{"response":{"docs":[{"id":"tmll_hpcrc_45024788","title":"Toward an understanding of percentage plans in higher education : are they effective substitutes for affirmative action? : a statement","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["United States Commission on Civil Rights"],"dc_date":["2000"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights.","Requires Acrobat plug-in to view files."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Discrimination in higher education--United States--Prevention","Affirmative action programs--United States","Universities and colleges--United States--Admission"],"dcterms_title":["Toward an understanding of percentage plans in higher education : are they effective substitutes for affirmative action? : a statement"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://www.usccr.gov/pubs/percent/main.htm"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["28 p. ; 28 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_740","title":"Year-round classes","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":["2000/2005"],"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","School improvement programs","School attendance"],"dcterms_title":["Year-round classes"],"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/740"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nRECEIVED Catterall 5711/2005 Draft MAY 1 6 2005 OFFICE OF DESEGREGATION MONITORING Questions for Parent Interviews Target parents\nIdentify parents of an YRE student or students where at least one of these students spent two or more years in a traditional calendar year school. The main goal is students) in both the traditional and YRE school setting. Randomly select 20 of these parents from each of five YRE schools. Conduct a phone interview with each parent. Explain the purpose of the interview. We are interested in how Year Round Education schooling in Lade Rock is working, especially when it comes to student learmng. Since you have experience in both YRE and traditional calendar schools we'd like to ask you a few questions - \"X\" number questions to be exact lour name will be confidential. It will not appear in any of our reports and only your school name will remain with our notes from this interview. B. Confirm that a child in this family attended both YRE and traditional calendar j schools. I. What was the reason your students change from traditional calendar to YRE education? a. The school changed to YRE./_/ b. My child transferred to a YRE schooi/_/ c. Multiple children - both reasons apply. Capture the essence of responses, but always check\na., b., or c. You may spark talk of rationales for changing schools here - e.g. I wanted my student to learn more wanted access to inter-sessions, didnt like previous school, etc. If parent claims to be dissatisfied with prior school, hear parent out here and bring this back up when asking about differences between YRE and traditional calendar schools below. Record worthwhile quotes.2. What are the year schools? main differences you see between YRE and traditional caleada ar Capture essence of responses. Record worthwhile Retrospectively group into categories in for reporting. quotes. 3. Let's focBs particularly on how different schools help kids learn ff apphcable, solicit elaborations of any school effectiveness differences Question 2. (Remember to focus year schools.) on reported in comparisons between YRE and traditional calendar Or if learning did not come the main differences in up in response to Question 2, ask parent: What do yo\n'u see as student learning in YRE vs. traditional calendar year schools? Capture essence of responses. Record worthwhile quotes. 4. (If leaning-related differences seem not well addressed in responses to Question 2, push harder on learning differences through the following que^tiX If^X- dillerences were well-covered, skip to question 5.) Are there things about the YRE calendar that help kids learn better? calendao'^ perceptions of learning differences, YRE to traditional You wUl probably get these sorts of responses, so check-off if you hear any of these\na. Kids are in school more. b. Shorter breaks/vacations. i. Kids forget less academic content. iii. Shorter gaps in teaching. iv. Kids remember better how to behave in school, c. Inter-sessions help kids learn more. e. d. Teachers seem to like YRE better, and Others (specify each). are happier in their jobs. Also\nCapture essence of responses. Record worthwhile Retrospectively group into categories in for reporting. quotes.calendar schools, do vou think that children feci differently about school or about themselves in one type versus another? Yes, a lot. Yes, a little. No. Check One that best describes main response If No, interview is done. If Yes, probe for what kinds of differences and why they might exist. Pay attention to claims that specific aspects of being an YRE school affect how kids feel about school. their motivation for school. their outlook. And other effects mentioned. Capture essence of responses. Record worthwhife quotes. 6. Docs your child/children talk about the fact that the they If yes, what kinds of things do they say? are in an YRE school? Capture essence of responses. Record worthwhile quotes.1. I think the main parts of the survey should remain comparisons between as they are, responses in different years will be valid. so 2. It seems like we need a better comparative school experiences^ way to identify PARENTS who have YRE and traditional Calendar year. I suggest adding an item (B2) to the Parent Survey, which asks: \"How many of your children were enrolled in traditional calendar schools before they enrolled in an YRE school?\" 0 1 2 3 4 or more 3. Add at the bottom of Student Survey (same reason): \"What was the LAST grade you spent in a 9-month school' LAST and 9-month) (Bold both Never attended 9-month school Kindergarten 1st 2nd 3rd 4 th Perhaps the back of 4. on tne Dac\u0026lt; or ALL THREE surveys, parent, student, and Xsacner , place zh sane n*AO open Questions: think YRE is better than traditional calendar for heloing children -  succeed academically, K-he^k here /_/ and please list one or two reasons for this: (follow with 4 -5 lines for writing) b. What suggestions do you have for improving the schools? (one or two suggestions): effectiveness of Y.RE (follow with 4 -5 lines for writing) That would give us some things to chew and suggestions. on. Let me know your thoughts] Arkansas Democrat 1^(ijazettc THURSDAY, JANUARY 13^, 2000 3 LR grade schools line up year-round classes secret-ballot vote. The school teachers have to spend so much . time reteaching the information BY CYNTHLA HOWELL .ARK.\\SS.\\S DEMOCR,.\\T-GAZETTE For pupils at three Little Rock elementary schools, the 2000-2001 school year may begin earlier and last longer than it will at other schools. But included in the year will be more frequent or longer vacations. Parents and faculty at Woodruff and Mabelvale elementary schools have voted to try what is referred to nationally as a year-round The new calendar. school Stephens Elementary School also will operate on the reconfigured calendar when it opens in early 2001. More than 80 percent of the fac- Ultj- members and families at Woodruff and Mabelvale favored the proposed change, which now must be acted on by the Little Rock School Board. Frances Cawthonjones. the Little Rock School Districts assistant superintendent for elementary schools, said Wednesday. A majority of families at two other schools. Washinpon .Magnet and Dodd elementaries. also favored the revised calendar. But the margin of approval did not reach the 80 percent requirement, so the schools wont make any changes in the coming year. The School Board is expected to discuss school-year calendars  both traditional and modified  at an agenda meeting that begins at 5 p.m. tonight. The board isnt scheduled to vote on calendars until Jan.27. Pupils at the three participating schools wont go to school any more days than children at other elementmy schools in the district but the 178 days will be distributed differently, CawthonJones said. Mabelvale Principal Tabitha Phillips said Wednesday that she's had a long-standing interest in year-round school calendars. When district officials invited principals and others to informational meetings on the subject she was eager to go. Additional meetings were held at the school for teachers and parents. Information was sent home to parents and visits were made to a year-round school program in Texarkana. Ultimately. 