{"response":{"docs":[{"id":"pth_bcja_metapth611548","title":"Whither Goes the Government?","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Texas, 31.25044, -99.25061"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1993-11"],"dcterms_description":["Handwritten notes for a speech by Barbara C. 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Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth611548"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["13 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996"],"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_bcja_metapth611436","title":"Barbara Jordan, Council of the Great City Schools, Outstanding Alumna Award, Houston ISD","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Texas, Harris County, Houston, 29.76328, -95.36327"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1993-10-27"],"dcterms_description":["Text for a speech given by Barbara C. 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Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth611436"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["8 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_401","title":"Desegregation: ''Little Rock School District (LRSD) Desegregation Audit''","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":["1993-10-25"],"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"],"dcterms_title":["Desegregation: ''Little Rock School District (LRSD) Desegregation Audit''"],"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/401"],"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\nLRSD DESEGREGATION AUDIT OCTOBER 25, 1993TABLE OF CONTENTS Page Introduction 1 LRSD Desegregation Plan Tab 1 Interdistrict Desegregation Plan Tab 2 Settlement Agreement Tab 3 ODM June 1992 Incentive School Monitoring Report . Tab 4 Transcripts Tab 5 Pleadings and Court Orders Tab 6 LRSD Organization Chart Tab 7 LRSD Desegregation Program List Tab 8INTRODUCTION This audit of LRSD's desegregation obligations is a first step in the process of assuring complete implementation of the LRSD Desegregation Plan, the Interdistrict Desegregation Plan, the Settlement Agreement, and related court orders. The purpose of this desegregation audit is to provide a complete inventory of LRSD's desegregation obligations. The first step in the process of creating an inventory of LRSD's desegregation obligations was to determine which documents might contain such obligations. School District Desegregation Plan dated April LRSD reviewed the Little Rock 29, 1992, the Interdistrict Desegregation Plan dated April 29, 1992, the Pulaski County School Desegregation Case Settlement Agreement dated March, 1989 (as revised September 28, Schools' Monitoring Report dated June 5, 1992. 1989) and the 1991-92 Incentive LRSD also reviewed the transcripts of hearings which were conducted on the following dates: January 25, 1991\nMarch 20, 1991\nDecember 18 and 19, 1991\nJanuary 21 through 23, 1992\nJanuary 27 and 28, 1992\nFebruary 6 and 7, 1992\nMarch 9, 1992\nMay 29, 1992\nJune 30, 1992\nJuly 1, 1992\nAugust 3, 1992\nFebruary 1, 1993\nMarch 19, 1993\nApril 19, 1993\nJune 8 and 9, 1993\nJune 24, 1993\nJuly 7 and 8, 1993\nand August 12, 1993. and orders which the docket desegregation obligations\nFinally, LRSD reviewed the following pleadings showed to be potential sources of Date of Docket Entry Docket No. Document 1/4/91 1415 Eighth Circuit Opinion 1/18/91 1418 Order Approving Settlement Plans and Settlement Agreement 2/13/91 1434 Stipulation Regarding and Consent Washington, Rockefeller and McClellan Order Dunbar, 3/21/91 1451 Order Regarding School Construction 4/5/91 1459 Order Regarding ODM 7/1/91 1480 Order Regarding ODM 7/19/91 1488 LRSD Notice Regarding Site Selection and Construction Schedule 9/30/91 1512 LRSD Term Plan\" \"Four-Year-Old Program Long- 111/18/91 1520 Eighth Circuit Opinion 1/21/92 1542 Order Regarding LRSD 1991-92 Budget and Long Range Budget Planning 2/6/92 1548 LRSD Motion for Approval of Magnet Programs 2/11/92 1550 Order Approving Magnet Programs at Henderson and McClellan 2/13/92 1551 Joint Motion Regarding Interdistrict Schools 3/5/92 1561 Order Regarding Interdistrict Schools 3/12/92 1569 LRSD \"McClellan High School Business/Communications Magnet Plan\" and \"Henderson Jr. Sciences Magnet Plan\" High Health 3/16/92 1575 Order Regarding MRC Budget 3/17/92 1576 Order Regarding King and Stephens Interdistrict Schools 4/23/92 1583 LRSD Motion for Phased Implementation of McClellan Magnet Plan 4/23/92 1584 LRSD Motion to Reschedule Interdistrict School Construction 5/1/92 1587 Order Plans, Regarding Certain Revised LRSD Four-Year-Old Program Long-Term Plan, LRSD Budget and LRSD Replacement Plan for PAL 6/1/92 1604 Order Amending LRSD Desegregation Plan With Certain Minor Corrections 6/1/92 1608 Filing of ' and Expense 11 LRSD Projected Revenue 1992/93-1996/97\" and Four-Year-Old Program Long-Term Plan 6/5/92 1612 1991-92 Incentive Schools Monitoring Report 26/5/92 1613 Order Regarding Interdistrict School Construction, Stephens and McClellan 7/10/92 1635 Order Adopting ODM Recommendations Contained in 1991-92 Incentive Schools Monitoring Report 7/31/92 1648 LRSD Revised Budget Projections 7/31/92 1649 LRSD Special Status Report Regarding 1992-93 Operating Budget 8/4/92 1653 Order Approving Certain LRSD Budget Reductions for the 1992-93 Academic Year 8/28/92 1667 Eighth Circuit Opinion 9/8/92 1675 LRSD II Stephens Elementary School Strategic Plan\" 11/5/92 1707 Order Regarding LRSD Magnet School Staffing 12/30/92 1728 Order Regarding LRSD 1992-93 Budget Reductions 1/22/93 1733 LRSD Capacities \"Custodial Formula\" \"Special Study Jr. Projections\" Calculations High and Omaha \u0026amp; 2/23/93 1759 Order Regarding Preparation of LRSD Budget Document 2/24/93 1760 Order Appointment Regarding to Candidates Assist LRSD Implementing a Budget Process Preparing Budget Documents for in and 3/1/93 1766 Order Preparation Regarding LRSD Budget 3/1/93 1767 Order Directing LRSD Board Members to Be Present at Hearing 3/18/93 1779 LRSD Revised Four-Year-Old Program Long-Term Plan 33/24/93 1782 LRSD 1992-93\" 6/30/92 \"Academic Support Program to Replace Document Filed 3/31/93 1790 LRSD Motion for Approval of School Construction 4/2/93 1794 LRSD \"Incentive School Needs Assessment\" Staffing and 4/30/93 1815 5/12/93 1823 5/21/93 1833 6/11/93 1848 6/15/93 1851 \"Organizational September 1992\" Structure Order Regarding Certain LRSD Construction Projects LRSD Motion Regarding New Futures Program Order Regarding LRSD's Revised Four- Year-Old Program Long-Term Plan Order Regarding King Interdistrict School Attendance Zone Order Regarding LRSD Budget Process 6/17/93 1852 Order Regarding LRSD Board Members' Attendance at Hearings 6/21/93 1854 LRSD \"Time Line for Implementing King/Ish Survey Process\" Documents and Other 6/23/93 1860 LRSD Motion to Reschedule 6/23/93 1861 6/28/93 1869 6/29/93 1872 6/30/93 1873 6/30/93 1876 Construction at Stephens LRSD Motion to Designate King Magnet School LRSD Filing of Budget Documents LRSD Revised King/Ish Survey Process Documents Regarding Order Process Approving King/Ish Survey LRSD Response Budget Matters to Order Regarding a 7/9/93 1895 Order Provisionally Granting Magnet Status for King 47/9/93 1897 Order Regarding LRSD Budget 7/16/93 1903 LRSD Status Report Regarding Ish 7/29/93 1920 LRSD Long Range Planning and Budget Process to be Used for Developing the 1994-95 Budget 8/2/93 1926 Order Granting LRSD Motion to Close Ish Incentive School 8/2/93 1928 LRSD Revised Budget 8/20/93 1952 LRSD Motion Regarding King Student Assignments 8/26/93 1958 Order Regarding LRSD 1993-94 School Year Budget for 8/31/93 1964 LRSD Project Management Tool 9/8/93 1968 Order Regarding LRSD Desegregation Plan Audit 9/8/93 1969 Order Regarding LRSD Administrative Directive 9/10/93 1972 LRSD Desegregation Plan Audit Report 9/13/93 1974 Order Regarding J. A. Fair Construction, Stephens Interdistrict School and New Futures Program 9/20/93 1982 LRSD Motion Regarding Construction at Williams Magnet School 9/27/93 1985 Order Regarding Stephens School Site 9/30/93 1988 LRSD Project Management Tool 10/7/93 1993 Order Regarding Desegregation Audit 10/18/93 2000 Order Regarding Stephens 10/19/93 2002 Order Regarding Hearings: Racial Balance and Stephens ADE\nof The review of the documents described above has yielded a list the desegregation related plans and contained in each source document. commitments, if any, Together, the lists comprise a complete inventory of desegregation obligations from all sources. 5The desegregation commitments are classified in this audit by the LRSD Desegregation Plan, Interdistrict Plan, following sources: Settlement Agreement, Pleadings and Court Orders. ODM Monitoring Report, Transcripts, and This audit will serve as a basis for the District's long-term program and budget planning. Two further steps must be taken in order for LRSD to put this audit to use as a program and budget planning tool. First, LRSD must categorize the commitments by program and eliminate items which are duplicated or superseded. A listing of the present LRSD desegregation program categories is included at Tab 8 of this audit. a Each commitment described in this audit will be placed in program category so that LRSD will unduplicated list by program category have a obligations. of complete and its desegregation LRSD has already identified the people primarily and secondarily responsible for each current desegregation program. Those people will have the responsibility of implementing the desegregation commitments described in this audit. audit. LRSD has included an Organizational Chart at Tab 7 of this desegregation The reader can determine who program by reference responsible person's position structure by reference to Tab 7. to within Once the complete. unduplicated is responsible for each Tab the list 8 and learn the LRSD of organizational LRSD's current desegregation responsibilities has been classified by program, LRSD will include those responsibilities in its program budget document. LRSD will then be able to use that document to plan for implementation of its desegregation commitments, to budget for implementation, and to determine compliance. LRSD understands that this audit represents only the first step toward planning and budgeting for implementation of all LRSD desegregation commitments. the The process of preparing this audit has helped LRSD to review its plans to comply with certain desegregation requirements as well as the concerns expressed and suggestions offered by the court, the monitors, While many of these items are not and the parties. legally binding desegregation obligations, they are included so that they may be considered by LRSD planners during the next step of the planning, budgeting and implementation process. 6DESEGREGATION PLAN Little Rock School District page 1 The Little Rock School District Board of Directors is committed to: The belief that all children can learn. The elimination of achievement disparity between black and white students on norm-referenced and criterion-referenced tests. Improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/incentive schools. Improving race relations among students and staff members. Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments\nparticipation in extracurricular activities\ndistribution of resources\netc.) Promoting positive public reaction to desegregation. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. The development and infusion of multicultural education in all areas of the curriculum. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. LEADERSHIP page 2 School boards should represent the multicultural backgrounds of the population that they serve. The school board and superintendent are responsible for providing equitable and direct means for keeping the local citizenry informed about the schools and for keeping self and the staff informed about the needs and wishes of community. kalhyU.RSDl.PLNThe school board and the superintendent will clearly delineate the Districts desegregation mission to the staff and to the community. The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. page 3 The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary decisions will be consistent with District desegregation policies in terms of buildings, staff, materials and equipment. The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. The school board and administration will conduct an annual, self evaluation of their commitment to a quality desegregated education in the following areas: Board/Superintendent Relations Board/Community Relations Board Member Interrelations Board/Administration Relations to Other Staff Members Board/Administration Relations in Fiscal Management Board Relations to Instructional Programs The superintendent and the Board of Directors will ensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. The District will ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her race, culture, religion or economic status. kalhy\\LRSDl.PLN 2page 4 EARLY CHILDHOOD EDUCATION page 5 The Little Rock School District proposes the expansion of existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. The Home Instructional Program for Preschool Youngsters (HIPPY) (4- and 5-year olds) will focus initially on children in families who live in the attendance zones of the incentive schools in the Little Rock School District. The Districts preschool curriculum model will be implemented in all incentive schools and other selected schools in the Little Rock School District. Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the schools. HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) page 6 The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement and teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-going implementation of the HIPPY Program. Evaluation using the Early Prevention of School Failure or a similar model which is comparable in validation scope and developmental grounding, will be conducted on the HIPPY participants as they enter and exit kindergarten. A standardized achievement test will be given to each child at the end of the third grade level. FOUR-YEAR-OLD PROGRAM page 7 The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for teachers and aides. Each district is committed to ensuring that all staff members are prepared to fulfill the Districts expectations for a quality Early Childhood Education Program. page 8 Information from inservice evaluations will be summarized. Student assessment data will be analyzed to determine if measurable growth in student achievement has occurred. The Planning, Research and Evaluation staff will assist with analysis of summative evaluation data. ksihyXLRSOLPLN 3The management information system developed by LRSD will have the capability to compare students who did and did not participate in the four-year-old program. These comparisons will begin at the end of the kindergarten year of each class of four-year old-students. By the 1991-92 school year, the program will be implemented in the schools listed below: Badgett Franklin Garland Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Woodruff Other schools in the District will implement the Four-Year-Old Program by the 1994-95 school year according to the provisions of a long-range implementation plan developed for additional four-year-old classes and approved by the Court. The long-range plan will address demographic, instructional, and structural needs. LRSD will continue to use the four-year-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM page 9 The citywide early childhood education program will address three objectives: (1) to provide parenting education for the parents of early childhood students\n(2) to provide quality childcare arrangements for low-income parents which stress social development and school readiness\nand (3) to provide a quality pre-school program for disadvantaged students. The purpose of the citywide early childhood education program is to combine the efforts of the Head Start Program, The City of Little Rock Day Care Program and the Little Rock School District, along with other entities that may emerge in the future, to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock as possible. kaihy\\LRSDl.PLN 4In addressing the objectives of the citywide early childhood education program, the three entities have attempted to avoid duplication of services, to the extent possible, and use every opportunity possible to share resources. page 10 The entities will exchange calendars for parent involvement activities. To the extent possible, these activities will be available to parents outside of the sponsors program, activities. The entities will share resources in publicizing these The entities will exchange calendars for staff development activities and, to the extent possible, the sponsor of the staff development activity will allow representatives from other parties to participate. Considerable collaboration is expected to occur between the Little Rock School District and Head Start since both programs currently use the same curriculum. The staff development activities will be geared to the needs of aides as well as teachers. The early childhood programs will use a student referral system. This system will allow parents on a waiting list for one program to know about vacancies in another early childhood program. Representatives from each program will meet as needed to review vacancies and identify referrals. page 11 The three entities recognize the need for disadvantaged parents to understand the assignment process for kindergarten in the Little Rock School District. A representative from the Little Rock School District Student Assignment Office will meet each year with parents from both programs to review the kindergarten assignment process. The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early childhood programs. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criterion-reference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. Head Start and the Little Rock School District will continue to share facilities for training programs, recreational activities, etc. kaihyXLRSDl .PLN 5ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL page 12 The Rockefeller Early Childhood Magnet Program will be available to children from ages 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. The early childhood education program at Rockefeller School will: Capitalize upon the schools high quality early childhood education as a desegregation tool. Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges, and the Little Rock School District. As a demonstration center. Rockefeller will be used for training college students as well as for inservice observation and training for the countys teachers, administrators, aides, HIPPY, and daycare program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children. Parents and educational professionals from UALR and other area colleges will advise the Rockefeller and Little Rock School District staffs on all aspects of planning and implementation of the early childhood program. page 13 Include the early childhood education program at Rockefeller as an integral part of the whole school, and not a separate or \"add-on\" program. It must receive the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. Allow the early childhood education three-year-old students to continue on into the schools four-year-old program, kindergarten, and beyond. Siblings of early childhood education students will be allowed to attend Rockefeller (sibling preference) in order to help retain children in the school. Explore developing Rockefeller as a year-round, full day school for children from infancy through sixth grade, working with a biracial group of parents, teachers, administrators, and experts from area colleges and universities to assess the desirability and feasibility of such a program. Re-evaluate Rockefellers early childhood education policies in terms of their impact on desegregation and educational goals. The early childhood education curriculum and daily activities will be based upon young childrens interests and styles of learning, kaihy\\LRSDl.PLN 6emphasize developmentally appropriate learning, and appeal to childrens sense of curiosity and eagerness in order to help them experience the joy of learning. There will be a full spectrum of activities to stimulate children at various levels of development. The curriculum will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. LRSD will work cooperatively with local colleges and universities to enhance and support the Rockefeller Early Childhood Magnet Program. Page 14 Area: Early Childhood Education The Little Rock School District has committed to the following: To promote the HIPPY program. To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. To select HIPPY aides. Interview and select fourteen (14) aides. To initial training of aides and staff. To arrange logistics with state for the initial training. To enroll families into program. Conduct home interview and enroll families into program. To recruit families. To compose and mail correspondence to community churches to recruit families and instructional aide trainees. To determine service of coordinators. Identify families to be served by each coordinator. To assign families to be serviced by aides. Identify families to be served by each aide. To organize instructional material. Print curriculum material. kilhyVLRSDl.PLN 7To familiarize aides of the HIPPY implementation in LRSD. To conduct three (3) day workshop. To obtain material for program. Order material. To orient enrolled families to the Hippy program. Conduct orientation meeting. Page 15 To identify meeting sites of group meetings. To secure meeting sites for group meeting. Mail out notification of meeting sites. To schedule implementation of HIPPY curriculum. To schedule aides weekly home visits and group. To schedule area group meeting - print flyers. To schedule weekly service for aides. To schedule aides first teaching with (own child). To provide parents with information that will assist them with their children. To schedule workshop for parents and aides, mail out and print materials. To evaluate aide trainees mid point (15th week). To evaluate each aide trainee. To determine program success. To conduct survey of parents - print materials. To begin second-part of programs implementation. To implement second part of HIPPY curriculum: kalhyVLRSDl.PLN a. print material 8Page 16 Page 17 b.ihy\\LRSDl.PLN b. c. print flyers mass mail out To evaluate aides. To provide parents with information to be successful with their children. To obtain a site and speaker and schedule a lecture for parents. To build the aides children self esteem. To graduation of HIPPY children and aides reception. To organize staff To evaluate aides. To schedule final evaluation of trainees in the program. To put staff in place. To begin implementation of HIPPY program. To maintain regular staff. To have a secretary. To assist in traveling expense. To having aides make home visits. To identify and assign new four-year-old program participants in the incentive schools. To provide pre-registration inservices to elementary principals. To conduct media publicity for pre-registration. To assign four-year-old students. To recruit teachers and aides as needed. To interview interested teachers and aides as needed. 9To obtain curriculum materials, supplies, and furniture as needed. To complete and send orders to vendors. To train teachers and aides in the implementation of E.C.E. curriculum. To conduct orientation and inservices. To conduct monthly inservices. To familiarize parents with Four-Year-Old Program. To conduct parent orientation meeting and parent conference. To include four-year-old children in Master Schedule-students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. Page 18 To ensure key experiences occurring in the classroom. To evaluate effectiveness of the Four-Year-Old Program. To administer appropriate evaluation to four-year-olds. To analyze Student Assessment test data and prepare report for LRSD Board of Directors. To utilize results for program improvement. Page 19 To receive a letter of support from each agency desiring to participate. To develop a plan for planning a city-wide early childhood program. To establish planning procedures and identify key committees and chairpersons needed for the planning process. To identify appropriate additional representatives form each participating agency for each committee. To delineate the goals to be addressed and the tasks to be accomplished by each committee, including appropriate timelines to be met. To initiate the planning for the implementation of a citywide early childhood program. kaihy\\LRSDl.PLN 10To conduct periodic meetings to review progress of each committee. To identify resources needed by identified by each committee, including monetary. To review the first draft of the comprehensive plan and to make recommendations for refinement. To submit the final draft for approval to all participant Boards of Directors (where applicable). SPECIAL PROGRAMS page 20 The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning Program are described elsewhere in this Plan. New Futures/Little Rock School District Homework Program: The Homework Program will provide Homework Centers in selected junior high schools throughout the city. Little Rock School District/Arkansas Power and Light Company Summer Science Institute. This is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. LRSD and the Joshua Intervenors will be involved in discussions with representatives of various business organizations in order to secure summer jobs for LRSD students who will participate in a summer program which will combine academics and job opportunities. SUMMER LEARNING PROGRAM page 21 The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics: btlhyU.RSDl.PLN 1. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 112. Counseling services provided through two (2) JTPA counselors. 3. Motivational and enrichment sessions conducted on a weekly basis. 4. Computer-assisted instruction with appropriate software in reading and mathematics skills. 5. Positive interactions between teachers and students with high expectations for student academic performance and behavior. To meet the needs of underachieving students (ages 14-21) the Summer Learning Program should be expanded to increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant slots should be filled in both the morning and afternoon sessions with JTPA certified participants. The counseling staff should be increased by two--one male and one female. In addition, a psychologist would be contracted to assist those students who are having serious problems. College students will be hired as instructional assistants, with one (1) assistant available for each teacher and three (3) clerical aides will be added to the program. The college-age instructional assistants must be returning students or twelfth grade graduates who are college bound. page 22 By the year 1993-94, the number of Summer Learning Program participants will increase to 350 students who will show significant growth gains as a result of their participation. Pre- and post-test results will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. Programs and individual components will be continued if JTPA funding is available. Page 23 Area: Summer Learning Program The LRSDs goals and strategies with respect to the Summer Learning Program are: To identify students in need of remediation. To test all students between the ages of 14-21 that are certified by the City JTPA Summer Programs to determine the number of students that would have to enroll in the program for reading and/or math. kaihy\\LRSDLPLN 12page 24 1. 2. 3. 