomes any job listings from area businesses. Call 371-0012 voice or 372-3575 TDD. On-Line with Davor Rimae u u 'TiiyirSSl 7 1/1 3 n TO PLACE YOUR AD IN THE REGISTER CALL 228-0436 route delivery \u0026amp;FRIENDLY SALES We are a National Food Service Co. specializing in route delivery and friendly sales. No Experience Required. Finally! Enjoy your own business with no investment. You'll never have a boss again! Can you handle controlling your future? We Provide:  Company Vehicle  Advancement  Bonus Program  4 vacations per year  Insurance  Great Reputation  Over 52 Protected Routes  Complete Gourmet Product Line WeNesd:  People for 18 New Routes  Good driving record  Sales experience not necessary  Outgoing personality  A will to listen and learn  Someone who wants a future with excellent pay and stability CaU 753-0512 Local 1-800-354-8262 Outside AR Ask for Mr. Reale io set up an appointment. Relocation Also Available Tulsa, Springfield, Dallas, Jackson, Memphis, New Orleans, Shreveport, Austin \u0026amp; Houston. Davor Rimae has chosen an academic schedule that is as challenging as his athletic endeavors. Fans have seen his game improve dramatically year after year at Arkansas - the result of his hard work and commitment to personal improvement. His familiarity with the process of patiently working day by day towards his goals will no doubt serve him well once his professional basketball career is over. Majoring in Computer Science requires a great deal of additional study outside the classroom. Rimae admits that the work is demanding. \"There can be a lot of research involved and papers to write,\" he says. \"But I have always been interested in computers. I've always wanted to own one. I am most interested in programming applications.\" That is not the typical picture fans might hold of this athlete off of the court. He agrees that in many ways the inner workings of an athletic team resemble the inner workings of corporate America. \"There is a lot of competition for position within the team,\" he says. \"Coach Richardson says that if two guys have the same ability, but one works harder in practice, there is a good chance that the one who works harder will be more successful. Its the same way in the job market. You compete every day to be one of the ones that plays the most.\" \"Professionalism\" is evident on his team. \"Guys might get in a fight or get angry with one another on the court, but it's completely forgotten once we are in the locker room.\", he says. \"If you look at basketball as a job, and you are professional about your job, then work is completely forgotten once you get home.\" Rimae believes that each member's ability to set aside their differences and remain committed to their common goal as a team helped them achieve the national championship. Focusing on a single purpose athletically came naturally for a team that had a tendency to travel as a single unit socially. \"It's not unusual to see seven or eight of us together at night at a movie,\" he says. There may be other teams like this, but I have never seen them.\" Rimae values his relationships with his teammates almost as much as the national champi- Continued on Page 7 EMPLOYMENT REGISTER Post Office Box 25622 Little Rock, Arkansas 72221-5622 Phone (501) 228-0436  Fax (501)227-7502 Publisher Jana Greenbaum Advertising Sales Beth Welshans Graphic Design Plan B Consulting Distribution Manager David Wood The Arkansas Employment Register is published and distributed bi-weekly to locations throughout the state of Arkansas, as well as mailed to areas outside Arkansas. Advertising rates, space reservations, and distributorships may be obtained by contacting Jana Greenbaum at the number listed above. Unsolicited editorial submissions may be mailed to the address above. These manuscripts become property of the Arkansas Employment Register and will not be returned. Articles may be edited for content and/or length. I r I Arkansas Employment Resister 'ARKANSANS WORKING TO KEEP ARKANSANS WORKING\" Page 3 I FROM THE PUBLISHER EMPLOYMENT PREPARATION Crawford Wants to Teach Senior to Seek both Classroom and Courtside Assijnments Roger Crawford will graduate from the University of Arkansas in about a year with a degree in kinesiology. He intends to use his degree to seek both coaching and teaching opportunities. His choice is based on his strong love of kids and the respect he has had for both his teachers and his coaches. Crawford's dreams have always included a professional career as a player and then as a coach. He hopes to start at the junior college level, and then move up through the assistants' ranks of a major college program. Crawford points out that many junior college coaching positions allow the coach to also teach classes. \"I like kids, so if 1 can coach, 1 wouldn't mind teaching,\" Crawford says. Crawford investigated the field of kinesiology at the suggestion of his academic advisor. The two discussed it extensively\nthe more he heard about the field, the more interested he became in the degree. He has approached his career in coaching with the same determination that he has approached his career as a player. He frequently agrees to visit schools in the Fayetteville area to work with students. \"1 go to the schools around here and talk and play with the kids,\" he says. While the effort is mandatory for one who wants to have a strong body of experience when seeking employment, Crawford also does it because he enjoys it. \"It's fun,\" he says. \"1 like to play with kids. I like to watch them play and have a good time.\" He also learns by watching other coaches during games. \"I don't just watch the players, 1 also watch the coach,\" he advises. \"You can learn a lot about the way he controls his team.\" Crawford is also preparing for his \"second\" career by utilizing the mentors available to him through the university. \"I find people I can look up to. I look up to Coach Richardson and the way he teaches. I also look up to some of my teachers and the way that they teach,\" he says. Coach Richardson has taught him many things, but most importantly, an effective way to motivate his players. \"When he's talking to you, he stretches his point out and it gets to you,\" Crawford explains. \"Some coaches tell you, come on you can do it. Coach Richardson tells you that the other guy isn't better than you, that you play better than he does every day. Il gets in your head and motivates you.\" Richardson has also been Crawford's role model for his relationship with his team. He provides his players with direction and support that have nothing to do with basketball. \"His off the court teaching skills and his love and respect for his players are two of the things that I admire about him the most,\" Crawford says. \"He talks to me off the court. He really helps me focus on the things I have to do while I am here at Arkansas.\" Injury sidelined Crawford at the end of the 1994 season. He watched his teammates battle for the crown from the sidelines. Crawford's number, 31, was on their jerseys. Though he did not take the floor of the championship game, he was as much a part of the victory as any player that suited up that night. Today his cast has been removed, and Crawford is on the mend. He credits his teammates with helping him recover from the disappointment of his injury. \"My teammates really helped me a lot,\" Crawford says. \"1 really wanted to play. But my teammates let me know that I was still a big part of the team.\" \"Respect\" became a watchword for this team in the Continued on Page ? Contractor's License Center, Inc. Are you preparing for a state contractor's examination or do you find the application process too time consuming? We can help. We offer licensure assistance up to and including examination preparation in (he following states: Arkansas, Mississippi, Louisiana as well as many others. For additional information call (501) 375-8219, HELP WANTED Bakery N.L.R. Bakery has several openings for energetic individuals. Must be able to work M - F first shift. Individuals will be required to wear white slacks and white shirt each day. Call Carol at 664-8903. Olsten Staffing Services. Banquet Servers Part Time. Requires black slacks, white collared shirt. Bowtie and experience helpful. Great as a second job!! 664-9585 Interim Personnel. Car Washers/Drivers Flexible hours, easy job!! Must havovalld driver's license. Some openings ate only after five and weekends. This won't interfere with your full time job!! 664-9585 Interim Personnel College Grads Got your degree and ready for the chance to put your education to earning you money and a career? Come see the experienced personnel consultants al SNELLING PERSONNEL SERVICES in Uttle Rock located at One Financial Centre. Phone 223-2069. Customer Service Rep Locally owned national franchise seeking Customer Service Representative. Sales or telemarketing experience a plus, but not necessary. Apply in person at Fast Signs, 240 S. Shackleford, Little Rock. Forklift Operator Laid back NLR co. needs experienced operator for gas and electric forklifts. Great pay when permanent. Good working conditions. Call Mitchell at 224-9424. Snelling Personnel ASAP in Breckenridge Village. Never a Feel General Laborers $5.00 Per hour. Positions available  jogger - Grounds Keeper  Forklift Driver - Warehouse. BEST TEMPORARIES 221-BEST (2378). Heavy Lifting We have temporary positions available for warehouse/production jobs. Ist shift. Little Rock area. Call Tempus at 223-5100. Kitchen Help Dishwashers, clean up and cooks helpers. Little or no experience required. 2nd shifts only. Call today!! 