96 percent of the Mabelvale staff voted in favor of the change. Parent approval followed. Each family was entitled to one has about 400 pupils in pre-kinder- garten through fifth grades. The bottom line is student achievement. Phillips said about the desire to try the year-round calendar. Everything we are hear- ing, everything weve read, indicates that student achievement goes up. The reason behind that is the children are not out of school for extended periods like they are on a traditional calendar. Phillips continued. They are out in June. July and most of August. By the time they come back in .August our that was not retained over the summer months. With the alternate calendar, the children arent out as long and they dont lose as much information. .An added benefit is that during the school breaks, pupils who need remediation can get it more immediately and from Mabelvale teachers at the school. The children dont have to wait to attend a traditional summer school remediation session, which would probable be at another school- .and See SCHOOL YEAR, Page TOB School year  Continued from Page 1B taught by teachers whom the children dont know, Phillips said. Teachers would have the opportunity to work during the intercession periods for extra money, just as they would choose to work in summer school. A specific calendar for the three participating schools has not yet been selected or designed, Cawthon Jones said. Representatives from the three schools will meet Jan. 18-19 with Richard Alcorn of the National Association of Year Roimd Education to select a year-round calendar and work out other details, such as transportation, food service and after-school child care for the days when year-round pupils are in classes and other pupils are not, and vice versa. The calendar options are numerous. One of the most common arrangements nationally is a 45-15 plan, in which the school year is divided into four nine-week terms separated by four three-week vacations or intercessions. An exfra four weeks are scheduled for winter and spring breaks and national holidays. Both Cawthonjones and Phillips said an initial concern from parents and others about a year-round syrtem centered on families that might have one child in a year-roimd calendar school and others in a school with a traditional calendar. Its interesting the different ways people look at that, Cawthonjones said. Ive had a couple of families tell me they think it would be wonderful to have time with one child while another is in school. It gives them opportunities to do different things. She also said that despite the calendar differences, there will be common vacation time between the traditional and alternative calendars. The winter and spring breaks are expected to be the same, as will staff development days and part of the summer vacation. Cawthon-Jones said that when she was an elementary school principal she would have been reluctant initially to tinker with her traditional summer vacation. But now that Ive looked at these year-round calendars I love them, she said. You really have periods to take a breather, just regroup. I cant see why any teacher or principal wouldnt like it... I really think that in 10 or 12 years most of our country will be using extended year. If approved, the three Little Rock schools will be in rare company in the state as the only other year-round calendar schools are in the Texarkana, Bentonville and Fayetteville school districts. Nationally, there are year-round schools, public and private, in 43 states, totaling about 2.800 schools and affecting about 2 million students.z Ir IArkansas Democrat (Gazette  FRIDAY. FEBRUARY 4, 2000  ' Pupils year to stretch out at 3 schools BY CYNTHIA HOWELL .\\RK.\\NS.\\S DEMOCR..\\T-G.\\ZETTE The Little Rock School Board voted unanimously Thursday to allow Mabelvale, Woodruff and the new Stephens elementary schools to operate on an e.xtend- ed-year calendar that could have pupils attending class from early August until the end of June. The 2000-01 school year will start Aug. 8 next summer for children at the three Little Rock elementary schools, 13 days earlier than classes in the rest of the districts schools. . Stephens, however, won't open until January 2001, so its pupils will start the school year, along 'with the extended calendar, at .iExtended Continued from Page 1A $laski County to try an extended- lyear schedule. They join only five ..'other schools in the state that use . an alternative calendar.\n\"We do believe this will improve student achievement.\" Assistant Snmediation. The intersession periods will be taught by teachers who volunteer to work. They will be paid extra for the intersession work, just as teachers are paid extra for teaching summer school courses. The second intersession period of the coming school year will be Jan. 2-5, which will be a one week extension of the regular Dec. 18 - Jan. 1 perintendent Frances Cawthon- winter vacation that all district stu- ' Jones told the board. \"We are veiy dents and employees get The next enthusiastic. We have good staff intersession will be April 2-6. which  and community support and we are .................... in the process of doing some excellent planning with community gioups and day-care facilities.\" The affected schools had fifthgrade standardized test scores this year ranging from the 18th to the 24th percentiles. The 50th percentile is considered average. The Mabelvale, Woodruff and Stephens children \\rill have the would be tagged on to the tradition spring break of March 26-30. Board member Baker Kurrus said he had some initial doubts about the concept of a year-round school calendar but was pleased by the motivation of the teachers. \"I hope it works.\" he said. Board member Mike Daugherty said his only concern was for parents who have children in different same 173 school days next year that schools with different school vaca- other district students have but will have three two-week breaks that school officials are calling \"intersessions.\" when pupils may attend remediation classes. Clois Bell, a music teacher at tions. But he said he was pleased to see that efforts were being made at the affected elementary schools to ensure that child care is possible for families that need it. Garland Elementary. LXXCUIU The three Little Rock schools are the first public schools in Pu- See EXTENDED, Page 11A The board on Thursday also ap- Mabelvale, told the board that provedthe200001schoolyearcal- teachers at her school were eager to tiy the calendar as a way to better educate and motivate children. endar for the schools not affected by the extended-year plan. Classes will start for those students on Aug. She said the reused schedule 21 ^nd will end May 31.2001. and two-week breaks will enable children who need more instimc- tion to get immediate attention be- Thursday's board meeting was rescheduled from last week when a ___________ snowstonn caused the regularly fore they fall far behind. Other scheduled meeting to be postponed, pupils and teachers can take time The board will hold its Februarv to regroup and refresh before the agenda meeting next Thursday and next nine-week giading period, she ' said. And the shorter summer recess will mean less time for pupil skills to weaken. \"I'm excited about this.\" Bell said. . Sharon Faulkenbeny. a fifthgrade teacher who will work at Stephens Elementaiy. echoed the enthusiasm. is expected to call a special meeting within the next two weeks to con- sider recommendations from a three-member committee charged with exploring the feasibility of a property tax campaign to finance improvements to school buildings and to expand technologj' systems in the schools. Committee membeis include board President Sue Strick- \"One problem that teachers face land, the Rev. Steven Arnold and when we come back from being out all summer is remediation.'' Faulkenberry said. \"We always member. state Sen. John Riggs IV, who is a fonner Little Rock School Board have to spend several weeks going Superintendent Les Camine told board members that thev will over material that was already cov- __________________________ ered. We think this will be a great also be asked within the next sev- help. Also, after spring break, students tend to shut down, and we eral weeks to consider some short- term construction projects at think that if we have intersession schools where there's crowding breaks throughout the year, that that could worsen next year as the will be eliminated.\" district's enrollment grows. In past years, the districts enrollment has Teachers in the extended-year schools will begin work Aug. 1 in dropped as students move away or preparation for the return of pupils lea\\'e school for other reasons. This Aug. 8. The school year will stretch year, the Jan. 11 enrollment of through at least June 15 and possi- 25.643. was higher than the Oct. 1 bly June 29 for pupils who need the time to build their skills. The fimt intersession period will count of25.190. Camine called the unusual growlh and the need for some im- beOct. 9-20. At least one week of the mediate expansions at the high two-week period will be used for re- schools \"a happy challenge.