4. lothyVLRSDl .PLN To individualize instruction to meet the needs of students. To group students according to test scores, i.e., slow learners together. To provide a tutor to help students with greatest needs. To schedule class time so that teachers have time to work with each student on a one-to-one basis. To use classroom instruction, training, and the computer lab in the learning process to address remedial needs. To properly motivate the students to encourage them to want to learn. To give students faith in their ability to learn. To sponsor a luncheon where students can perform and express talents. To set up field trips of cultural events, childrens shows, the art center, and visits to other sites of interest of young people. ASSET PROGRAM During the 1988-89 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ASSET) will be implemented at four (4) junior high schools. To be totally successful in preventing its marginal students from becoming dropouts and in increasing the academic and social skills of every \"at risk\" secondary student in the District, the program should be expanded to address the following needs: three existing junior high populations are not receiving remedial assistance\nthe location of the remediation sites prevents access by some students to the services\nthe \"at risk\" students need life-coping and life-planning skills essential for success\nthe \"at risk\" populations is not restricted to students only in grades seven, eight, and nine, but \"at risk\" students in grades ten, eleven, and twelve are not receiving the needed services\n135. the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. By the end of the 1993-94 school year, the JTPA/ASSET Program is expected to achieve the following: The services of the program will be available to all \"at risk\" junior high populations. The program will be offered at sites easily accessible for students needing the services. page 25 Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. Participating students will demonstrate an increase, in self-concept, school/social adjustment, and goal orientation. The services of the program will be available through easily accessible sites to \"at risk\" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of \"risk\" - low academic achievement, high absenteeism, poor selfconcept, lack of goal orientation, and low motivation  for all participating students will be reduced. The on-the-job training received by the economically disadvantaged tutors will improve their academic achievements, self-concept, and goal focus, and thus, increase their opportunities for future employment. The activities of the JTPA/ASSET Program, will be monitored by the Districts Office of JTPA/ASSET Program and the Division of Curriculum and Instruction, and yearly evaluation of the Program will be made, using the following data: A. The number of identified \"at-risk\" students grades 7-12, needing the services compared to the number participating\nkalhyVLRSDl.PLN B. C. Standardized test results of the participating students\nAcademic performance in regular classrooms according to nine-weeks grade reports\n14D. Absentee records from the home schools of participating students\nE. Number of school drop-outs\nF. Follow-up reports concerning employment and educational activities of participating students who exit the program\nG. The number of parents involved in parental/home reinforcement activities. Programs and individual components will be continued if JTPA funding is available. Page 26 In support of the goal of expanding the JTPA/ASSET Program to all junior high schools except Mann Magnet, LRSD will: Continue JTPA-ASSET Program in existing four junior high schools to provide remediation in reading, mathematics, and computer-assisted instruction. Identify students needing services by SEPTEMBER 30, 1989 Advertise and employ counselors by MAY 31, 1990 Advertise and employ teachers by MAY 31, 1990 Advertise and employ tutors by MAY 31, 1990 Order materials/supplies. ONGOING Schedule/Implement home transportation. To implement the above program through remaining non-magnet junior high schools. Identify students needing services by SEPTEMBER 30, 1989 Advertise and employ counselor by MAY 31, 1990 Advertise and employ teachers by MAY 31, 1990 Advertise and employ tutors by MAY 31, 1990 Order materials and supplies. Schedule/Implement home transportation. lathyXLRSOl .PLN 15Page 27 In support of the goal of expanding the JTPA/ASSET counseling components, LRSD will: Provide more in depth and group session counseling. Advertise and employ additional counselors by MAY 31, 1990 Revise existing counseling progress to include emphasis on life-coping and lifeplanning skills by SEPTEMBER 30, 1990 Implement above skills. SCHOOL OPERATIONS page 28 The LRSD Office of Desegregation will be responsible for monitoring the implementation of the LRSDs desegregation plan with respect to the following goals: 1. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. kaihyVLRSDI.PLN 2. 3. 4. 5. 6. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. The student hearing officer will be responsible for developing and monitoring plans to reduce the disparity of disciplinary actions. To provide guidance and counseling service which address students needs, are supportive of strategies and interventions to enhance student success and expectations, and provide communication to families of students. To provide guidance and counseling which makes students aware of their options and to assist students in acquiring habits and attitudes necessary for success in school and in later life. To monitor student class ratios and instructional practices to ensure equal opportunities for all students. 167. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 8. To assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 9. To review and assess testing practices, formats and results in order to better address the needs of all students while providing special intervention for disadvantaged students. 10. 11. To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. To review staffing patterns and staff assignments in all schools and district offices for equity. 12. To establish recruitment programs for representation of minorities in all positions in the District. page 29 13. To ensure schoolwide planning and individual academic achievement\nto address disparities, individual needs and student success\nand to provide staff development on an ongoing basis. 14. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. 15. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. page 30 LRSD will take the steps described below in an effort to reach the goal of ensuring an organizational structure which provides equity of opportunity and access: Review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan. Appoint school based biracial committees to monitor implementation and data. A district-wide biracial committee will monitor district-wide desegregation efforts and data. kithy\\LRSDl.PLN 17Establish a reporting system. Provide inservice to raise staff awareness/ expectations of equity concerns for students. Inservice cycles for existing and new staff including: a. b. c. d. teacher expectations working with parents at-risk youth learning styles Provide programs which raise parental awareness of district structure, policy and programs and ways to access them. Mini-seminars at PTA meetings and in the community. Monitor school standards to ensure high quality education for all students. Review of data. School monitoring visits. Page 31 LRSD will take the steps describes below in an effort to reach the goal of providing a climate in each school which is based on the belief and expectation that all children can learn and providing resources necessary to support and effect that belief: Provide education to staff and patrons regarding school culture and positive school climate. PTA Board and general meetings to have educational components re: climate and expectations. Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students\nand creating positive climate. Monitor school climate and resource allocation. Work with schools to help them design programs which meet the specific needs of their students. Monitor facility, staff morale, student achievement, status of media center books and materials. kalhyVLRSDl.PLN 18Enhance equipment, supplies and materials in buildings. Provide staff development and intervention plans as needed. Provide resource assistant to school staffs. Provide planning time and formats to school staffs. Develop school profiles which show complete data pictures. Set goals for improvement. Page 32 Establish a program to familiarize parents with school expectations and to build a partnership with them. Share schools objectives, discipline policy, standards for testing, placing and promoting students. Involve parents as full partners in planning at schools for students growth and success. Page 33 LRSD will take the steps described below in an effort to reach the goal of developing an implementing policies which enhance school climate and improve student discipline and attendance while also meeting individual student needs and learning styles: Provide inservice training to district personnel on discipline in a desegregated setting. Conduct inservice training on discipline management in all local schools. Provide follow-up training for new staff on a regular basis. Provide inservice to district personnel on behavioral styles and learning styles of students and divergent backgrounds. Provide training for school based improvement teams (to involve staff and parents) who will train staff at the school site with annual maintenance. Provide a committee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy administration. fcalhyXLRSDl.PLN 19Require committee and sub-committees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board member to review data and recommend modifications to meet students needs and district needs. Revise student handbooks as needed. Appoint joint committee with PCSSD and NLRSD. Review attendance and disciplinary policies and consequences. Page 34 Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school. Develop school based discipline plans to be reviewed at district level and to include suspension alternates. Achieve effectiveness of these alternatives to be regularly assessed. Establish a school based student discipline and attendance incentive system at each school. Review research and develop rewards program such that recognition and incentives will be individual to the school. Provide counseling intervention for students with chronic disciplinary and/or attendance problems. Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems. Involve parents in the team process regarding their children through meetings/conferences. Page 35 In support of the goal of providing guidance/counseling services which address individual student needs, are supportive of strategies and interventions to enhance student success and expectations, and provide communications to families of students, LRSD will: Inform students of all opportunities available to them and encourage them to take advantage of these opportunities. kaihy\\LRSDI.PLN 20Publish a document annually which lists financial aid, vocational and higher education opportunities for all students. Encourage students to take advantage of opportunities open to them. Make parents partners in education of their children by making information accessible to them and keeping them informed. Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Provide written information to parents regarding curriculum and student skills. Make students aware of educational and post educational opportunities. Hold skills and employment fair to be held annually in conjunction with business community. Create community linkages to assist students in need of special services. Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. Page 36 Create academic intervention strategies on a school basis. Require each school to put into its annual plan a designed set of interventions to help increase student academic success, i.e., Peer Tutoring, Volunteer Tutors. Page 37 In support of the goal of providing guidance/counseling which assist students to acquire habits and attitudes necessary for progress in school and in later life, LRSD will use the following means in an effort to reach the following objectives: Objective: Provide minicourses for students in study halls, testing skills, and pre-career skills in a sequenced program beginning in grade four and through high school. Develop minicourses to be developed in sequence beginning with grade four. Provide teacher staff development in the use of curriculum of these areas. Objective: Raise awareness of student or future career options. blhyVLRSDI.PLN 21Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. Page 38 In support of the goal of monitoring class ratios, instructional and teaching practices to ensure equity for all students, LRSD will pursue the following objectives by the following means: Objective: Achieve equity in class structures by grade and by subject area. Review class ratios by subject, by class, by teacher on a semester basis. Address disparities with intervention activities. Remove barriers to equitable participation of students. Objective: To achieve equity in student instructional practices. Review grade distributions by subject, by class, by teacher on a semester basis. Address disparities with intervention activities. Objective: Achieve equity in teaching methods. Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Page 39 In support of the goal of providing and ensuring opportunities and encouragement to all students to participate in extra curricular and co-curricular activities, LRSD will pursue the following objectives through the following means: Objective: Inform all students and patrons of co-curricular/extracurricular activities available for students and of participation requirements. Use of media and press. Send printed information to parents. Make clear public address system announcements to students. Use community agencies such as churches to assist with recruitment. Objective: Staff recruitment of students to participate. Individual staff contacts with students encourage involvement. kalhyVLRSDl.PLN 22Staff shall specifically recruit from among students who do not typically participate in particular activities. Objective: Increase student participation, particularly minority student participation in co-curricular activities. Profile student involvement in each club or activity. Desegregate participation data. Develop school based recruitment plans. Objective: Remove all barriers to equitable participation of students who wish to participate in extracurricular activities. Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. Page 40 Objective: Develop school profiles which provide overview of school success or its impact on students so that changes and/or interventions can take place as needed. Profile school by: a. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Desegregate data by race. Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. lttihy\\LRSDI .PLN 23Page 41 In support of the goal of reviewing and assessing testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students, LRSD will pursue the following objectives by the following means: Objective: Visits to school by testing/evaluation monitoring team to assess validity and reliability of testing procedures and strategies employed to prepare students for test taking. Meetings with principals, teachers. Informal classroom visits by monitors. Compilation of comparative data by school. Evaluation of data with recommendations for changes/improvements. Objective: Disaggregation of test results by grade, by race for review and assessment for intervention purposes. School analysis of test results by grade, teachers, race and subject area. Development of comparative data to assess disparity areas, if any. Preparation of intervention plans to address specific student needs. Page 42 In support of the goal of giving local schools sufficient authority to improve and to advocate for students, and to hold them accountable for results, LRSD will pursue the following objectives by the following means: Objective: Develop/enhance site-based management at designated schools. Staff development for principals. Revise district procedures to provide central office technical support rather than strict control. Enhance principal accountability for program at the building. Provide support to revitalize school environments to make it conducive to student learning and to order. Plan district school renovation to meet programmatic and student population needs. kaihy\\LRSDl.PLN 24Objective\nRespond to principal requests for assistance in a timely manner. To set up format for technical assistance with assigned personnel to work with individual schools. Page 43 In support of the goal of reviewing staffing patterns and staff assignments on all schools and district divisions for equity, LRSD will pursue the following objectives by the following means: Objective: Update review of recruiting needs by age, race, sex and seniority in positions in the district to ascertain projected needs. Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Projection of student population on two year basis to validate expected needs. Objective: Review of position assignments related to racial equity such that all races are represented in every position and job description in the district. Develop and assess school and divisional staffing patterns. Recruit support and non-teaching staff to reflect equitable racial representation in all positions. Page 44 In support of the goal of establishing recruitment programs for representation of minorities in all positions in the district, LRSD will pursue the following objectives by the following means\nObjective: Create pool of currently certified teacher applicants and of students pursuing certification. Share applicant pools with PCSSD/NLRSD (see collaborative). Share with NLRSD/PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students. Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession. Provide internship programs at district schools for aspiring teachers and aspiring administrators. laihyU-RSDI.PLN 25Page 45 In support of the goal of ensuring schoolwide planning for programmatic excellence and individual student achievement, LRSD will pursue the following objectives by the following means: Objective: Provide school based planning based on analysis of all available data\na specific format for addressing school racial, gender, SES disparities. Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. Desegregate data relative to: a. b. c. d. e. student performance discipline attendance participation in school activities placement in classes Train staff to deal with data and implementation of strategies. Evaluate outcomes of interventions via milestone reports and final yearly reports. Reassess and modify objectives and strategies. Create final plan and strategies. Assess annually outcomes of yearly plan. Page 46 In support of the goal of providing ongoing staff development and information to parents relative to student success, LRSD will pursue the following objectives by the following means: Objective: Update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor. Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. b. c. d. TESA PET Classroom Management School Management kathyVLRSDl.PLN 26Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. Provide district-wide program of staff development. Page 47 In support of the goal of collaboration with contiguous districts regarding aspects of the plan which will facilitate and enhance desegregative efforts LRSD will pursue the following objectives by the following means: Objective: Create a collaboration whereby all students in all schools in the three districts (LR, NLR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff. Follow Interdistrict Desegregation Plan. page 48 PROGRAM FOR ACCELERATED LEARNING/ACADEMIC SUPPORT PROGRAMS These programs will provide learning experiences to remediate and address a students deficiency while minimizing the removal of the student from the regular classroom setting. Support programs will be available for all grade levels, K-12. These programs are transition programs designed to assist students in learning the requisite skills necessary for instruction and success in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading and math at the secondary level. These programs will be planned to be fast paced, high interest, high expectation and individualized. These programs will have a specified time frame by which students will meet performance criteria. These programs must have specific written approval of the parent or guardian before students may be placed in them. Pull-out programs will be a last resort and will be kept at a minimal level. kaihyXLRSDl.PLN 27page 49 kaihy\\LRSDl.PLN Technology assisted instruction will be used to provide remediation and academic support (including computers, video discs, VCRs and appropriate software support). These programs will incorporate cooperative learning strategies. The goal is for targeted elementary students to attend a computer lab for at least seventy instructional minutes per week, which normally yields at least thirty-five minutes per week in both math and reading. PAL specialists at the elementary level in mathematics and reading will work closely with the computer component to monitor student data and investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instructional aide supervises and assists the students as they participate in individualized computer instruction. LRSDs goal is to add a computerized management component to provide annual pre- and post-criteria-referenced tests for most grades, computerized scoring of unit tests for mastery and automation of record keeping. These programs are cooperatively developed and planned by the staff for students. These programs should offer a stimulating, multicultural and interdisciplinary approach to learning with a language (oral and written) base for emphasis in each core area. Staff members will use a variety of instructional strategies and utilize both in district and community resources for motivating students. Each parent will sign a written agreement identifying the responsibilities of the parents, school staff and students. LRSD will seek collaboration among the three Pulaski County school districts in the following areas: A. B. C. Information/resource sharing, especially related to planning for \"at risk\" students. Cooperative development of programs and assistance (based on results of MPT and student needs, etc.). Establishment of complimentary sites for summer school and other programs. 28D. Joint applications for funding by grants, foundations, etc. page 49 Elementary and Secondary Programs for Accelerated Learning (PAL) as well other elementary and secondary support programs have the following goals: as 1. To identify educationally-disadvantaged students through appropriate assessment procedures. 2. To develop a profile on each educationally disadvantaged student that identifies his/her strengths and weaknesses. The profile may include information from the following: EPSF Screening, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. 3. To utilize the student profile in developing an Academic Skills Improvement Plan based on the assessed need(s). The plan must be cooperatively developed and implemented by the regular and PAL/support teachers. a. The individual school will initiate plans to remediate skills not mastered. page 50 b. For area(s) which the student failed, the school will list unmastered objectives on the Improvement Plan(s). c. After this initial information is entered on the Improvement Plan(s) the plans will be attached to the Needs Identification Form. d. The Needs Identification Form and partially completed Improvement Plan will be placed in the permanent records of the student. 4. To provide a fast-paced. multicultural. technology assisted. language-based, individualized instruction program for educationally disadvantaged elementary students. 5. 6. To set academic performance/achievement timelines for each student in the program To actively involve parents in the development and implementation of the Academic Skills Improvement Plan for the student. l(thy\\LRSDl .PLN 29kalhy\\LRSDl.PLN 7. To provide ongoing assessments (formative and summative) to ensure student progress in meeting the expectations of the academic improvement plan. Secondary Program for Accelerated Learning (PAL): In addition to the goals outlined above, the secondary support programs including the Program for Accelerated Learning (PAL) has the following goals for the secondary level: 1. 2. 3. 4. 5. 6. 7. To provide transition/support, programs for students who need assistance in developing the competencies needed for functioning effectively in the regular English and math classrooms. To identify and provide placement of students who may need instructional support for functioning within the regular classroom setting. A profile of students will include the following: former placement level, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. To utilize the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on the assessed need(s). To provide a fast-paced, multicultural, inter-disciplinary, language-based, individualized instruction program for students placed in the program. To set performance/achievement timelines for each student in the program. To actively involve parents in the development and implementation of the skills improvement plans for the child. To provide ongoing assessments to ensure movement of students in meeting the expectations of the skills improvement plan. PAL/Academic Support Programs  Grades 7-12 1. 2. 3. To include a wide range of strategies and programs to assist students with basic communication skills of reading, writing, speaking, and listening. To provide learning and study skills as an integral program component. To include a diagnostic/prescriptive approach which will include direct instruction in the areas of word-attack, vocabulary, comprehension, and application of reading and study skills. 304. 5. 6. To involve the PAL and other academic support teachers in developing, implementing, and evaluating the Academic Skills Improvement Plan for all students assigned to their program. To cooperate with regular classroom or core area teachers to provide reinforcement and support for students. To adhere, as appropriate, to the goals and procedures outlined for PAL and other support program. The Little Rock School District is committed to: Evaluation (formative and summative) of the student based on the Academic Skills Improvement Plan. Parents are provided information during each grading period on the students progress in meeting the performance goals in the Academic Skills Improvement Plan. Monitoring and evaluating the program based on student improvement/achievement outcomes in accordance with District and other regulatory standards. An Evaluation Design and Checklist have been developed to provide program evaluation data. Page 52 LRSD will take the following steps to refine the implementation of the Program for Accelerated Learning (PAL) and Academic Support Programs. Reconvene the ad hoc committees: Junior High, High School and a steering committee with representatives from each committee. Review program goals, objectives, guidelines, and findings of reviews and audits of Board Committee. Recommend modifications for effective program implementation during 1988-89 with responses to needs of individual schools and program levels. Refine criteria/preferred qualities for teacher selection. Refine placement criteria (secondary level). Refine exit criteria (secondary level). Obtain recommendations for student placement in PAL and complete academic skills needs assessment. kaihy\\LRSDi.PLN 31Develop improvement plans for students who did not achieve mastery on the Arkansas Minimum Performance Test (grades three and six) and for eighth-grade \"at-risk\" students. Page 53 Implement Learning Lab curriculum guide and continue revision of program as needed. Develop list of suggested material and supplies that will address students specific skills deficiencies. Order needed materials and supplies. LRSD will take the following steps to design and implement effective staff development to ensure equity\nPlan and conduct inservice for Central Office staff. Plan and activities\nconduct inservice for teachers. Inservice should focus on the following Page 54 a. b. c. d. e. f. g- Ensure heterogeneous grouping in regular math and English classes Schedule math and English PAL teachers with simultaneous classes Review facilities criteria Review placement criteria for\n(1) (2) (3) Learning Lab Special Education Math/English PAL Classroom Review personnel selection criteria Select and order supplies and materials Provide training on administering TABE (pre/post) Test. Plan and conduct building-level inservice for entire faculty. Continue monthly inservice meetings (six per year) at IRC for elementary reading and math PAL teachers and elementary principals. Also include computer personnel when appropriate. Implement preschool inservice (five days) for secondary PAL teachers and address the following activities\nlcaihy\\LRSDl.PLN 32a. b. c. d. Obtain class rosters Gather student profiles Identify skill needs for each student Cluster students within classrooms and among PAL teachers according to need Paired teachers will develop instruction schedules (English/math) according to student needs and class periods. Alternatives may include: a. b. c. instruction on alternate days mini-class periods (25 minutes per period within each period) team teaching (by content area) Page 55 Plan individualized instruction based on each students assessed needs. A common plan may be used for students who have similar deficits. Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. b. c. d. e. Identify appropriate materials/ resources Determine appropriate instructional strategies Determine method/means for student mastery evaluation(s) Begin to develop daily lesson plans that reflect the above procedures and information Identify strategies for simultaneous instruction Assist secondary PAL teachers with incorporating motivational strategies into the instructional program. Assist secondary reading teachers to become more involved in the PAL program by scheduling one day of inservice with the English and math ALP teachers. Page 56 LRSD will take the following steps to provide equity in program facilities: Develop criteria for facilities to address classroom: a. b. c. d. e. attractiveness lighting ventilation accessibility essential space klhy\\LRSDl.PLN 33Provide facilities criteria to building principals (refer to 2.2). Monitor adherence to facilities criteria. LRSD will take the following steps to employ appropriate personnel to implement an equitable and effective program: Identify regular substitutes for computer labs. Train computer lab substitutes. LRSD will take the following steps to provide ongoing program evaluation to ensure educational equity: Develop a PAL evaluation design after considering recommendations from the committee. Design evaluation instruments. Monitor PAL classrooms and evaluate PAL Program. page 57 To implement PAL Computer Program, LRSD will: Replace lab attendants as needed Redistribute computers based on enrollments Schedule initial update and review inservice and new staff training Conduct initial inservice Conduct new staff inservice Conduct and field test systems Develop schedule Select target students Input student names Conduct student orientation kaihyVLRSDl.PLN 34Complete computer basic skills placement notify Math/Reading Specialists of placement results Conduct individualized instructional assessment per schedule Provide reports, intervention modes and files Monitor students progress and change placement as appropriate on classroom teachers recommendation Process installment payments for hardware and software Monitor program Repair equipment as needed Input students \"pre\" data Input students \"post\" data Complete school \"Gain\" report Complete district \"Gain\" reports GIFTED EDUCATION From Desegregation Plan Pages 58-62 page 58 The criteria for placement into gifted and talented programs shall be above average intellectual ability and creative ability. To the extent that task commitment and/or motivation may be objectively determined, they too may be utilized as criteria for identification and placement. No one criterion shall be used if the result has a disparate impact upon either racial group within the District. Moreover, special attention shall be devoted to the identification and placement of black students and students from low and middle socio-economic levels. While the program models and the special needs and strengths of the gifted and talented program in each district differ, all three districts are committed to following the best practices in the field of gifted education in identification, curriculum, and program evaluation. kaihyVLRSDi.PLN 35In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the following areas: (I) curriculum, (2) staff development, and (3) research and administration whenever possible and/or feasible. page 59 In order to establish collaborative efforts for research, administration and operation of gifted programs, LRSD will: Share research and/or findings in the operation and/or administration of gifted programs. Establish a schedule of regular meetings of the tri-district gifted supervisors. Establish a procedure to inform and/or involve other administrative personnel and/or staff of research and/or innovative procedures. NOVEMBER, 1992 Investigate the feasibility of initiating a tri-district effort to establish a model program to identify and educate socio-economically disadvantaged gifted children. Participate in Project Promise through the University of Arkansas at Little Rock (one junior high school in initial group). DECEMBER, 1992 page 60 In order to collaborate staff development efforts in gifted education, LRSD will: Share the cost of outside consultants to the gifted programs whenever feasible and possible if funds are available. Require supervisors to meet with PCSSD and NLRSD counterparts to discuss individual program needs and to determine if consultants can be shared. Plan and implement tri-district inservices conducted by the tri-district staff on identification, curriculum, and program evaluation if funds are available. Require supervisors to meet to plan tri-district inservices and tri-district inservices are held. kalhyXLRSDl.PLN 36page 61 Introduce, explain and train all teachers/ facilitators, specialists in the tri-district gifted programs on the use and implementation of the existing tri-districts gifted scope/sequence instrument. Conduct gifted staff meetings in each district each fall for teachers/facilitators new to the program. Refine and to complete the Scope and Sequence Instrument. Appoint a tri-district curriculum committee to refine and to complete the document. page 62 Implement all objectives relating to the LRSD refinement/restructuring implementation plan in terms of identification, curriculum and staff development. To implement all strategies/activities delineated in the refinement/ restructuring plan in accordance to their objectives. FALL, 1992 I MULTICULTURAL CURRICULUM From Desegregation Plan Pages 63-80 page 63 1. The multicultural approach will be integrated into the subject areas and courses 2. A multicultural focus will permeate the total school environment: materials, libraries, assemblies, textbooks, bulletin boards and other displays, holiday observances and extracurricular activities. 3. Students will be provided opportunities to develop better self-esteem. 4. Multicultural curriculum and a multicultural approach to education will be in place in each school. 5. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups. kihy\\LRSDl.PLN 37 The Little Rock School District shall use its Office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to, the following:  instructional methodology appropriate for a diverse population teacher/student interaction behaviors quality multicultural materials and supplies seek textbooks free of race, ethnic and gender bias organization for instruction (within schools and within classrooms and in classroom seat assignments) special activities development of objective and non-discriminatory criteria for student placement in enriched/honors and advanced placement classes page 64 inservice training staffing The Office shall integrate human relations activities for the individual classroom into the curriculum by promoting:  the use of multicultural textbooks and instructional materials. role-playing and group projects, discussions of race relations and ethnicity as they relate to the classroom, the school and the society. A speakers bureau will be developed to promote a better understanding of multicultural education in the schools and throughout the community. kaihyXLRSDl.PLN 38II. Areas of Collaboration LRSD will work cooperatively with the other districts in examining, developing and implementing a multicultural curriculum, will retain its own general curriculum approach, but will join the other districts in the following areas of collaboration: A. Annual Multicultural Materials Fair. The need for the review and purchase of books, materials, posters and other multicultural instructional aids will be ongoing. cooperatively planned and implemented to meet this need. Annual Fairs will be B. Inservice Training: Training for staff on the appropriate selection and use of multicultural resources will be an integral part of the tri-district staff development model and will be provided through a variety of strategies/activities. C. Access to Higher Education Training Opportunities: The three districts will cooperatively access information on courses/seminars related to multicultural curriculum development and ethnic studies in higher education institutions in Arkansas. This information will be shared with staff members in the schools, and strategies will be developed to motivate teachers to take the identified courses. page 65 III. 1. Expected Outcomes By September 30, 1989, the curriculum for pre-school through grade 6 will 2. reflect a multicultural approach. By September 30, 1993, the curriculum for grades 7-12 will reflect multicultural approach. a 3. By September 30, 1991, a curriculum review/revision cycle will be established. IV. Evaluation and Monitoring Each building principal is responsible to ensure that the multicultural curriculum permeates the school environment as required by this Plan. A section on multicultural curriculum will be added to the LRSD monitoring checklist. page 66 1. With the objective to provide teacher learning opportunities through formal course training, LRSD will: kaihy\\LRSDI.PLN 39Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the summer and fall, 1991. Receive and advertise course offerings to all certified staff, including opportunities for tuition reimbursement and/or salary credit. Identify participants in summer and fall courses. 2. With the objective to develop a district-wide multicultural audiovisual resource catalogue, LRSD will: Review and catalogue present audiovisual materials related to multicultural curriculum. Purchase additional audiovisual materials from the 1988-89 budget. Identify and catalogue other resources for multicultural audiovisual materials, i.e., AR Dept of Education, LR Public Library, AR Library Commission. Revise, print and distribute multicultural audiovisual resource catalogue for the LRSD. Place initial supplemental order for multicultural audiovisual materials from the 1989-90 budget. page 67 3. With the objective to plan and implement the Instructional Materials Fair (Multicultural), LRSD will: Involve a team of parents, community resources, and teachers in detailed planning for the Fair-specific dates, time, place and format-to be held as a component of 1988-89 preschool conference. Identify national and local vendors of multicultural instructional materials. Establish pre-school conference dates and extend invitation to vendors. Confirm Fair participants. Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts. Conduct media campaign for Fair to staff and parents. Host tri-district \"Instructional Materials Fair\". kaihyXLRSDI.PLN 40page 68 4. With the objective to develop criteria for textbook review and adoption, LRSD will: Revise Board policy for textbook adoption. Identify an ad hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members). Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks. Submit revised policy and criteria to the Board of Directors for first reading. Adopt policy on textbooks. Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks.\" Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption. page 69 5. With the objective to develop and implement a multicultural curriculum for prekindergarten through grade 6, LRSD will: Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculum. Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion. Develop expectations for members participating on multicultural curriculum committee. Identify curriculum committee members and contract for services: 8 - Health/Science 5 - Music kaihyVLRSDl.PLN 4114 - Reading/Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 Obtain multicultural curriculum units from models used in other cities. page 70 Develop expectations for use of local resource consultant in multicultural curriculum development. Secure the services of six (6) local resource consultants to serve on the district-wide curriculum development committee. Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to include (a) understanding the rationale, trends, and goals multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum. Conduct task completion monitoring as identified in timeline. Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members). Review and edit the comprehensive guides in each content area at each grade level. Type and print all guides. page 71 Conduct inservice for all elementary principals and teachers. Involve principals and teachers in ordering multicultural materials from local building budgets: a. b. Make available materials catalogues to building level principals. Order and acquire materials based on curriculum to be taught. Extend inservice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, science, art, and music). kaihyXLRSDl.PLN 42Host three (3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum. page 72 6. With the objective to develop and implement a multicultural curriculum for grades 7-12, LRSD will: Verify second year contract of national expert in multicultural curriculum. In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for last completion. Plan and hold at least three (3) public meetings to receive suggestions from patrons in areas of multi-curriculum and programming. Develop expectations for member participation on multicultural curriculum committee. Identify secondary curriculum committee members and contract for services: 4 Reading 4 Librarians 4 Math 4 Science 12 English 12 Social Studies 4 Music 4 Art Phase in Multicultural and learning (social studies, music, and art). page 73 Obtain multicultural curriculum units from models used in other districts. Develop expectations for use of local resource consultants in multicultural curriculum development. Identify secondary social studies, music, and art committee: 1991: 19 teachers: 7 social studies 6 music 6 art lathy\\LRSDl .PLN 431992: 11 teachers: 3 social studies 1993: 11 teachers: 4 music 4 art 3 social studies 4 music 4 art Secure the services of eight (8) local resource consultants to serve on the district-wide curriculum development committee. Conduct inservice session or \"Methods for Developing Multicultural Learning Strategies\" to include (a) understanding the rationale, trends, and goals of multicultural curriculum and (b) establishing procedures for developing a multicultural curriculum. page 74 Conduct last completion monitoring as identified in timeline. Operationalize the curriculum development timeline (monthly) meetings with specific dates developed in cooperation with committee members. Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art). Type and print all guides for social studies, music, and art. Conduct inservice for all secondary administrators and teachers. Involve principals and teachers in ordering multicultural materials from local building budgets: (a) (b) Make available materials catalogues to building level principals Order and acquire materials based on curriculum to be taught Monitor the use of curriculum guides. page 75 Extend inservice through scheduled district level regular council meetings (reading, English, social studies, science, art, and music for the secondary level). Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum. kslhyXLRSDl.PLN 44page 76 The goal of LRSD is to cooperate with the other districts in efforts to promote multicultural activities and curriculum development by working towards the following objectives: 1. With the objective to provide staff development in the area of multicultural education, LRSD will\nJointly negotiate for consultants to provide inservice for the districts. 2. With the objective to provide access to and information about multicultural materials to teachers, parents, community, LRSD will: Share responsibility for Multicultural Materials Fair to be held annually. 3. With the objective to provide information to staff members on the availability of graduate coursework in multicultural education, LRSD will: Write letters to institutions of higher education in the area concerning the need for such courses. Promote such courses to the staffs of each school district 4. With the objective to investigate the possibility of cooperating on strategies to acquaint staff and communities with multicultural education, LRSD will: Meet to discuss possibilities of seminars, symposiums, or other activities to promote multicultural education among the districts. page 77 LRSDs goal is to ensure educational equity in the elementary and secondary curriculum/program areas by working towards the following objectives: 1. With the objective to enhance educational equity in instructional methodology and teacher/student interaction, LRSD will\nResearch and share effective instructional strategies at regularly scheduled council and program area meetings. Purchase science supplies for teachers to facilitate the hands-on science approach. toihyVLRSDl.PLN 45Purchase math manipulatives for teachers to facilitate hands-on math instruction. Purchase sets of trade books for teachers to facilitate the emphasis on literature and the wholeness of language approach. Provide inservice for using materials identified above. Identify needs of teachers for improved delivery of instruction using student data, principal recommendation, school improvement plans, and teacher questionnaires as the basis for decision making. (Resource: LRSD Resource Staff Development Guide). Submit the inservice needs to the Staff Development Department. page 78 Schedule teachers as identified for the appropriate inservice. Monitor the teachers use of effective instructional and classroom management strategies. 2. With the objective to incorporate multicultural materials into the instructional programs. LRSD will\nReview and assess appropriate multicultural materials. Identify and suggest multicultural material to be purchased at local school level by content and grade. Schedule workshops on use of materials (where appropriate). Monitor the use of appropriate multicultural materials. 3. With the objective to implement organizational practices that will enhance educational equity, LRSD will: Provide teachers with training for effective in-class grouping. Monitor implementation of strategies through classroom visitations and feedback in follow-up workshops. Review placement criteria for enriched/honors and advanced placement classes. Provide support to principals in monitoring the distribution of students in higher level courses to assess gender and race equity. kalhyVLRSDl.PLN 46page 79 4. With the objective to ensure increased educational equity through inservice training, LRSD will: Perform the activities outlined in objective 1 above. 5. With the objective to ensure equity in the selection and use of textbooks, LRSD will: Inventory and assess current textbooks for multicultural presence. Identify the deficiencies existing in current textbooks. Select and purchase resource materials to replace or supplement areas of deficiency. Provide training for use of supplemental materials. Monitor teacher implementation of the use of multicultural texts/materials in the curricula. Develop a checklist for selection of new textbooks during the adoption cycle to facilitate the selection of a text that is free of gender, race, and ethnic stereotypes. 6. With the objective to achieve equity in the implementation of special activities, LRSD will: Ensure that student participation in special events is multicultural and that the quality of participation is equitable. page 80 Develop guides for each course area that are multicultural in content and that facilitate equity in methodology. Monitor the use of the curriculum guide. 7. With the objective to ensure the maintenance of challenging and relevant course offerings, LRSD will: Review research and recommended practices for each content/program area. Assess the LRSD course content to identify needs for changes. lalhyXLRSDl .PLN 47Submit recommendation and rationale for any new courses to the Assoc Supt for Ed Prog. Develop curriculum guides for approved courses. Provide inservice for staff on implementation of courses. Conduct workshops to appropriate staff on new course offerings. Monitor implementation of the courses, including equity in assignment of students. Review placement criteria for enriched/honors and advanced placement courses. Monitor enrollment in courses to ensure equity in assignment/participation of students. FOCUSED ACTIVITY page 81 From Desegregation Plan Pages 81-85 Each area school shall have a fundamentally sound and strong basic education program. Each area school shall also have the option of developing focused activities (which may center around a theme) after appropriate community and parental involvement. All focused activities must promote the desegregation objectives ordered by the court. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. The purpose of the focused activities shall be threefold: (1) to promote the school as a \"community of learning\" among parents, staff and students\n(2) to provide enrichment opportunities at the building level\n(3) to ensure equitable opportunities for participation in the elementary area schools. I. Areas of Collaboration The Little Rock School District and the Pulaski County Special School District agree that the implementation of focused activities (LRSD) and specialty programs (PCSSD) in the districts elementary schools could be a collaborative effort (1) in enriching each districts elementary curriculum and (2) in achieving greater racial balance through voluntary interdistrict and intradistrict, transfers. LRSD plans to implement only focused activities kaihy\\LRSDl.PLN 48in all of its elementary area schools. LRSD accepts that only magnet, incentive and interdistrict schools in Little Rock School District will have specialty themes and LRSD agrees to develop procedures in cooperation with PCSSD to prevent unnecessary duplication of specialty themes within the two districts. LRSD will, in collaboration with PCSSD, publicize the specialty programs and encourage majority to minority transfers between the two districts. Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between PCSSD and LRSD will be explored. LRSD agrees to address any possible areas of collaboration with NLRSD, should it decide to implement specialty programs. II. Overview The Little Rock School District will establish an Academic Progress Incentive Grant Program, the goals of which will be to (1) improve the education of all students and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. page 82 III. Expected Outcomes The following goals will be achieved by the Little Rock School District:  Each non-magnet and non-incentive elementary school will provide focused activities for the total school population including attention to gender, race and socio-economic issues.  Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive.  The focused activities of each non-magnet and non-incentive elementary school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities.  All elementary area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities.  All elementary area schools will be viewed by the Community as providing equitable and excellent educational programs. kaihyVLRSDl.PLN 49Academic Progress Incentive Grants In response to a request for proposals (RFP), the teachers, building administrators, and patrons of individual area schools will develop non-competitive proposals outlining specific plans for increasing achievement and decreasing disparity. A grant-writing inservice will be offered by the District. Each area school will be able to apply for a total of $75,000 over a three-year period. This amount will be issued to the schools in increments of $25,000 each year, and the carryover of funds will be permitted. The continuation of the Academic Progress Incentive Grant Program will be reviewed at the end of the 1992-93 school year. The focused activities of each area school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities. The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. All area schools will be viewed by the community as providing equitable and excellent educational programs. page 83 Allowable Activities Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria A panel will review all applications according to the following: 1. A detailed and well-planned proposal kalhy\\LRSDl.Pl.N 502. 3. 4. 5. 6. 7. 8. 9. 10. Appropriate goals and objectives Well-documented need Innovativeness Potential for replicability Realistic budget Quality of evaluation Ability to continue after grant period ends Documentation of teacher, administrator, and patron involvement during proposal development Use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. IV. Evaluation and Monitoring A. Formative Evaluation Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff an activities coordinator and a school steering committee. This committee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips, resource speakers, and needed materials, supplies and equipment. From this action plan a checklist will be developed by the activities coordinator. This checklist will be used by the activities coordinator, the principal, and the school committee to monitor the program throughout the school year. The checklist will also be used to assist the activities coordinator in preparing a report each semester to be submitted to the assistant superintendent who will review the reports and identify areas that need to be addressed to expand or revise the activities at each school. page 84 B. Summative Assessment At the end of each school year, the activities coordinator will include focused activities in a district-wide report. This report will focus on the following items: 1. the degree to which each focused activities have been interrelated with the core curriculum\nkalhy\\LRS01.PLN 2. 3. the number of enrichment activities that broadened the students experience base\nthe amount of parental involvement\n514. academic achievement as reflected on standardized tests and yearly grade reports\n5. the racial and socio-economic composition of the student population in each elementary area school\n6. the number of voluntary majority to minority transfers\n7. the type and amount of enrichment materials/supplies/equipment purchased by each elementary area school through the focused activities budget\n8. the type and number of staff-development activities at each elementary school. page 85 1. With the objective to provide means for local area schools to (1) improve the education of all students, and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups, LRSD will: Develop continuation proposal and progress report format. Distribute continuation proposal to schools. Conduct grant writing inservice. Area schools submit continuation grants to review committee. Make grant awards. Schools submit progress reports. page 86 PARKVIEW SCIENCE MAGNET SCHOOL From Desegregation Plan Pages 86-92 Parkview Science Magnet School has the following goals: 1. To provide a science curriculum that exceeds the regular science program in depth and breadth. 2. To increase student understanding in the science content that is prerequisite to a pre-professional or technical course of study in medicine or health. 3. To increase student acquisition of laboratory skills and techniques in science. kaihy\\LRSDl.PLN 524. 