664-9585 interim Personnel. If you have THE SKILLS, WE HAVE THE JOBS S Olsten has high paying and exciting short or long-term positions waiting for you at some of the most prestigious companies. Whether you're a secretary, receptionist, clerk or switchboard operator, well keep you busy with challenging assignments. Well evaluate your skills and find a position thats perfectly matched to you. And our same week pay policy means you get paid the week you work. Call Olsten at 664-8903 415 N. Mcklnley, Suite 650 Little Rock. AR 72205 Olsten staffing Services The Working Solution American Red Cross CLERICAL OPENINGS Two clerical positions available to perform general ofiice and clerical duties, including t^ing correspondence, sorting and processing mail, and maintaining accurate records and files. Will act as receptionist for department, including answering phone and greeting visitors in a pleasant and courteous manner. High school graduate with at least one year of previous general office experience. Competency in general office procedures. Ability to type 45 wpm. (Competent in Word Perfect and other word processing equipment. Excellent organizational skills required, as well as good written and verbal communication skills. Send resume' by Friday, May 13 1994 to: Department of Human Resources 401 S. Monroe Little Rock, AR 72205 (501) 666-0351 ext. 250 EOE M/F/D/V MZ^rteyour own ^et! XEROX Xerox Safes Agent seeks exceptional sales representatives. Ourexcli : us a primary source for Xerox copiers and fax machines io North Pulaski County. Now, were seeking sales representatives to attract new customers and expand our existing customer base. Complete sake training, selling tools and demo equipment are provided. Successful candidates will enjoy substantial commissions! To begin seiling - either full or part-time - and profiling from the first name in ofTice products, call today for an interview: XEROX [ Authorized Safoz A*ont Metro Imaging Systems 5401 JFK Blvd. Suite C-2 No. Little Rock, AR 72116 (501)791-2284 XEROX* is alrdHrnark ol XEROX CORPORATION ACCOUNTING CLERK Immediate opening! Temp to perm! Must have at least 1 year bookkeeping experience. Accounting knowledge necessary. Lotus 1-2-3 skills and 10-key by touch required. Type 45 wpm. Excellent company and benefits. Position starts temporary at $8.00/hour. Call Sherry at 664-8903 today! Olsten Staffing Services. SECRETARY Immediate opening in Marketing Department with an great company. Temp to perm! Must possess 4-6 years secretary experience, type 55 wpm, excellent communication skills. If you have experience with Powerpoint, Pagemaker or Desktop please call Sherry at 664-8903 today! Olsten Staffing Services. SET-UP CREW Be a part of a winning team! Excellent driving record needed to do delivery and set-up. Applicant needs to be available to work 4 days during the week and on Saturdays. Applicant will be working inside and outside. Call Carol at 664-8903 for details. Olsten Staffing Services. \"o .Si o O o X IZ! (l\u0026gt; u PLAZA WEST Suite 650 Park Plaza Mall CST sCT North McKinley I Page 4 \"ARKANSANS WORKING TO KEEP ARKANSANS WORKING' Arkansas Employment Register | SALES *** HELP WANTED HELP WANTED BE THE JUDGE Decide if this isn't a saies person's dream We think is! EARN $50,000 to $150,000 As a Rep $100,000 to $400,000 As a Manager  Immediate weekly cash  Call on business owners who have requested to see you  Prestigious product  Qualified Leads weekly  No prospecting  No wasted time on non-sales activities  No charge backs  Management opportunities  International vacations  Outstanding wealth accumulation  Stock ownership  Lifetime vesting  Retire in 10 years with close to $1 million in continuous earnings If you are well groomed, hard working and have a desire for a true opportunity you are the person we are looking for. For interview cail 501 -370-9800 Laborers Outdoor, indoor, some in SWLR, WLR and downtown. Excellent pay and benefits, with temp to full time on some. Requires heavy lifting on most. Call today. 664-9585 Interim Personnel. Landscapers, experienced or not! Apply today, start tomorrow, several different work locations with excellent pay. Reliable transportation a must. Call todayl! 664-9585 Interim Personnel. Light Industrial Jobs Kelly has long and short term assignments available. Great pay! Stop by today. 10800 Financial Center Parkway, Suite 315. Never a fee. EOE. M/F/H. 224-0090. Light Industrial Positions Available West LR Company, 1st shift, $5.00 hour. Can't beat this opportunity. Call Tempus at 223-5100 ASAP. Maids/Housekeepers Hotel and private homes available. Clienl requires reliable transportation, temp to full time opportunity for those with good experience. Call today! 664-9S85 Interim Personnel. Maintenance Personnel HOLIDAY INN WEST is seeking full-time AM and PM Maintenance personnel. Must have verifiable general building maintenance experience, HVAC preferred. Also seeking Painters. Good pay and benefits including medical, life and disability. Please apply in person to 201 S. Shackleford, Little Rock, AR. Maintenance Supervisor \u0026amp; Maintenance Asst. WLR Apt. complex needs two maintenance people. Must have HVAC experience and working knowledge of refrigerators, heated pools, pool pumps, etc. Will lay vinyl and work with sheet rock. Great opportunity and discount on a beautiful apartment. Call Mitchell at 224-9424. Snelling ASAP in Breckenridge Village. Never a Fee! Mechanic  Second Shift Ryder Truck Rental is seeking a 2nd shift mechanic. $11-$13 per hour with experience. Full benefits. Apply 32001-30, Little Rock. 374-0351. EOE. M/F/H/V. Production Work 5 Assembly and 11 factory, 1st, 2nd and 3rd available. No experience required!! Must be able to lift 35 lbs. Call today. 664-9585 Interim Personnel. Rental Business If you are mechanically inclined with excellent customer service skills. Available to work Saturdays. Looking for a permanent job. This SWLR company is for you. Call (\u0026gt;rol at 664-8903. Olsten Staffing Services. Resident Manager Strong personality needed to manage beautiful WLR apartment complex. Experience preferred. Will supervise staff, do light boo^eeping, use AMS! computer system, etc. Great salary plus bonuses and perks. Call Snelling ASAP. 224-9424. 1301 N. Rodney Parham, Breckenridge Village. Second Shift - Data Entry Second shift, data entry 2:30 to 10:30, 10,000 keystrokes or higher only need apply. Temp to full time, with great pay. Call today!! 664-9585 Interim Personnel. Security Officer Full-time or part-time. Burns International Security Services has full/part-time positions available. Must have a phone, reliable transportation, no felonies with a good work record. Apply in person: Suite 400, Plaza West Building, 415 N. McKinley, Little Rock, AR 72205. Shipping/Receiving Clerk Knowledge of machine tools. Energetic individual needed for this temp to permanent job. Starting salary $6.00 hour. Room for advancement. Cali Carol at 664-8903. Olsten Staffing Services. Soldering Extremely good soldering skills needed for delicate assembly. Military spec. \u0026amp; ability to read schematics. Call Carol at 664- 8903. Olsten Staffing Services. Students You and Kelly equal an unbeatable combination! Let your free time earn you money this summer. Call today and work tomorrow! Never a fee. 224-0090. Kelly Temporary Services. EOE. M/F/H/V. Summer Jobs! We are seeking people in our Food \u0026amp; Beverage operations. If you like working with the public in a pleasant atmosphere, come see sll We need Waiters, Bartenders and Banquet Slaff. Part-time or full time available. Apply in person to HOLIDAY INN WEST, 201 S. Shackleford, Little Rock, AR Warehouse/Office Trainee SWLR Company has long term possible perm position available. Customer service, pulling orders loading and unloading. 30 hoursaweek+. Call Tempus at 223-5100. Warehouse Workers Our great clients are always looking for dependable people to work long term assignments. Must have reliable transportation and good work ethics. Good working conditions and good people to work with. (Lail Mitchell at 224-9424. Snelling Personnel ASAP in Breckenridge Village. Never a Fee! Warehouse Workers Forklift and Pallet Jack operators who don't mind doing all aspects of warehouse work  weve got a great temp to \u0026amp;11 time opportunity for someone who's reliable and ready to work!! Excellent pay. 664-9585 Interim Personnel. Welders 1st and 2nd shift, MIG welding will also perform fab shop duties, brake press, drill press, etc. Great starting pay, temp to full time for the right experience and work production. Call todayl! 664- 9585 Interim Personnel I  X Division of Perfonnance Personnel Agency, Inc. Performance  ' TEMPORARY SERVICES \u0026lt;1^ V Students, 'l OFFICE SUPPORT OFFICE SUPPORT DIVISION Receptionist Doctor's Office front desk. Some experience necessary. Great phone and people skills. God organizational skills. $6-%6.50 per hour. Temp to Perm Receptionist/Switchboord Lorge WLR corp looking for professionalism. Excellent benefits and great location. $7-$7.50 per hour. Temp to Perm Sales Secretary Great opportunity for person with communication and clencal skills. Dota entry experience, WP \u0026amp; 10 key. Entry-level, will train. $6.00 per hour. Temp to Perm. ASAP! Administrative Secretary Excellent LR organization. Excellent growth potential and great benefits. Need MS Windows. Lotus 123 and MS Word. 2-3 years Secretary experience. $17-18K. Temp to Perm. Data Entry Clerk II Experienced Data Processor for Law Firm. $7-$8 per hour. Monday - Friday 8 to 5. Will be training other Data Entry Clerks, Pertormonce Temporary Service FEE PAID. Word Processor Temp Io Perm. Great WLR location. S7-$8 per hour+ benefits. 