\"Arkansas Democrat ^^(j^azctte [ . THURSDAY, JANUARY.20',? Faculty, parents send year-round schools to board for OK during the intersession periods students throughout, the district The consultant also urged the BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Faculty and parent leaders from three Little Rock elementary schools agreed Wednesday to an extended-year calendar for the coming year that would make Aug. 8 the first day of class and provide for quarterly breaks of two to three weeks. The proposed extended-year calendar  planned for Woodruff. Mabelvale and the new Stephens elementary schools  will now be submitted to the School Board for final approval. The board is expected to act on the alternative calendar, as well as on a regular 2000-2001 school-year calendar, at its Jan. 27 meeting. Both calendars provide for 173 student days for next year. The regular school year is slated to begin Aug. 21. Richard Alcorn, senior consultant for the National Association of Year-Round Education, said an extended-year calendar offers the opportunity for continuous leam- 'shorter summer breaks lessen the amount of review teachers have to provide their pupils. Alcorn said. And. the short breaks during the school year not only allow staff and pupils to take a breather but make it easier to offer timely remediation to low- achieving pupils. Alcorn is a former elementary school principal and district administrator of extended-year schools in San Diego. He worked Tuesday and Wednesday with campus leaders from the three Little Rock schools to establish the proposed calendar and begin planning for the intersession periods between the nine-week grading periods. Teachers in the extended-year schools would begin work Aug. 1 in preparation for the return of pupils Aug. 8. if the proposed calendar is adopted. The first break from regular classroom instruction, or the intersession period, would be Oct 9-20. During that intersession time, a school might offer one week of instruction and activities to pupils and one week of vacation, although some schools might decide to offer two weeks of academics at no cost to parents, Assistant Superintendent Frances Cawthon- Jones said. Pupils would not be required to attend classes during the intersession period but would be encouraged to do so. she said, especially if they are achieving below their grade levels. Teachers who work would be paid extra, but payment plans have not yet been determined. Next November, pupils at the Richard Alcorn, senior consultant for the National Association of Year-Round Education, said an extended-year calendar offers the opportunity for continuous learning. three affected schools would get the same teacher convention days and Thanksgiving holidays that all will get. Similarly, all district students will be out of school for the winter vacation, Dec. 18 through Jan. 1. Pupils at the three affected schools would have an intersession period Jan. 2-5. Spring break would be March 26-30 for all district students. An intercession period for Woodruff. is llabelvale and Stephens planned for April 2-6. The last school day of the year is scheduled to be June 15.2001. but a two-week intersession program would be developed for June 21-29. Alcorn encouraged educators to use a different approach to instruction during the intersession periods and to incorporate community activities, field trips, games, the arts, storytelling and more individual attention to pupils into the curriculum. planners to make every effort to communicate their ideas regularly and work with others at the school and in the community to prevent feelings of disgruntlement and ultimately rejection of the year- round calendar. Funding plans have not been finalized but Cawthon-Jones said the schools would likely pay for the intersession periods with their allotment of the district's traditional summer school funding and with their federal Title I funds for improving achievement in schools with large numbers of children from low-income families. Each of the three schools planning to use a year-round schedule has previously polled parents and faculty on the .concept and got more than 80 percent approval from both groups.\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_1442","title":"Report: ''Specialty Programs in the Pulaski County Special School District,'' Office of Desegregation Monitoring, United States District Court, Little Rock, Ark.","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":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["1999-12-17"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational innovations","Educational statistics","School improvement programs","School management and organization","Student activities","Student assistance programs"],"dcterms_title":["Report: ''Specialty Programs in the Pulaski County Special School District,'' Office of Desegregation Monitoring, United States District Court, Little Rock, Ark."],"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/1442"],"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":["reports"],"dcterms_extent":["101 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"vrc_car_37167","title":"Barksdale W. Haggins and Irving Haggins interview (1999-12-12)","collection_id":"vrc_car","collection_title":"Carver-VCU Partnership Oral History Collection","dcterms_contributor":["Carver-VCU Partnership","James Branch Cabell Library. Special Collections and Archives"],"dcterms_spatial":["United States, Virginia, City of Richmond, 37.55376, -77.46026"],"dcterms_creator":null,"dc_date":["1999-12-12"],"dcterms_description":["In this interview, brothers Barksdale W. Haggins and Irving Haggins reminisce about their early years growing up in the Carver neighborhood of Richmond, Va. The Haggins brothers discuss their childhoods in Carver; including recollections of friends, neighbors, schools and events. They also reflect on changes to the neighborhood and the city of Richmond and the effects of segregation and integration.","Part of a series of interviews conducted as part of a Carver-VCU Partnership project documenting the history of the Carver neighborhood in Richmond, Virginia."],"dc_format":["audio/mpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Richmond, Va. : VCU Libraries"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-NC/1.0/"],"dcterms_is_part_of":["Carver Living Newspaper Project","Carver Neighborhood - VCU Partnership Archives, RG 59-1"],"dcterms_subject":["African American neighborhoods--Virginia--Richmond--Social conditions","Segregation--Virginia--Richmond","Haggins, Irving, 1934---Childhood and youth--Anecdotes","Haggins, Irving, 1934---Interviews","Haggins, Barksdale W., 1932---Childhood and youth--Anecdotes","Haggins, Barksdale W., 1932---Interviews"],"dcterms_title":["Barksdale W. Haggins and Irving Haggins interview (1999-12-12)"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["James Branch Cabell Library. Special Collections and Archives"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.library.vcu.edu/islandora/object/vcu%3A37167"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["In Copyright - Non-Commercial Use Permitted","This material is protected by copyright, and copyright is held by VCU. You are permitted to use this material in any way that is permitted by copyright. In addition, this material is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International license (CC BY-NC-SA 4.0) (https://creativecommons.org/licenses/by-nc-sa/4.0/). Acknowledgment of Virginia Commonwealth University Libraries as a source is required."],"dcterms_medium":["sound recordings","oral histories (literary works)"],"dcterms_extent":["Track 1: 86.6 MB (47 minutes, 19 seconds)"],"dlg_subject_personal":["Haggins, Irving, 1934-","Haggins, Barksdale W., 1932-","Davis, Trina","Lucas, Lucy Anne"],"dcterms_subject_fast":null,"fulltext":null},{"id":"noa_sohpcr_k-0654","title":"Oral history interview with Gwendolyn Matthews, December 9, 1999","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["Van Scoyoc, Peggy","Southern Oral History Program"],"dcterms_spatial":["United States, North Carolina, Wake County, Cary, 35.79154, -78.78112","United States, North Carolina, Wake County, Raleigh, 35.7721, -78.63861"],"dcterms_creator":["Matthews, Gwendolyn"],"dc_date":["1999-12-09"],"dcterms_description":["Gwendolyn Matthews grew up in Cary, North Carolina, during the 1950s. She was a student at the African American high school Berry O'Kelly until 1962, when she was selected to be one of the first five students (all of which were female) to integrate Cary High School. Matthews was selected, in part, because of her father's active role with the NAACP and their effort to integrate Wake County Schools. Matthews describes in detail what the experience of integration was like, recalling in particular the great degree of hostility with which she and the other African American students were met. As Matthews recalls it, hostility did not come just from white students, but from a number of the white teachers as well. Whereas she had been actively involved in athletics and various school clubs at Berry O'Kelly, Matthews did not become involved in similar activities at Cary High School, largely because she never felt accepted. Overall, Matthews describes the integration process as overwhelming. Nevertheless, because of the support of her family, she emerged with few negative feelings. Instead, she suggests that the experience made her more compassionate towards others. In addition to describing her experiences with school integration, Matthews offers a brief overview of her college education, and her career trajectory. She eventually became an English teacher. Matthews also speaks more broadly of racial discrimination in Cary while she was growing up, as well as her participation in various civil rights activities. Matthews recalls that most of the demonstrations in Cary and Raleigh were nonviolent. She concludes the interview by offering her thoughts on the positive and negative consequences of integration. While she believes that integration was generally beneficial for African Americans in that it opened opportunities in education and employment and raised standards of living, she also laments the loss of community and the emphasis on extended family among African Americans that integration engendered.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["text/html","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American women teachers--North Carolina--Raleigh","High schools--Alumni and alumnae--North Carolina--Cary","School integration--North Carolina--Cary","African American high school students--North Carolina--Cary--Social conditions","Social isolation--North Carolina--Cary","Cary (N.C.)