5. To develop skills in information acquisition, processing, statistical analysis, and technical writing. To provide opportunities for students to interact with health-science professionals through field trips to the health-science site, guest presentations at the school site, and student shadowing of the health-science professionals. III. Program Design The Science Magnet Program will combine the Districts high tech specialty science courses with a magnet curriculum that will prepare students for an undergraduate preprofessional or technical major in the area of medicine and health. The magnet program will serve to strengthen the students knowledge and skills in microbiology, organic chemistry and other critical areas. page 87 A. Organizational Structure/Operations time. Parkview Science Magnet School will be phased in over a three-year period of One grade level, starting with tenth grade will be added each year. The Science Magnet School will utilize the administrative team and teaching staff that already serve the Fine Arts Magnet School. Additional staff requests will be based upon enrollment. The Parkview Science Magnet School will work cooperatively with the University of Arkansas at Little Rock College of Sciences and the University of Arkansas for Medical Sciences to provide unique experiences for students. Parkview Science Magnet School staff will meet annually with personnel representing the College of Sciences at UALR and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. B. Curriculum Design/Course Offerings LRSD will employ the curriculum design that offer the courses as set out on pages 87-88 of the Desegregation Plan. bi(hyU.RSDI.PLN 53page 90 Staff Development The instructional staff will participate in curriculum development and staff development activities during the summer of 1989. Throughout the school year, inservice programs will be conducted to provide the staff with subject specific content and skills and also general instructional strategies and skills that will facilitate the delivery of the science curriculum. Consultants from UALR and UAMS will be used to assist with staff development. Parent Involvement Parents and participating students will sign a contract assuring understanding of the rules of the school and participation in the program. Parents will be expected to attend a limited number of designated PTA meetings and other special events. IV. Evaluation The evaluation plan includes (1) regular site visits by a monitoring team from the Districts Planning, Research and Evaluation Department\n(2) a teacher questionnaire\n(3) a student questionnaire\n(4) a parent questionnaire\n(5) an administrator questionnaire\n(6) a review of pertinent documents such as academic records, behavioral records, and records of field trips, guest speakers, science fairs, and \"shadowing\" experiences. Information is gathered, reviewed, analyzed and assessed throughout the school year. A summative evaluation report will be presented annually to the Board of Directors and district administration. Parkview Science/Mathematics Magnet School will offer the science curriculum Described at Pages 91-92 of the Desegregation Plan. biihyVLRSDl.PLN 54McClellan community school From Desegregation Plan Pages 93-94 page 93 LRSD will implement a \"Community School\" them at McClellan High School. page 94 The McClellan Community School Biracial Committee will carefully follow its planning model, allowing for community input throughout the entire process so that whatever changes are proposed for McClellan will fully reflect the communitys needs and wishes. The committee will regularly report their progress and recommendation to the Little Rock School District, the Office of Desegregation Monitoring, and the school community. page 95 RECRUITMENT OF PRIVATE SCHOOL STUDENTS From Desegregation Plan Page 95 Active recruitment of private school students to the Little Rock School District will be handled, in large part, by the PTAs in individual schools. The Parent Recruiters will share and network recruitment strategies with each PTA. These strategies will focus on (1) the determination of those private school families who live within a specific schools attendance zone and (2) the recruitment of these students. The PTAs will be asked to contact these students families and provide opportunities to inform them about the attendance zone school. The Parent Recruiters (and VIPS office) will provide direct assistance to those PTAs which have limited parental support and manpower. The Parent Recruiters will meet bimonthly with the PTA Council and/or various PTA representatives to monitor recruitment activities. In an effort to contact those students who exited the Little Rock School District during implementation of the controlled choice assignment plan, the Parent Recruiters will obtain and forward to each school, computer printouts of students on the data base who are not presently enrolled in a district school. The PTAs will contact these students families and encourage them to reconsider their public school options. toihy\\LRSDl.PLN 55The Parent Recruiters will continue to foster a working relationship with area realtors in order to access those families with school-age children who are relocating to the Little Rock area and to provide an explanation of LRSD programs in conjunction with building tours. The District will assess the effectiveness of recruitment strategies on an annual basis and share and discuss the assessment with the parties before seeking court approval of alternative strategies. page 96 FEDERAL PROGRAMS From Desegregation Plan Pages 96-97 1. Overview LRSD will work with State Department of Education to obtain additional federal funds by submitting joint proposals to the U.S. Department of Education and other funding sources. LRSD will identify and apply for federal funds that can be used to enhance desegregation. page 97 1. With the objective to submit applications to the U.S. Department of Education for the funding of: a. b. c. d. e. f. g- h. i. j. k. 1. Even Start Program School Dropouts and Secondary School Basic Skills Program Fund for the Improvement and Reforms of Schools and Teaching (First) Programs Math-Science Education Program Foreign Language Programs Gifted and Talented Programs Workplace Literacy Program English Literacy Program Magnet School Programs Drug Education Program Comprehensive Childcare Program Star Schools Program LRSD will\nBe placed on mailing list in order to receive grant application. Form grant-development committee made up of staff from both the department and the district. kalhy\\LRSDl.PLN 56Have an appropriate number of grant-writing sessions in order to develop the grant proposal. Conclude that the grant is ready for submission and is fundable. Provide to the School Board for its approval. Submit to the U.S. Department of Education. page 98 VOCATIONAL EDUCATION From Desegregation Plan Pages 98-105 1. Overview The LRSD shall provide a comprehensive, fully desegregated vocational program to all students. The staff shall be fully desegregated at all levels. Extensive publicity and counseling, where necessary, shall be provided to ensure the appropriate exercise of student vocational school choice. IL Areas of Collaboration Little Rock School District administrators of vocational and technical education will cooperate with the other districts to provide intensive public relations and recruiting activities to increase awareness of the vocational and technical training opportunities available to minority students, particularly at Metropolitan Area Vocational Center. LRSD vocational education administrators will meet with their counterparts at the other districts at least once monthly to review proposed and ongoing vocational and technical education programs in each district to identify areas in which interdistrict cooperation and collaboration will enhance equity, and to establish ways and means by which this may take place. The vocational education administrators will serve as ex-officio members of each others advisory councils. III. Expected Outcomes Outcomes expected by school year 1995-96 for the five goals listed are: a. All vocational teachers will have received training in Adapting Instructional Strategies to Dominant Styles, Teacher Expectations and Student Achievement (TESA), Program for Effective Teaching (PET) and Classroom Management. b. Minority representation among the vocational and technical education instructional staff will reflect equitable racial representation in all employee groups. kathy\\LRSDl,PLN 57c. Recruiting activities and awareness sessions will be on-going with the goal of every professional staff member and student in the Little Rock School District, Pulaski County Special School District, and North Little Rock School District will know about the availability of vocational and technical course offerings at secondary schools and at Metropolitan Area Vocational Center. d. School-wide special activities to reinforce human relations will be planned and conducted on a regular basis at Metropolitan Area Vocational Center. e. Courses, equipment and instructional methodology will reflect current and projected technology to the greatest extent possible. page 100 The goal of LRSD is to improve instructional methodology to ensure educational equity in the vocational education curriculum, by working towards the following objectives: 1. With the objective to enhance educational equity in instructional methodology and teacher/student interaction, LRSD will: Provide staff development opportunities for vocational teachers in learning styles and adapting instructional strategies to dominant styles. Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. Identify and disseminate to teachers information on teaching trends and techniques which impact equity in the curriculum. Address opportunities for further enhancement of educational equity in vocational education. Monitor all the above strategies/ activities as well as daily performance in the classroom. page 101 LRSDs goal is to increase minority staff representation in Vocational Education by working towards the following objectives: 1. With the objective to identify potential sources help, LRSD will: Contact Department of Education for assistance. Meet with Advisory Council/Committees to make them aware of problem and enlist their help. Identify and contact other sources of help in identifying and recruiting minority vocational instructors. kaihy\\LRSDI.PLN 58Maintain contact with teacher training institutions concerning minority instructors. 2. With the objective to develop and maintain a listing of potential sources and recruits for vocational education openings, LRSD will: Actively solicit names of potential recruits. Actively identify and develop potential sources for recruits. 3. With the objective to increase minority staff representation in Vocational Education, LRSD will: Give preference to minority applicants with equal qualifications. Actively recruit minority applicants. page 102 The goal of LRSD is to hold awareness sessions at Little Rocks high schools and at other appropriate locations to publicize training opportunities available to minority youth in area high school and at Metropolitan Area Vocation Center, by working towards the following objectives: 1. With the objective to plan presentations and materials needed, the LRSD will: Conduct surveys as needed to determine how students learned about vocational education offerings and about Metropolitan Vocational Center. Plan appropriate presentations. Obtain or produce needed audio/visual aids. 2. With the objective to arrange and conduct meetings, the LRSD will: Make arrangements and conduct meetings (counselors, students, staff). page 103 LRSDs goal is to have more schoolwide special activities to reinforce human relations at Metropolitan Area Vocational Center, by working towards the following objectives: 1. With the objective to plan and conduct more schoolwide human relations activities, LRSD will: Form a committee to plan schoolwide activities consisting of the Curriculum Specialist, Assistant Director of Vocational Education, one minority instructor, and one non-minority kaihyM.RSDI.PLN 59instructor. Two minority students should also be appointed, one from morning classes and one from the afternoon classes. The Assistant Director of Vocational Education will call the committee together by September 30 to gather ideas pertaining to proposed activities. Within two weeks, the committee will again be called together to finalize the activities planned for the year. Plans will be coordinated with any similar plans by other participating schools and/or the LRSD, which may also be included at the Area Center. At least one such activity will be planned and conducted each semester. page 104 LRSDs goal is to upgrade courses, equipment and instructional methodology to reflect current and projected technology for job-market needs, by working towards the following objectives: 1. With the objective to increase awareness of current and projected job-market needs, LRSD will: Attend conferences, workshops and meetings where needs are made known. Research needs through professional journals, articles, and other means. Identify and enlist aid of consultants. Work with Advisory Council committees and other groups to glean ideas and enlist aid. Coordinate activities with other surrounding school districts. 2. With the objective to plan needed changes, the LRSD will: Form committees of teachers, administrators, and advisory groups to formulate plans and curriculum. Determine resources as needed for identified. Prioritized courses and plans. page 105 3. With the objective to apply for funding, the LRSD will: Identify sources of funding. Prepare and submit applications and/or proposals. lathy\\LRSDl.PLN 604. With the objective to indicate programs/courses, the LRSD will: Prepare facilities. Hire staff. Obtain equipment, supplies and materials. page 106 LIBRARY MEDIA SERVICES From Desegregation Plan Pages 106-110 1. Overview Library/media services will be designed to provide for extension and enrichment of basic skills and will also accommodate the varied learning  styles of students in different instructional groups. Students will have opportunities to work and learn in the library/media center under the direction of a trained teacher-librarian. The Districts plan is to offer a library/media program to serve learners with diverse needs, backgrounds and abilities through a comprehensive program designed to better support District goals and student needs with regard to learning styles, relevance of instruction, support of multicultural school curriculum, and the application of learning to real-life situations. II. Areas of Collaboration LRSD will continue cooperating with the other districts in areas such as the multicultural fair and the recruitment of minority staff members to library programs. The three districts also plan to expand their collaboration in the area of staff inservice training and tri-district communication. The Little Rock and Pulaski County School Districts will share in the utilization of the local cable educational access channel (#19) if funded by a federal Star Grant. III. Expected Outcomes The Little Rock School Districts library/media program will fulfill its potential as an essential contributor to the Districts successful desegregation plan. Upon implementation of the elementary program a review of the secondary program will commence with special attention being given to meeting the interests and needs of the Districts diverse population. kalhyU-RSDi.PLN 61IV. Evaluation and Monitoring The summative evaluation will involve a pre- and post-survey instrument for a comparison between the classroom teacher responses from the survey done in 1988 and from a follow-up survey to be conducted in 1993. The goals will be as follows: (1) Three-fifths instead of 1/4 of the teachers will consider themselves frequent users of the school library. page 107 (2) Students will have access at the point of need. (3) Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom or never go to the library to use the library/media center materials for a class assignment. (4) Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction. (5) Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. Access to the Library Media Center 1. Increased student visits to the library media center on a daily and weekly basis will be evidenced through documentation. 2. Increase will be evidenced by the volume of books checked out by categories: fiction and Dewey categories. 3. The number of students who visit the library for independent research will be documented to indicate an increase in usage, and the quality of research conducted by students will be improved. 4. The number of classes/groups scheduled and supervised by the classroom teacher will be documented. Planning With Teachers 1. Library media specialists will plan with classroom teachers for materials needed for classroom units. 2. Library media specialists will plan with building staff for at least one school-wide reading motivation activity each year. kaihyVLRSDi.PLN 623. Library media specialists will plan with classroom teachers for library instruction to be correlated to classroom instruction. Instruction by Library Media Specialist 1. 2. Library media specialists will instruct students in literary skills and reference/study skills. Library media specialists will provide inservice training to building-level staff in the use of materials and equipment. page 108 Achievement An increase in test scores for reference/study skills will be evident utilizing norm- and criterion-referenced tests. Materials 1. Library media specialists will annually evaluate the collection for adequacy of multicultural materials and will continually evaluate new materials to be considered for purchase. 2. Recommendations for multicultural materials will be shared with all principals and librarians and recommended for core purchase for all schools. The 1991-92 school year will be used to establish baseline data for determining progress. page 109 LRSDs goal is to provide each student with library/media services in accordance with the essential role outline in the districts Desegregation Plan, by working toward the following objectives: 1. With the objective to implement the districts proposed new elementary library/media program, LRSD will: Hire consultant, coordinator and clerical help. Review recommendations/Outline new program. Identify equipment and materials necessary for the new library/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. Order equipment and materials necessary including AV software. kalhyVLRSDI.PLN 63Prepare a tentative supplemental list of new AV film/videos, etc. and distribute. Develop procedures, guidelines, policy statements and curriculum guide. Conduct inservice and curriculum development classes for librarians, principals, teachers. Process new materials including cataloging. Receive requests for AV materials for fall semester 1989. Schedule films\\videos as possible. page 110 Hire full-time librarians and full-time clerks for each elementary school as needed. Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. Notify teachers via librarians of the fall schedule (films/videos). Supply films/videos per schedule. Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity considerations. The goal is to devise a plan which will provide the district with consistent line item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required. Order supplies and printing. Conduct inservice for librarians and library clerks. page 111 SPECIAL EDUCATION From Desegregation Plan Pages 111-123 1. Overview The Little Rock School District must employ strategies that will, over a five-year period, reduce the number of minority students enrolled in special education. LRSD will explore and/or expand areas of collaboration among the districts include: page 112 A. Programs for low-incidence handicapping conditions kaihyiLRSDI.PLN 641. 2. 3. 4. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed B. Staff Development 1. Central Office Staff 2. Principals/Other School Staff 3. Teachers C. Tri-district Assessment Committee 1. Establish consistent screening process 2. Establish evaluation instruments to be used 3. Establish consistent eligibility criteria for Mental Retardation (MR) and Specific Learning Disability (SLD) D. Establish process and coordination in area of recruitment of minority teachers and support staff. E. Establish tri-district system (forms and format) for documenting due process procedures. The directors will hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Expected Outcomes The proposed plan will require a minimum of five years to implement. Activities that were identified for implementation during the 1989-90 school year will be ongoing at least through the 1994-95 school year. The Little Rock School District will employ strategies to achieve the following goals by the end of the 1994-95 school year: 1. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Mentally Retarded will be reduced by 20 percent. 2. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Specific Learning Disabled will be reduced by 10 percent. 3. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Speech Impaired will be reduced by 20 percent. kaihyVLRSDl.PLN 65page 113 4. By the end of 1994-95 school year all staff members involved in the referral process will demonstrate understanding of all aspects of the referral/placement process as outlined in local, state, and federal legislation. 5. By the end of the 1994-95 school year a minimum of 90 percent of the staff will select appropriate assessment instruments/procedures, goals/objectives, methods, materials/supplies/equipment related to effective diagnosis and programming of handicapped students. 6. By the end of the 1991-92 school year monitoring systems will be in place to ensure the storage/retrieval of pertinent data needed to facilitate a longitudinal study to determine placement procedures practices and the effectiveness of special education programs provided to District students. 7. The District employment of minority special education staff will reflect, at a minimum, the ratio as allowed under applicable law. 8. A minimum of 80 percent of the Districts staff will utilize strategies derived from the Districts staff development program that will assist black males in improving academic and social skills. Evaluation will be an ongoing process and will be both formative and summative, and will assess the factors noted at page 113 of the Desegregation Plan. Central office staff, principals, and teaching staff will be involved in the process. The director of the Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. page 114 LRSDs goal is to ensure equity in representation of black males in special education through comprehensive staff development, by working towards the following objectives: 1. With the objective to provide inservice that focuses on teacher behavior toward a disproportion of minority students especially black males in special education, LRSD will: Develop training center for regular teachers experiencing problems in understanding and teaching black males and other minority students. Identify teachers with high referral rates of black males to special education. Schedule inservice. Arrange substitutes for regular teachers. lathy \\LRSDl.PLN 66Provide inservice that focuses on: a. Behavior modification for teacher behavior. b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Apply skills at center with students. Return to school. Monitor teacher effectiveness. page 115 2. With the objective to provide intensive interdisciplinary interventions for: a. Students whose social and emotional behavior make it difficult to advance academically. b. Students who show slow patterns of development which may produce erroneous test scores, LRSD will: Apply appropriate pre-referral interventions. Provide training: Curriculum based assessment: Linking assessment to classroom strategies. Identify regular teachers for training. Provide training that focuses on changes in instructional techniques to match students experiences. Evaluate how materials/instructions are presented to students. Provide activities to focus on current trends of new materials/supplies. Schedule sharing times for effective and innovative use of materials/ supplies. Make adaptations/modifications of materials/supplies/equipment. Check for miss/matches of student skills/deficits/teaching approaches. page 116 luihyU.KSDl .PLN 67Assess why students are not mastering materials. Monitor student activities over long intervals to identify breakdowns in the learning process. Monitor teacher effectiveness. Provide numerous methods of assessing what students have learned. Rule out exclusionary factors for students not learning\na. b. c. d. e. f. g- Lack of instruction Lack of prerequisites for acquisition for new skills Social factors Schools attended Attendance Support systems Pre-school instruction. page 117 3. With the objective to provide inservice that focuses on teacher behavior toward a  disproportion of minority students, especially black males in special education, LRSD will\nProvide TESA inservice: a. Review literature and research regarding teacher expectations for minority students, b. c. d. e. especially black males Provide training Application of training by teachers Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis 4. With the objective to ensure that black males will be assisted in developing adaptive skills, LRSD will: Provide comprehensive assessments and diagnosis. Provide short-term interventions such as group activities to strengthen social interaction skills without changing students assignments. Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. Develop Parent Component: a. b. c. d. Information/Program System Behavior Management Skills Advocacy Training for Children Information Center ltalhy\\LRSDI.PLN 68Identify and coordinate community resources. page 118 Maintain transitional services to regular classes through liaison support services. Develop/adapt materials and disseminate to local schools. 5. With the objective to ensure increased equity in instructional methodology through a comprehensive staff development program, LRSD will\nConduct inservices which may include the following: a. Learning Strategies (If new strategies developed.) b. Laubach Reading c. TESA d. Peer Tutoring 6. With the objective to ensure increased equity in instructional methodology through participation in regular classes, LRSD will: Make adaptations/modifications of curriculum for regular classes. Identify effective instructional techniques, learning styles, teaching styles. page 119 LRSDs goal is to refine and expand the monitoring system to gather data for conducting a longitudinal study of special education procedures, by working toward the following objectives: 1. With the objective to refine the monitoring and evaluation process in the district. Monitoring is completed on a bi-monthly basis. A summary report is provided to the building principals. Corrective action forms are provided to ensure continued compliance of due process by the district. 2. With the objective to engage in data collection for a longitudinal study of placement practices in the district, LRSD will: Compile special education enrollment including race, sex, etc. and monitor on a regular basis. Data is reviewed by the associate superintendent. Specific schools are targeted if problems are identified by staff. Building principals and their staff must develop action plans to remediate deficiencies identified by Central Office. These plans are monitored by Central Office staff. Provide summary report to building principals. kalhyXLRSDI.PLN 69Provide corrective action forms to ensure continued due process compliance by the district. page 120 LRSDs goal is to ensure equity in Special Education by reducing overrepresentation of minority students enrolled in programs, by working towards the following objectives: 1. With the objective to provide assistance in reducing the overrepresentation of minority students in special education, LRSD will: Schedule staff development on the following: a. b. c. d. Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment e. Translation of test data into appropriate curriculum \u0026amp; instruction f. Adaptive Behavior Assessment g. Curriculum Based Assessment Apply appropriate pre-referral interventions. Review components of Little Rock School Districts delivery system: a. b. c. d. e. f. Policies \u0026amp; Procedures Appraisal Guide Organizational structure Curriculum Service delivery modes Parent involvement Parent Education Seminar - Special Education. 2. With the objective to reduce by ten percent over a five year period the number of minority students enrolled in specific learning disabled population, LRSD will: Conduct Research-Longitudinal Study. Pilot Program in targeted schools utilizing various strategies. page 121 Use effective strategies district wide. 3. Wit\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":"pth_bcja_metapth611227","title":"Barbara Jordan: Joseph Prize for Human Rights Address, Anti-Defamation Leage of B'nai B'rith","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Michigan, Wayne County, Detroit, 42.33143, -83.04575"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1993-10-22"],"dcterms_description":["Text for an acceptance speech by Barbara C. 