60+ wpm and prolicienl WordPerfect 5.2 or 6.0. Needed ASAPI Temp to Perm. For these and other fee paid opportunities call 374-7144 for confidential appointment. TCBY Tower, 425 W. Capitol Suite 3813, 38th Floor Little Rock, AR 72201 Phone (501) 374-7144 Fax (501) 374-7136 Retirees \u0026gt; \u0026gt; Homemakers! How Soon Can You Start? Kelly has many assignments with local businesses. Plus with Kelly you get:: He He He Great Pay Flexible Schedules Holiday Pay Vacation Pay Free Training 24 Hour Voice Mail Earn Great Pay and enhance your skills. You and Kelly equal an unbeatable combination! Call or stop by today! 224-0090 or 1-800-734-1311 10800 Financial Centre Pkwy Suite 315 Little Rock, AR 72211 KELiy\u0026amp; The Kelly Girl* People- The First and The Best /! \\ 'I An Equal Opportunity Employer \\ \\ Administrative Assistant WordPerfect for Windows and Lotus 123 will land you this great position in WLR. Must be sharp, professional and dependable. We're looking for someone with Personality +. Up to $15,000 to start. Call Llie at 224-9424. Snelling'ASAP in Breckenridge Village. Never a Feel Administrative Assistant $15K! Fee Paid! Top Company in town needs your nice appearance to handle computer duties. Best Benefits! Turnage Employment Service - 224-6870. Accounting Assistant A well known co. needs a person for accounts receivable, heavy filing, data entry, invoicing and working with sales. If you can do all of this, call today for an appointment! TEMP-TO-PERM! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Accounting Clerk Accounting experience will put you on an assignment with excellent future potential!!! Knowledge of Lotus 123, A/R and A/P required. QUALITY EMPLOYMENT SERVICES. 663-8200. Accounting Wizard WLR distributor needs a sharp motivated employee for their accounting department. Duties mil include collections, posting, data entry, general office and mote. 10 Key by touch is required. QUALITY EMPLOYMENT SERVICES. 663-8200. Arkansas NCAA Basketball Champions Razorbacks Discuss Their Future Plans and the Mental Dynamics of a Championship Team There can be no doubt, however, that as remarkable as each of these players may be, their attitude towards the team and each other originates with their leader. Coach Nolan Richardson. His belief that each member of the team is equally important to the overall success of the program is shared by every player on the team. Coach Richardson allowed the Register to interview the players because of his belief that this story was worthwhile and might help workers and students here in Arkansas. Coach Richardson teaches his team that their commitment to these principles prepares them not only for a championship in basketball, but also a championship in life. The results of the implementation of the philosophy within this team are self-evident. The Register hopes that these stories help Arkansas workers and companies implement the same philosophy in the Arkansas workplace.msa\n XRiR^w6RkiFmm\u0026lt;EiF\u0026gt;i^ OFFICE SUPPORT Activity and productivity never stop in the ofOces of this industry leader!! Requires the ability to handle customers, generate spreadsheets, word processing, and back-up the switchboard... all at the same time!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Administrative Assistant Administrative Assistant to owner, great pay, needs exceptional clerical skills including WP 5.HI Call for details, we have several openings like this. 664-9585 Interim Personnel. Benefits Specialist $20,000 per year, temp to perm assignment with large financial institution. Must have experience in 401K, Medical Insurance, life insurance, customer service. Must have 2 years experience in human resources environment. Call for more information 221- BEST (2378) 8500 W. Markham, Suite 216, Little Rock, AR 72205 Clinic Receptionist Great NLR clinic needs a dependable, energetic person to man front desk and phones. Will do light data entry. Prefers medical office experience. Starting salary to $12,500. Call Snelling ASAP. 224-9424. 1301 N. Rodney Parham, Breckenridge Village. Credit Analyst Temp to perm. Must have experience with processing credit cards. Great location $7.50 hour. Call Tempus today for an appointment at 223-5100. Customer Service Representatives Heavy phones with light computer experience. We need your outgoing, willing-to-work attitude. Hours are 3-9 pm M-F, 10-6 Saturday or Sunday. Great company with excellent full-time opportunity for the right people!! Call today for your interview. 664-9585 Interim Personnel. Data Entry Clerk Long term position available for fast \u0026amp; accurate data entry clerk. Great company, downtown location, parking provided. Call Tempus at 223-5100. Data Entry Operators Excellent data entry skills will earn you an excellent pay rate! 10-key by touch requited. All data entry positions start $6 to $7 per hour. Get paid the same week you work! Temporary and temp/perm jobs available. Call Sherry at 664-8903. Olsten Staffing Services. Engineering Secretary Temp to perm positions. Excel experience needed. 65wpm. $14,500 year. Call Tempus al 223-5100 for an appointment. Engineer's Secretary Off 4:30 each day. Fast paced company with lots of job security. This company offers medical insurance for employee \u0026amp; family plus pension plan. $16,000. Call Julie 223-2069. 1 Financial Center. SNELLING PERSONNEL AGENCY. OFFICE SUPPORT Executive Secretary Here is your chance to show them how it's done!!! Put your executive skills to work now in this long term assignment. We are offering Free Parking, $7.70 per hour with overtime paid at lime and a half. Receive your paycheck the same week you work. We never hold back a week because we know you need your money NOW!!! Call for more information 221.BEST (2378) 8500 W. Markham, Suite 216, Little Rock, AR 72205. File Clerks Kelly has many clerical jobs with leading local companies. Call today and work tomorrow. Let your skills earn you money. Never a fee. 224-0090. EOE. M/F/H/V. Front Desk Busy office needs your organizational skills to take care of hectic phones and greet customers. Must have strong WordPerfect skills! NO FEE!! QUALITY EMPLOYMENT SERVICES. 663-8200. Fun Office - Receptionist Be office manager type individual for this very successful business. Very elite clientele. Lots of personal contact. Fun, laid backgtoup. $14,000. Call Julie 223-2069. 1 Financial Center. SNELLING PERSONNEL AGENCY. General Office We have a variety of \"immediate openings\" for experienced office workers! Short... and long term assignments available in all areas of Little Rock!!! QUALITY EMPLOYMENT SERVICES. 663-8200. General Office Positions SHORT TERM, LONG TERM, TEMP-TO-PERM. Enjoy the variety of general office work and the flexibility of temporary assignments! Many positions available for experienced applicants. Duties include answer phones, typing, light accounting, filing and much much more!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Homemakers Turn your extra time into money with Kelly. Our service offers you the chance to choose when and where you work. Free training. Call or stop by today. 224-0090. Never a fee. EOE. M/F/H/V. Marketing Jobs If you like selling. Kelly has a job for you! Call today and work tomorrow. With Kelly there is never a fee! 224-0090. EOE. M/ F/H/V. Medical Medical environment needs professional person with A/R, A/P, managerial and clerical skills. Will be front desk and office manager. Make appointments, type, file, light transcription. Will be trained on new computer system. Great pay, temp to full time - call today!! 664-9585 Interim Personnel. * Managers  Pto  Assistant Managers  'Hut For Dine In and Delivery \u0026gt; If youre not earning what youre worth then take a dose look at Pizza Hut career opportunities. National Pizza Company, the largest franchise erf Pizza Hut, is expanding its franchisee in Little Rode If you are an energetic and enthusiastic individual looking for Tire Career\" opportunity, dien we want you on our team.  Major Medical and Dental Insurance  Stock Purchase Stock Options  Pension Program  Disability Insurance  Vacation after 1 year Send Resume to: Nation\u0026lt;d Pizza Co. 11324 Arcade Drive, Little Rock, AR 72212 Attn: Debbie Kaeser or Fax Resume to: (501) 228-0419 EOE M/F/H $ looking $ FOR A PART TIME JOB RlQS -Hut. Turn your EXTRA TIME into EXTRA CASH! Take a closer look at WE NEED Drivers, Cooks. Servers, Bus/dish, Hosts/ Hostesses. We offer: Flexible full or part lime hours  work one day or several.  Competitive pay  Medical insurance plan  Paid vacation for full lime  50% employee meal program  Stock ownership plan. Drivers Can Make $10  $15 Per Hour (Includes drivers commission \u0026amp; tips) Drivers need your own vehicle, auto insurance, clean driving record and must be 18 years or older. Apply in person at all locations: Pizza Hut 2912 S. University (Broadmoor Shopping Center) 7600 South University 9th Street off 1-30 301 Millwood (Maumelle) 5804 Baseline 3024 Cantrell 5921 West 12th Street 3900 Camp Robinson 4704 Camp Robinson 3701 Warden Road (McCain Mall Shopping Center) SUCCESSFUL Students: Build your Resume Gain real life work experience that will put you ahead PEOPLE of the competition after graduation. Work for Manpower this summer aUop local companies. Offering: Flexible hours, free training, comprehensive benefits and more. Call today. 25 Data Entry Operators Needed Will 25 data entry operators please call! We have jobs in Northwest Arkansas at choice companies. Great pay \u0026amp; benefits. Call manpower 756-6830 or 636-0732. BUILD SUCCESSFUL Secretary I, II, III Levels Manpower is an exclusive supplier to a large WLR data processing company!!! Several positions are available for secretaries w/MICROSOFT WORD W/WINDOWS \u0026amp; EXCEL W,'WINDOWS. Must be PROFESSIONAL \u0026amp; a hard woiRer. Both long \u0026amp; short term positions. NOW TAKING APPLICATIONS. Front Desk Must be able to handle busy phones. Looking for excellent personality, WP 5.1. Long Term assignment. 