--Race relations"],"dcterms_title":["Oral history interview with Gwendolyn Matthews, December 9, 1999"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["University of North Carolina at Chapel Hill. Documenting the American South (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://docsouth.unc.edu/sohp/K-0654/menu.html"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["transcripts","sound recordings","oral histories (literary works)"],"dcterms_extent":["Title from menu page (viewed on Nov. 18, 2008).","Interview participants: Gwendolyn Matthews, interviewee; Peggy Van Scoyoc, interviewer.","Duration: 01:10:02.","This electronic edition is part of the UNC-Chapel Hill digital library, Documenting the American South. It is a part of the collection Oral histories of the American South.","Text encoded by Jennifer Joyner. Sound recordings digitized by Aaron Smithers."],"dlg_subject_personal":["Matthews, Gwendolyn"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1717","title":"Court filings: District Court, order; District Court, motion for additional time in which to respond to Pulaski County Special School District's (PCSSD's) motion for approval of Plan 2000; District Court, order","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1999-12"],"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","Special districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational planning","School integration","School management and organization"],"dcterms_title":["Court filings: District Court, order; District Court, motion for additional time in which to respond to Pulaski County Special School District's (PCSSD's) motion for approval of Plan 2000; District Court, order"],"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/1717"],"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":["judicial records"],"dcterms_extent":["11 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION DEC O 2 f999 JAMES! McCRRMACK, CLERK By: ~ ~\\i\\l:11\\\\Q[}_ OEP ClERlt LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al., Defendants, MRS. LORENE JOSHUA, et al., Intervenors, KATHERINE KNIGHT, et al., Intervenors. * * * * * * * * * * * * * ORDER No. LR-C-82-866 1999 Off-ICE Of DESEGREGATIOr~ MONITOHING The Joshua Intervenors filed an unopposed motion requesting additional time to respond to Pulaski County Special School District's motion for approval of Plan 2000. For good cause shown the motion is GRANTED [docket no. 3313]. The Joshua Intervenors have to and including December 20, 1999 to respond to the District's motion. ~ IT IS SO ORDERED THIS o2:- DAY OF DECEMBER, 1999 ~\u003c:FJUDG~E  UNITED STATES DISTRICT COURT fHIS DOCUMENT ENTERED ON DOCKETSHEET IN COMPU!CE WITH RULE 58 AND/OR 79(8) FACP ON ,~:,'3-99 . ev_...... t;. __ RECEIVED DEC 2 2 1999 ufflCE OF DESEGREGATION MOHITORING FILED U.S. DISTRICT COURT EASTERN DISTRICT /\\RK,'\\N~  \u003c; IN THE UNITED STATES DISTRICT COURT DEC 2 1: 1999 EASTERN DISTRICT OF ARKANSAS JAM~S w. MGGORMAGK; GU:RK WESTERN DIVISION ov; _ ____ ~-:::-:-::::::-:: 01:P.CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, NO. 1, DEFENDANT .MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS MOTION FOR ADDmONAL TTh1E IN wmcH TO RESPOND TO PCCSD'S MOTION FOR APPROVAL OF PLAN 2000 The Joshua Intervenors for its motion for extension ohime to respond to Pulaski County Special School District's Motion for Approval of Plan 2000 state: 1. Additional time is needed by counsel for the Joshua Intervenors in order to prepare a . response to defendant's Motion for Approval of Plan 2000. 2. Lead counsel, John W. Walker's trial schedule has been such that additional time is needed in order to assist in preparation of a response to said motion. He previously prepared for an oral argument in the case of Brenda Sanders v. Alliance Home Health Care, Case No. 99-__ before the United States Court of Appeals and also prepared for and was in hearing In the Matter ofZavian C. Sanders, a minor, Case No. 94-99, in the Chancery Court of Ouachita County, Camden, Arkansas last week. 3. Counsel for the defendants has been contacted to determined whether he opposes this request. Undersigned counsel has not been notified by PCSSD's counsel that he opposes this motion because he is out of town according to his office. 4. This request is not being made for purposes of delay. WHEREFORE, Joshua prays that the_court enter an order extending the time to and including January 3, 2000 in which to respond to Pulaski County Special School District's Motion for Approval of Plan 2000. Respectfully submitted, John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-3758 '-. J ' . I  _..,  I. , I~ ... /,' ' .,,- By: .. I U/1'- -' )1l,/: v '~'~ -, \"- fohn W. Walker - #64046 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing pleading has been sent via United States mail, postage prepaid, to all counsel of record including counsel for the Pulaski County Special School District on this 20th day of December, 1999. [;u~ )i}. /~a IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * vs. * No. LR-C-82-866 * PULASKI COUNTY SPECIAL SCHOOL * DISTRICT NO. 1, et al., * Defendants, * * l\\1RS. LORENE JOSHUA, et al., * Intervenors, * * KATHERINE KNIGHT, et al., * Intervenors. * ORDER FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS DEC 2 S 1999 JAMES J'. ~AMACK, CLERK By: \\L,~uJ\\Mof::::..__ OEP Cl.ERK The Joshua Intervenors filed a motion for an extension of time in which to respond to Pulaski County Special School District's Motion for Approval of Plan 2000 [DE #3316]. For good cause shown, the motion is granted. The Joshua Intervenors have to and including January 3, 2000 in which to respond. IT IS SO ORDERED THIS ;}.?-~AY OF ~'I...J CHIEF JUD E UN1TED STATES DISTRICT COURT rHIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE Wlf ~ULE 56 AND/OR 79(8) FRCP 'JN / ()-.,J.8 - 9 BY JZC: ,- , 1177  This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources. "},{"id":"suc_jad_468","title":"Program, 1999 Nov. 6, (Summerton, S.C.), The Services of Dedication and Unveiling of the S.C. Historical Marker, Mt. Zion A.M.E. Church","collection_id":"suc_jad","collection_title":"Rev. Joseph A. DeLaine Papers ca. 1918-2000","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Clarendon County, 33.66581, -80.2164"],"dcterms_creator":["Mt. Zion A.M.E. Church"],"dc_date":["1999-11-06"],"dcterms_description":["Program (Mt. Zion A.M.E. Church, Summerton, S.C.) of dedication ceremony for S.C. Historical Marker in honor of Mt. Zion A.M.E. Church and School; notes contributions of church member, Levi Pearson, plaintiff in Pearson v. County Board of Education (1948), and connection of Pearson's case to Brown v. Board of Education (1954)."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Legal size - 13439 - (Folder 25)","Joseph A. DeLaine Papers"],"dcterms_subject":["African Americans--Civil rights--Southern States--History--20th century","African Americans--Civil rights--South Carolina","South Carolina--Social conditions--History--20th century","Clarendon County (South Carolina)--Race relations","National Association for the Advancement of Colored People--Trials, litigation, etc","Public Schools--South Carolina--Summerton","Segregation in education--South Carolina--Clarendon County","Discrimination in education--South Carolina","African Methodist Episcopal Church"],"dcterms_title":["Program, 1999 Nov. 6, (Summerton, S.C.), The Services of Dedication and Unveiling of the S.C. Historical Marker, Mt. Zion A.M.E. Church"],"dcterms_type":["Text"],"dcterms_provenance":["South Caroliniana Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.tcl.sc.edu/cdm/ref/collection/jad/id/468"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For more information contact the South Caroliniana Library, University of South Carolina, Columbia, SC 29208."],"dcterms_medium":["programs (documents)"],"dcterms_extent":null,"dlg_subject_personal":["De Laine, Joseph A. (Joseph Armstrong), 1898-1974"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_jad_jad468","title":"Program, 1999 Nov. 6, (Summerton, S.C.), The Services of Dedication and Unveiling of the S.C. Historical Marker, Mt. Zion A.M.E. Church","collection_id":"suc_jad","collection_title":"Rev. Joseph A. DeLaine Papers ca. 1918-2000","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Clarendon County, 33.66581, -80.2164","United States, South Carolina, Clarendon County, Summerton, 33.60822, -80.3512"],"dcterms_creator":["Mt. Zion A.M.E. Church (Clarendon County, S.C.)"],"dc_date":["1999-11-06"],"dcterms_description":["Program from the November 6, 1999 dedication ceremony for the South Carolina Historical Marker in honor of Mt. Zion African Methodist Episcopal (A.M.E.) Church and school, held at Mt. Zion A.M.E. Church in Summerton, South Carolina. The program notes the contributions of church member Levi Pearson, the plaintiff in the 1948 Pearson v. County Board of Education, and the connection between Pearson's case and the 1954 United States Supreme Court case Brown v. Board of Education.