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Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth611227"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["11 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996"],"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_bcja_metapth611490","title":"Barbara Jordan, McKinney High School Academic Letter Sweater Program","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Texas, Collin County, McKinney, 33.19762, -96.61527"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1993-10-13"],"dcterms_description":["Text for a speech by Barbara C. Jordan at the McKinney High School Academic Letter Sweater Program, about the importance of pursuing excellence rather than mediocrity."],"dc_format":["image/jpeg"],"dcterms_identifier":["local-cont-no: TSOU_0447-012-010"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["ark: ark:/67531/metapth611490"],"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["ark: ark:/67531/metapth611490"],"dcterms_subject":["African American women politicians--Texas","Speeches, addresses, etc.","High schools--Texas--McKinney"],"dcterms_title":["Barbara Jordan, McKinney High School Academic Letter Sweater Program","Texas Senate Papers"],"dcterms_type":["Text"],"dcterms_provenance":["Texas Southern University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth611490"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["11 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1423","title":"Report: \"Monitoring Report Response: Pulaski County Special School District School Racial Balance,\" Pulaski County Special School District, Office of Desegregation Selected 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":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["1993-10-08"],"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 statistics","School enrollment","School integration","School management and organization"],"dcterms_title":["Report: \"Monitoring Report Response: Pulaski County Special School District School Racial Balance,\" Pulaski County Special School District, Office of Desegregation Selected 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/1423"],"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":["14 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1022","title":"\"A Marketing Plan to Recruit Students to Incentive, Area and Interdistrict Schools of the Little Rock School District,'' Write Ideas","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, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-10-04"],"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 enrollment","Students"],"dcterms_title":["\"A Marketing Plan to Recruit Students to Incentive, Area and Interdistrict Schools of the Little Rock School District,'' Write Ideas"],"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/1022"],"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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nREC A MARKETING PLAN TO RECRUIT STUDENTS OCT 4 1993 TO INCENTIVE, AREA AND INTERDISTRICT SCHOOLS OF THE LITTLE ROCK SCHOOL DISTRICT Prepared By Write Ideas October 4, 1993 OBSERVATIONS According to information found in the Little Rock School District Desegregation Plan (April 1992), the Little Rock School District \"has developed and will continue to develop special programs for meeting the needs of its students.\" Area, Incentive and Interdistrict schools dearly fall within this area of special programming. However, while the concepts of these schools are definitely with merit, the marketing and promotion of these schools and their curricula have not been as aggressive as necessary. The same document also indicates that ''business, civic, professional and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences.\" This is a valid concept and it is suggested that it should be included in any marketing/ promotional plans which the District chooses to initiate. The desegregation plan further indicates that \"the use of multicultural curricula is an important factor for effective school desegregation ... multicultural curriculum and a multicultural approach to education will be in place in each school...students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups.\" It is vital to these schools that the public be made aware of these commitments by the District. Page 215 of this document lists a number of marketing techniques to recruit students/parents to District Incentive Schools. These techniques could also be applied to the recruitment of students to Area and Interdistrict schools as well. The necessity of promotional techniques is well indicated in the 2 document... \"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. The marketing phase of the parent recruitment program will focus on providing general information to the community ... \" The Interdistrict Desegregation Plan (April 1992) also speaks to recruitment. In particular, the plan states on page four that, \"PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict schools.\" 3 STRATEGIES All of the previous statements and concepts are crucial to effectively recruiting students-particularly white students-to the LRSD. Many of the marketing techniques listed on page 215 of the desegregation plan document are worthy of enlistment in the effort to attract these students to the schools. Among those worthwhile techniques are: providing information to churches, conducting information sessions with special audiences and securing media coverage from local newspapers and radio stations. However, following thorough examination of available documents, it is recommended that additional approaches be taken in the recruitment of students to the Area, Incentive and Interdistrict schools. Much of the documentation previously written indicates a great determination to attract parents to the schools, with little emphasis placed on targeting students, the greatest beneficiaries of these schools' offerings. Obviously, parents must be involved in this recruitment process, particularly with younger children (pre-K through elementary). However, children (meaning pre-teens through teens) are now more than ever becoming more involved in making decisions which affect their lives. And unfortunately, in many cases, there are children in homes where there is a parental deficit. These children deserve to receive appropriate information affecting their futures, since often they must make many decisions for themselves. 4 Consequently, it is recommended that the marketing techniques which were recommended in the April 1992 desegregation plan be implemented, but with fresh ideas and more finely targeted strategies. In implementing a new marketing and promotions strategy, the optimum word should be \"simple.\" However, the words appealing, entertaining, interesting, and of course, informative, should not be overlooked. With these observations and strategies in mind, following is a list of marketing techniques, in rough outline form, which could be utilized to attract the targeted students and parents to LRSD Area, Incentive and Interdistrict schools. 5 MARKETING AND PROMOTIONS PLAN TO RECRUIT STUDENTS TO LRSD ALTERNATIVE SCHOOLS  NEW RECRUITMENT VIDEO(S) Who would be involved: Film production students at Metropolitan VoTech\nSelected Students at Area, Incentive and Interdistrict schools. Time frame: Production to begin immediately and to be completed in three to six months in order to produce a thorough, professional and informative product. Benefit: Videos are a familiar information vehicle. Many who would not read or make a phone call to seek information would watch an entertaining and informative 15-minute video. Goal: Students and parents would receive information about the three types of \"specialty\" schools, what they offer, how students who attend the schools feel about them, and how non-participating students can enroll. Because of the more easily accessible format-video-more parents and students-especially those who are illiterate or unmotivated to seek information about the schools-will be reached. 6 It is recommended that at least one new video be produced which would promote the Area, Incentive and Interdistrict schools of the LRSD. If only one video is produced, that video would contain three segments, each devoted to one of the three types of schools. However, it is strongly recommended that three videos be produced, each one describing the benefits of the Area, Incentive or Interdistrict schools. In order to receive a two-fold benefit from the videos, it is suggested that they be taped and produced by students at Metropolitan Vo-Tech. The two-fold benefit would be: (1) An opportunity to promote and explain the concepts behind the Area, Incentive and Interdistrict schools and, (2) An opportunity to showcase not only the talents and skills of students at Metro, but to also introduce to the public the vocational and technical classes-particularly video production-available to students. This would be of great benefit to Metropolitan, which is currently experiencing a downward turn in enrollment. The video should be no longer than 20 minutes in length, preferably 15 minutes, and would feature students who are successfully attending the three types of schools. The video should be taped in a contemporary \"MTV-style\" format using both color and black and white formats, with candid, unrehearsed sound bites from students initiated by an unseen, offcamera interviewer. School curriculum should be the focus, emphasizing those options and attractions available to students at each type of school. Contemporary music with which the targeted students can identify should be used in the background. It is recommended that Write Ideas be involved in directing and producing the video. 7 In order to reach as many students and parents as possible, the video should be distributed through a variety of methods, including:  School libraries  School guidance counselors  Public libraries  Special showings of the video during classes with particular significance to these specialty schools, such as language, business, science and other classes, which may correlate to the more enriched programs at the Area, Interdistrict or Incentive schools. The key to successful implementation of this plan is a well-produced video which honestly portrays Area, Interdistrict and Incentive schools in an attractive and enticing manner. Teachers and guidance counselors can be important to targeting students who could benefit from a transfer to, or enrollment in, one of these schools.  DEVELOP AN ALLIANCE WITH LOCAL MEDIA Who would be involved: The LRSD Communications Department. Time frame: To be implemented immediately. Benefits: Positive feature and even news stories placed in the media by the LRSD Communications Department would ensure that the District would receive coverage which would offset the negative news stories, 8 which more than likely will at some point in time, be the focus of local news media. Goals: To take advantage of the media's and the District's \"low seasons.\" The media's low season would be those times when news and feature stories are slow. The District's low season would be those times during which schools and district activities are at their lowest point. During these times, the media could be \"fed\" feature articles or feature article ideas to use for print or broadcast. Historically, the media have tended to focus on negative activities within the District and its schools, thereby omitting the many positive stories there are to tell about the LRSD and its varied curricula. Although the media may be viewed by some as \"the enemy,\" they can become a very useful ally if approached properly. The first step toward establishing an alliance with the media is to form a working relationship with the media and the LRSD Communications Department. Communications Department personnel will be the points persons directly involved in writing news releases, distributing them, sending out media alerts, and making phone calls when news is breaking. But more importantly, the Department will be essential to establishing a direct line from the District to the media in drawing attention to more \"featurey\" stories, such as those which could be produced about the three schools which this document targets. 9 It is suggested that the Communications Department be organized in such a way that it become an effective tool for disseminating and receiving information of value to the school district. At times, the Department may require the services of a freelance writer to write stories to be sent directly to the media, such as the Arkansas Democrat-Gazette, Little Rock Free Press, Arkansas State Press, Arkansas Times and Arkansas Business. An education column or special section would be an ideal vehicle to provide information to the general public concerning the Area, Interdistrict and Incentive schools. Some community papers, such as Arkansas State Press welcome ready-written articles which can simply be dropped into their formats. This should be investigated by the Communications Department. The student-produced video could also be used as a \"Video News Release (VNR).\" A video news release is the broadcast counterpart to a written news release, except it is distributed to radio and televisions stations. The VNR could be sent to the major local television stations, as well as AETN and cable access channels for airing. Where the Communications Department is unable to execute the previouslymentioned tasks as outlined, it is recommended that the District secure the services of an outside agent, such as Write Ideas, to assist with the proper execution of these tasks, or the training of the LRSD Communications Department staff to do so. 10  DEVELOP A NEW CATCH-ALL PHRASE, THEME OR LOGO FOR THE THREE TYPES OF SCHOOLS. Who would be involved: Write Ideas, students of the LRSD, LRSD Communications Department. Time frame: To be implemented immediately. Benefits: The concepts of the three schools would become more top of mind to school district parents and students. Goal: If the concept of Area, Interdistrict and Incentive schools is familiar to District patrons, they will be more likely to consider enrollment in these schools when a new semester opens. A central theme for the schools would make marketing the concepts and opportunities offered by these schools simpler, providing parents and students with a familiar \"hook\" to remember and consider. This new theme or logo would create the concept of a fresh, new package of educational opportunities available to students. Some suggestions for the new theme are \"Educational Power Package\n\" \"Power Ed3\nand \"Super Schools.\" Another suggestion is to conduct a District-wide schools contest in which students would attempt to create a theme and/ or logo for the three-school \"package.\"  FORM AN INTENSIVE SPEAKERS BUREAU. 11 Who would be involved: LRSD Communications Department, PT A, Write Ideas (if needed), LRSD partners in education. Time frame: To be implemented immediately. Benefits: By keeping the LRSD constantly \"in front of\" the public, and having representatives of the District readily available to describe and \"sell\" the District and its commodities to influential groups, i.e., those with school-age children, and those with a strong political, social, educational or professional base, it becomes easier to introduce the schools and their benefits to the public. Goals: By forming a speakers bureau, the District reaches more influential people (such as Rotarians, Junior Leagues, professional societies, etc.), and can potentially produce a new group of speakers from those who targeted organizations. Parents and officials of the LRSD, as well as representatives of the Area, Incentive and Interdistrict schools could be used as speakers to target organizations which are comprised of members of the market which the District is targeting for enrollment at these schools. It is important that students from the Area, Interdistrict and Incentive schools be used as speakers to reach out to students at other schools. Students could present classroom talks, speak to church youth groups and school clubs, among other organizations, describing their personal, positive experiences at 12 these specialty schools. It is recommended that the new video(s) be a part of any presentation made on behalf of the LRSD.  SET UP INFORMATIONAL BOOTHS Who Would be involved: The LRSD Communications Department, Write Ideas (if needed). Time Frame: Following production of new video(s), with emphasis on peak recruitment times for alternative schools. Benefits: With the proper tools for enticement, information booths can be successful. These information centers provide great opportunities to dispense information to large groups of prospects for the LRSD at one time. Goals: To devise a tried and true method of attracting both parents and students to learn more about the LRSD as well as its specialty schools. Although the use of information booths for information dissemination has been attempted in the past, it is probable that the proper tools were not in place to make the booth a successful venture. It is recommended that an attractive booth-consisting of more than tables, chairs and pamphlets-be constructed to provide valuable information concerning the LRSD to the 13 public. It is suggested that the new video(s) produced by Metro be run a loop and shown on a video screen in the booth. It is also recommended that officials from the LRSD who are authorized to sign students up on the spot, if necessary, be stationed in the booths to offer correct and definitive information when requested. Although the price range of display booths varies widely depending upon size, number of panels, fabric used and other variables, following are some typical price ranges for portable tabletop booths.  George Fixture (Chuck Gates) - $500- $2000 for tabletops.  Arkansas Display Systems (Ken or June McClellan) - $250-$2000 for tabletops\n$1500 for backdrops. Purchase orders accepted from municipal agencies.  Ace Signs (DiGi) - $225-$660 for tabletops. It is also suggested that Metropolitan be contacted about the possibility of constructing a display booth, rather than investing more dollars into purchasing one. Again, this would be a great opportunity to market Metro, the skills of its students, and the various vo-tech courses it offers. The booths could be set up in the usual locales, such as malls, school and church carnivals, professional and educational fairs, as well as some unorthodox locations such as company breakrooms or other rooms provided by companies for this purpose.  SMALL GROUP PRESENTATIONS 14 Who wou]d be involved: PTA, LRSD Communications Department, LRSD Board Members, LRSD Officials, Write Ideas (if needed), other school support groups. Time frame: Immediately following development of a general presentation by the Communications Department and/ or Write Ideas, which can be used repeatedly, and/ or the production of the new video. Benefits: Small groups, carefully selected by the PTA or other friends of the LRSD would be naturals to receive the information available to them concerning the Area, Interdistrict and Incentive schools. Because the small groups are carefully selected, it can safely be assumed that these groups are members of the larger targeted group of parents and students. Goals: To target highly specific groups of parents and students in an informative and personal manner to recruit them to the LRSD and its specialty schools. By carefully selecting small groups of potential LRSD patrons, PT A members or other District support groups can conduct personal, small-group drop-ins, parties, receptions or other functions inviting potential LRSD patrons to consider LRSD schools. It is suggested that LRSD officials and/ or Board Members participate in these small group socials by making personal appearances when possible. Again, the video(s) will be a useful recruitment tool in this setting. 15  FORM PARTNERSHIPS WITH LOCAL BUSINESS AND THE GREATER LITTLE ROCK CHAMBER OF COMMERCE. Who would be involved: LRSD officials, LRSD Communications Department, Write Ideas (if needed). Time frame: To be implemented immediately. Benefits: Partners could help to defray costs incurred by the school district for special projects, as well as participate in promotional tasks. Goals: To increase the number of Business Partners in order to widen the scope of support being given to public schools in Little Rock by the business community. Community support of public schools must be an integral part of a successful plan to recruit students to the schools. Local businesses-whether locally-or nationally-based-can be of great benefit to the LRSD, financially through sponsorships of special programs, or through marketing and promotional support within their ranks. LRSD officials must certainly play a crucial role in soliciting the support of these businesses.  INCREASE PARTNERSHIP IN AND STRENGTHEN SCHOOL (PARENT) SUPPORT GROUPS: Who Would Be Involved: LRSD Communications Department, PTA. 16 Time Frame: To be implemented immediately. Benefit: A strong support group with concerned parents as the foundation can help to generate more support for the LRSD from other parents who might otherwise not be aware of the benefits of enrolling their children in the LRSD. Goal: To create a parent ombudsmen program to support the LRSD. It is imperative that this become a top priority with the PTA. Together with the LRSD Communications Department, parents should be fervently recruited to become active supporters of the schools in an effort to \"pass on the word.\"  ENLIST THE ASSISTANCE OF A MARKETING RESEARCH FIRM TO SET UP A TRACKING SYSTEM FOR THE LRSD. Who Would Be Involved: LRSD officials, LRSD Board. Time Frame: Consultation with marketing research firm to begin immediately. Benefit: A market research firm can offer guidance in setting up an effective tracking system to assist manpower already in place in gathering and organizing data. 17 Goal: To establish an efficient and effective tracking system which can be used year after year with few alterations. After conducting a blind poll (the market research firms were unaware that the LRSD was the potential dient), of several (nine) Little Rock marketing research firms, it was determined that not all firms possess the capability to work on a consultation only basis. However, at least two of the firms, Marketsearch, represented by Yvonne McLaughlin, and Opinion Research Associates, Inc., represented by Eamie Oakleaf, said that they were willing to consult with the LRSD at no cost to the District to determine the fee for setting up a tracking system. Again, none of the marketing research firms was aware that the LRSD was the potential client. However, they were each asked if they could set up systems for educational institutions.  INDIVIDUALIZED RECRUITMENT PLANS FOR EACH SCHOOL Who would be involved: Principals from each school (Area, Interdistrict, Incentive, etc.), PTA, school parent groups, school business partners, VIPS. Time Frame: Following production of new video(s) and assessment of each school's recruitment needs, coinciding with peak student recruitment times. Benefits: By utilizing the LRSD's master recruitment plan and tailoring it to each school's individual needs, a more effective recruitment plan can be implemented to match the needs of each school based on its student racial population and other needs. 18 Goal: To provide each school within the LRSD a specialized plan of action with which to recruit students to each school. Although this document-the master student recruitment plan for the LRSD-provides numerous marketing tools to promote the specialty schools of the district, each school will inevitably be faced with its own special recruitment needs. Consequently, this document allows enough flexibility for individual schools to select those marketing and promotion techniques which will best serve their recruitment needs. Some schools might implement each technique outlined\nfor others, it might only be necessary to utilize one or two of the strategies. By allowing each school the ability to assess its own recruitment needs, the recruitment process becomes more effective.  COMMUNICATIONS DEPARTMENT TRAINING Who would be involved: LRSD Communications Department, School Recruiters, Write Ideas. Time Frame: To be implemented immediately following reorganization of the LRSD Communications Department. Benefits: A well-trained Communications Department and recruitment team will be better able to provide information to parents, students, the media and the community in general. 19 The succussful implementation of many of the recommendations outlined in this document are directly related to the development of a strong Communications Department within the LRSD. As indicated earlier in this document, the LRSD Communications Department should be instrurnentai in the recruitment process, particularly in the areas of information dissemination, crisis intervention, LRSD-parentstudent relations and other areas. A strong Communications Department will serve to assist in making the entire LRSD system a more finely-tuned machine. 20 LITTLE ROCK SCHOOL DISTRICT RECRUITMENT/MARKETING PLAN ADDENDUM  NEW RECRUITMENT VIDEO(S) Objective: To provide students and parents with easily accesible information concerning the methods for enrolling in Area, Interdistrict and Incentive schools. Strategies: Produce from one to three videos focusing on the three targeted schools. The video(s) would be produced by students at Metropolitan Vocational Technical School and would feature students from the Area, Interdistrict and Incentive schools. Responsible Persons: Film production students at Metropolitan Vo-Tech\nselected students from Area, Interdistrict and Incentive schools\nWrite Ideas for technical, directing and production assistance.  DEVELOP AN ALLIANCE WITH LOCAL MEDIA Objectives: To take advantage of opportunities to place positive news and feature stories about the LRSD in the local media. To develop a positive, familiar and on-going relationship between the LRSD Communications Department and the local media. Strategies: Form a working relationship with the local media by communicating with the media during \"low seasons\" for both the District and the media, when the media are most likely to provide coverage of feature stories concerning the LRSD. Responsible Persons: LRSD Communications Department.  DEVELOP NEW THEME OR LOGO FOR THE THREE TARGETED SCHOOlS Objectives: To provide parents and students who may be candidates for the three targeted schools with a catch phrase which will breed familiarity with these schools. Strategies: Create a new theme, either through a freelance agent (Write Ideas), or through a District-wide student contest. A Responsible Persons: Write Ideas, students of the LRSD, LRSD Communications Department.  FORM AN INTENSIVE SPEAKERS BUREAU Objectives: To reach influential groups of people who can \"spread the word\" about the benefits of attending the LRSD and its alternative schools. Strategies: Utilize parents, officials of the LRSD and representatives of the Area, Incentive and Interdistrict schools as speakers to target those organizations who could influence educational choices. Responsible Persons: LRSD Communications Department, PTA, Write Ideas (if needed), LRSD partners in education.  SET UP INFORMATION BOOTHS Objectives: To devise an informative and entertaining method of attracting attention, in public settings, to disseminate information pertaining to the LRSD. Strategies: Purchase a tabletop display and backdrop to be used at fairs, conventions and other appropriate events where students and parents would be targeted. Alternatively, students at Metropolitan Vo-Tech could construct the display booth, saving the District money, and promoting the courses available at Metro and the talents of its students. Responsible Persons: LRSD Communications Department, Metropolitan VoTech students, Write Ideas (if needed).  SMALL GROUP PRESENTATIONS Objectives: To target highly specific groups of parents and students in an informaive and personal manner to recruit them to the LRSD and its alternative schools. Strategies: Hand-select small groups of potential LRSD patrons through the PT A or other District support groups. Host small social/ recruitment gatherings for these groups. B Responsible Persons: PT A, LRSD Communications Department, LRSD Board Members, LRSD Officials, Write Ideas (if needed).  FORM PARTNERSHIPS WITH LOCAL BUSINESSES AND THE GREATER LITTLE ROCK CHAMBER OF COMMERCE. Objectives: To increase the number of Business Partners in order to widen the scope of support being given to public schools in Little Rock by the business community. Strategies: LRSD officials should target local businesses, who could become financial and promotional partners with LRSD, through personal contacts. Responsible Persons: LRSD officials, LRSD Communications Department, Write Ideas (if needed).  INCREASE P ARTNERSHlPS AND STRENGTHEN SCHOOL (PARENT) SUPPORT GROUPS Objectives: To create a parent ombudsmen program to help support the LRSD and its programs. Strategies: The PTA should fervently recruit more parents to become involved in parent organizations. Responsible Persons: PT A, LRSD Communications Department.  