225-0044. Customer Service Rep Answer Service Calls. Field questions \u0026amp; information from customers. Clear speech required. Computer literate. Professional environment. Nights and weekends. Cail 225-0044. Tape Operator/Tape Librarian WLR co. needs several persons to mount tapes on mainframe computer. Must respond to the console and load tapes. Must be energetic \u0026amp; professional. Call 225-0044 for an interview. 20 Production Workers Needed We need 20 production workers to start at $6.00 per hour. 1st \u0026amp; 2nd Shifts. Bonuses \u0026amp; benefits. Call 756- 6830. Our hands on training gets your foot in the door. The training is quick, free, hands-on and available to Manpower temporaries who want to learn word processing and other computerized office skills. SWIIs that will help open lots of doors career-wise. We have immediate assignments available at top local businesses. Call Manpower 756-6830 or 636-0732. Attention college students \u0026amp; teachers. Lots of summer jobs to chcxjse from at choice companies in Northwest Arkansas. Great pay. Call Manpower at 75\u0026amp;6830 or 636-0732. Bookkftftning Approximately 1 year of COMPANIES general bookkeeping, clerical skills. Filing, photocopying, phones, typing \u0026amp; data entry. Free parking. Long term assignment. Call 225-0044. (501) 756-6830 408 West Emma Avenue Springdale, AR 72764 (501) 225-0044 10809 Executive Center Dr. Little Rock, AR 72211 o (501) 225-0044 10809 Executive Ctr. Dr. Little Rock, AR 72211 MANPOWER Temporary Services NEVER A FEE! (501) 756-6830 408 West Emma Ave. Springdale, AR 72764 Member AR Association Temporary Services  EOEI Page 6 ARKANSANS WORKING TO KEEP ARKANSANS WORKING' Arkansas Employment Register | OFFICE SUPPORT OFFICE SUPPORT PROHLE Medical Jobs Many Openings! Office Manager $17K-Fee paid. Medical Transcriptionists... to S20K. Medical Insurance (Need 3).. To $16K. Medical Secretary... SISK - Fee Paid. Receptionist... S14K. Optician... To $20K DOE! Turnage Employment Service  224- 6870. Medical Transcriptionist - Full Time Heights clinic needs an excellent typist to do tape transcribing. Must have medical terminology and good spelling skills. Professional appearance necessary. G.I. experience a plus! Call Snelling ASAP. 224-9424. 1301N. Rodney Parham, Breckenridge Village. Medical Transcriptionist - Part Time NLR Doctors office needs a great typist with strong medical terminology and WordPerfect 6.0 to work daily from 1:00 PM to 5:00 PM. Must be flexible with hours. This fun office needs a person who can do a variety of duties. Call Snelling ASAP. 224- 9424. 1301 N. Rodney Parham, Breckenridge Village. Microsoft Word Miaosoft Word knowledge and experience! If you type 40+ wpm and have Microsoft Word skills you qualify for assignments (temporary and/or temp to perm) at some of the most prestigious companies in Little Rock. Earn at least $6.25 to $8.00 per hour. Call Sherry at 664-8903 for details. Office Manager/Bookkeeper - SISK Beautiful offices! Brush shoulders with celebrities! Nice position for someone ready to move up! Turnage Employment Service  224-6870. Office Support Office workers all over LR ate taking a break. We need YOU to help with the workload! Receptionist/Front Desk, Legal Secretaries, Data Entry operators. Accounting Clerks, Mailroom and many, many mote!!! QUALlTi' EMPLOYMENT SERVICES. 663-8200. Office Support We are needing to fill all types of positions\nword processors, receptionists, bookkeepers, general office, etc. Please give us a call! Short term, long term and temp to hire! Call Leslie at 224- 9424. Snelling Personnel ASAP in Breckenridge Village. Never a Fee! Part-Time Receptionist (Need 2) 8 am  12:30 pm or 12:30 pm - 5 pm. Receive full benefits. $6.50 per hour. No cost to you. Temp to Perm. Call 221-BEST (2378) Best Temporaries 8500 W. Markham, Suite 216, Little Rock. People Person Work with LR's most respected Cos!!! Duties include heavy typing, Wordperfect and lots of people contact. Detailed and well-organized people call for an interview!! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663-8200. Best Temporaries lists with most of the top companies in the greater Little Rock area. Our companies are seeking individuals with the following skills listed below:  Wordperfect  Proficient in Typing  Secretaries (Executive and General)  10 Key by Touch  Switchboard Operators The list is endless! Give us a cal! today for your future tomorrow. 221-BEST (2378) 8500 W. Markham, Suite 216 Little Rock, AR 72205 Never a fee! Executive Secretary Here is your chance to show them how its done!! Put your executive skills to work now in this long term assignment. We are offering Free Parking, $7.70 per hour with overtime paid at time and a half. Receive your pay check the same week you work. We never hold back a week because we know you need your money NOW!! Call for more information 221-BEST (2378) Benefits Specialist $20,000 per year, temp to perm assignment with large financial institution. Must have experience in 40IK, Medical Insurance, life insurance, customer service. Must have 2 years experience in human resources environment. Harvest Wki Markham Worthen Bank BEST TEMPOAARIES I PR Secretary Not really PR but working with celebrities who ate visiting Little Rock. Work Closely with Ad agencies also. Ready to hire now! Start to $14,500. Call Karen 223-2069. 1 Financial Centre. SNELLING PERSONNEL AGENCY. Receptionist Requites a highly motivated self-starter with excellent communication skills. Answer busy phones, input info... lots of people contact!!! NO FEE!!! QUALITY EMPLOYMENT SERVICES. 663- 8200. Receptionist Petonnel department of large company needs your outgoing personality, accurate typing, good work history and strong work ethic. Great opportunity for growth and could go perm. Start $6.00 per hour. Call 221-BEST (2378). Best Temporaries, 8500 W. Markham, Suite 216, Little Rock, AR. Receptionist Long and short term positions available. Must be able to handle busy phones and type 45 wpm. WLR \u0026amp; Downtown. Call Tempus at 223-5100 for an appointment. Receptionists If you have receptionist skills and i professional image we have positions for you! Typing skills a plus. Excellent skills earn an excellent pay rale. Paid the same week you work! Temporary and temp/perra jobs available. Call Sherry at 664-8903. Olsten Staffing Services. Sales Secretary Temp to Perm at no cost to you. This company is looking for someone to take care of their valuable clients. Your ability to handle pressure and possess skills in word-processing, 10 key by touch are really going to be appreciated. Knowledge of spread sheets is an added plus, but not a must. Call 221-BEST (2378) 8500 W. Markham, Suite 216 Little Rock, AR. Secretary Let your office skills pul you to work for Kelly! We have several positions available. Stop by today. 10800 Financial Center Parkway, Suite 315. Never a Fee. EOE. M/F/H. 224-0090. Secretary To $18K! Need 3! Polished person with secretarial experience on PC + Lotus. Turnage Employment Service  224-6870. Secretary/Bookkeeper To $18K! Fee Negotiable! One Girl Office. Answer phone/ Dispatch Techs/Ap - AR on computet! Casual Dress. Maumelle area! NEED ASAP! Turnage Employment Service - 224-6870. Secretary Positions Typing skills 50+ wpm, WordPerfect or Microsoft Word experience, excellent phone skills, legal or medical background. If you possess these skills, we have jobs for you. Temporary and temp/perm jobs available. Call Sherry al 664-8903. Olsten Staffing Services. Telephone Sales Reps. ----Sears leleraarketiug--- _____ center-is- seeking-____  professTonal? enthusiastic __ Lele43bone sales reps*___ l\u0026lt;(eniiu|4in4JSeebfl(L -sh'rfh^vaHaWe? We^e - Intervi fnamiCr --SCCe5S4\u0026gt;W lli:p3rsQfiat_ Sears Product Services '----- -EOE-M/* Wilson Wants to Contribute Through Coaching A. tf nn I n*. Lee Wilson's high school basketball coach had such a profound impact on him that Wilson intends to coach high school students himself once retiring from professional basketball. He is certainly the type of person that students will look up to, and it will not just be because of his 6'11\" height. The high school rankswill be lucky to land a seasoned, professional basketball player who wants to influence athletes both on and off the basketball court. \"1 want to be a coach because 1 believe that 1 can do a great job at it,\" he says. \"1 want to help kids out. I want to be a father figure to them and show them how to be a better person and make it to college.\" Interest in this level of basketball is due to the influence of his high school coach in Waco, Texas. Although there were opportunities for him to move up to the NBA, he preferred to remain at the high school level. \"My high school coach really influenced me through the things he did and the way he lived. He still thinks coaching is fun. 1 don't want to just work.