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Rev. Joseph A. DeLaine papers, ca. 1918-2000."],"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Legal size - 13439 - (Folder 25), Joseph Armstrong DeLaine papers, ca. 1918-2000,  South Caroliniana Library, University of South Carolina, Columbus, South Carolina."],"dcterms_subject":["Mt. Zion A.M.E. Church (Clarendon County, S.C.)","African American churches--South Carolina--Summerton","African American civil rights workers--South Carolina--Summerton","Civil rights workers--South Carolina--Summerton","Civil rights movements--South Carolina--Summerton","African Americans--Civil rights--South Carolina--Summerton","Civil rights--South Carolina--Summerton","African Methodist Episcopal Church"],"dcterms_title":["Program, 1999 Nov. 6, (Summerton, S.C.), The Services of Dedication and Unveiling of the S.C. Historical Marker, Mt. Zion A.M.E. Church"],"dcterms_type":["Text"],"dcterms_provenance":["South Caroliniana Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.tcl.sc.edu/digital/collection/jad/id/468"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["programs"],"dcterms_extent":["image/jpg","Manuscripts"],"dlg_subject_personal":["Pearson, Levi","Pearson, Levi--Trials, litigation, etc."],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1712","title":"Court filings: District Court, Pulaski County Special School District's (PCSSD's) motion for approval of Plan 2000; District Court, Pulaski County Special School District's (PCSSD's) brief in support of Plan 2000; District Court, two orders; District Court, motion for extension of time to respond to Pulaski County Special School District's (PCSSD's) motion for approval of Plan 2000","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1999-11"],"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","Special districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Education--Standards","Educational law and legislation","Educational planning","Magnet schools","School management and organization","School improvement programs","School integration"],"dcterms_title":["Court filings: District Court, Pulaski County Special School District's (PCSSD's) motion for approval of Plan 2000; District Court, Pulaski County Special School District's (PCSSD's) brief in support of Plan 2000; District Court, two orders; District Court, motion for extension of time to respond to Pulaski County Special School District's (PCSSD's) motion for approval of Plan 2000"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1712"],"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":["judicial records"],"dcterms_extent":["84 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 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 FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS NOV 0-5 J999 JAM~~~.:_ Mff!ORMACK, CLERK By: \\/_ ~ \\1 !\\A\\~ OEP CL,ERJ('\"' This Order addresses two matters: the Magnet Review Committee's (MRC's) request to change the magnet schools' grade structure and number of seats and the Little Rock School District's (LRSD's) motion to modify the settlement agreement. After careful consideration, the Court approves the MR.C's proposed changes regarding grade structure and seating configuration; this approval does not extend to proposals regarding funding for the approved changes. Further, the Court denies LRSD's motion to modify the settlement agreement to the extent LRSD seeks modification of the total number of magnet school seats the State must fund (4,065). However, to the extent LRSD seeks modification of the number of state-funded seats within individual magnet schools, the Court holds LRSD's motion in abeyance, pending further briefing from the parties. 1 - I. In a letter to the Court, the MRC requested approval to change the grade structure of the interdistrict magnet schools and the number of seats within five of the six schools. 1 The following chart is based on information contained in the MR.C's letter. It illustrates that, relative to the number of seats stipulated in the settlement agreement, the proposed changes decrease the number of seats in the four magnet elementary schools, increase the number of seats at Parkview, and leave unchanged the number of seats at Mann. 2 As a result, the total number of seats will increase by 132 (from 4,065 to 4,197). School Booker Carver Gibbs Williams Mann Parkview TOTALS Seats Stipulated in Settlement Agreement 660 613 351 515 935 991 4,065 Revised Seats!IJil~SJJ 4,191Mil The MRC projects that the proposed seating changes will increase costs by $129 per student. Further, the MRC proposes that the three Pulaski County school districts and the State 1 Docket no. 3269, attachment. The MRC explains that the changes would enable the magnet schools to conform to the changed structure ofLRSD schools. Pursuant to its revised desegregation plan, the LRSD reorganized its traditional elementary, junior high, and senior high schools into a new configuration, which includes middle schools. 2 See letter attached to docket no. 3269. 2 share in paying for the increased costs as follows: Party State North Little Rock School District Pulaski County Special School District Little Rock School District Proposed Increase $567,270 74,373 138,171 354,917 The Court gave the parties an opportunity to respond to the MR.C's request and advised that it would approve the changes if no objections were filed. 3 The State responded it did not object to changing the magnet schools' structure and seating, but did object to providing funds for more magnet school seats than specified in the parties' settlement agreement. 4 LRSD responded with a motion to modify the settlement agreement, 5 and the State replied. 6 II. No party has objected to the MR.C's request to change the magnet schools' grade structure and seating numbers. Accordingly, the Court approves the changes in structure and seating but emphasizes that the approval does not extend to MR.C's proposal for funding the cost of the approved changes-the subject to which the Court now turns. The State asserts it does not object to restructuring the magnet schools but does object to paying costs associated with magnet school enrollment in excess of the seating capacities set forth 3 Docket no. 3269. 4 Docket no. 3276. 5 Docket nos. 3292 \u0026 3293. 6 Docket no. 3296. 3 - in the settlement agreement. 7 Part II of the settlement agreement states, in pertinent part, as follows: D. Restrictions on Funding Magnet Schools The State will have no further obligation to contribute any additional funds to magnet schools other than under paragraph II.E. below. . . . Any reference to the six existing magnet schools in this settlement shall mean, for funding purposes, up to their present seating capacities. Those seating capacities are as follows: Carver 613 Williams 515 Gibbs 351 Booker 660 Mann 935 Parkview 991 E. Continuation of Existing Funding In addition to any payment described elsewhere in this agreement, the State will continue to pay the following costs: (1) The State's portion of magnet school operational costs for the six existing magnet schools (Gibbs, Booker, Carver, Parkview, Mann and Williams) .... Despite the funding limitation included in the settlement agreement, LRSD argues the State is estopped from refusing to pay its share of costs associated with the approved changes because two members of the MRC, who represent the Arkansas Department of Education, voted that each District and the State would share in paying for the increased costs. 8 The Court disagrees that under a theory of estoppel, the State must provide more funding for magnet schools than required by the settlement agreement. For an estoppel theory to apply, \"the party who is to be estopped, or one in privity with that party, must have asserted a fact or a claim, or made a promise, that another party relied on .... \"Maitland v. University of Minnesota, 43 F.3d 357, 364 (8th Cir. 1994). Additionally, \"estoppel is an equitable doctrine, and 7 Docket no. 3276 8 Docket no. 3293. 4 it should not be given effect beyond what is necessary to accomplish justice between the parties.\" Id The Court does not find that justice requires invoking an estoppel theory in the present situation or that the State (by proxy) asserted it would fund more magnet school seats than required under the settlement agreement. Alternatively, LRSD moves the Court to modify the parties' settlement agreement with the State \"to the extent necessary to implement MR.C's decisions.\" In 1991, the Eighth Circuit explained that this Court may approve modifications of the parties' consent decree when proposed modifications merely alter details that do not affect the parties' substantive commitments to desegregation. Little Rock Sch. Dist. , 949 F.2d 253, 255 (81h Cir. 1991). Ordinarily, parties should consent to such minor changes, but \"if a party refuses to consent and the moving party has a reasonable basis for its request, the court should modify the decree.\" - Rufo v. Inmates of Suffolk County Jail, 112 S. Ct. 748, 760 n.7 (1992). A different standard applies when the parties dispute a proposed modification that alters a basic agreement among the parties. In these cases, a party may obtain relief from a consent decree when it is no longer equitable that the decree should have prospective application, \"not when it is no longer convenient to live with the terms of the consent decree.\" Rufo, 112 S. Ct. at 760. \"Accordingly a party seeking modification of a consent decree bears the burden of establishing that a significant change in circumstances warrants revision of the decree.