ENUST THE ASSISTANCE OF A MARKETING RESEARCH FIRM TO ESTABLISH A TRACKING SYSTEM FOR THE LRSD. Objectives: To establish an efficent and efffective system of tracking the recruitment process. The system should be one which can be used year after year with few alterations. Strategies: Consult with a marketing research firm to set up an effective plan. Responsible Persons: LRSD officials, LRSD Board. C  INDIVIDUALIZED RECRUITMENT PLANS FOR EACH SCHOOL. Objectives: To allow each school to create a recruitment plan based on the LRSD's master recruitment plan which would match each school's special needs. Strategies: Each school would assess its recruitment needs and then use only those recruitment strategies which would help satisfy their recruitment requirements. Responsible Persons: School principals, PT A, school parent groups, school business partners, VIPS. COMMUNICATIONS DEPARTMENT TRAINING Objectives: To create a communications department which serves the needs of students, parents, media and the community at large. Strategies: Upgrade the LRSD communications department through increased personnel and specialized training, which would allow it to operate more effectively. Responsible Persons: LRSD Communications Department, School Recruiters, Write Ideas. D M0NTII October October October November November/December RECRUITMENT PLAN CALENDAR ACTIVITY RESPONSIBLE PERS0N(S) Reorganization of Districtwide Recruitment Team (DRT)  Describe new functions related to recruitment plan  Identify roles and responsibilities Superintendent Cabinet Conduct work session for DRT Recruiters/ Communications to design delivery system for overview/ charge to Local Recruitment Teams (LRT) Conduct work session Recruiters/ Communications (overview) for principals Identify Local Recruitment Districtwide Recruitment Teams (LRT) for recruitment Team training  Elementary Cluster (Gremillion)  Elementary Ouster (Robertson)  Incentive /lnterdistrict Schools  Secondary Ouster  Bi-racial Committee Local schools develop individualized recruitment plans utilizing LRSD Recruitment Plan Strategies I Principals/ Assoc. Supt. for Desegregation November/December November/December November/December  Conduct assessment of local school needs and resources to include at least the following: -Student enrollment -Ethnicity -Gender -Achievement data -Attendance data -Citizenship -Other Conduct assessment of local school staff to include at least the following: -Ethnicity -Gender -Degrees Held (BA./BS., MA./ MS, Ph.D., other degrees) -Staff Achievement Conduct assessment of schools to include at least the following: -Special Awards -Special offerings/ unique features -Partners -VIPS -Parent Involvement -Attendance zones (eligible area of attendance for students) II Principals/Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. Principals/Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. Principals/Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. November/December December January 1994 April 1994 June1994 June1994 July 1994-June 1995  Utilize program budget document format -Develop goals/ objectives/ strategies, i.e. percent of student needed to racially balance schools\ntargets (number and grade level)\nretention of student population -Identify person(s) responsible -Evaluation/ assessment criteria (include a tracking system) Send copy of local school plan to DRT (12/ 15/93)  Implementation of LRT / Districtwide recruitment strategies (concentrated effort) annual kick-off Annual evaluation efforts (Districtwide/ Local School Recruitment Teams) Principals/ Local Recruitment Teams/Teachers/ Planning, Research and E val./ Assoc. Supt. Deseg. Principals/ Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. Local Recruitment Teams LRT/DRT/PRE Review and revise, ii needed, LRT /DRT /PRE recruitment strategies Implement revised plan LRT/DRT III\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 "},{"id":"bcas_bcmss0837_1555","title":"Court filings concerning school constriction, educational law, and court proceedings.","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. 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Department of Education"],"dcterms_title":["Court filings concerning school constriction, educational law, and court proceedings."],"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/1555"],"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":["legal documents"],"dcterms_extent":["50 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_231","title":"Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), gender and racial count, school capacity, and transfers","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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1993-10-01"],"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":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","School districts--Arkansas--North Little Rock","Little Rock School District","School districts--Arkansas--Pulaski County","School attendance"],"dcterms_title":["Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), gender and racial count, school capacity, and transfers"],"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/231"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nREC V LITTLE ROCK SCHOOL DISTRICT OCT t 9 lYYj ANNUAL FALL ENROLLMENT SURVEY c\n?.'00 October 1, 1993 Officeo f DeseoregatiQMno nitoring SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. CENTRAL 1228 618 33 1879 65 1891 FAIR 596 314 8 918 65 904 HALL 586 362 28 976 60 1216 MCCLELL 666 213 7 886 75 1085 PARKVIEW 463 315 10 788 59 991 SR HIGH TOTAL 3539 1822 86 5447 64 CLOVERDALE 566 130 5 701 81 857 DUNBAR 439 251 11 701 63 751 FOREST HEIGHTS 575 195 18 788 73 733 HENDERSON 678 210 27 915 74 959 MABELVALE 453 197 4 654 69 594 MANN 494 341 16 851 58 935 PULASKI HEIGHTS 434 351 5 790 55 692 SOUTHWEST 524 141 14 679 77 702 JR HIGH TOTAL 4163 1816 100 6079 69 BADGETT 132 57 0 189 70 257 BALE 225 68 10 303 74 401 BASELINE 265 76 2 343 77 390 BOOKER 321 265 9 595 54 656 BRADY 263 122 12 397 66 467 CARVER 325 263 7 595 55 613 CHICOT 356 147 6 509 70 558 CLOVERDALE 304 75 7 386 79 492 DODD 189 97 6 292 65 328 FAIR PARK 200 60 3 263 76 351 FOREST PARK 200 253 5 458 44 376 FRANKLIN 300 40 5 345 87 544 FULBRIGHT 233 272 15 520 45 540 GARLAND 181 3 21 205 88 346 GEYER SPRINGS 208 78 2 288 72 328 GIBBS 170 121 8 299 57 353 JEFFERSON 213 287 4 504 42 492 KING 357 189 7 553 65 728 MABELVALE 311 174 3 488 64 515 MCDERMOTT 262 232 15 509 51 517 MEADOWCLIFF 306 127 1 434 71 442 MITCHELL 215 12 3 230 93 346 OTTER CREEK 141 195 5 341 41 351 PULASKI HEIGHTS 190 197- 11 398 48 351 RIGHT SELL 184 4 1 189 97 346 ROCKEFELLER 240 93 7 340 71 425 - ... . ,. - . ~ SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. ROMINE 247 73 14 334 74 487 STEPHENS 141 3 1 145 97 298 TERRY 243 292 26 561 43 492 WAKEFIELD 337 106 4 447 75 492 WASHINGTON 451 260 10 721 63 939 WATSON 353 89 0 442 80 492 WESTERN HILLS 215 114 3 332 65 328 WILLIAMS 257 207 8 472 11 54 517 WILSON 263 87 4 354 394 WOODRUFF 147 84 5 236 62 324 ELEM. TOTAL 8945 4822 250 14,017 64 ~- SPECIAL SCHOOLS: 27 23 1 51 53 DIST. TOTAL 16,674 8483 437 25,594 65 o?7 613 I ~J\n/3.~M\u0026gt; 1t1 c.,..\n7 8~~'0 ,1/.3(.. ,,,?5,\n33 - (1\n)-,t.1\u0026lt;:! ~eJ C\u0026gt; () ~a /00~ /4./t:. /? ~ 0 19 ~--\n/~ 1/41/ ~ I/ I 1f cf:~~ 4eiel/4.~ If ('.) c\n:\n)-0 fd?b ~iKVfr) a 0 di:) /O\"l:'~ d\u0026lt;J --\n:\nA\n/10 /~ I /d)7 tf?,/d Little Rock 11- ~1 LEA Number 10/21/93 Qunrter Ending Date l 1/12/93 Date Submitted Quarter Number ---==l .9. Q...._.3-_9cc4.__SchYoeoal r H to M TRAflSFERS SUPERINTENDENT'QS UARTERLAYT TENDANCREE PORT, GRADESK -12 ADT - ADA - ADM )rp ttJ ~ c, ignatu{eofSuperintenden t Tele~hone Number~3~2~4_-=22=8=5~----- SEP 11 1998 OFFIOCFE DESEGREMGAOTNIIOTNO RING This 11!port is due within fifteen (15) days after the end of each quarter (Ark. Code Ann. 6-18-213, Supp. 1991). Keep one copy to the office of stati.ruc.s and Local Fi.seal Services, 114 State capitol Hall, Reem 202-A, Little Rock, Arkansas 72201 and one copy to the County Board at Educatioo. Each q,.\u0026gt;arter is to he no less than 40 and no more than 50 davs 1 2 3 4 5 6 7 8 9 I K I N ll E R GAR T E N G RA fl E S 1 - I Uays in Attendance Days ADM Days in Attendance Jigures in columns 2 Days T I Absent Total T I NT I Total\nI ,th..-u 14 should be to the in l Total Total Col. 4+5 Co,lurnns  nP.:nre~t whole nurnber. Ortr NT Col. 2 \u0026gt;3 T + NT -s- Col. 1 7+8 C. Resident pupils sent to other district(s) under 11M11 to \"M\" tninsfers. flis:trict(s) LEA ff Pulaski Countv 43 3?04 1?04 1Q7 70 'l l A 1\u0026lt;: 31 435 ltJnrt-h I i++ln n--~ 41 Q1 Ql 'l ? 1, 1,:n 11 1,:n ID- 'l'otal C of colwnns 12, 13, 14. These will be u:se\u0026lt;l for MFP/'rram\np A.i\u0026lt;l purposes. , i::. Non-residenl pupils ,eceived from olhtar dic,trict ( s) undeL 11M11 to 11Mn Lninsfers. District:(,.\n) T.E/1 # .. - Pul~di r,-,,,nh, 41 ,nc\n7 ,nr\n7 0 ?c\nh\"Q7R l\" 07Q tJ,-~+h I 'Hl o n--~ I 43 ?11 ?11 ? r\n1101 1 101 PCSSD - P4 43 1343 1343 27 32 ,, '1\\,1 t1l E 41 l2ZO 1270 ll 3Q )9369 19 369 II. :!wntxr uf klri\u0026lt;lcrg..,r-te:np upils tinrollcd this qu.:irter: full-Time----lJ.___i l!d!f-'ril'fk._! __ AJ\u0026lt;lilional 1n~lruct ious on b.lck 10 12 Days Absent Total T + NT 1 go1 . Al 1 \"1\" 1 c\n7 693 11 12 13 j,\\ C 0 H 8 I N E D TO T A L G R A D E S K - 12 1'ota1 ADT j Col. 9+10 ~al. 2+ ~alA. fJA4+ - ~ Col.I ID4M+5 \u0026lt; + Col. 1 ~ Col. \"Col. 1 9+10~1 77., Ani\nAf11'. Q\"A ?Al ?/:,/\n?/\n/\n?O\u0026lt;: 384 101\n 4nfl Al QA AA 31 32 4n7 4An A07 f l)j-OY-!JIJ-UUS '\u0026gt;hi H/P4 511 529 ~ SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. ROMINE 247 73 14 334 74 487 STEPHENS 141 3 1 145 97 298 TERRY 243 292 26 561 43 492 WAKEFIELD 337 106 4 447 75 492 WASHINGTON 451 260 10 721 63 939 WATSON 353 89 0 442 80 492 WESTERN HILLS 215 114 3 332 65 328 WILLIAMS 257 207 8 472 ~ 54 517 WILSON 263 87 4 354 7 --9-1 394 WOODRUFF 147 84 5 236 62 324 ELEM. TOTAL 8945 4822 250 14,017 64 ~ SPECIAL SCHOOLS: 27 23 1 51 53 DIST. TOTAL 16,674 8483 437 25,594 65 .. , . ~ t RECEIVED 1~ LITTLE ROCK SCHOOL DISTRICT OCTl 9 l~~j (\\\\ ANNUAL FALL ENROLLMENT SURVEY\n.\n?:CO October 1, 1993 Of/iceo f DeseoregatioMno nitoring SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. CENTRAL //lf 1228 t:if 618 ~~ 33 I J,\n)J 18 79 e,y' 65 1891 FAIR ~80 596 ~I/ 314 g 8 8'99 918 C,~ 65 904 HALL ..580 586 ~51 362 d1 28 15'15 976 C,/ 60 1216 MCCLELL ~~g' 666 d}I/ 213 1 7 gt\n\u0026lt;, 886 7~ 75 1085 PARKVIEW -'l-'13 463 g15 315 /b 10 74,g 788 ~~ 59 991 SR HIGH TOTAL 3539 1822 86 5447 \u0026lt;.,../ 64 afd)\nJiC~ gs ~3\n)D CLOVERDALE 566 130 5 701 81 857 DUNBAR 439 251 11 701 63 751 FOREST HEIGHTS 575 195 18 788 73 733 HENDERSON 678 210 27 915 74 959 MABELVALE 453 197 4 654 69 594 MANN 494 341 16 851 58 935 PULASKI HEIGHTS 434 351 5 790 55 692 SOUTHWEST 524 141 14 679 77 702 ., JR HIGH TOTAL 4163 1816 100 6079 69 BADGETT 132 57 0 189 70 257 BALE 225 68 10 303 74 401 BASELINE 265 76 2 343 77 390 BOOKER 321 265 9 595 54 656 BRADY 263 122 12 397 66 467 CARVER 325 263 7 595 55 613 CHICOT 356 147 6 509 70 558 CLOVERDALE 304 75 7 386 79 492 DODD 189 97 6 292 65 328 FAIR PARK 200 60 3 263 76 351 FOREST PARK 200 253 5 458 44 376 FRANKLIN 300 40 5 345 87 544 FULBRIGHT 233 272 15 520 45 540 GARLAND 181 3 21 205 88 346 GEYER SPRINGS 208 78 2 288 72 328 GIBBS 170 121 8 299 57 353 JEFFERSON 213 287 4 504 42 492 KING 357 189 7 .. 553 65 728 MABELVALE 311 174 3 ' 488 64 515 MCDERMOTT 262 232 15 509 51 517 MEADOWCLIFF 306 127 1 434 71 442 MITCHELL 215 12 3 230 93 346 OTTE_R CREEK 141 195 5 341 41 351 PULASKI HEIGHTS 190 197 11 398 48 351 RIGHT SELL 184 4 1 189 97 346 ROCKEFELLER 240 93 7 340 71 425 OCTOBE1R E NROLLMENT 1993-94 SCHOOYLE AR October 1, 1993 WHITE BLACK HISPANIC ASIAN/PACI. SLND AMER. IND/ESK TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE TOTAL %BL~ CENTRAL UNGRADED 642 72 10 83 87 236 226 1 1 8 321 321 11 108 112 164 213 1 6 8 279 333 612 62 12 103 125 135 204 2 2 2 1 1 243 332 575 59 SUBTOTAL 294 324 535 643 4 9 18 1 1 843 986 1829 64 KIND. 23 27 23 27 50 lDO TOTAL 294 324 558 670 4 9 18 1 1 866 1013 1879 65 FAIR UNGRADED 5 4 9 10 14 14 28 68 10 64 47 117 105 181 152 333 67 11 49 57 89 91 2 1 1 139 151 290 62 12 47 38 81 78 2 1 1 130 118 248 64 SUBTOTAL 165 146 296 284 4 2 1 1 464 435 899 65 KIND. 1 2 5 11 6 13 19 84 TOTAL 166 148 301 295 4 2 1 1 470 I' 448 918 65 HALL UNGRADED 10 53 63 113 105 1 1 2 1 170 169 339 64 11 58 44 98 99 3 3 2 1 1 163 146 309 64 12 48 85 84 81 1 6 5 138 172 310 53 SUBT')TAL 159 192 295 285 4 2 11 7 2 1 471 487 958 61 KIND. 7 4 3 3 1  - 10 8 Hl 33 TOTAL 166 196 298 288 4 3 11 7 2 1 481 495 976 60 MCCLELLAN UNGRADED 5 2 12 5 17 7 24 71 10 31 34 145 133 1 176 168 344 81 11 29 39 85 115 1 2 115 156 271 74 12 37 34 71 82 1 2 109 118 227 67 SUBTOTAL 102 109 313 335 2 5 417 449 866 75 KIND. 1 1 7 11 8 12 20 90 TOTAL 103 110 320 346 2 5 425 461 886 75 WHITE BLACK HISPANIC ASIAN/PACI.S L!D AMER. IND/ESK TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEf-\\ALE MALE FU1ALE MALI:. FEMALE TOTAL %8LAC PARKVIEW UNGRADED 10 42 68 62 81 1 1 3 105 153 258 55 11 49 55 72 89 1 121 145 266 61 12 41 60 44 95 1 2 1 85 159 244 57 SUBTOTAL 132 183 178 265 3 1 5 1 311 457 768 58 KIND. 11 9 11 9 20 100 TOTAL 132 183 189 274 3 1 5 1 322 466 788 59 SUBTOTAL UNGRADED 10 6 21 15 31 21 52 69 10 273 299 673 650 2 2 4 12 1 953 963 1916 69 11 293 307 508 607 4 3 11 12 2 1 818 930 1748 64 12 2Z6 342 415 540 2 4 10 11 2 2 705 899 1604 60 KIND. 9 7 49 61 1 58 69 127 87 SR. HIGH TOTAL 861 961 1666 1873 8 10 25 ~- .,J!f/ 3 2565 / 2882 5447 65 3, SR. HIGH TOTAL W/0 KINDERGARTE8N5 2 954 1617 1812 8 9 25 X 4 3 2507. 2813 _? 5320 64 ~ WHITE BLACK HISPANIC AS!AiU?AC!.S L',:J .AMER. I t.0/~SK TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE MAL:: FEMALE MALE FUlALE MALI:. FEMALE TOTAL ~~D~\n. CLOVERDALE UNGRADED 7 25 15 98 93 123 108 231 83 .8 30 18 94 108 2 126 127 253 80 9 21 21 83 90 2 106 111 217 81 TOTAL 76 54 275 291 4 1 355 346 701 81 DUNBAR UNGRADED 7 43 45 104 80 2 149 125 274 67 8 35 43 55 62 . 2 92 105 197 59 9 43 42 69 69 1 2 4 ll5 ll5 230 60 TOTAL 121 130 228 2ll 1 6 4 356 345 701 63 FORESTH EIGHTS UNGRADED 7 34 30 103 92 1 1 I' 1 4 139 127 266 73 8 29 35 83 106 2 2 ll4 143 257 74 9 30 37 95 96 1 5 1 131 134 265 72 TOTAL 93 102 281 294 2 1 8 7 384 404 788 73 HENDERSON UNGRADED 7 46 50 137 ll9 5 4 188 173 361 71 8 37 31 120 94 4 4 161 129 290 74 9 23 23 101 107 5 5 129 135 264 79 TOTAL 106 104 358 320 14 13 478 437 915 74 . \\ MABEVLA LE UNGRADED 3 3 7 5 10 8 18 67 7 26 28 82 63 108 91 199 73 8 24 50 91 71 2 1 ll8 121 239 68 9 31 32 67 67 1 98 100 198 68 TOTAL 84 113 247 206 2 1 334 320 654 69 \\lh!TE 8LAC:'. \"IS?fli.IC ASIA~/PACI.S L~~ A\u0026gt;iER. U,\n/~SK TOTAL ,CHOC~/GRADE MALE FEMALE MALE FEi\nALE MALE FE,.ALE l'.ALE FEl'.ALE :-:ALE F::\"ALE MAL~ FE:'.ALE TOTAL\n3L\n. '-1ANN JNGRADED 7 60 66 81 93 1 3 2 145 161 306 57 8 54 56 67 103 2 3 124 161 285 60 9 45 60 72 78 2 3 119 141 260 58 TOTAL 159 182 220 274 1 2 8 5 388 463 851 58 PULASKHI GTS. UNGRADED 8 2 8 2 10 100 7 73 60 67 76 1 2 141 138 279 51 8 74 58 74 54 148 112 260 49 9 34 52 70 83 1 1 105 136 241 63 TOTAL 181 170 219 215 2 3 402 388 790 55 SOUTHWEST UNGRADED 7 20 18 95 91 3 2 118 I' 111 229 81 8 33 25 88 89 2 1 1 122 117 239 74 9 22 23 83 78 1 3 1 108 103 211 76 TOTAL 75 66 266 258 3 5 4 1 1 348 331 679 77 SUBTOTAL UNGRADED 3 3 15 7 18 10 28 79 7 327 312 767 707 10 7 7 8 1111 1034 2145 69 8 316 316 612 687 8 9 9 3 1005 1015 2020 68 9 249 290 640 668 9 7 13 9 1 911 975 1886 69 JR. HIGHT OTAL 895 921 2094 2069 27 23 29 20 1 3045 3034 6079 69 WHITE eL,:.cK HISPANIC ASIAN/PACI.S LND AMERI. :\nD/ESK OTHER JOTt,~ SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE ~'.ALE FEMALE MALE FU1ALE MALt FEMALE 11AL,_ u\nA1_E -- --- - BADGETT UNGRADED 1 1 3_ 6 4 7 11 82 1 3 6 10 4 13 10 23 61 2 3 2 13 7 16 9 25 80 3 4 5 9 5 13 10 23 61 4 1 4 9 7 10 11 21 76 5 6 0 5 9 11 9 20 70 6 2. 2 12 14 14 16 30 87 SUBTOTAL 20 20 61 52 81 72 153 74 KIND. 4 5 5 6 9 11 20 55 FOURY RO LD 2 6 6 2 8 8 16 50 TOTAL 26 31 72 60 98 91 189 70 BALE UNGRADED 3 4 3 3 6 7 13 46 1 6 4 13 20 1 1 19 / 26 45 73 2 2 1 15 8 1 18 9 27 85 3 5 3 14 11 1 20 14 34 74 4 3 2 13 15 16 17 33 85 5 4 3 G 18 1 10 22 32 75 6 5 2 25 16 1 31 18 49 84 SUBTOTAL 28 19 89 '91 1 3 2 120 113 233 77 KIND. 8 4 19 17 2 1 1 30 22 52 69 FOURY Rv o_:\u0026gt; 6 3 4 5 10 8 i8 50 TOTAL 42 26 112 113 2 2 4 2 160 , J.43 303 74 BASELINE UNGRA[)EiJ 3 3 3 3 6 100 1 8 5 27 10 35 15 50 74 I 4 4 19 18 23 22 45 82 3 7 5 16 20 1 23 26 49 73 ~ 7 2 16 14 23 16 39 77 5 4 2 24 18 28 20 48 88 6 6 1 11 16 1 18 17 35 77 SUBTOTAL 36 19 116 99 1 1 153 119 272 7 KIND. 4 4 16 16 20 20 40 8!J FOURY RO LD 4 9 9 9 13 18 31 58 TOTAL 44 32 141 124 1 186 157 343 77 WHITE [!LACK HISPANIC ASIAN/PACI. S LND Ai1:ER. I '.,:l/ESK TOTAL SCH OOLG/R ADE MALE FEMALE MALE FEMALE MALE ~ f',AL[ FE ',ALE ~ ~~t\\i\\LE \"-:r...LE ~ TOTAL %BU.CK BOOKER UNGRADED 1 18 20 23 20 41 40 81 53 2 15 23 28 16 1 2 43 42 85 52 3 16 24 21 26 1 38 50 88 53 4 20 18 24 27 44 45 89 57 5 19 21 22 27 1 2 42 50 92 53 6 10 34 18 30 28 64 92 52 SUBTOTAL 98 140 136 146 2 4 236 291 527 54 KIND. 13 14 21 18 1 1 36 32 68 57 FOURY RO LD TOTAL 111 154 157 164 1 1 3 4 272 323 595 54 BRADY UNGRADED 1 3 2 3 3 6 33 1 15 12 19 14 1 2 ,..3 5 28 63 52 2 12 6 16 14 2 1 30 21 51 59 3 4 6 26 20 30 26 56 82 4 6 8 16 24 1 22 33 55 73 5 7 2 23 14 30 16 46 80 6 6 5 16 15 1 23 20 43 72 SUBTOTAL 51 42 118 101 1 3 4 173 147 320 68 KIND. 9 11 25 11 1 3 35 25 60 60 FOURY R0 ~'.) 5 4 5 3 10 7 17 47 TOTAL 65 57 148 115 1 4 7 218 179 397 66 CARVER UNGRAl:Eu 1 20 13 19 16 39 29 68 51 / 20 20 24 24 44 44 88 55 3 22 13 31 21 1 1 54 35 89 58 .\n27 20 26 25 53 45 98 52 5 23 16 25 30 2 50 46 96 57 6 27 17 29 23 56 40 96 54 S:.JclTGTAL 139 99 154 139 'l 1: 2 296 239 535 55 '.i'i'.l. 17 8 18 14 1 2 36 24 60 53 332 263 595 55 F J~~ YR OL:J --:-G,..AL 156 107 172 153 1 2 4 l\u0026lt;l,l :[ :-,1 ,,...,_, II l :?A',: C\n,~: A\"i, ?\n.c. 1 r.,1... ',)\n,_.::\\. ! .:.,:: ,-: .,.1...h\\..1\\ TOTAL,.. _\" ,, SC!IOOL/CRAJE ''.,\nL( F['-'.AE~ f,\\LE. FE''.:.L[ ,.._:~L~ FE t',,',~L \".:\\~~ F C\"' r '.',\\L[ :-~ \":,L ~ ,.:,. . _ ~ - 11 __ ~ TOTAL '%:lUC: CHICOT UNGRA:JE.D 5 1 4 5 1 11 11 35 20 9 6 15 60 2 11 12 24 31 46 31 77 71 3 10 8 36 20 35 43 78 71 4 IO 8 23 22 2 46 28 74 76 5 9 9 18 24 1 35 31 66 68 6 9 6 23 21 1 28 33 61 69 SUBTOTAL 65 55 163 143 4 33 28 61 72 KIND. 7 11 21 20 232 200 432 71 FOURY RO LD 6 3 4 5 28 31 59 69 TOTAL 78 69 188 168 4 10 8 18 50 \" 270 239 509 70 CLOVERDALE UNGRA~ED 1 5 7 22 17 ~{ 24 51 76 2 4 5 21 19 25 50 80 3 8 1 16 19 25 21 46 76 4 1 2 18 19 20 21 41 90 5 3 5 27 20 1 30 26 56 84 6 4 3 19 19 23 22 45 84 SUBTOTAL 25 23 123 113 2 3 150 139 289 82 KIND. 10 5 25 16 1 36 21 57 72 FOUR YR OLD 5 7 14 13 19 21 40 68 TOTAL 40 35 162 142 3 3 205 181 386 79 DODD \\ UNGRADED 2 2 3 4 3 7 71 1 12 9 13 10 1 27 20 47 49 2 3 10 9 8 12 18 30 57 3 4 4 17 13 1 21 18 39 77 4 12 7 15 13 1 27 21 48 58 5 5 6 12 12 1 17 19 36 67 6 4 6 17 18 21 24 45 78 SUSTOTAL 42 42 85 77 4 129 123 252 64 Kl~J. 2 11 19 8 21 19 40 68 1-CJR n J,_J TOTAL 44 53 104 85 4 150 142 292 65 r ~ :J \") -\"I \"V wh!TE [Li,CK H S?A:I,C /..S!A~/p\n.c,, i ~L~:l /,::,\n:R. I ','.:\n/ES\u0026lt; TOTAL ~.AL[ ~~' 1ALE t,'ALt ,\n::~LE TOTAL- %BLACK SCHOOL/GRADE ''ALE FE:-\\ALE MALE FEMALE MALE FEMALE ''.ALE F~\"~LE FAIR PARK u,:\n~Al!EiJ 12 20 32 72 1 1 7 10 13 18 25 43 81 / 6 2 12 23 23 12 35 77 3 5 2 17 10 1 25 11 36 81\n3 3 21 8 1 17 16 33 85 5 3 2 14 14 13 19 32 78 6 3 4 10 15 108 103 211 79 S:.J:3TOTAL 21 20 84 83 3 14 23 37 70 \u0026lt; i 'l'.). 4 7 10 16 9 6 15 47 FOG~ YR OLD 4 4 5 2 131 132 263 76 TOTAL 29 31 99 101 3 FORESTP ARK r UNGRADED 1 11 22 19 16 1 30 39 69 51 2 17 19 21 16 38 35 73 51 3 19 22 13 17 1 33 40 73 41 4 19 19 3 8 1 23 27 50 22 5 17 15 11 10 1 29 25 54 39 6 15 22 22 20 37 42 79 53 SUBTOTAL 98 119 89 87 2 2 1 190 208 398 44 KIND. 18 18 15 9 33 27 60 40 FOURY RO LD TOTAL 116 137 104 96 2 2 1 223 235 458 44 FRANKLIN UNGRADED 6 5 6 5 11 100 1 3 2 14 21 17 23 40 88 2 2 1 20 24 22 25 47 94 3 1 5 19 19 1 21 24 45 84 4 1 30 16 31 16 47 98 5 21 16 21 16 37 101' 6 1 11 9 12 9 21 ~ SUBTOTAL 8 8 121 110 1 130 118 248 9. KI~:l. 3 3 27 14 1 31 17 48 85 ,ot,?. n 0~:i 9 9 11 17 3 23 26 49 57 T'.)TAL 20 20 159 141 5 184 161 345 87 WHITE eU,CK Hl SPAt.IC t.S!AN/P,',C. l SLN:) /1' 1.~r\u0026lt;.. J \n::\n/C::,K TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE f\"ALE F~r',ALE e:ALE ~E11ALE \u0026gt;:ALE FEi'ALE TOTAL. %BLACK FULBRIGHT UNGRA[)EiJ 2 2 2 1 4 3 7 43 1 15 16 21 11 1 36 28 64 50 / 21 15 19 11 2 1 42 27 69 43 3 13 20 19 13 3 32 36 68 47 ~ 32 21 25  15 3 57 39 96 42 5 25 20 23 12 2 50 32 82 43 6 16 25 15 19 31 44 75 45 SU[lTOTAL 124 119 124 82 4 8 252 209 461 45 Kl!,'.\u0026gt;. 15 14 9 18 3 24 35 59 46 FOt..~ YR OLD 4 11 276 244 520 45 ~GTAL 139 133 133 100 GARLAND 3 5 8 88 UNGRADED 1 3 4 14 2D 34 79 2 11 16 3 2 14 14 28 71 1 14 13 1 13 9 22 91 2 12 8 1 1 26 92 3 18 8 17 7 1 1 15 14 29 93 4 5 13 14 2 11 13 24 88 9 12 2 1 88 83 171 89 6 3 79 74 9 6 13 7 20 95 SUBTOTAL KIND. 12 7 1 9 5 14 64 5 4 4 1 110 95 205 88 FOUR YR OLD 3 96 85 14 7 TOTAL GEYERS PRINGS 5 1 6 83 UNGRADED 1 4 1 19 27 46 78 1 5 5 14 22 24 13 37 70 2 4 7 20 6 13 28 41 71 3 4 8 9 20 18 26 44 77 4 5 5 13 21 10 10 20 85 5 1 2 9 8 16 11 27 56 6 7 5 9 6 105 116 221 73 SUBTOTAL 27 32 78 84 31 18 49 69 Klf.:'J. 7 7 24 11 2 9 9 18 61 ,-OUKY \u0026lt;. u'...) 1 4 8 3 145 143 288 72 TOTAL 35 43 110 98 2 ' IIHITE ELACK HISPANIC I.SI AN/PAC. I SLN::l Ai'.ER. l :\nJ/ESK . TOTAL SCHOOL/GRADE MALE FU1ALE MALE FEMALE MALE ~ VALE FEt1/\\LE MALE\n:-~ t\\AL E !Alt FEi-iALE TOTAL- %BLACK GIBBS UNGRAl:Eu 1 6 9 12 14 1 19 24 43 60 / 10 6 13 9 2 23 17 40 55 3 15 6 11 13 26 19 45 53 .\n10 9 13 - 12 1 23 22 45 56 5 7 9 11 14 1 18 24 42 60 6 9 8 10 16 1 19 25 44 59 Sci3TOTAL 57 47 70 78 3 1 3 128 131 259 57 ,(i:D. 11 6 14 8 1 25 15 40 55 F:Jlii\u0026lt; YR OLD -:-GTAL 68 53 84 86 3 1 4 153 146 299 57 JEFFERSON ,, UNGRADED 2 1 3 2 5 3 8 63 l 25 21 14 8 39 29 68 32 2 24 17 13 17 37 34 71 42 3 25 20 7 21 l 33 41 74 38 4 20 16 17 23 1 1 39 39 78 51 5 24 16 14 14 38 30 68 41 6 21 20 16 20 37 40 77 47 SUBTOTAL 141 111 84 105 1 2 228 216 444 43 KIND. 17 18 13 11 1 31 29 60 40 FOUR YR OLD TOTAL 158 129 97 116 1 3 259 245 504 42 KING UNGRADED l 14 13 30 28 1 45 41 86 67 2 5 8 20 15 1 26 23 49 52 3 12 9 28 24 1 41 33 74 70 4 18 6 26 17 2 46 23 69 62 5 13 13 22 18 35 31 66 6l 6 16 11 28 26 44 37 81 6 SUBTOTAL 78 60 154 128 5 237 188 425 66 KIND. 11 9 29 19 40 28 68 71 ,-ou?. y:i_ Oc.J 10 21 10 17 2 22 38 60 45 T1TA!_ gq 90 193 164 7 299 254 553 65 WHITE eL',CK HISPANIC ASIAN/PAC. ISLND A!~ER. I i\nJ/ESK .,, TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE ~ALE FEt1/\\LE M/\\LE FE'1ALE MALt FEMALE TOTAL- %Bl.ACK MABELV ALE UNGRAl:Eu 1 6 2 7 2 9 89 1 13 10 25 23 38 33 71 68 / 16 10 26 18 42 28 70 63 3 14 13 24 16 38 30 68 59 ~ 7 14 24 - 23 31 37 68 69 5 19 8 13 24 33 32 65 57 6 17 12 25 23 42 35 77 62 S:J:3TGTAL 87 67 143 129 1 231 197 428 64 (i'O. 9 11 22 17 1 32 28 60 65 F'.)..,~ YR OL:J 2 1 263 225 488 64 :G\".'ftL 96 78 165 146 MCDERMOTT I' UNGRADED 1 12 15 24 18 2 1 39 33 72 58 2 13 18 21 21 1 34 40 74 57 3 20 17 16 18 1 37 36 73 47 4 14 22 17 15 2 2 31 41 72 44 5 11 26 15 22 1 6 13 17 26 25 2 27 48 75 49 SUBTOTAL 83 115 119 119 4 4 41 42 83 61 KIND. 17 17 2 2 209 240 449 14 10 1 53 1 31 29 60 40 FOUR YR OLD TOTAL 100 132 133 129 4 5 2 3 1 240 269 509 51 MEADOWCLIFF UNGRADED 1 14 6 23 27 37 33 70 71 2 10 9 23 25 3 12 12 20 21 33 34 67 72 4 15 8 20 21 32 33 65 63 5 8 3 22 19 35 29 64 64 6 9 8 17 21 30 22 52 79 SUBTOTAL 68 46 125 134 1 26 30 56 68 KIND. 3 10 26 1 193 181 374 69 21 ,-o:.\nR n 0~:i 29 31 60 78 TOTAL 71 56 151\n_55 222 212 434 71 WHITE DL,\\CK H!S?A',lC 1,SIA~/pr,e,, I SU,J A''.:.k. l',J/c~' TOTAL SCHOOL/GRADE t'ALE FE~\\ALE MALE FE\"1ALE MALE FEMALE r,AL[ Fc''ALE r'ALE ~~'!AL~ ''4Lt. :-:-\":,i..E TOTAL- %BLACK MITCHELL UNGRAUEiJ 5 1 6 1 7 86 1 16 12 16 12 28 100 / 2 2 12 8 14 11 25 80 3 1 1 12 25 13 27 40 93 ~ 17 12 1 18 12 30 97 5 15 15 16 15 31 97 5 1 19 13 19 14 33 37 SU3i0TAL 5 4 96 86 1 102 92 194 94 i(j:iJ. 2 11 11 11 13 24 92 F::JvK YR OL::J 1 5 6 6 6 12 92 -:-CTAL 6 6 112 103 1 119 111 230 93 OTTER CREEK UNGRADED 1 11 14 9 14 1 1 22 28 50 46 2 12 12 8 10 1 21 22 43 42 3 20 13 12 16 32 29 61 46 4 18 18 6 5 2 26 23 49 49 5 17 12 15 9 32 21 53 45 6 14 10 14 7 28 17 45 47 SUBTOTAL 92 79 64 61 1 4 161 140 301 42 KIND. 9 15 5 11 14 26 40 40 FOUR YR OLD TOTAL 101 94 69 72 1 4 175 166 341 41 PULASKI HEIGHTS UNGRADED 1 22 16 12 16 2 35 34 69 41 2 10 15 12 13 22 28 50 50 3 18 13 14 14 2 1 32 30 62 45 4 10 15 11 14 1 21 30 51 49 5 10 15 16 10 1 27 25 52 50 6 8 7 20 19 1 29 26 55 71 SUBTOTAL 78 81 85 86 3 2 4 166 173 339 50 Kl~::J. 18 20 10 9 1 1 30 29 59 32 rouR n 0~:i TOTAL 36 101 95 95 4 2 4 196 202 398 48 WhlTE DU,CK H!S?A' IC ASIA~/P~C. lSL~J A:-'.~R. 1 \nJ/E~ - TOTAL SCHOOL/GRADE t'ALE FE'lA~E MALE FEMALE MALE ~ l'.ALE ~ 1-'ALE F['1ALE 11,Lc 0 c:'.\\L[ TOTAL. '.tBU,CY RIGHTSELL 96 UNGRAUEu 11 13 24 1 1 10 13 13 13 26 96 / 1 13 12 15 14 29 97 3 1 14 14 8 12 20 100 ~ 8 12 1 20 13 33 97 5 20 12 16 12 28 96 6 1 15 12 1 83 77 160 97 SUBTOTAL 3 1 80 75 9 10 19 100 KI:JJ. 9 10 3 7 10 100 FGi.i~Y RO LD 3 7 1 95 94 189 97 TOTAL 3 1 92 92 ROCKEFELLER UNGi\u0026lt;ADED 1 10 7 19 16 1 29 24 53 66 2 8 8 13 13 1 22 21 43 60 3 4 6 16 21 2 22 27 49 76 4 4 2 13 11 1 1 18 14 32 75 5 1 4 12 19 13 23 36 86 6 2 1 14 13 1 17 14 31 87 SUBTOTAL 29 28 87 93 4 2 1 121 123 244 85 KIND. 8 5 16 16 24 21 45 71 FOURY RO LD 11 12 18 10 29 22 51 55 TOTAL 48 45 121 119 4 2 1 174 166 340 71 ROMINE UNGRADED 1 13 14 14 93 1 9 7 20 15 29 22 51 69 2 7 2 16 11 23 13 36 75 3 3 12 14 15 15 30 87 4 1 1 18 12 2 21 13 34 88 5 3 4 9 25 2 12 31 43 79 6 5 4 11 13 1 1 17 18 35 69 SUBTOTAL 29 18 99 90 3 4 131 112 243 78 Kl~). 7 8 22 17 3 2 32 27 59 66 ,-au n. u'...J 5 6 8 11 1 1 14 18 32 59 TOTAL 41 32 129 118 7 7 177 157 334 74 WHITE ['L1\\CK III S?A'I, C AS I /\\',/?:..C. I '.,U,J 11::.c,\u0026lt;. I\\J/~~--\nTOTAL SCHOOL/CR,i,DE MALE FE'IALE MALE FE\"1AcE MALE FEMALE ~:AL[ F~\" LE '',\\LE '\"~~~AL ''ALL ~[\"~~[ TOT,l,L  %BUC v- STEPHENS 8 19 95 l.iNGRAt.'EiJ 11 1 1 10 8 7 17 24 96 / 1 6 17 6 11 17 100 3 6 11 11 14 25 100 ~ 11. 14 10 6 16 100 5 10 6 9 5 14 100 6 9 5 54 61 115 98 SU3iOTAL 2 52 61 11 10 21 95 f-I'D, 10 10 1 3 6 9 89 FD~:{ YR OLD 1 3 5 68 77 145 97 TGTAL 2 1 65 76 1 TERRY I\" UNGr\u0026lt;A:JCJ 1 31 19 19 22 3 53 42 95 43 2 15 29 17 9 2 3 37 38 75 35 3 22 11 16 17 2 3 40 31 71 46 4 29 19 14 16 2 3 1 46 38 84 36 5 14 24 16 19 30 43 73 48 6 14 16 25 24 1 1 2 41 42 83 59 SUBTOTAL 125 118 107 107 3 2 12 1 247 234 481 44 KIND. 26 23 15 14 2 43 37 80 36 FOURY RO LD TOTAL 151 141 122 121 3 2 14 7 290 271 561 43 WAKEFIELD UNGRA[\nEiJ 1 6 8 26 20 1 33 28 61 75 / 9 7 25 33 1 34 41 75 77 3 6 1 27 27 1 33 29 62 87 ~ 9 9 19 27 1 29 36 65 71 37 29 66 67 5 12 10 25 19 6 10 8 21 20 31 28 59 69 s J,OTAL 52 43 143 146 1 197 i91 388 7 ,/ 'iJ. 4 7 23 25 27 32 59 81 ~~ YP. OLJ ' .. , 56 50 166 171 \"L 224 223 447 75 WHITE GU,CK II l S?A'., [C AS!A:,/P\n.:. lSL!i::l /,11.~R. [ \n:)/['.:,- TOTAL SCHOOL/GRADE MALE FE'IALE MALE FEMALE MALE ~ ~ Ft:\"ALE l\"ALE t:E\\ALE '.~L~ ~ E:' .\\~E TOTAL. tBU.C WASHINGTON UNGRAUEiJ 1 2 3 3 67 1 18 11 45 22 1 1 2 65 35 100 67 / 15 25 28 27 1 43 53 96 57 3 22 21 49 37 2 72 60 132 65 .\n23 8 28 .. 32 52 40 92 65 5 21 13 26 25 47 38 85 60 6 21 16 32 31 53 47 100 63 SUBTOTAL 121 94 210 174 1 3 5 335 273 608 63 Kl:D. 19 12 29 18 1 48 31 79 59 FOGR YR OLD 6 8 10 10 16 18 34 59 TOTAL 146 114 249 202 1 3 6 399 322 721 63 WATSON UNGRADED 1 7 8 24 26 ,, 31 34 65 77 2 5 6 24 27 29 33 62 82 3 8 6 27 22 35 28 63 78 4 2 4 21 22 23 26 g9 88 5 8 5 19 23 27 28 55 76 6 10 3 27 33 37 36 73 82 SUBTOTAL 40 32 142 153 182 185 367 80 KIND. 8 2 27 22 35 24 59 83 FOUR YR OLD 4 3 5 4 9 1 1.6 56 TOTAL 52 37 174 179 226 216 442 80 WESTERNH ILLS UNGRADED 1 9 9 17 15 26 24 50 64 2 10 11 11 10 21 21 42 5( 3 7 8 17 12 24 20 44 66 4 6 6 16 18 1 22 25 47 n 5 11 7 16 19 27 26 53 6(, 6 11 7 16 20 1 1 27 29 56 6: SUBTOTAL 54 48 93 94 l 2 147, 145 292 6\u0026lt; KH,::l. 8 4 19 9 27 13 40 7, .-ouR y,. J.__) 1 T'.JTAL 62 52 112 103 2 17!1 158 332 6' WHITE eL\n,CK Ill S?A': !C AS!A~/Pi,C. l SL!,) 11!'.c.R.  \\ J/[ ~:\\ TOTAL '.\nCHOOL/CRADE t'AL[ F['\\AL[ ~ ALE FEMALE MAL[ ~ ~'.AL[ F c\" \\L[ ''AL[ F~'~AL:: 1'Alc :=-[\"~LE TOTAL- %BUC WILLIAMS UNGRAlJEu 1 15 19 17 14 32 33 65 48 / 14 13 25 13 3 39 29 68 56 3 15 12 13 22 2 29 36 65 54 ~ 16 17 20  18 1 36 36 72 53 5 13 16 23 17 36 33 69 SE 6 14 16 22 20 1 37 36 73 58 SU3'iOTAL 87 93 120 104 2 6 209 203 412 54 r-l!\u0026lt;'.l. 13 14 17 16 30 30 60 55 FQt:~ YR OL:J TOTAL 100 107 137 120 2 6 239 233 472 54 WILSON UNGRADED 4 1 15 4 1 8 5 14 21 1-9 5 24 79 2 10 7 15 12 22 26 48 73 3 6 2 7 16 25 19 44 . 61 4 3 8 12 18 13 18 31 74 5 3 1 21 19 1 15 26 41 73 1 6 2 3 16 23 1 25 21 46 87 SUBTOTAL 36 27 100 113 2 1 19 26 4'5 81 KIND. 5 11 28 13 138  141 279 76 FOUR YR OLD 3 5 7 2 1 33 25 58 71 TOTAL 44 43 135 128 2 10 -7 17 53 1 1 181 173 354 74 HOODRUFF UNGRADED 1 10 5 16 15 26 21 47 66 2 8 1 6 10 14 11 25 64 3 3 7 5 7 .8 14 22 55 4 6 4 8 5 14 9 23 57 5 5 2 8 11 13 13 26 6 73 4 9 11 13 16 22 38 SUBTOTAL 63 36 28 54 61 91 90 181 6' l 20 20 40 5 KIN:). 10 6 10 12 ,-Jc:?. n 0~'.l 2 2 6 4 TOTAL 48 36 70 77 8 7 15 67 2 119 117 236 62 , ' Whl\"fE ~~i,CK H!S?A':lC hSIA',/Pi-.C. I s:_r,J /,''.~R. i ',Ji::~\u0026lt; TOTAL SCHOOL/GRADE t-'hLE FE\"iALE MALE F[ 1',ALE MALE F [:'.ALE 1-'.ALE F~\"1,L: ''ALE ~E\"f,LE ''4LE :-E/.',\\L[ TOTAL. %BLACK UNGRADED 25 14 76 40 101 54 155 75 1 375 343 672 597 10 5 7 12 4 1068 957 2025 63 2 328 334 622 568 4 7 8 9 1 963 918 1881 63 3 356 304 628 630 7 9 9 15 1 1001 958 1959 64 4 358 305 608 588 10 7 9 12 2 Q87 912 1899 63 5 327 291 601 605 5 5 7 6 940 907 1847 65 6 316 309 640 650 9 3 7 6 972 968 1940 67 SUBTOTAL 2085 1900 3847 3678 45 36 47 60 8 60J2 5674 11,706 64 KIND.