\" Wilson also points out that professional athletes frequently retire physically exhausted from years of sacrificing their bodies for their profession. Mentally, however, the NBA will provide him with valuable knowledge and experience he can share with younger athletes. \"I'm pretty sure that when 1 get out of the NBA I'll be kind of banged up. But being in the NBA will give me the knowledge from actually doing,\" he says. Wilson is already taking advantage of opportunities to work with kids. He helped coach a group of Special Olympic athletes that came through the Arkansas Razorback bask\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":"bcas_bcmss0837_516","title":"Incentive Schools: ''Rites of Passage: A Program for Incentive Schools''","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":["1991/1992"],"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","Little Rock School District","Education--Arkansas","Educational planning","Lesson plans","School improvement programs"],"dcterms_title":["Incentive Schools: ''Rites of Passage: A Program for Incentive Schools''"],"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/516"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["20 pages"],"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\nClass activities to discover historical and cultural knowledge of Africa or student's ancestral\nRITES OF PASSAGE K PROGRAM FOR INCENTIVE SCHOOLS LITTLE ROCK SCHOOL DISTRICT 1991-921 RITES OF PASSAGE PROGRAM Introduction The Rites of Passage Program has been designed for all students in the Little Rock School District's Incentive Schools. This program, coupled with the skills in the Family Life Education Program and the District's i social studies curricululm, clearly addresses the emotional, physical, and social developmental changes in young students. The preparation of these young students for their role as active and participating citizens in our global society, with emphasis on the whole child, is the primary goal of this program. 11 The 21st century is quickly approaching. Students must have the appropriate knowledge and skills in order to adequately function as contri- II buting citizens. This knowledge extends to information about their cultural and historical backgrounds to acquiring skills of displaying behavior that articulates a positive concept of self and their responsibilM ity to self and society. It is through programs such as a Rites of Passage that educators can HI assist parents and guardians in educating and developing the whole child. n n I I I I I 2I RITES OF PASSAGE PROGRAM GOAL To develop active and participating citizens through a Rites of Passage Program OBOECTIVES  Display historical and cultural knowledge of ancestoral homeland/heritage of students  Articulate a positive concept of self fl  Recognize duty of responsibility to self, family, school, and community  Implement a Rites of Passage Awards Program fl TIME FRAME fl Infusion through curriculum and one day per week, November through June fl fl fl fl fl fl 3fl RITES OF PASSAGE PROGRAM fl OBJECTIVE 1: Display historical and cultural knowledge of ancestoral homeland/heritage of students fl GRADE ACTIVITIES - All activities apply to Africa or students' ancestoral homeland. fl Students will: fl K-6 K-6 fl  use a map to identify and locate ancestoral homeland.  listen to stories from teachers and family about ancestoral homeland (Attachment //I) K-6 fl  illustrate family cultural events (K-3)\ndiscuss family cultural events (4-5) describe and K-6 K-1  listen to African Folktales audiotape and discuss (Childrens' Press)  use an outline map to illustrate examples of life in ancestoral homeland (Attachment Z^2) fl K-1  make an African drum (Attachment //3) 1-3 1-3  discuss family roles in African society  compare and contrast the role of African families with the role of African-American families today 2-3  decorate an ancestoral coat of arms (Attachment //4) 2-3  create African masks and discuss their use in African culture (Attachment 5) 4-6  construct a family tree 4  use a map of Africa to identify various countries in ancestoral homeland (Attachment #2) __ 4 5  journey on an imaginative African safari (Attachment //6)  discuss historical figures of Early Africa and recognize their contributions (Attachment //I) 5  compare contributions of Early African figures with historical contributions of African Americans past and present 4RITES OF PASSAGE PROGRAM OBOECTIVE 1 (cont.): GRADE ACTIVITIES 6 6 6 Students will:  write reviews about one book about Africa and one book about African American history  select African American periodicals (magazines or newspapers) to be read each month and give oral reports of them  present a pictorial one-act play entitled \"Places and Sounds of Africa\" at end of year (Attachment //7) 5RITES OF PASSAGE PROGRAM  OBJECTIVE 2: Articulate a positive concept of self I GRADE ACTIVITIES  Students will: K-6  create a collage to illustrate their characteristics and personality that would make them a good friend to cl assmates K-1 K-1 K-1  draw a picture of themselves and their families and share with the class why they are an important member of their family  share with the class a fun activity or event that they have experienced  draw a picture of themselves being happy at school and at home 2-3  write five (5) things that make them feel good about themselves 2-3 4  create a Pride Booklet or Poster to illustrate background and anything they feel proud about  make a list of adjectives to describe themselves 4 keep a  make a list of things they would like to do better\ndiary of their progress with strategies used for improvement 5  choose from a list of African or African American role models one person and a career that they would like to pursue and discuss with teacher, mentor, and class 5  create a poster or flyer to describe themselves now and in the future  6  keep a journal of achievements, activities, personal goals, thoughts, and feelings throughout the year (mentor assigned to the student should review the journal weekly and discuss with student) 6 I  read and discuss books about African values and philosophies 6  prepare a project to symbolize the completion of their Rites of Passage experience c 6 JRITES OF PASSAGE PROGRAM  OBJECTIVE 3: Recognize duty of responsibility to self, family, school, and community GRADE ACTIVITIES Students will: K-6  prepare a list of behaviors which show respect for self and others K-6  brainstorm a list of student responsibilities to self, their family, school, and community K-2  choose a chore(s) that they can regularly perform at home K-2  keep a calendar of the chores they complete at home 4-6  make a list of things to do to improve school grades invite speakers representing different service agencies to class  talk with parents, teachers, spiritual leaders about some service they can perform  pledge to perform volunteer service in the school or community  keep records in their journals of their volunteer service experiences 6 6 6 6 e 7 zRITES OF PASSAGE CEREMONY OBJECTIVE 4\nGRADE Implement a Rites of Passage Awards Program ACTIVITIES K-5 6 The student will:  participate in an awards program and receive recognition for successfully completing activities for identified grade 1evels  participate in Rites of Passage Awards Program, which consists of the following: (1) (2) (3) send invitations to parents, relatives, friends, district officials fifth grade students will serve as ushers and hosts design and print a program (4) decorate room with African-African American theme (5) display students' work relating to theme (6) students will dress in attire representing how they feel about themselves\nattire should be acceptable to local school and LRSD dress codes (7) mentor, teacher, or counselor should escort student into room where guests are assembled (8) soft music should be played when students enter the room (9) students present one-act play, \"Places and Sounds of Africa\" (Attachment //7) (10) principal gives a motivational speech offering praise to students  (11) principal awards certificates to students acknowledging their completion of the LRSD's Rites of Passage program (12) a reception follows 8ATTACHMENT 1A  Early Africa General Gebal-Tarik  Conqueror of southern Spam  lO.OOOBX. ElKMPtO TimbwCtoo Oldwvsi I GorQ* \u0026lt; ij\u0026amp;o.oooee D \u0026lt;0 Z imMbw* Historical Figures of the African Past Pupils should know the role played by the foUowing historical personages: Osiris Isis Horus Kushites divinated by Egyptians Nefertiti  Egyptian queen Imhotep First father of medicine  Egyptian Pharaoh Khafre  Sphinx built in his image Pharaoh Cheops  Pyramid at Giza buUt under his orders Thothmes III  Kushite pharaoh of Egypt, military conqueror Amenhotep III  Pharaoh, patron of arts Pharaoh Akhenaton (or Ikhnaton) psalms and mentor of monotheism Cleopatra  Egyptian queen author of Sheba  Also known as who visited Solomon Mekada, a biblical queen Menelik I  King of ancient Ethiopia, son of Sheba and Solomon Piankhi, The Great  Kushite conqueror of Egypt Hannibal of Carthage  Military genius (247-183 B.C.) Pope Melchiades  Roman Pope (A.D. 311-314) (711) after whom named Prince Tin-Yeroutan  the Rock of Gibraltar is Ghana ruler (961-971) Tenkamenin  King of Ghana (1062 67) Yusuf Upper Senegal King, military leader, defeated King of Spain in 1086, saved Moorish civilization in Spain Sundiata Keita  Ruler of Mali (1230-55) Mansa Musa  Ruler of Mali (1307 or 1312-37) Sunni Ali Ber Ruler of Songhay (1464-92) Askia Muhammed, or Askia The Great Ruler of Songhay (1493-1528) Afionso I  King of Congo Empire (1506-45) Shaka-Zulu King (1773-1828) - military leader, developer of strategy still in use early AFRICAN HISTORY When assessing the cultures of early Africa, many historians have sought convenient means to discredit by various techniques the black people Chained to the confinement of slave-trade justifications and colonial ideologies and fostering such words as  primitive,  savage,  heathen,  ~in human, th. ese writ_e_r_s _w_ere 6 child like, and limited from the begin-and tolcd, too often, to give the black African just ning Pp raise for hisd aectrcaocmt pfrloismhm reanthtse.r than add to what was - , As a result, where Africa exhibited were taken immediately to On the contrary, the trend was to already known.  