\" Rufo, 112 S. Ct. at 760; also see Little Rock School Dist. v. Pulaski Cty. Special Sch. Dist. , 56 F.3d 905, 914 (8th Cir. 1995). A party seeking modification may meet its initial burden by showing a significant change in factual conditions or the law. See id The Court finds that under the parties' settlement agreement, the State may not be 5 required to fund more than 4,065 magnet school seats. This proviso constitutes a basic agreement among the parties, not a dispensable detail. LRSD asserts the Court should modify the agreement, to the extent necessary to implement restructuring of the magnet schools, because the magnet schools promote desegregation. However, the Court finds that LRSD's general assertion falls short of establishing that significant changes in fact or law warrant revision of the provision limiting the State's funding to 4,065 magnet school seats. Finally, LRSD urges that the Court should at least require that the State continue funding the total number of magnet school seats stipulated in the settlement agreement (4,065). Under LRSD's interpretation of the agreement, the State must fund at least 77 new seats at Parkview, to offset the reduction in seats at Booker, Carver, Gibbs, and Williams, and insure the State continues to fund a total of 4,065 seats.9 The State asserts that the settlement agreement limits the State's funding obligations to costs associated with a maximum number of seats for each school: 613 seats at Carver, 515 seats at Williams, 351 seats at Gibbs, 660 seats at Booker, 935 seats at Mann, and 991 seats at Parkview.10 The State maintains that under the settlement agreement, the stipulated number of seats for each school is fixed and does not vary according to changes in the number of seats in other schools. The Court has concluded it lacks a proper basis to increase the total number of magnet ' school seats the State must fund beyond 4,065. However, it isnot clear whether the number of stipulated seats for each individual school, as set forth in the settlement agreement, involves a substantive commitment (which may not be modified absent a showing of significant change in fact or law) or a detail (which may be modified when a reasonable basis for modification exists). 9 See table, supra page 3. 10 Docket no. 3276, page 3. 6 The Court requests that the parties brief the Court regarding this issue. m. THEREFORE, no party having objected to MR.C's request for approval to change the interdistrict magnet schools' grade structure and seat numbers, the Court hereby approves the proposed changes. The Court's approval does not extend to the Committee's proposals for funding. FURTHER, the Court declines increasing the total number of magnet school seats funded by the State, and to this extent, LRSD's motion to modify the parties' settlement agreement with the State is hereby DENIED IN PART [docket no. 3292]. FURTHER, the Court directs the parties to brief the Court regarding whether under the settlement agreement, the stipulated number of state-funded seats for individual magnet schools may vary (providing the total number of state-funded seats remains at 4,065) without disrupting the substantive commitments contained in the agreement. To this extent, LRSD's motion to modify the parties' settlement agreement with the State is hereby HELD IN ABEYANCE [docket no. 3292]. FURTHER, the parties have to and including 60 days from entry of this Order, to submit the requested briefs. ~ - ~ IT IS SO ORDERED THIS~DAY OF ,\u003c , 1999 ~ UNITED STATES DISTRICT COURT MENT ENTERED ON DOCKET SHEET IN ~:=ce WITH RULE se AND/OR 79(a) FRCP ~ i./:;\u003e:-CJ1 BYJiZC:...i .---- 7 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PULASKI COUNTY SPECIAL SCHOOL DISTRICT'S MOTION FOR APPROVAL OF PLAN 2000 The PCSSD for its motion, states: NOV 1 8 1999 OfflCEOF DESEGREGATION MDNITORJUB PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. The PCSSD petitioned for unitary status on March 25, 1999. 2. By order dated July 19, 1999, this Court ruled that the PCSSD had not achieved unitary status. 3. Appended to the PCSSD petition for unitary status was a document entitled Pulaski County Special School District Post Unitary Commitments. While Joshua opposed the PCSSD petition for unitary status, it, in the words of this Court, \"embraced\" the PCSSD post unitary commitments and, except for the issue concerning the duration of the commitments, agreed that the commitments could serve as a new or amended desegregation plan. 139757-v1 \\ 4. This Court has frequently encouraged the parties to modify their desegregation plans to make them more workable, has elicited testimony from court experts to assist the parties regarding issues being monitored by the district court and has approved a new Little Rock plan that is very similar to proposed Plan 2000. Further, the district court's finding that the PCSSD is not yet unitary is at least a de facto finding that its plan warrants modification. 5. The PCSSD converted the post unitary commitments to \"Plan 2000\" which was considered by and unanimously approved by the PCSSD Board of Directors on November 4, 1999. 6. Plan 2000 was previously considered by the Court and the parties as the PCSSD Post Unitary Commitments and was furnished to all parties before the PCSSD - Board action. 7. The PCSSD submits that Plan 2000 is constitutional, workable and fair to Joshua Class members and that it comports with the requirements of this and the Court of Appeals' standards for approval. 8. Attached to this motion as Exhibit A is a copy of Plan 2000. Exhibit Bis a letter dated November 2, 1999, detailing the changes which converted the Commitments to Plan 2000. Exhibit C is a proposed notice for publication to Joshua Class members and Exhibit D is a proposed order for the consideration of this Court. 9. This motion is accompanied by a memorandum brief which fully explains and supports the relief sought herein. WHEREFORE, the PCSSD prays that this Court give tentative approval to Plan 2000, that it order publication of the notice attached as Exhibit C, that it assign a closing 139757-v1 2 date for comments to be submitted to the United States District Court clerk and that, thereafter, it approve Plan 2000 as submitted and dismiss the PCSSO petition for unitary status without prejudice. Respectfully submitted, WRIGHT, LINDSEY \u0026 JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 0) ty Special CERTIFICATE OF SERVICE On November_!_!_, 1999, a copy of the foregoing was served by U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Ms. Ann Brown OOM Heritage West Building, Suite 510 201 East Markham Street Little Rock, Arkansas 72201 139757-v1 3 Mr. Richard W. Roachell Roachell and Street First Federal Plaza 401 West Capitol, Suite 504 Little Rock, Arkansas 72201 Mr. Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 A. PULASKI COUNTY SPECIAL SCHOOL DISTRICT PLAN 2000 DA TED November 4, 1999 Scope of This Plan (1) This Plan shall supersede and extinguish all prior agreements and orders in Pulaski County Special School District, U.S.D.C. No. LR-C-82-866, and all consolidated cases related to the desegregation of the Pulaski County Special School District with the following exceptions: (a) The Pulaski County School Desegregation case \"Settlement Agreement\" as revised on September 28, 1989; (b) The Magnet School Stipulation dated February 27, 1987; (c) Order dated September 3, 1986, pertaining to the Magnet Review Committee; (d) The M-to-M Stipulation dated August 26, 1986; and ( e) Orders of the district court and the court of appeals interpreting or enforcing sections (a) through (d) above to the extent not inconsistent with this Plan. B. General Obligation PCSSD shall in good faith exercise its best efforts to comply with the Constitution, to provide that no person is discriminated against on the basis of race, color, or ethnicity in the operation of the PCSSD, and to provide an equal educational opportunity for all students attending PCSSD schools. C. Assignment of Students (1) The PCSSD shall continue to implement the current standards for the assignment of students to schools within the district. The PCSSD shall inform the Joshua lntervenors of the documents which set forth the details of the existing plan. This notice shall be provided within 30 days of the court's approval of this Plan. (2) The PCSSD shall submit not later than October 15 in each school year a report concerning one race classes. The report shall set forth for each such class: (i) the school, (ii) the class including the grade level, (iii) the racial make-up of~th~ec-la~ss, --- ijQt..-r ;. ,~. - '1f\" ::::..~.: ~ -. ... ~~-'/) :: : . ~if.