* 333 329 684 561 5 4 15 13 1 1038 908 1946 64 FOUR YR OLD 84 107 146 139 6 2 4 4 240 252 492 58 TOTAL 2502 2336 4677 4378 56 42 66 77 9 1 7310 6834 14,144 64 *INCLUDES HIGH SCHOOLK INDERGARTEN SPECIAL SCHOOLS: 18 5 21 \\ 6 1 39 12 51 53 DIST. TOTALS: 4262 4216 8409 8265 91 74 120 ~, 133 u 5 12, 90[ 12,693 25,594 65 I --- f~ '\\ NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas :,_:' \\ \u0026lt;:, ~~~ RACIAL COMPOSITION OF SCHOOLS ~t\\ ) \\t\\~ Including Kindergarten t(Y\\,I,\\\\\" ?)::\u0026gt;C\u0026lt;:.', October 1, 1993 .. ,,,ei:.~(:,':}, . ~ 'v~ ~-Q~W,oe ,.. School Enrollment Black % Non-Black % ,,.~.  Alternative 25 13 52.0 12 48.0 (K - 6) Amboy 380 192 50.5 188 49.5 Baring Cross 13 6 46.2 7 53.8 .(K - 6) Belwood ~-17~ 76 45.2 92 54.8 Boone Park ~ 62.1 )80 6 37.9 Central 4 29--3/'G.5 ~~ -5 fr 59.7 /??1-7-:3- 40.3 Crestwood 251 114 45.4 137 54.6 Glenview 237 127 53.6 110 46.4 Indian Hills 387 172 44.4 215 55.6 Lakewood 255 133 52.2 122 47.8 Lynch Drive 449 243 54.1 206 45.9 Meadow Park 264 147 55.7 117 4 4. 3 North Heights 418 195 46.7 223 53.3 Park Hill 276 128 46.4 148 53.6 Pike View 370 188 50.8 182 49.2 Redwood --2--H)--~ 3 /~3 131 62.4 ?o -19- 37.6 Seventh Street 338 154 45.6 184 54.4 Total Elem. :.5,00$-, 2-\ns,19 51. 9% 2,362- 48.1% ~-~\n\\:)\n).~ Alternative 66 46 69.7 20 30.3 ( 7 - 12) Baring Cross 35 25 71. 4 10 28.6 (7 - 12) Lakewood Md. 539 216 40.1 323 59.9 Ridgeroad Md. 544 288 52.9 256 47.1 Rose City Md. 366 186 50.8 180 49.2 NLRHS-East 1,419 649 45.7 770 54.3 NLRHS-West 1,205 526 43.7 679 56.3 Total Sec. 4,174 1,936 46.4% 2,238 53.6% Dist. Total: 9,08 . ~ 4,485 49.4% 4, 60- 50.6% C//79 -1~~/ -l1~t'6 ) Pre-Kindergarten Enrollment - Black - Percentage Non-Black - Percentage Total (not included in the a~ooovne J pa r k 22 62.9 13 38.1 35 Central 3l 88.9 4 11.1 36 Redwood 22 95.7 1 4.3 23 itt It 9T NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Excluding Kindergarten October 1, 1993 School Enrollment Black % Alternative 24 (K - 6) Amboy 329 Baring Cross 11 (K - 6) Belwood 148 Boone Park 353 Central 357 Crestwood 231 Glenview 210 Indian Hills 343 Lakewood 231 Lynch Drive 379 Meadow Park 226 North Heights 362 Park Hill 227 Pike View 337 Redwood 180 Seventh Street 292 Total Elem. 4,240 Alternative 66 (7 - 12) Baring Cross 35 (7 - 12) Lakewood Md. 539 Ridgeroad Md. 544 Rose City Md. 366 NLRHS-East 1,419 NLRHS-West 1,205 Total Sec. 4,174 Dist. Total: 8,414 13 54. 2 169 51.4 6 54.5 72 48.6 215 60.9 195 54.6 111 48.1 111 52.9 159 46.4 124 53.7 214 56.5 122 54.0 181 50.0 114 50.2 173 51.3 104 57.8 118 40.4 2,201 51.9% 46 69.7 25 71.4 216 40.1 288 52.9 186 50.8 649 45.7 526 43.7 1,936 46.4% 4,137 49.2% Non-Black % 11 45.8 160 48.6 5 45.S 76 51. 4 138 39.1 162 45.4 120 51.9 99 47.l 184 53.6 107 46.3 165 43.5 104 46.0 181 so.a 113 49.8 164 48.7 76 42.2 174 59.6 2,039 48.1% 20 30.3 10 28.6 323 59.9 256 47.1 180 49.2 770 54.3 679 56.3 2,238 53.6% 4,277 50.8% PUPIL ENROLLMENTB Y SCHOOL LEA #60-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS , COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: ALTERNATIVE CENTER - E GRADE SPAN: .K-06 NON-BLACK BLACK GRADE TOTAL K 1 1 0 01 4 2 2 03 3 2 1 04 4 1 3 05 4 2 2 06 9 4 5 SCHOOL 25 12 13 TOTALS 48.0% 52.0% GRADES 24 11 13 01-06 45.8% 54.2% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-050 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: AMBOY ELEMENTARY SCHO\u0026lt; GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 51 28 23 01 68 37 31 02 56 28 28 03 54 25 29 04 53 27 26 05 53 24 29 06 45 19 26 SCHOOL 380 188 192 TOTALS 49.5% 50.5% GRADES 329 160 169 01-06 48.6% 51.4% PUPIL ENROLLMENT BY SCHOOL LEA f60-02-078 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BARING CROSS CENTER GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 2 2 0 01 1 0 1 02 2 1 1 03 1 0 1 04 1 0 1 05 3 1 2 06 3 3 0 SCHOOL 13 7 6 TOTALS 53.8% 46.2% GRADES 11 5 6 01-06 45.5% 54.5% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-053 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BELWOOD ELEMENTARY SC! GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 20 16 4 01 17 8 9 02 20 11 9 03 26 14 12 04 24 15 9 05 28 9 19 06 33 19 14 SCHOOL 168 92 76 TOTALS 54.8% 45.2% GRADES 148 76 72 01-06 51.4% 48.6% LEA #60-02-054 . COUNTY: PULASKI GRADE J K 01 02 03 04 05 06 SCHOOL TOTALS GRADES 01-06 GRADES K-6 TOTAL 35 88 66 63 68 57 48 51 476 353 441 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: GRADE SPAN: NON-BLACK 13 29 22 28 30 19 18 21 180 37.8% 138 39.1% 167 37.9% BLACK 22 59 44 35 38 38 30 30 296 62.2% 215 60.9% 274 62.1% BOONE PARK ELEMENTARY PK-06 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-059 OCTOBER 1, 19'93 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: CENTRAL ELEMENTARY GRADE SPAN: P K-06 NON-BLACK BLACK GRADE TOTAL J 36 4 32 K 72 11 61 01 57 28 29 02 49 25 24 03 71 24 47 04 60 30 30 05 66 31 35 06 54 24 30 SCHOOL 465 177 288 TOTALS 38.1% 61.9% GRADES 357 162 195 01-06 45.4% 54.6% GRADES K-6 429 173 256 40.3% 59.7% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-055 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: CRESTWOOD ELEMENTARY  GRADE SPAN: : K-06 NON-BLACK BLACK GRADE TOTAL K 20 17 3 01 34 18 16 02 39 26 13 03 43 24 19 04 31 14 17 05 38 14 24 06 46 24 22 SCHOOL 251 137 114 TOTALS 54.6% 45.4% GRADES 231 120 111 01-06 51. 9% 4 8 .1% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: GLENVIEW ELEMENTARY S\u0026lt; GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 27 11 16 01 34 17 17 02 34 20 14 03 30 13 17 04 38 20 18 05 40 18 22 06 34 11 23 SCHOOL 237 110 127 TOTALS 46.4% 53.6% GRADES 210 99 111 01-06 47.1% 52.9% PUPIL ENROLLMENT BY SCH.OOL LEA #60-02-057 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: INDIAN HILLS ELEMENTAl GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 44 31 13 01 59 33 26 02 70 33 37 03 45 18 27 04 59 34 25 05 54 35 19 06 56 31 25 SCHOOL 387 215 172 TOTALS 55.6% 44.4% GRADES 343 184 159 01-06 53.6% 46.4% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-058 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: LAKEWOOD ELEMENTARY SC GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 24 15 9 01 37 18 19 02 39 18 21 03 47 24 23 04 44 17 27 05 37 16 21 06 27 14 13 SCHOOL 255 122 133 TOTALS 47.8% 52.2% GRADES 231 107 124 01-06 46.3% 53.7% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-060 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS . COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: LYNCH DRIVE ELEMENTAK GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 70 41 29 01 57 25 32 02 63 31 32 03 81 41 40 04 52 20 32 05 59 24 35 06 67 24 43 SCHOOL 449 206 243 TOTALS 45.9% 54.1% GRADES 379 165 214 01-06 43.5% 56.5% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-061 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: MEADOWP ARK ELEMENTA R: GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 38 13 25 01 26 12 14 02 39 20 19 03 38 14 24 04 39 19 20 05 39 23 16 06 45 16 29 SCHOOL 264 117 147 TOTALS 44.3% 55.7% GRADES 226 104 122 01-06 46.0% 54.0% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-050 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH HEIGHTS ELEMENTJ GRADE SPAN: : K-06 NON-BLACK BLACK GRADE TOTAL K 56 42 14 01 65 36 29 02 56 31 25 03 66 37 29 04 63 30 33 05 59 26 33 06 53 21 32 SCHOOL 418 223 195 TOTALS 53.3% 46.7% GRADES 362 181 181 01-06 50.0% 50.0% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-064 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PARK HILL ELEMENTARY E GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 49 35 14 01 40 23 17 02 26 11 15 03 35 20 15 04 42 19 23 05 43 21 22 06 41 19 22 SCHOOL 276 148 128 TOTALS 53.6% 46.4% GRADES 227 113 114 01-06 49.8% 50.2% ... - PUPIL ENROLLMENT BY SCHOOL LEA #60-02-065 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PIKE VIEW ELEMENTARY E GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 33 18 15 01 54 28 26 02 63 28 35 03 45 23 22 04 58 23 35 05 62 35 27 06 55 27 28 SCHOOL 370 182 188 TOTALS 49.2% 50.8% GRADES 337 164 173 01-06 48.7% 51. 3% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-067 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: REDWOOD ELEMENTARY SC: GRADE SPAN: PK-06 NON-BLACK BLACK GRADE TOTAL J 23 1 22 K 30 3 27 01 31 12 19 02 31 9 22 03 31 14 17 04 35 12 23 05 24 12 12 06 28 17 11 SCHOOL 233 80 153 TOTALS 34.3% 65.7% GRADES 180 76 104 01-06 42.2% 57.8% GRADES K-6 210 79 131 37.6% 62.4% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-069 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: SEVENTH STREET ELEMEN' GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 46 10 36 01 27 11 16 02 40 24 16 03 73 37 36 04 44 29 15 05 57 37 20 06 51 36 15 SCHOOL 338 184 154 TOTALS 54.4% 45.6% GRADES 292 174 118 01-06 59.6% 40.4% ELEMENTARY NON-BLACK BLACK TOTALS J-6 5005 2380 2625 47.6% 52.4% K-6 4911 2362 2549 48.1% 51.9% 1-6 4240 2039 2201 48.1% 51.9% J = PRE K LEA #60-02-075 COUNTY: PULASKI GRADE TOTAL 08 17 09 19 10 14 11 12 12 4 SCHOOL 66 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: ALTERNATIVE CENTER - GRADE SPAN: -07-12 NON-BLACK BLACK 4 13 4 15 6 8 5 7 1 3 20 46 30.3% 69.7% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-078 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BARING CROSS CENTER GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL 07 2 1 1 08 6 1 5 09 4 3 1 10 7 1 6 11 7 0 7 12 9 4 5 SCHOOL 35 10 25 TOTALS 28.6% 71.4% LEA 160-02-070 COUNTY: PULASKI GRADE TOTAL 07 292 08 242 09 5 SCHOOL 539 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: LAKEWOODM IDDLE SCHOO: NON-BLACK 187 136 0 323 59.9% BLACK 105 106 5 216 40.1% GRADE SPAN: 07-08 LEA #60-02-072 COUNTY: PULASKI GRADE TOTAL 07 287 08 257 SCHOOL 544 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: RIDGEROAD MIDDLE SCHOC GRADE SPAN: 07-08 NON-BLACK 132 124 256 47.1% BLACK 155 133 288 52.9% LEA #60-02-077 . COUNTY : PU LASK I GRADE TOTAL 07 08 09 170 195 1 SCHOOL . 366 TOTALS PUPIL ENROLLMENTB Y SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: ROSE CITY MIDDLE SCHO GRADE SPAN: 07-08 NON-BLACK 83 97 0 180 49.2% BLACK 87 98 1 186 50.8% LEA #60-02-075 COUNTY: PULASKI GRADE TOTAL 09 10 767 652 SCHOOL 1419 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH LITTLE ROCK HIGf. NON-BLACK 414 356 770 54.3% BLACK 353 296 649 45.7% GRADE SPAN: 09-10 LEA #60-02-076 COUNTY: PULASKI GRADE TOTAL 09 17 10 44 11 630 12 514 SCHOOL 1205 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH LITTLE ROCK HIGr GRADE SPAN: 11-12 NON-BLACK BLACK 7 10 16 28 365 265 291 223 679 526 56.3% 43.7% . SECONDARY TOTALS SEC 4174 NON-BLACK 2238 53.6% BLACK 1936 46.4% r :, DISTRICT TOTALS J-12 9179 K-12 9085 1-12 8414 J = PRE K NON-BLACK BLACK 4618 4561 50.3% 49.7% 4600 4485 50.6% 49.4% 4277 4137 50.8% 49.2% NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Including Kindergarten October 1, 1993 School Enrollment Black % Non-Black % Alternative 25 13 52.0 12 48.0 (K - 6) Amboy 380 192 50.5 188 49.5 Baring Cross 13 6 46.2 7 53.8 (K - 6) Belwood 168 76 45.2 92 54.8 Boone Park 441 274 62.1 167 37.9 Central 429 256 59.7 173 40.3 Crestwood 251 114 45.4 137 54.6 Glenview 237 127 53.6 110 46.4 Indian Hills 387 172 44.4 215 55.6 Lakewood 255 133 52.2 122 47.8 Lynch Drive 449 243 54.1 206 45.9 Meadow Park 264 147 55.7 117 44.3 North Heights 418 195 46.7 223 53.3 Park Hill 276 128 46.4 148 53.6 Pike View 370 188 50.8 182 49.2 Redwood 210 131 62.4 79 37.6 Seventh Street 338 154 45.6 184 54.4 Total Elem. 4,911 2,549 51.9%. 2,362 48 .1% Alternative 66 46 69.7 20 30.3 ( 7 - 12) Baring Cross 35 25 71.4 10 28.6 (7 - 12) Lakewood Md. 539 216 40.1 323 59.9 Ridgeroad Md. 544 288 52.9 256 47.1 Rose City Md. 366 186 50.8 180 4 9. 2 NLRHS-East 1,419 649 45.7 770 54.3 NLRHS-West 1,205 526 43.7 679 56.3 Total Sec. 4,174 1,936 46.4% 2,238 53.6% Dist. Total: 9,085 4,485 49.4% 4,600 50.6% NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas ~l:c 1Jtt:o RACIAL COMPOSITION OF SCHOOLS oar , s 199J Including Kindergarten October 1, 1993 1992/93 Comparison SCHOOL Alternative (K - 6) Amboy Baring Cross (K - 6) Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Elem. Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Seventh Street ENROLLMENT 1992 1993 20 390 14 171 450 468 241 230 447 277 464* 243 403 210 429 239 363 25 38 0 13 168 441 429 251 237 387 255 44 9 264 418 276 370 210 338 BLACK 1992 1993 14 172 5 71 274 252 105 131 200 141 222 124 193 94 209 142 1 77 13 192 6 76 274 256 114 127 172 133 243 147 195 128 188 131 154 Total Elem. 5,058 4,911 2,526 2,549 Alternative (7 - 12) Baring Cross (7 - 12) Lakewood Md. Ridgeroad Md. Rose City Md. NLRHS-East NLRHS-West 30 31 545 578 408 66 35 539 544 366 1,339 1,419 1,204 1,205 23 22 248 266 207 602 524 46 25 216 288 186 649 526 Total Sec. 4,135 4,174 1,892 1,936 Dist. Total 9,193 9,085 4,418 4,485 PERCENTAGE 1992 1993 70.0 44 .1 35.7 41. 5 60.9 53.8 43.6 57.0 44.7 50.9 47.8 51. 0 4 7. 9 4 4. 8 48.7 59.7 48.8 52.0 50.5 46.2 45.2 62.1 59.7 45.4 53.6 44.4 52.2 54. 1 55.7 46.7 4 6. 4 50.8 62.4 45.6 NON-BLACK PERCENTAGE 1992 1993 1992 1993 6 218 9 100 176 216 136 99 247 136 242 119 210 116 220 96 186 12 188 7 92 167 173 137 110 215 122 206 117 2 23 148 182 79 184 30.0 55.9 64.3 58.5 39.1 46.2 56.4 43.0 55.3 49.1 52.2 49.0 52.1 55.2 51. 3 40.3 51. 2 48.0 49.5 53.8 54. 8 37.9 40.3 54.6 46.4 55.6 47.8 45.9 4 4. 3 53.3 53.6 49.2 37.6 54.4 49.9 51.9 2,532 2,362 50.1 48.1 76.7 71. 0 45.5 46.0 50.7 69.7 71. 4 40.1 52.9 50.8 45.0 45.7 43.5 43.7 7 9 297 312 201 737 680 20 10 323 256 180 23.3 29.0 54.5 54. 0 49.3 30.3 28.6 59.9 47.1 49.2 770 55.0 54.3 679 56.5 56.3 45.8 46.4 2,243 2,238 54.2 53.6 48.1 49.4 4,775 4,600 51.9 50.6 *Combined 1992 enrollment for Lynch Drive and Rose City Elementary Schools. Pre-Kindergarten Enrollment - (not included in the above) P k Boone ar Central Redwood Black - 22 3i:'. 22 Percentage 62.9 88.9 95.7 Non-Black - 13 4 1 Percentage 38.1 11.1 4.3 Total 35 36 23 #60-02-078 COUNTY: PULASKI DI~ WHITE GRADE TOTAL M F K 2 2 0 CHOICE 0 0 0 01 1 0 0 CHOICE 0 0 0 02 2 1 0 CHOICE 0 0 0 03 1 0 0 CHOICE 0 0 0 04 1 0 0 CHOICE 0 0 0 05 3 1 0 CHOICE 0 0 0 06 3 1 2 CHOICE / '\n}_ 1 _21 ~i' 0 07 2 1 0 CHOICE 0 0 0 08 6 1 0 CHOICE 0 0 0 09 4 1 2 CHOICE O 0 0 10 7 0 1 CHOICE 0 0 0 11 7 0 0 CHOICE 0 0 0 12 9 2 2 CHOICE 0 ~o 0  SCHOOL ?~8 2 10 7 TOTALS 35.4% CHOICE 1 1 0 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 rnon\"\"''\"' - --- - - cri :\nNMENTS ior\n/6\n-- 9 -~ IJ/J/' - ROCK SCHOOL: GRADE SPAN: -(/\"en ft:\n'- 4 , hi JIC ASIAN/PI ro/i -ft~ F M ,hr u 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 0 1 1 0 0 ~g jg 1 0 0 0 2 3 0 0 1 0 0 0 5 1 0 0 6 1 0 0 1 4 0 0 l'-1 9 19 12 64.6% 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 0 AUG2 O 1998 OltlCOEF OESEGREMGOANTIIOTONR ING F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 BARING.CROSS CENTER K-06 AM IND/ALS NAT M F O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 ,., PUPIL ENROLLMENT BY SCHOOL LEA #60-02-050 OCTOBER 1, 1993 \\~ CURRENT SCHOOL ASSIGNMENTS -l COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: .WHITE GRADE TOTAL M F K 51 16 12 CHOICE 1 1 0 01 68 17 20 CHOICE 0 0 0 02 56 12 16 CHOICE 1 1 0 03 54 20 5 CHOICE 1 1 0 04 53 16 11 CHOICE 1 1 0 05 53 14 10 CHOICE 0 0 0 06 45 11 8 CHOICE 1 1 0 SCHOOL 380 106 82 TOTALS 49.5% CHOICE 5 5 0 BLACK HISPANIC M F M F 11 12 0 0 0 0 0 0 18 13 0 0 0 0 0 0 16 12 0 0 0 0 0 0 12 17 0 0 0 0 0 0 10 16 0 0 0 0 0 0 14 15 0 0 0 0 0 0 10 16 0 0 0 0 0 0 91 101 0 0 50.5% .0% 0 0 0 0 AUG 2 n 1998 OFFIDCIEDESEGREMGOATNIIOTNO R/NS GRADE SPAN: ASIAN/PI M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 ..\nAMBOY ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 .. 1 LEA #60-02-058 COUNTY: PULASKI GRADE TOTAL K 24 CHOICE 0 01 37 CHOICE 0 02 39 CHOICE 0 03 47 CHOICE 0 04 44 CHOICE 0 05 37 CHOICE 0 06 27 CHOICE 0 SCHOOL 255 TOTALS CHOICE 0 PUPIL ENROLLMENTB Y SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: WHITE M F 7 8 0 0 10 7 0 0 8 10 0 0 6 16 0 0 11 4 o 0 12 4 0 0 8 5 0 0 62 54 45.5% 0 0 BLACK HISPANIC M F M F 5 4 0 0 0 0 10 9 0 0 0 0 12 9 0 0 0 0 11 12 2 0 0 0 11 16 1 0 0 0 12 9 0 0 0 0 6 7 0 0 0 0 67 66 3 52.2% 1. 2% 0 0 0 CEIVED AUG 2 n 1998 OfflCEOF DESEGQTMIONI TORING 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 GRADE SPAN: ASIAN/PI M F 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 2 .8% 0 0 LAKEWOOD ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 .4% 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-054 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS I COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK' SCHOOL: BOONE PARK ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F J 35 5 7 13 9 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 .o 0 0 K 88 17 12 40 19 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 66 13 8 25 19 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 63 13 13 15 20 0 2 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 68 16 12 20 18 2 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 57 7 10 18 20 1 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 48 10 7 13 17 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 51 10 10 14 16 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 476 91 79 158 138 5 5 0 0 0 0 TOTALS 35.7% 62.2% 2.1% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 Ii+ 5 /\nJ. 1 ? 8'h 7\ni ,_-'-I 6\" ___:--- - qo -,7 EIVED AUG 2 o 1998 DESEG LEA #60-02-069 COUNTY: PULASKI GRADE TOTAL K 46 CHOICE 0 01 27 CHOICE 0 02 40 CHOICE 0 03 73 CHOICE 1 04 44 CHOICE 0 05 57 CHOICE 1 06 51 CHOICE 0 SCHOOL 338 TOTALS CHOICE 2 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: SEVENTH STREET WHITE BLACK M F M F 4 6 18 18 0 0 0 0 5 5 10 6 0 0 0 0 11 12 9 7 0 0 0 0 17 19 20 16 1 0 0 0 16 12 7 8 0 0 0 0 21 16 14 6 0 1 0 0 18 18 9 6 0 0 0 0 92 88 87 67 53.3% 45.6% 1 1 0 0 HISPANIC M F 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 .6% .0 0 GRADE SPAN: K-06 ASIAN/PI AM IND/ALS M 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 F M F 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 .6% .0% 0 0 0 AUG2 O1 998 Qff\\COt F DESEGR1E:1- .~v!1\\},ntr,n RlNG NAT ELEM. PUPIL ENROLLMENT BY SCHOOL LEA #60-02-060 OCTOBER'!, 1993 ,, CURRENT SCHOOL ASSIGNMENTS ,I ' COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: WHITE GRADE TOTAL M F K 70 20 21 CHOICE 0 0 0 01 57 11 14 CHOICE 0 0 0 02 63 15 16 CHOICE 1 1 0 03 81 25 16 CHOICE 0 0 0 04 52 11 9 CHOICE 0 0 0 05 59 13 11 CHOICE 0 0 0 06 67 16 7 CHOICE 0 0 0 SCHOOL 449 111 94 TOTALS 45.7% CHOICE 1 1 0 GRADE SPAN: BLACK HISPANIC ASIAN/PI M F M F 15 14 0 0 0 0 0 0 12 20 0 0 0 0 0 0 18 14 0 0 0 0 0 0 24 16 0 0 0 0 0 0 17 15 0 0 0 0 0 0 18 17 0 0 0 0 0 0 22 21 1 0 0 0 0 0 126 117 1 0 54.1% .2% 0 0 0 0 AUG2 O1 998 OFFIOCFE DESEGREMGOATNIIOTON RING M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 LYNCH DRIVE ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 0% 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-059 OCTOBER 1, 1993 ,,, CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI oISTRICT: NORTH LITTLE ROCK SCHOOL: CENTRAL ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F J 36 2 1 15 17 0 0 0 1 O 0 . CHOICE 0 0 0 0 0 0 0 0 0 0 0 K 72 4 6 29 32 0 0 1 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 57 17 11 14 15 0 0 0 0 0 0 CHOICE 1 0 0 -1 0 0 0 0 0 0 0 02 49 10 15 18 6 0 0 0 0 0 0 CHOICE 1 0 0 0 1 0 0 0 0 0 0 03 71 11 13 21 26 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 60 12 18 17 13 0 0 0 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 05 66 15 16 14 21 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 54 15 8 12 18 0 0 1 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 SCHOOL 465 86 88 140 148 0 0 2 1 0 0 TOTALS 37.4% 61.9% .0% .6% .0% CHOICE 5 2 1 1 1 0 0 0 0 0 0 f4 l1 I.,( S l ~I ~ 0 ..1 -tip ECEJ\\I AIJf~4\") (\\ 1ogs AUG2 0 1g~R ~,11111:U r Off\\C0E, DESEGREMGOANTIITOONR INQD ESEGREMGOfl~.1\\l\\OQ\\i\\j\\ tlQ LEA #60-02-061 COUNTY: PULASKI GRADE TOTAL K 38 CHOICE 0 01 26 CHOICE 0 02 39 CHOICE 0 03 38 CHOICE 0 04 39 CHOICE 0 05 39 CHOICE 0 06 45 CHOICE 0 SCHOOL 264 TOTALS CHOICE 0 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: GRADE SPAN: WHITE BLACK M F M F 6 7 12 13 0 0 0 0 9 3 9 5 0 0 0 0 7 13 6 13 0 0 0 0 8 6 10 14 0 0 0 0 11 8 14 6 0 0 0 0 14 9 6 10 0 0 0 0 6 10 20 9 0 0 0 0 61 56 77 70 44.3% 55.7% 0 0 0 0 AUG2 n 1998 uitlCOE F DESEGREMGAOTNIIOTNO RING HISPANIC ASIAN/PI M F M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% .0% 0 0 0 0 l MEADOW PARK ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-063 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH HEIGHTS ELEM. GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 56 17 22 7 7 2 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 65 14 20 18 11 2 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 56 17 13 7 18 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 66 15 19 20 9 1 2 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 04 63 16 10 19 14 2 2 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 59 14 12 16 17 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 53 13 6 17 15 1 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 418 106 102 104 91 9 6 0 0 0 0 TOTALS 49.8% 46.7% 3.6% .0% .0% CHOICE 1 1 0 0 0 0 0 0 0 0 0 . ~ . PUPIL ENROLLMENT BY SCHOOL LEA #60-02-055 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK .SCHOOL: CRESTWOOD ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 20 9 8 1 2 0 0 0 0 0 0 CHOICE 2 0 2 0 0 0 0 0 0 0 0 01 34 7 11 9 7 0 0 0 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 02 39 18 8 8 5 0 0 0 0 0 0 CHOICE 3 3 0 0 0 0 0 0 0 0 0 03 43 12 12 6 13 0 0 0 0 0 0 CHOICE 2 2 0 0 0 0 0 0 0 0 0 04 31 8 6 7 10 0 0 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 05 38 8 6 11 13 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 46 13 11 9 13 0 0 0 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 SCHOOL 251 75 62 51 63 0 0 0 0 0 0 TOTALS 54.6% 45.4% .0% .0% .0% CHOICE 11 7 4 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-064 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PARK HILL ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 49 21 14 7 7 0 0 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 01 40 13 10 6 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 26 7 4 7 8 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 35 9 11 7 8 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 42 8 11 13 10 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 43 8 12 14 8 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 41 9 10 11 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 276 75 72 65 63 0 1 0 0 0 0 TOTALS 53.3% 46.4% .4% .0% .0% CHOICE 1 1 0 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-065 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PIKE VIEW ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 33 8 10 9 6 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 54 12 15 11 15 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 63 15 13 11 24 0 0 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 03 45 10 12 11 11 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 58 15 7 15 20 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 62 16 18 18 9 0 1 0 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 06 55 15 11 13 15 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 370 91 86 88 100 2 3 0 0 0 0 TOTALS 47.8% 50.8% 1.4% .0% .0% CHOICE 2 1 1 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-053 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BELWOOD ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 20 8 8 4 0 0 0 0 0 . 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 17 3 5 3 6 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 20 5 5 3 6 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 26 10 3 6 6 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 24 6 8 5 4 0 0 0 0 1 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 28 3 6 12 7 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 33 12 6 7 7 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 168 47 41 40 36 2 1 0 0 1 0 TOTALS 5 2. 4% 45.2% 1.8% .0% .6% CHOICE 0 0 0 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: GLENVIEW ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM iND/ALS NAT GRADE TOTAL M F M F M F M F M F K 27 7 4 8 8 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 34 6 11 8 9 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 34 7 13 5 9 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 30 6 7 10 7 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 38 12 8 7 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 40 11 7 11 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 34 6 5 13 10 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 237 55 55 62 65 0 0 0 0 0 0 TOTALS 46.4% 53.6% .0% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA '#60-02-057 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: INDIAN HILLS ELEM. GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM'IND/ALS NAT GRADE TOTAL M F M F M F M F M F. K 44 12 17 8 5 0 0 2 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 01 59 16 17 13 13 0 0 0 0 0 0 CHOICE 2 2 0 0 0 0 0 0 0 0 0 02 70 15 16 15 22 0 0 2 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 03 45 7 11 16 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 59 17 17 10 15 0 0 0 0 0 0 CHOICE 2 0 2 0 0 0 0 0 0 0 0 05 54 25 10 11 8 0 0 0 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 06 56 20 11 14 11 0 0 0 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 SCHOOL 387 112 99 87 85 0 0 4 0 0 0 TOTALS 54.5% 44.4% .0% 1.0% .0% CHOICE 10 4 6 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-067 OCTOBER 1, 1993 CURRENT.SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: REDWOOD ELEMENTARY 'GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F J 23 0 1 11 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 K 30 1 2 11 16 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 31 4 8 9 10 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 31 5 3 9 13 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 31 8 5 5 12 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 35 6 5 9 14 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 24 5 . 7 5 7 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 28 8 7 6 5 1 1 0 0 0 0 .CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 23 3 37 38 65 88 4 1 0 0 0 0 TOTALS 32.2% 65.7% 2.1% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 /1 31 5'-1 11 4 I .. ___ _L_f, , . _..l 1f I ,r ELEMENTARY WHITE. BLACK HISPANIC ASIAN/PI AM IND/ALS NAT TOTALS M F M F M F M F M F ELEM 5015 1217 1103 1327 1310 27 18 .6 5 2 0- 46.3%. 52.6% .9% .2% .0% 39 24 13 1 1 0 o 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-076 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS  COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NLRHS-WEST CAMPUS ' GRADE SPAN: 11-12 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 09 17 6 0 6 4 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 10 44 14 2 16 12 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 11 630 188 172 131 134 2 0 1 2 0 0 CHOICE 19 11 8 0 0 0 0 0 0 0 0 12 514 160 123 112 111 1 1 1 2 0 3 CHOICE 7 4 3 0 0 0 0 0 0 0 0 SCHOOL 1205 368 297 265 261 4 1 2 4 0 3 TOTALS 55.2% 43.7% .4% .5% .2% CHOICE 26 15 11 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-075 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NLRHS-EAST CAMPUS GRADE SPAN: 09-10 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 09 767 199 205 178 175 5 2 1 0 . 2 0 CHOICE 9 6 3 0 0 0 0 0 0 0 0 10 652 169 177 152 144 3 4 2 1 0 0 CHOICE 9 4 5 0 0 0 0 0 0 0 0 SCHOOL 1419 368 382 330 319 8 6 3 1 2 0 TOTALS 52.9% 45.7% 1.0% .3% .1% CHOICE 18 10 8 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: . ALT CENTER - ELEM GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 1 1 0 0 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 4 2 0 2 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 3 2 0 1 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 4 1 0 3 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 4 2 0 1 1 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 9 4 0 5 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 25 12 0 12 1 0 0 0 0 0 0 TOTALS 48.0% 52.0% .0% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 , \" PUPIL ENROLLMENT BY SCHOOL LEA #60-02-075 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK. SCHOQL:' ALT CENTER - SEC GRADE SPAN: .07-12 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS _NAT GRADE TOTAL M F M F M F M F M F 08 17 4 0 10 3 0 0 o 0  0 0 CHOICE 0 0 0 0 0 0 0 o 0 0 0 09 19 2 2 11 4 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 10 14 4 2 7 1 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 11 12 5 0 7 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 12 4 1 0 3 0 0 0 0 0 0 0 CHOICE 0 o 0 0 0 0 0 0 0 0 0 SCHOOL  66 16 4 38 8 0 0 0 0 0 0 TOTALS 30.3% : 69.7% .0% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 . PUPIL ENROLLMENT BY SCHOOL LEA #60-02-072 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: RIDGEROAD GRADE SPAN: 07-08 WHITE BLACK HISPANIC AS.IAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 07 287 62 65 77 78 ,', 1 1 1 1 1 0 CHOICE 0 0 0 0 0 0 0 0 0 o 0 08 257 67 52 75 58 0 2 1 1 1 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 SCHOOL 544 129 117 152 136 1 3 2 2 2 0 TOTALS 45. 