j  - siens of greatness, steps stress that the responsible people were not Ne^oes, rarely Negroid, but Semites, Hindus, Muslims, or some instead Hamites, Arabs, dark whites, other name which avoided the apparent qualities of black skin and woolly On other occasiow positive facts from the - purposely overlooked, and ancient menu -  J--1 \"s  tall tales  hair. raanu-can past were p  . scripts which told of such were dismissed or simple glorifications. In short, the few observers break from the acceptable approach and report the facts without colorations were forced to overprove their convictions or to mention them vagu y who attempted to Suc^h^ been the fate of reports African expeditions to the Americas. While this infor-mation has escaped the attention and interest of many, 9 ATTACHMENT 1B Africans may view it with more concern. They are not so prone to overlook facts that have been treated as  nonsense  by others, and in this respect, it is their point of view which really matters.- Consequently, the possibility of early African excursions to the Americas must be approached from this perspective. TRANSATLANTIC VOYAGES That Africans voyaged across the Atlantic before the era of Christopher Columbus is no recent belief. Scholars have long speculated that a great seafaring nation which sent its ships to the Americas once existed on Africas West Coast.\" Details still remain scant, but those available leave little doubt that such a venture took place. This can be attributed to the fact that more information about African history has been published and that modem archeologists and anthropologists have deepened our awareness of the variQUS peoples and cultures of pre-Columbian America. We can now positively state that the Mandingoes of the Mali and Songhay Empires, and possibly other Africans, crossed the Atlantic to carry on trade with the Western Hemisphere Indians and further succeeded in establishing colonies throughout the Americas. During the 13th century, Mali, the earliest of these two great empires, building on the ruins of Ancient Ghana, arose to become one of the leading nations in the world.* Its importance to the Middle Ages should not be underestimated. Under its authority. West African civilization flourished with learning and trade. Timbuktu, a commercial center, became the most popular university city on the face of the globe, entertaining noted scholars close to 200,000 well-equipped men to do battle. His royal court, literally, overflowed with pupils, readers, and poets,\" Ibn Battuta, a Moorish traveler who visited Mali during the 14th century, commented on the complete security of the country and the surpassing beauty of its women. Though he had spent most of his life visiting the most advanced civilizations of that time, he added that he knew of no other nation more civilized 12 except, perhaps, his own Morocco.' MALI EMPIRE Mali started on its road to world importance during the reign of Sakura (1285-1300), the usurper, who vastly extended his domain to include much of Mauritania and established diplomatic relations with Moroc- co. From this new contact, advanced maritime tech- niques and the concept of the earths rotundity filtered into the fast-growing empire. This was made possible through the geographies and astronomical theories of such Arab writers as Abu Zaid, Masudi, Idrisi, Istakhri. Abulfeda, and those from the court of Harun-al-Rashid with whom the Moroccans were thoroughly familiar. Both Idrisi and Abulfeda stressed the rotundity of the earth, and the latter even spoke of  voyages around the world.  It was not until several years later, however, that a little known and seldom mentioned ruler elected to make use of this empire-stirring information. monarch, Abubakari II (1305-07),' This daring did not believe that it was impossible to conquer the limits of the neighboring ocean. Employing Arab navigators who had a from all parts who went there to compare ther manuscripts, Books on all subjects were written in both Mandingo and Arabic, Djenne, Malis second most important metropolis, could boast of having 4,200 0 knowledge of longitudes and latitudes, the compass, quadrant, and sextant,' he equipped 400 ships with men, food, water, and gold, in sufficient quantity for an 10 extended duration, and sent them sailing across the teachers at the close of the 12th century.' This was an empire of black people and was remarkable in that it demonstrated the Negros large capacity for government and commerce. Reaching into the Atlantic Ocean from the Senegal and Gambia tributaries, it covered an area about the size of Western Europe, from Portugal to Germany, and dwarfed its contemporary, the Holy Roman Empire.* There were well kept roads, resthouses, and a postal system.\" Superb agricultural techniques, such as crop rotation, irrigation, and soil conservation, were employed, and numerous Atlantic. His captains were informed not to return vegetable varieties were produced.' in The people wore fine original clothing as well as imported Egyptian fabrics, and soldiers adorned themselves with golden armor and weapons. The emperor was capable of mobilizing until they had discovered land, or had exhausted their supplies. After a long absence, a sole ship returned, and its captain informed Mansa Abubakari that the other ships had been caught in a violent current, like a river in the middle of the ocean, and had been carried away by it. Irritated by his captains failure to follow the others, the king equipped a fleet of 2,000 more ships in the same manner of the first expedition and decided to lead them personally across the perilous sea. He was so certain of his return that he temporarily conferred power in the hands of his brother, Musa, until he might come back to reclaim it.\" Thus, the people of Mali opened the way for West African trade relations with the American Indians. 10 iiMII ATTACHMENT 1C   aa Mansa Kankan (Gonga) Musa, who reported these exploits of his adventurous brother, eventually became absolute master of the Empire (130737). Nothing is known of his interest in conquering the Atlantic, but during his reign, Mali reached the apogee of its power. Aside from making new territorial conquests, Musa did much to develop commerce and education. The wealth of Mali soon became known as far away as Egypt, and Sankore University at Timbuktu attracted the most learned professors in the world of that time. Long after Kankan Musas death, maps of Europe carried his name SONGHAY EMPIRE In the 15th century, another powerful people emerged to challenge Mali supremacy. These were the Songhay who had for over 200 years been Mandingo vassals. They eventually overthrew their Mali masters and, .under the leadership of Sonni Ali (146492), started an empire which was to claim authority over the entire West African 'bulge. The borders of the empire stretched to a size approximately that of continental United States.'10 This was not a new empire, for a great and attributed the whole of West Africa to his domain.le GHANA 300-I050 deal of the old Mali structure remained intact. At the onset, only the ruling lineage was changed. Askia Mohammed Toure (1493-1529) gained control of Songhay after the death of Sonni Ali and devoted his energies to strengthening the empire. He recruited a professional army of prisoners and slaves which allowed the rest of his population to develop commerce, fanning, and other industries. Learning was encouraged through contacts made with doctors, scientists, mathematicians, and scholars throughout the Muslim world. Schools were established everywhere, and the intellectual level of the empire was raised enormously. The practice of medicine advanced to the point where doctors were performing some operations, such as the removal of cataracts, which were not known in Europe for another i Wolata Senegal River Air A SWi' ^Lake Chad Wausa Forest Line Bure Gold Mines WALI 1357 Tegoro Rio de Oro nghazi Lake Chad Bongo Forest Line SONGHAY 1529 ___ Timbuktu and Djenne retained the academic vigor which they had inherited from Mali, but 250 years.-'!0 their supremacy in education and commerce was contested by such other fast-growing metropolises as Gao, Walata, Mopti, Bourem, Goundam, Sansanding, and Bandiagara. Despite this intellectual challenge, Timbuktu still remained the academic hub of all Africa, and perhaps that of the entire world. Under Askia the Great, Songhay developed a very complex system of government and administration. In fact, in some respects, its structure gave the appearance of a constitutional monarchy with democratic tendencies. Elected governors, called FARI, were assigned to rule over subdivisions of the empire, and chiefs, or NOI, were appointed to administer provinces and large cities. Economically speaking, banking and credit were well managed and controlled. A uniform system of weights and measures was establi^d, sales were inspected, and laws for the entire empire were codified.'21 ATLANTIC VOYAGES RESUMED It is more important to note here that voyages across the Atlantic were resumed, or continued, during the reign of Askia. Proof of this is evidenced by the fact that Columbus was informed by some men, when he stopped at one of the Cape Verde Islands off the coast 11 an 4 ATTACHMENT 1D  had been known to set out into to  of Africa, that Negroes------------ the Atlantic from the Guinea coast in canoes loa^d with merchandise and steering towards the west. The same Christopher Columbus was further informed by the Indians of Hispaniola when he arrived in the West Indies that they had been able to obuin gold from black men who had come from across the sea from the south and southeast.\" The dates of these accounts coincide Christopher Columbus was The them at war with neighboring Indians. This report was made before the first importation of African slaves to t e Antilles, or before any Spanish colonics were ffoouunnddeedd.. Other Negro colonies of that time were discovered in Northern Brazil among the Charuas, at_St Vincent in the sided, Gulf of Mexico where the Black Caribees re-around the mouth of the Orinoco River in Venc- I. 25 These zueta. and among the Yamasees of Florida.