~;., 1367~v1 (iv) a description of steps taken to eliminate the particular one race class and the reason(s) why this proved to be infeasible. The PCSSD shall submit not later than March 1 of each school year a similar, supplemental report concerning any one race classes in courses commencing in the second semester of the school year. D. Advanced Placement, Gifted and Talented and Honors Programs Not later than 45 days after the court's approval of this Plan, the PCSSD shall provide to the Joshua lntervenors the standards then in place for selecting secondary students for and educating them in advanced placement, gifted and talented, and honors programs, including standards to promote racial diversity in these programs. The PCSSD shall include in this submission notices which are used to inform staff members of the relevant standards. E. Student Assignment; lnterdlstrlct Schools (1) PCSSD and LRSD shall operate interdistrict schools in accordance with the following: 136743-v1 (a) PCSSD lnterdistrict Schools. PCSSD shall operate Baker Elementary, Clinton Elementary, Crystal Hill Elementary and any new elementary school which may be constructed in the Chenal Valley area as lnterdistrict Schools. (b) LRSD lnterdistrict Schools. LRSD shall operate King Elementary, Romine Elementary and Washington Elementary as lnterdistrict Schools. ( c) Racial Composition. The ideal composition at the interdistrict schools shall be as close to 50%-50% as possible with the majority race of the host district remaining the majority race at the interdistrict school, except that Baker School shall not be subject to this requirement. (d) Reserved Seats. PCSSD shall reserve at least 200 seats at Clinton Elementary and up to 399 seats at Crystal Hill Elementary for interdistrict transfer students from LRSD. The District shall also reserve up to half of the seats for LRSD black students in any new Chenal Valley School. ( e) Recruitment. PCSSD and LRSD agree to implement programs at interdistrict schools designed to attract 2 (f) (g) interdistrict transfer students and to work cooperatively to recruit interdistrict transfer students to interdistrict schools. Outside Students. lnterdistrict schools shall be open to students who reside outside Pulaski County where the acceptance of the transfer will assist the interdistrict school in achieving its ideal racial composition. Transportation. Transportation shall be provided by the PCSSD for interdistrict transfers from Pulaski County to interdistrict schools. F. Discipline (1) The PCSSD will continue to gather data which allows a full assessment of its success in achieving its objective of eliminating racial disparities in the imposition of school discipline. As a foundation for this effort, disciplinary records shall be kept on each student concerning the nature of any discipline imposed (suspension, Saturday school, expulsion, etc.); the teacher and staff member involved; and the school, race, and sex of the student. (2) Not later than 45 days after the court's approval of this Plan, the Assistant Superintendent for Desegregation shall submit to the Joshua lntervenors, for comment, proposed criteria for identifying, from the data collected: (i) teachers and other staff members who are experiencing problems which require attention; (ii) schools which have atypically high discipline rates; and (iii) schools which have atypically high racial disparities in discipline. The Joshua lntervenors shall have 21 days to provide comments on these proposed criteria. The PCSSD shall then complete the criteria promptly. (3) The Assistant Superintendent for Desegregation and the Assistant Superintendent for Pupil Personnel shall thereafter provide for and participate in specific efforts to work with teachers and other staff members and the personnel of schools, identified pursuant to the criteria set forth in paragraph 2, to promote achievement of the goal of eliminating racial disparities in school discipline. The Assistant Superintendent for Desegregation shall maintain records showing the specific steps undertaken. ( 4) PCSSD shall conduct a comprehensive study of the disciplining of African-American students, particularly male students, at the secondary level. The participants (a minimum of twelve (12)), one-half designated by the Joshua lntervenors and one-half by PCSSO and the PACT and PASS, shall consider the causes for the high rates of discipline for African-American students and possible remedies. The panel 3 136748-v1 shall, among other things: review discipline records to secure an understanding of the circumstances in which African-American students are disciplined; interview and\\or survey African-American students regarding their experiences in the system generally and in the discipline process; and consider the possibility of a relationship between unmet academic needs and discipline rates. The written study shall be completed not later than 150 days after court approval of this Plan and shall provide suggestions for prevention and intervention measures. (5) The PCSSD shall develop a specific initiative to reduce the rates of discipline in the PCSSD shown in ODM's report dated March 18, 1998. This initiative shall be implemented not later than 150 days after the court's approval of this Plan. (6) PCSSD shall adhere to the policies set forth in the Handbook for Student Conduct and Discipline, as revised after consultation with the Joshua lntervenors, PACT and PASS, to provide that students are disciplined in a fair and equitable manner. The Assistant Superintendent for Pupil Personnel shall be responsible for determining the fairness of student disciplinary decisions. He will delegate the student hearing function to a single hearing officer who will consider the appeal brought by parents and the position of the administrator making the recommendation and then make a decision based upon equitable factors. An aggrieved student may appeal to the Superintendent of Schools. The Superintendent may review the matter or refer it to the school board for action. The committee approach which utilizes school principals in the student appeal process has been discontinued and will not be reinstituted. G. Multicultural Education (1) The PCSSD shall continue its efforts to infuse multicultural instruction in all curriculum areas. All phases of a school's environment (~. instructional materials, lesson plans and lessons, library contents, bulletin boards, extracurricular activities, school assemblies, speaker programs, and food services) shall reflect the system's Plan to multicultural education. (2) A principal activity of the Coordinator for Multicultural Education and the Coordinator's office shall be on-site visits to individual schools to determine whether the system's policy and the provisions of this Plan are being implemented in fact. The Coordinator shall maintain records permitting an evaluation of the status of implementation at each school visited. H. School Facilities (1) The PCSSD shall prepare, with the help of consultants, as necessary, a plan so that existing school facilities are clean, safe, attractive and equal. The plan shall address alternatives for funding its implementation. The Board of School Directors shall approve a plan not later than 150 days after the court's approval of this Plan. The 4 136748-v1 Joshua lntervenors shall be given a 14 day period to comment on the content of the plan prior to its adoption. (2) An elementary school, located around 145th Street, and a middle school or junior high school in the Crystal Hill\\Maumelle area will be built. The Board will address the development of a plan for new school construction during the term of this Plan if funds are sufficient, including its funding, and report its conclusions not later than 150 days after the court's approval of this Plan. Moreover, the PCSSO shall not close schools which are located in predominantly African-American areas absent reasons of compelling necessity (which does not include the opposition of white patrons to attending such schools). (3) The PCSSD shall notify the Joshua lntervenors of plans for constructing new schools and for adding capacity to existing schools. The notice shall identify the capacity of the proposed facility, the area of the system to be served, and the projected impact on the racial make-up of the students in each school expected to be affected by the new construction. The Joshua lntervenors shall have a period of 14 days in which to provide input concerning each such proposal. I. Scholarships Within 30 days from the date that the LRSD successfully establishes its own scholarship program, PCSSD shall establish a bi-racial committee to explore a program for providing college scholarships to designated PCSSO students. J. School Resources PCSSO shall design and carry out, in consultation with the Joshua lntervenors, a study to determine whether school resources are allocated equitably among the schools of the district. The resources assessed may include such factors as pupil\\teacher ratio; pupil\\staff ratio; square feet per pupil; percentage of staff with a masters degree and nine or more years of experience; the turnover rate of certified staff; school size: computer\\pupil ratio; per pupil expenditure; volunteer hours per pupil; and donations per pupil. The study shall contain recommendations, where appropriate, to address any problems identified. K. Special Education (1) Not later than 45 days after the court's approval of this Plan, the PCSSD shall provide to the Joshua lntervenors the standards then in place for: (i) stressing intervention strategies and regular class modifications in an effort to prevent inappropriate referrals of black males and kindergarten students; (ii) monitoring the folders of all kindergarten students and black students who are being considered as in need of special education under IDEA and Section 504 to insure nondiscrimination in 5 136748-v1 evaluation and placement. The PCSSD shall include in this submission materials which are used to inform staff members of the relevant standards. (2) The Director of Special Education shall develop a specific plan for additional monitoring each year, by his\\her staff, of schools where there are atypically high racial disparities in special education classification, generally or as to black male students. The PCSSD shall provide a copy of this plan to the Joshua lntervenors, which shall include criteria for identifying schools for monitoring. L. Staff (1) The PCSSD shall recruit applicants for each available administrative position, by internal and external means, in a manner designed to communicate, broadly, its availability and to develop a racially diverse pool of applicants. The Assistant Superintendent for Desegregation shall, with the cooperation of the Assistant Superintendent for Personnel, be informed of the make-up of each such applicant pool and they shall have the authority to direct that additional recruitment take place prior to the offering of the position to a particular applicant. (2) The PCSSD shall engage in recruitment so that new teachers are selected from a racially diverse pool of applicants. The Assistant Superintendent for Desegregation shall monitor the recruitment process so that recruitment is extensive and sustained, and the hiring process so that no policy; practice, or custom has the purpose or the effect of imposing an upward limit on the proportion of black teachers. (3) The PCSSD shall continue to implement programs, policies and\\or procedures which result in an increase in the number of African-American earty childhood teachers, primary grade teachers, and secondary core teachers, including offering incentives for African-American teachers to obtain certification in these areas, and to assign those teachers to the PCSSD schools where the greatest disparity exists. (4) The PCSSD will allocate teachers and other professional staff in a manner which avoids the racial identification of schools. M. Student Achievement (1) The PCSSD shall implement the plans designed to improve student achievement, recommended by Dr. Stephen Ross, and shall work with Dr. Ross in their implementation. See Attachment (plans). (2) The PCSSD shall continue to implement its home-school counselor program. 6 136748-v1 N. Monitoring (1) The Assistant Superintendent for Desegregation shall: (i) develop a plan so that he (or she) and his (or her) staff focus their monitoring and compliance efforts on the specific elements of this Plan; and (ii) provide the Joshua lntervenors within 30 days of the court's approval of this Plan a list, geared to the sections of this Plan, identifying the staff member or members with particular responsibilities for its implementation and the position held by each. (2) Upon reasonable notice, the Joshua lntervenors shall have the opportunity: (i) to examine and secure copies of records relating to the PCSSO's compliance with this Plan, including records identified in this Plan, and (ii) to meet with the Assistant Superintendent for Desegregation or a staff member responsible for a particular part of the implementation of the Plan. 136748-v1 (3) The PCSSO shall submit statistical reports showing the following: (a) The enrollment in each school by race; (b) The enrollment in gifted and talented programs, honors programs, and advanced placement classes, by school and by race; (c) The make-up of special education programs: (i) by disability category, including Section 504, by race, and by sex; and (ii) by school, by race, and by sex; provided that the system may comply with this reporting requirement by providing copies of materials submitted to ADE, as long as they include all information designated in this paragraph; (d) For each school and the system, the number of instances of each form of discipline, by race and by sex; for each school and the system, the number of students receiving each form of discipline, by race. and by sex; (e) The racial make-up, in each school, of (i) the administrators, (ii) the faculty, (iii) other professional staff, and (iv) support staff; (f) The racial make-up, by category, of the various categories of administrators, faculty, support staff, and other workers employed in the PCSSO. 7 The information in all sub-paragraphs other than sub-paragraph (d) shall be submitted not later than November 1 of each year, and the information in sub-paragraph (d) twice a year, not later than 30 days after the end of each semester. N. Continuing Jurisdiction (1) General Rule. The district court shall have continuing jurisdiction to address issues regarding compliance with and modifications of this Plan. Nothing in this Plan shall affect the district court's jurisdiction to enforce the Plan in the manner required by the Court of Appeals for the Eighth Circuit. (2) Process for Raising compliance Issues. Before requesting the district court to exercise its jurisdiction with regard to a compliance issue, the Joshua lntervenors shall follow the procedures set forth below. 136748-v1 (a) Joshua shall as soon as reasonably practicable give the PCSSO Superintendent or his designee specific written notice which includes the following: (i) the paragraph(s) of the Plan at issue; (ii) the names of all students involved, if any; (iii) the names of all PCSSD agents or employees involved, if any; (iv) all facts of which the Joshua lntervenors are aware relevant to the compliance issue: and (v) a copy of all documents in the Joshua lntervenors' possession relevant to the compliance issue. (b) PCSSD shall conduct a reasonable investigation of the alleged noncompliance and shall provide the Joshua lntervenors a written response within a reasonable period not to exceed 30 days from the receipt of written notice from the Joshua I ntervenors or such later time as agreed. 8 (c) If the Joshua lntervenors are unsatisfied with PCSSD's response, the Joshua lntervenors shall within 15 days of receipt of PCSSD's response submit the compliance issue to the Department of Justice, Community Relations Service, for facilitation of an agreement between the parties. (d) If the compliance i "},{"id":"noa_sohpcr_r-0345","title":"Oral history interview with Julian Bond, November 1 and 22, 1999","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["Gritter, Elizabeth","Southern Oral History Program"],"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","United States, Southern States, 33.346678, -84.119434"],"dcterms_creator":["Bond, Julian, 1940-"],"dc_date":["1999-11-01/1999-11-22"],"dcterms_description":["As the son of Lincoln University president Horace Mann Bond, Julian Bond came into contact with black thinkers, musicians, and artists. The historically black Lincoln had served as a haven for black intelligentsia, but it also protected Bond from the pains of white racism. His parents sent him to a Quaker private school, where Bond learned pacifist principles. Upon graduating, Bond decided to attend Morehouse University in Atlanta, Georgia. There he became active in the civil rights movement while working on a local black newspaper. In his work with the newspaper, Bond witnessed whites' and black elites' opposition to the push for rapid racial change. The swelling protests among southern blacks, especially college students, piqued Bond's interest. His fervor led him to drop out of school, much to his parents' chagrin. Bond describes his involvement with the Student Nonviolent Coordinating Committee (SNCC) and his connection with other activists, including Ella Baker, Martin Luther King Jr., Bayard Rustin, John Lewis, Fannie Lou Hamer, Bob Moses, and Stokely Carmichael. The grassroots training experiences he gained working with local activists in Atlanta prepared him for voter registration organizing in rural southern counties. Bond explains the ideological tensions between SNCC and older civil rights activist groups. Many older activists, Bond argues, rejected younger blacks' radicalism as moving too fast, too soon. He discusses the growing internal divide that led to a black power camp and an integrationist camp within SNCC brought about by the inclusion of white Freedom Summer workers. Bond discusses his three successful bids for the Georgia House of Representatives and that body's refusal to seat him in 1966. In 1968, he formed a black challenge delegation to Georgia's all-white pro-segregation Democratic delegation at the Chicago convention. In the 1980s, Bond protested apartheid by boycotting stores that sold South African items.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["text/html","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American civil rights workers--Southern States","Student Nonviolent Coordinating Committee (U.S.)","Civil rights movements--Southern States","African Americans--Civil rights--Southern States","Student movements--Georgia--Atlanta","Southern States--Race relations"],"dcterms_title":["Oral history interview with Julian Bond, November 1 and 22, 1999"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["University of North Carolina at Chapel Hill. 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She taught in a freedom school in Hattiesburg, Mississippi, for a six-week session, and she accompanied some of her students in an effort to integrate Hattiesburg's public library. After being refused service at a Kress store because she was with an African-American, she was arrested and charged with vagrancy. Later, she sued in the U.S. Supreme Court and won a cash settlement, which was dispersed for education to people who had been active in the civil rights movement.","This item is part of the Civil Rights in Mississippi Digital Archive."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["University of Southern Mississippi. 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