-  precisely with the time that Askia the Great held sway over Songhay. It must also be added that Amerigo the Americas witnessed these  Vespucci on his voyage to------- *,  .3 same black men out in the Atlantic returning to Africa.- sixteenth century Spanish explorers zueia. diiu auivMu M.w A - ----------- colonies, it must be stressed, were aU reported by the first Europeans who reached the Americas. Even as late as 1775, Francisco Garces was able to come upon distinct race of black men living side by side with the He related that a Fifteenth and Si/v***--- ------ .u and early American art, legends, and burials provide the principal sources of information on what happened to these African seamen after their arrival in the Americas. Zunis of the New Mexico pueblos, the first inhabitants of the area, and that the description he gave of them This ob-the blacks were incse Ainvdu avuiuv.. ---------- In effect, the Spanish conquistadores found dispersed all over the New World small tril?es who were from the very first considered Negroes.= ' The largest Negro colony appears to have been a permanent settlement at where Balboa, who saw them in 1513, reported the New World small trifles who were suffice it to say doubt that they were Negroes. made about the same time the French similar phe-leaves no servation was explorer, La Perouse, was witnessing a nomenon in California. He also found there a race of blacks whom he immediately denoted as Ethiopians. Darien  .C.U,  ** T\u0026lt; t /rocAk. A 12 ATTACHMENT 2 '11 3 V\u0026gt;M 13 1 I I 1 [ ATTACHMENT 3 Music Materials: Reference books on African music Pictures of African instruments (optional) (oatmeal box or juice can) per student 1 round cylinder 1 piece of muslin per child (12 x 12\") Masking tape Diluted white glue or Mod Podge sealer Construction paper Crayons or markers Procedure: 1. music Introduce the letsor by discussing the importance of Music has been used to accompany within African culture. legends, tales, and morals. festivities. and communicate traditionally been celebrations. messages, It has 2 . used with ceremonies. and Present pictures of African instruments and explain of instruments that Africans have created many different types using materials from their immediate surroundings. One instrument, the drum, was often made of wood and covered with skins. 3 . authentic surround!ngs. the drum. that although they cannot make an Explain to students dJ. Lull, they will be able to make found in their own classroom environment. African drum a drum that utilizes materials 4 . mu s1 in. Provide each student with a of After taping the muslin firmly over one end of the the cloth surface with diluted white glue each student cylinder and iiiece cylinder, paint Podge to stiffen the surface. or Mod 5. While waiting for the glue or Mod Podge to dry, provide each student with a cover sheet of construction paper with which to Have students decorate the paper t)ie cylinder of the drum. colored construction paper designs. with crayon or cut paper around the cylinder. 6. Glue the Use completed drums to accompany songs, storytelling. creative dramatics activities. 14 ori! ATTACHMENT 4 Personal Coat of Arms I i T L I I I ATTACHMENT 5A Masks Materials: Reference books on African art African artifacts (optional) Student copies of mask patterns (on heavy paper) Procedure: Review information about the type of geographical features found in Africa. Emphasize climate and that climate and physical features affect the lifestyle and culture of people. 1 . 2. Display pictures of African art and artifacts that provide students examples of primitive as well as modern African art and craftmanship. 3. Explain to students that African masks are one type of African artistry that utilizes natural materials. objects found within the immediate environment. plant fibers, horns, and animal hides patterns, and Wood, ivory. are a few materials available to the African artisan. 4. Discuss the uses of masks in our own culture and those of African cultures. 5. Ask students to identify materials within the classroom that are available for them to use to create a mask. Emphasize that they will not make an African mask, but will use some of the classroom materials they identified. 6. Direct students to independently create individual masks using materials in their classroom environment. or distribute  copies of mask patterns' included decorate and assemble. 7. in this unit for them to Display classroom masks on a bulletin board. 16 ATTACHMENT 5B AFRICAN MASK I A A I B M I II M B nMn I I I % I I I I t 1 7 1 ATTACHMENT 5C AFRICAN MASK 6 18 ATTACHMENT 5D AFRICAN MASK o ATTACHMENT 6A AFRICA'S COUNTRIES 1. Students will understand that Africa is composed of many different countries. 2. Students will identify various countries in Africa. Materials: Classroom map of the world Ci assroom map of Africa Encyclopedias Reference books on African countries Student copies of passport booklets Multiple copies of Country Summary sheets Procedure\n1. Ievi ewing Introduce world map and the lesson by looking at a continent made up of many different countries, and a country. the fact that Africa is a . . Review the distinctions between a continent 2. Explain to s to go on an African \"safari.\" at a port on one of the bodies tudents that they will have the opportunity They will \"travel\" to Africa, dock of water suriounding Africa, travel through several countries. and depart Africa from a different port. 3 . students Distribute copies of the Passport Booklet. fill out the personal information page. Review the following students begin their \"journeys\n\" a. Have travel guidelines before having They will enter Africa from a port on one of the major bodies of water surrounding Africa. the name of b. Each student will write _ _ the country and date of his/her \"varS-it\" on the Visa sheet and complete a Country Summary Sheet using encyclopedias and other reference materials. When the Country Summary Sheet has been completed, the student will this country by having the teacher sign When depart and date the passport in the Departures column. 20 4 . cr 4 ATTACHMENT 6B 4 1 d. The student may then travel to a bordering country and repeat the above steps. e. The goal is to reach a port of exit on I a different body of water than the entry port. 5. A large classroom map of Africa should be available to assist students in planning their travel. 6. Conclude the lesson by displaying the passport books on a bulletin board. A large map of Africa could illustrate the travels of each student by using yarn pieces to connect passport books to various locations on the map. I I I i AFRICAN SAFARI 21 ATTACHMENT 6C PASSPORT UNITED STATES OF AMERICA NAME 22 NAME SEX BIRTHDATE (PHOTOGRAPH) ATTACHMENT 6D BIRTHPLACE ISSUE DATE SIGNATURE OF BEARER VISAS Entries Deoartures II fl 23ATTACHMENT 6E q Name COUNTRY SUMMARY COUNTRY CAPITAL FLAG i 1 I I I POPULATION MONEY ! 1 1 I I I J LANGUAGE CHIEF PRODUCTS: AGRICULTURE MINING MANUFACTURING 24 JATTACHMENT 7A 4 PLACES AND SOUNDS OF AFRICA (A pictorial play in one act for middle or upper elementary grades) Edwina Chavers Johnson Characters: There can be as few as sixteen and as many Inquisitive: (interrupting hastily) Just a moment. I as thirty, depending upon the size of the class. PROLOGUE  a map of Africa Reader Inquisitive Pyramid of Giza Pyramids of Kush Zimbabwe Palace Timbuctoo Musicians Dancers dont understand a thing youve said. Reader: Oh, Im so sorry. Ill show you some pictures, if you like. (Putting book down, uking Inquisitive by the hand now.) Here, just look this way. 4 Judges, clerics, doctors of Timbuctoo Musical dolls Costumes: Characters of African sites and roles dressed accordingly. Inquisitive and Reader dressed in school attire. (Curtain drawn, speaker at center of stage.) FLUTE MUSIC HERE (Curtain opens partially to reveal desert scene in a picture enclosure, with actor dressed as famous pyramid, centered in the scene.) Prologue: There are in Africa monuments of great cities and empires which stand today and serve as testimonials to the advanced civilization which flourished on that continent before the 16th century. The family of man was born in Africa  and from that binhplace, traveled to all other parts of the earth. DRUM BEAT Western civilization is actually based upon one of these ancient African civilizations  Egyptian civ- STOP FLUTE MUSIC HERE Inquisitive: My, oh my (great wonder in his voice), I know what you are, you are a triangle. Pyramid: (angrily, without any body movement, however) I am not a triangle. I am a pyramid. A triangle has three sides. I have four sides. See? (turning slowly to show four sides) Inquisitive: I beg your pardon. Where do you belong? Pyramid: I belong in Egypt. I was built 5,000 years ago for the great Pharoah, Cheops. Two and a half million blocks of stone were used in building me. I am one of the most amazing engineering feats in the world. ilization. This history of black peoples reveals the beginnings of the arts and sciences as well as of aesthetic expression. Those were borrowed and developed by others, mainly in the Western World. DRUM BEAT For what is the present, but the past? FLUTE MUSIC HERE (Curtain opens fuUy now, several additional, but smaller pyramids are now seen scattered about the stage.) Pyramid: There are hundreds of other pyramids in east Africa, but none so famous as I! (Inquisitive and Reader withdrew, to stage left now.) DRUM BEAT Reader: I am reading African history  about places in Africa that were built by men long, long ago. Some of these places are thousands of years old! Its really quite exciting material. Inquisitive: Read to me, please. Reader: AU right. The pyramid of Giza was ordered to be buUt during the fourth Memphite dynasty by the Pharoah Cheops. No doubt, the sphinx w^ buUt by another Memphite Pharoah, Khafre, in his own image. - - - The ruins of Zimbabwe, covering an area of approximately 70 acres represents still FLUTE-MUSIC HERE Pyramid of Kush: (Choral Speaking) MUSIC STOPS NOW We are the pyramids of Kush, the ancient name for Ethiopia. Kings and queens were buried within our walls. We stand, a tribute to the remarkable past of the African people. We stand, 5,000 years now, amid palaces and temples, one of the worlds largest collections of royal buildings and tombs. Our royalty went northward, down the Nile, and taught the, once backward people in Egypt the ans of life. 25 ATTACHMENT 7B q (Curtain closes to reveal the single pyramid again. Small pyramids leave stage.) RETAINED VISUAL IMAGERY OF THE AUDI-ENCE. FOR APPROPRIATE SCENERY, FIND FLUTE MUSIC HERE MUSIC STOPS Pyramid: People have come to visit me throughout the ages. There is something inspiring about seeing me, so they say. Would you also like to visit me? Inquisitive: Oh, yes. Pyramid: Ill be seeing you. (Chirtain closes) PICTURES OF THESE HISTORIC SIGHTS IN BOOKS OR REFERENCE MATERIAL. Reader: Here is another picture. (Bells may be rung as cunain opens here.) (Curtain reopens, two actors stand, facing one another and speak simultaneously in this picture.) Inquisitive: Zimbabwe: circles. BELLS STOP NOW I know what you are. You are a circle. (turning as bells ring) No, we are not We are half circles. (Backstage, Sphinx steps onto picture frame as Pyramid steps out.) Reader: Here is another picture for you to see. Look! (Curtain reopens, as before, revealing picture frame. Inquisitive: Zimbabwe: Oh, dear, what is your name? We are the walls of Zimbabwe. 300 feet This time, Sphinx is centered in frame. There can be an adaptation here. The frame may be removed entirely, the curtain opened fully to reveal the Sphinx upon a raised platform, or a covered ladder. A dancer may move gracefully as the Sphinx speaks and hollow instruments such as wooden blocks are struck intermittently during the speech.) Inquisitive: Ooooooooh! Who are you? Sphinx: I am the Sphinx. I was built in the image of another great Pharoah  Khafre. I have the head of a man and the body of a lion. The sands of the Sahara Desert submerged my body  as they did the paintings and rock carvings of the TassiUi cul-long, 200 feet wide, 20 feet high  and 20 feet thick. Although we are still considered a mystery, we are the remains of the marvelous Monometapa empire of 1,500 years ago in South Central Africa. We are considered so amazing because no mortar was used to construct us. We are truly a work of art. Inquisitive: Where would I find you? Zimbabwe: You could find us in what is now called ture to my west. I have seen nearly all of mans Southern Rhodesia. Perhaps you will come and solve our mystery. Inquisitive: Thank you. Thats a challenging idea. I just might do that. (Curtain closes as before.) history unfold, due to my great height and position in the East. There is not time to tell you all. Yet, linger and listen. The craftsmen, the farmers, the astrologers, the soldiers, the rulers, the philosophers  all I have met in the past. Shall I meet you, too, one day? Inquisitive: I should like that very much. Sphinx: Good, I will look for you to come. I am quite near to the great pyramid in Egypt. (Curtain closes again. Flute music, or East African music here until curtain is entirely closed.) FOR THE REMAINING  PICTURES, THE CURTAIN OPENS AND CLOSES AS IN THE PRE-CEDING ACTION. IF DANCERS OR ACTORS ARE AVAILABLE FOR APPROPRIATE ?lND RELATED INTERPRETATION OF THE PICTURES AND THE CULTURES THEY REPRESENT, SUCH DANCERS OR ACTORS, DRESSED APPROPRIATELY MIGHT ADD GREATLY TO THE 26 (Bells ring as curtain closes.) Reader : I have two more pictures for you to see. Here is the first of the two. (Curtain reopens. Palace stands centered in frame of tree-lined streets.) Inquisitive: Dear, dear, what a beautiful building you are! What is you name and where is your location? Palace: I am the palace of King Tenkamenin of ancient Ghana. As you can see, I am made of stone and wood. If you could step inside the portals, you would see the sculptures and excellent pictures of the king. My stained glass windows are extraordinarily lovely, too. Before the Sahara Desert encroached upon me from-the north, I was able to be a pan of a marvelous people. Our music and dance are well known in the U.S.A., but the desen and the wars we suffered destroyed an enormous amount of our buildings and towns. During the 11th century, our empire was at its peak of glory. New Ghana is located to the south of old Ghana. You could reach me by jet quite easily. ATTACHMENT 7C Bl Inquisitive: Wow! Id never thought the past was so near to the present. (IF THERE ARE DANCERS FOR THIS PICTURE, MUSIC BEGINS NOW. DANCERS APPEAR SI-MULTANEOUSLY. INQUISITIVE APPLAUDS THEM AT THE END OF THE DANCE.) (Curtain closes) Reader\nAnd here is the last picture 111 show you now. Look! (Curtain opens, revealing Timbuctoo, the ancient university.) Inquisitive\nI am simply overwhelmed at this point. Timbuctoo: Thank you. I am rather overwhelming when you think about it. Inquisitive: Who are you? Timbuctoo\nI am Timbuctoo. I was a part of the ancient empire of Ghana. I notice you are a student. I was the home of students of law, science and medicine about a thousand years ago, youd be interested to know. Judges, clerics and doctors walked my corridors. Men of learning were drawn to me. There was a greater profit in the book trade than in any other commercial venture in my days of fame. By the way, not too long ago, some United States Congressmen came to see me. Inquisitive: Where are you to be found? Timbuctoo\nIn the present day Mali Republic. Will you come to visit me, too? Inquisitive\nI want to. Timbuctoo: Ill be looking for you. (Curtain closes) (Curtain opens, revealing two sets of actors  on stage left are male music dolls  on stage right are the female dancing dolls.) (Reader takes Inquisitive by the hand again, walks over to the music dolls.) Reader: These are the music dolls. The music they play is as ancient as the culture they represent. They are Nigerian dolls and play instruments from Nigeria. Inquisitive: Id like to hear some of their music now. Reader\nCertainly. Ill just press the music button over here. (Crosses stage to right, presses button.) (Music begins promptly. OLANTUNHS  Drums of Passion includes an excellent band entitled  Oye  which can be played for about 60 seconds and then stopped.) MUSIC DOLLS PANTOMIME PLAYING INSTRUMENTS THEY HOLD IN THEIR ARMS AS RECORD IS PLAYED. WHEN MUSIC STOPS, DOLLS RESUME IMMOBILE POSTURE. Reader: These are the dancing dolls. Inquisitive: They are beautiful. Id like to see the Reader: How did you like the pictures? Inquisitive: Oh, great! Reader: I have some dolls to show you now. Inquisitive: Good. Where are they? Reader: Right here, just be a bit patient. dancing, too. Reader\nOK. Ill just press the dance button for you. DANCING DOLLS DANCE AS MUSIC DOLLS PLAY TO THE SAME RECORDING AS ABOVE. WHEN SAME PORTION OF RECORDING HAS BEEN COMPLETED, RECORD IS STOPPED. ALL DOLLS RESUME THEIR IMMOBILE POSITION. (Both move to left of stage  walking towards right as they talk.) Inquisitive\nThat was terrific. Reader\nNow you know why I like to read so much. Inquisitive: Youve got company now! I would never dream that all I saw could be gained through reading a book. Do you know of a book I could begin with? Reader: Youre challenged! Finish this one with me. (05 on right) n wM THE END H I I 27 4 4 RITES OF PASSAGE PROGRAM 4 MATERIALS AND RESOURCES Beyer, Barry et al. The Eastern Hemisphere. York, 1991. Macmi11an/McGraw-Hi11, New This book is the social studies basal textbook for grade 6 and is currently located at all incentive schools. Beyer, Barry et al. Neighborhoods and Communities. Hill, New York, 1991. Macmi11an/McGraw- This book is the social studies basal textbook for grade 2 and is currently located at all incentive schools. Ellis, Veronica F. Readers. First Book About Africa: An Introduction for Young OUST US Books, New Oersey, 1989. This book was ordered for use with the African/African American program. Hare, Nathan and Julia Hare. Bringing the Black Boy to Manhood: The Passage. African American Images, Chicago, Illinois, 1985. ISBN: not listed Cost: $6.00 Lewis, Mary C. Herstory: Bl ack Female Rites of Passage. African American Images, Chicago, Illinois, 1988. ISBN: 0-913543-08-X Cost: $7.95 Murry, Jocelyn. Africa: File, New York, 1990. Cultural Atlas for Young People. Facts on This book was ordered for use with the African/African American program.  Musgrove, Margaret. Ashanti to Zulu. Il 1 i no i s. African American Images, Chicago, ISBN: not available Cost: $4.95 This book is suitable for students in grades 2-5. 28RITES OF PASSAGE PROGRAM MATERIALS AND RESOURCES (cont.) Our Multiethnic Heritage: African and African-American Folktales audiotape. Children's Press, Chicago, 1990. ISBN: 0-516-06920-9 Cost: No confirmation Our Multiethnic Heritage: Guide, Levels 1 and 2. African and African-American Studies Teacher's Children's Press, Chicago, 1990. II ISBN: 0-516-06918-7 (Level 1) Cost: 0-516-06919-0 (Level 2) No confirmation A Salute to Historic African Kings and Queens, II Publications. 520 N. Michigan, Chicago, IL 60611. EMPAK's Black Hi story ISBN: 0-9616156-5-6 Cost: Depends on number ordered Little Rock School Di strict Family Life Education Curriculum Guide, K-6. School Counselor. Wellness Clinic - School Nurse. 29\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":"bcas_p15728coll3_21852","title":"James I. 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