2% 52.9% .7% .7% .4% CHOICE 1 0 1 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-070 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: LAKEWOOD GRADE SPAN: 07-08 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 07 292 96 90 46 59 0 0 0 1 0 0 CHOICE 15 7 8 0 0 0 0 0 0 0 0 08 242 77 59 57 49 0 0 0 0 0 0 CHOICE 10 5 5 0 0 0 0 0 0 0 0 09 5 0 0 2 3 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 539 173 149 105 111 0 0 0 1 0 0 TOTALS 59.7% 40.1% .0% .2% .0% CHOICE 25 12 13 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-077 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS ' COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: ROSE CITY GRADE SPAN: 07-08 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 07 170 43 38 36 51 1 0 1 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 08 195 45 50 53 45 1 1 0 0 0 0 CHOICE 3 2 1 0 0 0 0 0 0 0 0 09 1 0 0 1 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 366 88 88 90 96 2 1 1 0 0 0 TOTALS 48.1% 50.8% .8% .3% .0% CHOICE 3 2 1 0 0 0 0 0 0 0 0 ~ : SECONDARY WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT TOTALS M F M F ., M F M F M F 4164 1154 1037 . SEC 992 932 15 11 8 8 4 3 52.6% 46.2% . 6 % . .4% .2% CHOICE 73 39 34 0 0 .0 0 0 0 0 0 - . DISTRICT WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT TOTALS l M F M F M F M F M F 9179 2371 2140 2319 2242 42 29 : 14 13 6 3 49.1% 49.7% .8% . 3 % ' .1% \"CHOICE 112 63 47 1 1 -0 0 0 0 0 0 OCTOBER 1st REPORTS 1993-94 CONTENTS N.L.R.S.D. Projected Enrollment, Excluding Kindergarten N.L.R.S.D. Racial Balance Plan N.L.R.S.D. Enrollment, Excluding Kindergarten N.L.R.S.D. Enrollment, Including Kindergarten N.L.R.S.D. Building Capacities Group School Transfers Magnet Transfers Majority to Minority Transfers to L.R.S.D. (1) By Little Rock School (2) By Sending NLR School (3) New Students 1993/94 Majority to Minority Transfers from L.R.S.D. (1) By NLR School (2) New Students 1993/94 Oak Grove Transfers to P.C.S.S.D. Oak Grove Transfers from P.C.S.S.D. Scott Student Transfers School Choice Transfers to P.C.S.S.D. School Choice Transfers from P.C.S.S.D. Teacher Transfers from P.C., L.R., etc. Teacher Transfers to P.C.S.S.D. Teacher Transfers to L.R.S.D. THE NORTH LITTLE ROCK SCHOOL DISTRICT Pupil Enrollment by School PROJECTED ENROLLMENT FOR 1993-94 Excluding Kindergarten May 20, 1993 NON-BLACK BLACK SCHOOL # % # % TOTAL AMBOY ELEMENTARY 191 52.3 174 47.7 365 BARING CROSS 5 45.5 6 54.5 11 BELWOOD ELEMENTARY 80 47.9 87 52.1 167 BOONE PARK ELEMENTARY 155 44.4 194 55.6 349 CENTRAL ELEMENTARY 175 46.8 199 53.2 374 CRESTWOOD ELEMENTARY 105 46.1 123 53.9 228 GLENVIEW ELEMENTARY 102 46.2 119 53.8 221 INDIAN HILLS ELEMENTARY 190 52.1 175 47.9 365 LAKEWOOD ELEMENTARY 110 46.0 129 54.0 239 LYNCH DRIVE ELEMENTARY 190 48.0 206 52.0 396 MEADOW PARK ELEMENTARY 127 53.0 113 47.0 240 NORTH HEIGHTS ELEMENTARY 174 50.7 169 49.3 343 PARK HILL ELEMENTARY 109 47.0 123 53.0 232 PIKE VIEW ELEMENTARY 152 47.0 171 53.0 323 REDWOOD ELEMENTARY 102 50.2 101 4 9. 8 203 SEVENTH STREET ELEMENTARY 172 53.4 150 46.6 322 TOTAL ELEMENTARY: 2,139 48.9 2,239 51.1 4,378 BARING CROSS 2 28.6 5 71.4 7 LAKEWOOD MIDDLE SCHOOL 287 56.1 225 43.9 512 RIDGEROAD MIDDLE SCHOOL 284 51.3 270 48.7 554 ROSE CITY MIDDLE SCHOOL 181 51.1 173 48.9 354 TOTAL MIDDLE: 754 52.8 673 47.2 1,427 BARING CROSS 5 27.8 13 72.2 18 NLRHS-EAST CAMPUS 775 54.2 656 45.8 1,431 NLRHS-WEST CAMPUS 692 55.6 553 44.4 1,245 TOTAL HIGH SCHOOL: 1,472 54.6 1,222 45.4 2,694 DISTRICT TOTALS: 4,365 51.4 4,134 48.6 8,499 NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN 1993-94 As of 05-20-93 GROUP A LAKEWOOD ELEMENTARY WHITE BLACK Non-black in resident: 130 Black in resident: 39 Black from Central: + 90 Non-black bused to Central: 20 Total: 110 + 129 CRESTWOOD ELEMENTARY Non-black in resident: 125 Black in resident: 23 Black from Central: + 100 Non-black bused to Central: 20 Total: 105 + 123 BELWOOD ELEMENTARY Non-black in resident: 100 Black in resident: 27 Black from Central: + 60 Non-black bused to Central: 20 Total: 80 + 87 = PIKE VIEW ELEMENTARY WHITE BLACK Non-black in resident:. 192 Black in resident: 81 Black from Central: + 90 Non-black bused to Central: 40 Total: 152 + 171 = 239 = 54.0% = 228 = 53.9% 167 = 52.1% = 323 = 52.9% RACIAL BALANCE PLAN GROUP A CONTINUED CENTRAL ELEMENTARY Non-black in resident: Black in resident: Non-black from Lakewood: Non-black from Crestwood: Non-black from Belwood: Non-black from Pike View: Black bused to Lakewood: Black bused to Crestwood: Black bused to Belwood: Black bused to Pike View: Total: 75 539 20 + 20 20 40 90 - 100 60 90 175 + 199 = 374 = 53.2% NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN 1993-94 As of 05-20-93 GROUP B NORTH HEIGHTS ELEMENTARY Non-black in resident: Black in resident: Black from Redwood: Non-black bused to Redwood: Total: REDWOOD ELEMENTARY Non-black in resident: Black in resident: + Non-black from North Heights: Black bused to North Heights: Total: WHITE 254 80 174 22 80 102 + + + BLACK 104 65 169 166 65 101 = 343 = 49.3% = 203 = 49.8% NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN 1993-94 As of 05-20-93 GROUP C BOONE PARK ELEMENTARY WHITE BLACK Non-black in resident: 155 Black in resident: 354 Black bused to Amboy: 80 Black bused to Park Hill: 80 Total: 155 + 194 PARK HILL ELEMENTARY Non-black in resident: 179 Black in resident: 43 Black from Boone Park: + 80 Non-black bused to Glenview: - 70 Total: 109 + 123 GLENVIEW ELEMENTARY Non-black in resident: 32 Black in resident: 119 Non-black from Park Hill: + 70 Total: 102 + 119 = 349 = 55.6% = 232 = 53.0% = 221 = 53.8% NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN LYNCH DRIVE ELEMENTARY Non-black in resident: Black in resident: 1993-94 As of 05-20-93 GROUP D 235 Non-black bused to Meadow Park 45 Total: 190 MEADOW PARK ELEMENTARY WHITE Non-black in resident: 82 Black in resident: + Non-black from Lynch Drive: 45 Total: 127 206 + 206 BLACK 113 + 113 = 396 = 52.0% = 240 = 47.1% THE NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN AMBOY ELEMENTARY Non-black in resident: Black in resident: Black from Boone Park: 1993-94 As of 05-20-93 GROUPE WHITE 251 Non-black bused to Seventh St.: 60 Total: 191 INDIAN HILLS ELEMENTARY Non-black in resident: 290 Black in resident: Black from Seventh St.: Non-black bused to Seventh St.: 100 Total: SEVENTH STREET ELEMENTARY Non-black in resident: Black in resident: Non-black from Indian Hills:+ Non-black from Amboy: Black bused to Indian Hills: Total: 190 12 100 60 172 + + + BLACK 94 + 80 174 25 + 150 175 300 - 150 150 = 365 = 47.7% = 365 = 47.9% = 322 = 46.6% 1993/94 APPROVED% RANGE FOR BLACK ENROLLMENT AS OF 10/01/93 ELEM. :  3 8 . 9 - 6 4 . 9 MIDDLE: 35.7 - 59.5 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Excluding Kindergarten October 1, 1993 School Enrollment Black 169 % 51.4 48.6 60.9 54.6 48.1 52.9 46.4 53.7 56.5 54.0 50.0 Amboy Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Seventh Street Total Elem. Lakewood Md. Ridgeroad Md. Rose City Md. Total Middle: NLRHS-East NLRHS-West Total H. S. : 329 148 353 357 231 210 343 231 379 226 362 227 337 180 292 4,205 539  544 366 1,449 1,419 1,205 2,624 SPECIAL PROGRAMS Alternative 24 (K - 6) Baring Cross 11 (K - 6) Total Elem.: 35 Alternative 66 (7 - 12) Baring Cross 35 (7 - 12) Total Sec.: 101 Special Programs Total 136 Dist. Total: 8,414 72 215 195 111 111 159 124 214 122 181 114 173 104 118 2,182 216 288 186 690 649 526 1,175 13 6 19 46 25 71 90 4,137 5 0. 2  51. 3 57.8 40.4 51.9% 40.1 52.9 50.8 47.6 45.7 43.7 44.8% 54.2 54.5 54.3 69.7 71.4 70.3 66.2 49.2% Non-Black % 160 48.6 76 51.4 138 39.1 162 45.4 120 51. 9 99 47.1 184 53.6 107 46.3 165 43.5 104 46.0 181 50.0 113 49.8 164 48.7 76 42.2 174 59.6 2,023 48.1% 323 59.9 256 47.1 180 49.2 759 52.4 770 54.3 679 56.3 1,449 55.2% 11 5 16 20 10 30 46 4,277 45.8 45.5 45.7 30.3 28.6 29.7 33.8 50.8% NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Including Kindergarten October 1, 1993 School Enrollment Black % Non-Black % Alternative 25 13 52.0 12 48.0 (K - 6) Amboy 380 192 50.5 188 49.5 Baring Cross 13 6 46.2 7 53.8 (K - 6) Belwood 168 76 45.2 92 54.8 Boone Park 441 274 62.1 167 37.9 Central 429 256 59.7 173 40.3 Crestwood 251 114 45.4 137 54.6 Glenview 237 127 53.6 110 46.4 Indian Hills 387 172 44.4 215 55.6 Lakewood 255 133 52.2 122 47.8 Lynch Drive 449 243 54.1 206 45.9 Meadow Park 264 147 55.7 117 44.3 North Heights 418 195 46.7 223 53.3 Park Hill 276 128 46.4 148 5 3. 6 Pike View 370 188 50.8 182 49.2 Redwood 210 131 62.4 79 3 7. 6 Seventh Street 338 154 45.6 184 54.4 Total Elem. 4,911 2,549 51.9%. 2,362 48.1% Alternative 66 46 69.7 20 30.3 (7 - 12) Baring Cross 35 25 71.4 10 28.6 (7 - 12) Lakewood Md. 539 216 40.1 323 59.9 Ridgeroad Md. 544 288 52.9 256 47.1 Rose City Md. 366 186 50.8 180 4 9. 2 NLRHS-East 1,419 649 45.7 770 54.3 NLRHS-West 1,205 526 43.7 679 56.3 Total Sec. 4,174 1,936 46.4% 2,238 53.6% Dist. Total: 9,085 4,485 49.4% 4,600 50.6% NORTH LITTLE ROCK SCHOOL DISTRICT Building Capacities SCHOOL Building Capacity ALTERNATIVE EDUCATION CENTER K-12 227 1301 Main Street North Little Rock, AR 72114 AMBOY ELEMENTARY K-6 394 2400 West 58th North Little Rock, AR 72118 BARING CROSS CENTER K-6 56 901 Parker Street North Little Rock, AR 72114 BELWOOD ELEMENTARY K-6 124 3902 Virginia Drive North Little Rock, AR 72118 BOONE PARK ELEMENTARY K-6 589 1400 Crutcher North Little Rock, AR 72114 CENTRAL ELEMENTARY K-6 477 2300 Poplar Street North Little Rock, AR 72114 CRESTWOOD ELEMENTARY K-6 235 1901 Crestwood Drive North Little Rock, AR 72116 GLENVIEW ELEMEN'fARY K-6 315 4841 Edmond Street North Little Rock, AR 72117 INDIAN HillS ELEMENTARY K-6 408 6800 Indian Hills Drive North Little Rock, AR 72116 LAKEWOOD ELEMENTARY K-6 288 1800 Fairway Ave. North Little Rock, AR 72116 LYNCH DRIVE ELEMENTARY K-6 336 5800 Alpha Street North Little Rock, AR 72117 MEADOW PARK ELEMENTARY K-6 240 400 Eureka Gardens Road North Little Rock, AR 72117 NORTH HEIGHTS ELEMENTARY K-6 517 4901 North Allen North Little Rock, AR 72118 PARK HILL ELEMENTARY K-6 303 3801 John F. Kennedy Blvd. North Little Rock, AR 72116 PIKE VIEW ELEMENTARY K-6 427 441 McCain Blvd. North Little Rock, AR 72116 REDWOOD ELEMENTARY K-6 315 401 Redwood Street North Little Rock, AR 72114 ROSE CITY ELEMENTARY K-6 171 100 Earl Street North Little Rock, AR 72117 SEVENTH STREET ELEMENTARY K-6 352 1200 East 7th Street North Little Rock, AR 72114 NORTH LITTLE ROCK HIGH SCHOOL 11-12 1,580 WEST CAMPUS 101 West 22nd Street North Little Rock, AR 72114 NORTH LITTLE ROCK HIGH SCHOOL 9-10 1,424 EAST CAMPUS 2400 Lakeview Road North Little Rock, AR 72116 LAKEWOOD MIDDLE SCHOOL 7- 8 612 2300 Lakeview Road North Little Rock, AR 72116 RIDGEROAD MIDDLE SCHOOL 7- 8 665 4601 Ridge Road North Little Rock, AR 72116 ROSE CITY MIDDLE SCHOOL 7- 8 591 5500 Lynch Drive North Little Rock, AR 72117 NORTH LITTLE ROCK SCHOOL DISTRICT Grouped School Transfers 1993-94 Non-black Black AMBOY ELEM. TO SEVENTH STREET ELEM. 34 BELWOOD ELEM. TO CENTRAL ELEM. 5 BOONE PARK ELEM. TO AMBOY ELEM. BOONE PARK ELEM. TO PARK HILL ELEM. CENTRAL ELEM. TO BELWOOD ELEM. CENTRAL ELEM. TO CRESTWOOD ELEM. CENTRAL ELEM. TO LAKEWOOD ELEM. CENTRAL ELEM. TO PIKE VIEW ELEM. CRESTWOOD ELEM. TO CENTRAL ELEM. INDIAN HILLS ELEM. TO SEVENTH STREET ELEM. LAKEWOOD ELEM. TO CENTRAL ELEM. LYNCH DRIVE ELEM. TO MEADOW PARK ELEM. PARK HILL ELEM. TO GLENVIEW ELEM. PIKE VIEW ELEM. TO CENTRAL ELEM. REDWOOD ELEM. TO NORTH HEIGHTS ELEM. SEVENTH STREET ELEM. TO INDIAN HILLS Total: 11/11/93 4 95 27 3 5 3 176 6 7 2 1 3 1 1 2 23 ELEMENTARY SECONDARY NORTH LITTLE ROCK SCHOOL DISTRICT MAGNET ENROLLMENT BY SCHOOL October 4, 1993 Non-Black Black Booker 52 41 Carver 62 51 Gibbs 16 22 Williams 33 25 Total: 163 139 Mann Arts 42 53 Mann Science 21 21 Parkview Arts 21 27 Parkview Science 9 14 Total: 93 115 Magnet Total: 256 254 Total 93 113 38 58 302 95 42 48 23 208 510 NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM TO LITTLE ROCK October 4, 1993 RACE: White ELEMENTARY Fulbright 1 Geyer Springs 3 McDermott 4 Rockefeller 12 Stephens 1 Washington 37 Wilson 1 Woodruff 6 Total: 65 SECONDARY Dunbar (M to M Magnet) Henderson Pulaski Heights Central Central Hall J. A. Fair McClellan (M to M) (M to M Magnet) Total: Total M to M Transfers: 5 3 4 11 5 1 2 3 34 99 I NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM White Students Transferred to The Little Rock School District October 4, 1993 SENDING ELEMENTARY SCHOOLS Amboy 0 Baring Cross 0 Belwood 2 Boone Park 5 Central 8 Crestwood 3 Glenview 5 Indian Hills 13 Lakewood 3 Lynch Drive 3 Meadow Park 0 North Heights 7 Park Hill 3 Pike View 8 Redwood 2 Rose City Alternative 0 Seventh Street 3 Total: 65 SENDING MIDDLE SCHOOLS Total: Alternative Baring Cross Lakewood Ridgeroad Rose City SENDING HIGH SCHOOLS Alternative Baring Cross East Campus West Campus Total: Total M to M Transfers: 0 0 2 5 1 8 0 0 8 18 26 99 NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM White Students Transferred to The\nLittle Rock School District October 4, 1993 NEW STUDENTS FOR 1993/94 SCHOOL YEAR SENDING ELEMENTARY SCHOOLS Amboy 0 Baring Cross O Belwood 0 Boone Park O Central 0 Crestwood 0 Glenview 0 Indian Hills 0 Lakewood 0 Lynch Drive O Meadow Park 0 North Heights 0 Park Hill 0 Pike View 2* Redwood 0 Rose City Alternative O Seventh Street O Total: 2* SENDING MIDDLE SCHOOLS Alternative Baring Cross Lakewood Ridge road Rose City 0 0 2 3 0 SENDING HIGH SCHOOLS Alternative Baring Cross East Campus West Campus Total: Total: Total M to M Transfers: * 5 0 0 4 5 9 16 The North Little Rock School District is no longer eligible to participate in the M to M transfer program at the elementary level because of racial composition of student population. However, elementary students currently involved in the M to M transfer program may continue to participate if they choose to do so. If an elementary student withdraws from the district, he/she cannot be readmitted to the district through the M to M transfer program. - A North Little Rock black student who moves into the Little Rock School District may file a request to remain in the North Little Rock School District through the Little Rock School District Student Assignment Office. NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM I Black Students from Little Rock School District October 4, 1993 ELEMENTARY SCHOOLS MIDDLE SCHOOLS HIGH SCHOOLS Amboy Baring Cross Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Rose City Alternative Seventh Street 13 1 3 5 6 18 2 11 16 10 2 3 4 6 7 1 3 Total: 111 Alternative Baring Cross Lakewood Ridgeroad Rose City Total: 0 1 52 21 2 76 Alternative 2 Baring Cross 2 East Campus 49 West Campus 44 Total: 97 Total M to M Transfers: 284 I NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM Black Students from Little Rock School District October 4, 1993 NEW STUDENTS FOR 1993/94 SCHOOL YEAR ELEMENTARY SCHOOLS MIDDLE SCHOOLS HIGH SCHOOLS Amboy 3* Baring Cross l* Belwood l* Boone Park 2* Central l* Crestwood 1* Glenview O Indian Hills 2* Lakewood 3* Lynch Drive 1* Meadow Park O North Heights O Park Hill 1* Pike View 2* Redwood 0 Rose City Alternative O Seventh Street O Alternative Baring Cross Lakewood Ridge road Rose City Alternative Baring Cross East Campus West Campus Total: Total: Total: 18* 0 1 21 10 0 32 0 1 15 10 Total M to M Transfers: 26 76 * The North Little Rock School District is no longer eligible to participate in the M to M transfer program at the elementary level because of racial composition of student population. However, elementary students currently involved in the M to M transfer program may continue to participate if they choose to do so. If an elementary student withdraws from the district, he/she cannot be readmitted to the district through the M to M transfer program. A North Little Rock black student who moves into the Little Rock School District may file a request to remain in the North Little Rock School District through the Little Rock School District Student Assignment Office. RACE: Black NORTH LITTLE ROCK SCHOOL DISTRICT N.L.R. STUDENTS TO OAK GROVE 1993-94 GRADE NUMBER OF STUDENTS 7 2 8 10 9 10 10 6 11 11 12 11 TOTAL: 50 10-04-93 NORTH LITTLE ROCK SCHOOL DISTRICT OAK GROVE STUDENTS TO N.L.R.S.D. 1993-94 RACE: White 10/04/93 GRADE 7 8 9 10 11 12 TOTAL: NUMBER OF STUDENTS 0 0 0 0 1 1 2 Rose City Middle School GRADE 7 8 Total: NORTH LITTLE ROCK SCHOOL DISTRICT STUDENT AFFAIRS OFFICE SCOTT STUDENTS October 4, 1993 # OF STUDENTS 6 8 14 Black Non-Black 2 4 2 6 4 10 North Little Rock High School - East Campus Total: GRADE 9 10 # OF STUDENTS 10 5 15 North Little Rock High School - West Campus Total: Grand Total: GRADE 11 12 # OF STUDENTS 2 1 3 32 Black Non-Black 4 6 1 4 5 10 Black Non-Black 0 2 0 1 0 3 9 23 NORTH LITTLE ROCK SCHOOL DISTRICT School Choice to Pulaski County Special School District October 4, 1993 Race: Black GRADE NUMBER OF STUDENTS 1 1 10 1 Total: 2 NORTH LITTLE ROCK SCHOOL DISTRICT STUDENT AFFAIRS OFFICE SCHOOL CHOICE TRANSFERS 1993-94 October 4, 1993 School Non-Black Alternative Education (K-6) O Amboy Elementary 5 Baring Cross (K-6) 1 Belwood Elementary 0 Boone Park Elementary 0 Central Elementary 0 Crestwood Elementary 9 Glenview Elementary 0 Indian Hills Elementary 11 Lakewood Elementary 2 Lynch Drive Elementary 1 Meadow Park Elementary 0 North Heights Elementary 1 Park Hill Elementary 1 Pike View Elementary 4 Redwood Elementary 0 Seventh Street Elementary 3 Alternative Education Baring Cross (7-12) Lakewood Middle Ridgeroad Middle Rose City Middle NLRHS-East Campus NLRHS-West Campus Total: (7-12) 0 0 26 1 2 15 27 109 Black 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 NORTH LITTLE ROCK SCHOOL DISTRICT TEACHER TRANSFER ACT 624 October 4, 1993 STUDENTS OF LITTLE ROCK RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 8 Non-Black 4 Black 4 _________________________________ (010) STUDENTS OF PULASKI COUNTY RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 24 Non-Black 18 Black 6 ________________________________ (011) STUDENTS OF BRYANT RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 1 Non-Black 1 Black 0 _________________________________ (012) STUDENTS OF ATKINS RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 1 Non-Black 1 Black 0 _________________________________ (016) STUDENTS OF CABOT RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 1 Non-Black 1 Black 0 ----------------------------------- STUDENTS OF NORTH LITTLE ROCK RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK ZONE WHERE THEY TEACH Total: 13 Non-Black 12 Black 1 ( 01 7) ________________________________ (014) STUDENTS OF PULASKI COUNTY RESIDENT CLASSIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 7 Non-Black 4 Black 3 ----------------------------------- (021) STUDENTS OF NORTH LITTLE ROCK RESIDENT CLASSIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK ZONE WHERE THEY WORK Total: 8 Non-Black 3 Black 5 (024) STUDENTS OF LITTLE ROCK RESIDENT CLASSIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK ZONE WHERE THEY WORK Total: 1 Non-Black 0 Black 1 (020) GRAND TOTAL: 64 Non-Black 44 Black 20 NORTH LITTLE ROCK SCHOOL DISTRICT TEACHER TRANSFER ACT 624 October 4, 1993 TEACHER TRANSFERS TO PULASKI COUNTY SPECIAL SCHOOL DISTRICT Total: 43 Non-black: 37 Black: 06 Total: 03 NORTH LITTLE ROCK SCHOOL DISTRICT TEACHER TRANSFER ACT 624 October 4, 1993 TEACHER TRANSFERS TO LITTLE ROCK SCHOOL DISTRICT Non-black: 02 Black: 01 'I iJIII\"'!~ , SCJIOOL IV.WS (\nJRJ :\nAdkins \\ 4 .:L \\ I ,\n.L..., Arnold Odve \\ \\. _:\u0026gt;, ~ '-\\ 0 ~lrAr l I 6, \\ o4 ~t-~\u0026lt;\u0026gt; \\ \u0026lt;\\ S\" \\ 3 4 n,. vr,11 ...,.,.,_ .. ~ ~ ::\u0026gt; 8 ?,03 r ... t-n .2...~9 :i._o~-  rn 1 t~~ St\n1 9.S lt\u0026lt;\\ 1 Crvstal Hill ::z\\. .\\ \\ .:2..\\. . I Ix.Jpree \\ \\ '\\ \\ '--\\ '8 Fuller Elem. I tt:), ?t\n. u.,,.rric:: \\ :: t..- \\ \\ 7 I ,l 'vil.le Elan. ~-\\\n::i_ ~'-\\.::L Landmark \\ \"b 7 \\ ~ 3, I Lawson \\ .\nt. s- \\~o O:Jk r.mve El. \\ l,, ~ \\ v 8 O:Jkbrooke .::t., S-7 L\\1 Pine Forest ' 80 \\ ll' ?, I Pinewood .::Lo .z., 'C\\\nL I Hobinson Elan. \\ U1 .:z.., \\ So Scott SI -Ho Sherwood \\ 7 l? \\ 5lo S.Hills El11l. 2..?. l..t\u0026gt;\nL ~\nl_ Taylor \\ ::, '\\ \\~C) Tolleson \\ '\\ s\nI_\\ 0 'IUf AL ELEM. ,, A ,, ~ -~- .., -. ,.~ F 4-305 .::r7H7 I -- __ , - 7/ilce..:Sel,-,Jce-:- - ...3 'is ID I I-uller Jr. ?-I. 0\n2...U,c, I J'ville North :'.l,.~ 0 \\ -1 t i J'ville South \\ ~ '-%- \\ --, I : J'viJ.le Hiqh ?., 4 C) ~ .:t..o ~ Mills \\ '-\\. lo \\4:J, North Pulaski ~10 :\ni,._,.77 Northwood ~ !\u0026gt; lP ~ So oak Grove Hiql ~ ~7 ~85 Rob. Jr. Hiqh \\77 \\ 7 (ti Rob. Sr. Hiqh \\ :, C\\ \\ ::i_ R -.... S.Hills Jr. ~ :\u0026gt;9. ~~o S.Hi 1 lc:, 1-1-inll ~' I.)\n.l... C\\ 1-l I 'Tl)Thl ,,. 1 - , ~ 'J\nJ}? ,:) 'R '1 n ---,rAL 01ST - . ' , ,'/ ,, ~~ ~ , . PCSSD - OCTO~ER 1, 1993 ENROLLMt T BLACK IIISP/\\IHC /\\:.HAN/PAC 131.,. nnv.~ ,~1111 \u0026lt;! BOYS r.t DI.\u0026lt;! OOYS GIRJ,8 \u0026lt;x4 ~9 3 1 3 (o '\\-s \\.\\- l r, l ~ 2.. \u0026lt;\"l \"\\ 5\"\"\" \\ '-\\\nL, \\A.8 \" 3 ' lo5\" U!O '  \u0026lt;..o-\u0026gt; , \\.\\i } I \\v8 \\5\"3 '-\\3 ~c:::, ~ 5\" la. /-59 137 \\O'-l. \"\"\\ A,~ \\= 4- \\).. (\") ' SI. \\ 2, \\ \\ \\ \\\\ 7 31 \\\u0026amp; UIO '\\ 7 Ulh 5\"~ \\ 'J 39 '5~ , '2, .:, C\\o '-\\ 3 ' 57 '\\ t T ~ .? .. :~ So Lt, 5\" l i lo ,1 .\ni__ ~ l ' t) 5.'.l.... I lo t li! u, - I I ,,,.. J , I I\u0026gt; :,,/ 1\u0026lt; I \u0026lt;.I - - /'7~1'- /'?dJO 9 J( ~~9 \\7 l \\ ::L lo ~(e \u0026lt;\\~ tr- I 3 -2-. t \\ \"' '\u0026amp; 7 1 s-\n:z_,. \\ 5\"\" ~ \\ '?\u0026gt;1 A... ( a ~ \\\\.I,.~ '.,,_ ~ A- q,- \\ C\u0026gt; \"l 7~ 7 \\ \\\n2._ \\\n,.._?, ~~ 5 '-\\ \\\\. 3 C\\~ \\ \\ c:i. 70 !....,::L : t:\n:\nt., ~5\" \\\n,.._~ \\\"\n)...o '\\\nL ' \\ \\ ::i... \u0026lt;:\\7 ~ \\ I i IV~ f /,0_1 (,., :J \"I q !) (/ 3G-f \"- Ill a,_ ,. ,,. ... / 37 '175 .~l/ -u.~ . .. ~ J\\M lNll. 1~:1\u0026lt; TM) BOYS GIRLS l \\ I \\ I t/ ( \\ I . \\ \\ - '-~ I 7 ?~ SCHOOL TOTAL ~ \\ l 31-\\-g .Z.9 'l s C\\ q (o '-\\ ~ 5 \u0026lt;.o ~ ~7-, 7 l.\\ le \\\\ ~\u0026amp; 1.\\73  IJ. .. , C\\ 7 (o ~ I..\\ I\\ 8 ?,c:\u0026gt;'{ '-\\'?\u0026gt;8 (,, 0 c, '\\ ~ '\\ sio \\.\\ \\ I \\ '-\\7 '-\\ 50 I.a 85 3~R 5 3..2., I I C:-r) 3 F c.s .... q \\.\\9 st\\~. K {!){,, q~ l., .-,r ~ ~\u0026amp; C\\ I.\\ \u0026amp; i~q '-\\: ~ 0 ~ 5'1 a. \\ q t\"l.'il l_f.cR~- - ~ - J\n.._v e.JVI I 0 n --j ..... 0) 1..0 w ..... V1 ~ 0) 7J w (\"JJ I Hlll'\"E 1 ~1100L lY.WS GJ Hl :\nAdkins \\ 4 .:L \\\\ .)_., Arnold Drive \\ \\. 3 l '-\\ o R\n,r.l,.,. r l \\ 6, \\ D4 lbloc \\ q_ S\" \\ 3 4 lea.,,....,. Mot- n :\u0026gt;':t., g :\u0026gt;03 ('\n:ot-o :,_39 .:2-04 : ,~,... J 1 ... ~ C:::l-\n,o q s li \u0026lt;\\ I Crystal Hill :::L \\ \\\\\n:t. I I Dupree '\\ '\\ \\ '-\\ '8 Fhll\u0026lt;-\u0026gt;r Elem. /d:J/ ?~ u.,,,rric::: \\ :, ~ \\ \\ 7 I ,l 'vil.le Elem. :i...-\\\n,._ ~'-\\\nL. Landmark \\ 'b 7 \\:, ~ I Lawson \\\nl.. s- \\~o oak Grove El. \\ lo ~ \\ v 8 oakb.rooke ~S-7\nl.\\7 Pine Fbrest ' 8 Cl I li\u0026gt; ,._ Pinewood .?-..o ..i.., ' C\\\n:t., I Robinson Elern. \\ LP\nt. \\ So \u0026amp;.--oll . 51 I.. .\\ J..o Sherwood \\7\u0026amp; \\ 5 lD S.Hills Elan. 2.. ?. !.I.\u0026gt;\n:2.. :L'.l. Taylor \\ ::, '\\ \\ ~C) Tolleson \\ '\\ s ::i..., 0 'IUI' AL ELEM. JI A , '9 ,., -~- ,.,,, F I -s/~0-5 .:?'ll/1/ I .. \" - -\nt\n!ce.\"~/.e,-~ CC!. - - ..3 g ID I Fuller Jr. ?-0\\ 0\n2. .S. \\o I J'ville North\ni__:\u0026gt; 0 \\ -1 l\nJ'ville South ' ~ ~ \\7\\ l J'viJ.le Hiah 2, t..\\0 ~ .:Lo I ! Mills \\ '-\\ 1...9 ,~:i. North Pulaski ~to\n:\u0026gt;,._,77 Northwood ~s~ -,, 55 oak Grove Hiot ::i lo 7 7-__ \u0026amp;S Rob. Jr. Hiqh \\77 \\7 ~ Rob. Sr. Hiqh \\ :, q \\ ::Z....R S.Hills Jr. ~ ~9. ~~o ~ IH 11,::: Hinh :::l...\u0026lt;\\O\nl_C\\ 4 t 'lrll'AI. - . -~.2:) 8 ,:) 'X't /\") I '-YrAL 01ST ...., , ' ..,., ,., ~ ~ ~ , PCSSD - OC'l'OBER 1, 1993 ENROLLMEN'f BLACK JIISPJ\\NIC ,'\\:,.,1/\\N/PAC. ISi,. nnvs l!lUI .\u0026lt;:. BOYS r.tm.~ OOYS GIRJ,S \u0026lt;x4 ~9 3 } 3 (c '\\-s ~ ln \\ ~ .2... q ~s- \\ '-\\,\n)....., , ~s ~ 3 ' tii5\" U!O \\ . (.g\n,, \\.\\i l \\l,g \\ '5 3 ' '-\\3 Sa ~ 5\" ta /.5'J 1.37. \\ 0 \\\\ \\.?....~ \\ c-. '-\\ \\ ~ D I \u0026amp; \\ 3 \\ \\ \\ \\ \\ 7 3t \\ \u0026amp; {Do '\\ 7 lll n ~~ l\n-.z_, 39 '5~ ' -g3 9.o '-\\ 3 ' 57 '-\\ l I ~ .'.2...t So LP o l 'Sli\u0026gt; '-11 .\n2._ l, I '7t:l 5.::L I ~ t Gi u, ........ \"\"\"'-.-0 I _,.. _, ~ ,~ I j ID 3/ 5 11./ /7..3~ /700 9 K 2. ~9 \\7 \\ \\ :L ((l '2u \u0026lt;\\ I.,, s- I 3 .2..... \\ \\ .\"l '\u0026amp; 7 \\ s\nz_.,. \\!\u0026gt;3 1~7 :\n\u0026gt;._, (o ~ \\ \\.\\. '\u0026amp; \\-:,.. \u0026amp;\n:i__ ~ \\ O.'.l. 7~ 7 I I\n:i_ \\A..?, C\\ '\u0026amp; 5 '-\\ 'l 3 C\\i. \\\\ ~ 70 l.,\n:L. C 5\nl... ~S' \\.\"l-..~ \\~o '-\\\ni._, l \\ \\ ::l-. \"-7\n:2.. \\ I I f\\J 9. / 1/:l :J. b :J 'I q 2J/ .:J \"7 .._ .Ill\"'' \" ,., F 37 (/ I'\u0026gt; 8C/ l/,~ ~ ~ I . - . J\\M TNn /R!ll TM) BOYS GIRLS t \\ l \\ I 4 { l I . \\ \\ -~ -~ I .. 7 ?~ SCHOOL TOTAL 4 \\ l 3 4 t\u0026gt; Z..9 4 '5\" q q (o '-\\ ~ 5 to\u0026lt;} z..7-, 7 -\\ lD \\\\\n:z_ \u0026amp; t..\\ 73, I..\\ '9. 7 UJ ~ '-\\. C\\ 8 ?\u0026gt;D'J '-\\~8 \u0026lt;., oc, ~ ~'l .. 5 ~a \\.\\ \\ I \\ \\\\7 \"-\\ so ~8.S- 3~R 5 32, II, c::'/) 3 , c\n.s .. q \\.\\\nq 5 t\\~-- fi to{,, qt,, 7 ~71 ~ '.:\u0026gt;\u0026amp; C\\ I.\\\u0026amp; '8 l, 9 '-\\~ 0 ~54 0.\\9 1 \"lc\"t! g, 'lc3_3_ - - - f ~v -'\\:II I 0 n -l ...... CD \\.0 w ..... Vl .i:,. co DATE: TO\nFROM: c:~ 01- _,~ ~A.-- P.l/3 Pulaski County Special School District 925 E. Dixon Road/ P.O. Box 8601 Little Rock, AR 72216 501-490-2000 FAX 490-0483 October 18, 1993 Danny Shameer and Cynthia Howell, Arkansas Democrat-Gazette North Pulaski Leader Arnold Smith, Arkansas State Press North Little Rock Times Jennifer Bethea, Spectrum Our Neighborhood Judy Gallman-Arkansas Times Maumelle Monitor Jacksonvi/le Patriot KARK-TV-Channel 4 KA TV TV-Channel 7 KTHV-TV-Channel 11 KARN Radio Associated Press Office of Desegregation Monitoring PACT Ron Standridge, Information Services Specialist 490-2000 NUMBER OF PAGES:  3 (including transmittal page) PULASKI COUNTY SPECIAL SCHOOL DISTRICT BOARD OF EDUCATION 1993-94 92'5 East Dixon Road1 P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 Mr Jim Burgett, President 35 Fairtield Drive North Little Rock, AR 72120 Phone: 835-1311 Zone 5 Term Expires September 1994 Mrs. Mildred Tatum. Secretary 11406 Highway 365 Little Rock. AR 72206 Phone: 897-4842 Zone 1 Term Expires September 1995 Mr. Doyan Matthews 5422 Elizabeth Lane North Little Rock, AR 72118 Phone: 851-2097 Zone 3 Term Expires September 1996 Mrs. Ruth White Tucker 19001 Kanis Road Little Rock, AR 72211 Phone: 321-3224 Zone 2 Term Expires September 1997 Mr. Reedie Ray, Vice President 414 East Valentine Road Jacksonville, AR 72076 Phone: 982-5650 Zone 7 Term Expires September 1996 Mr. Gene Goss 29 Narragansett Drive Sherwood, AR 72120 Phone: 835-8176 Zone 4 Term Expires September 1994 Mr. Mack McAlister P.O. Box 956 Jacksonville, AR 72076 Phone: 982-4491 Zone 6 Term Expires September 1995 Mr. Bobby G. Lester, Superintendent Pulaski County Special School District P.O. Box 8601 Little Rock, AR 72216 Phone: 4902000 I illll'\"E  ~71CX)L BOYS \u0026lt;\nrn1 :\nAdkins ''t ).._ \\ \\ .)._.., An10Jd Drive I'\\ o R\ni.1,,-,r \\ 0 '-t l~f-,c: \\ 3 4 I~ VOll M.oo I n :\u0026gt; C\\ 3 r ... tn \\ ...2..o'l l'rol 1~~ S/-\na '1. ~ u\u0026lt;\\ 'rvstal Hill L \\ .:2..1 I JEl ('(' l ~ l r'em. /(!)/ ?~ '\\~ I , ' ,d\\1100!1 ~ \\ . ( , 0:1k Grove El.v , \\ u 11 - i-UJkb1ook ~ CJ 2.. I ! __Eo \\ 8 I. I r ./, t~ .'.Lo ..L l '\n:L 1. 1, El811. \\ l.o /4., \\So r-n\n,tt St '--\\!.o ,nc 1-w\u0026lt;xx:l I 7 l? \\ 5lo , s.11., 11s Elan. 2.. '\u0026amp; l,,\n2. 3 .:l. ~ Tayl\u0026lt; \\ :, ''\\ \\~C) Tol.leson \\ '\\ '..- ~\\ 0 ....T. OI'AL EL!:M. -A ~, .., -, ~'\"'I ~05 ~-/Jt7 /fild.~ej.-,.Sce, - ..3g ID Jr. ?-C\\O I - ,2 '--\\cil lle North ~~,., 0 \\ \\ l , L v 1 lle South i- I 1 I J'vi.J.le H~gL ..Lo 1 Mills '--\\ ~ North Pulas k - ,.i~ \\ I Northwood \u0026gt;., 55 oak Grove H1q ~ss I -Rob. Jr. Hiqh I I \\ 7 lo Rob. Sr. Hi9h \\ \\ ,._ 5:- S.Hills Jr !'=:llill., --t:,'~~ 'Jr 'tn I .-.- - PCSSD - OCTOBER 1, 1~YJ .6NROLLMEN'l !lL/\\CK JIISl'l\\NlC ,'\\:,IAN/PAC ISi,. rvws \u0026lt;~l111 c: BOYS r,rm ~ OOYS GIRJ,f\n~4 t.o9 3 l 31.o '\\-S- ~ lo - I -\u0026lt;..-\n) ~'5\"\" \\ . \\\ni___g t 3 I L, .\u0026gt; i.iio l . le.,, l.\\i l I \\ v El \\ \"'\"\" ' --~ ~ 5\" \u0026lt;..o /-69 137 . { . l Ss \\ ~ \\ I \\ 6t lJ\u0026gt;o \\ . le!') ...,~ l :2..., 39 ~A,. i~ 9.o l..\\ ~ I !J -1 '-\\ \\ I 2..~ :i..i So l.,5\" I iti. 71\n:?__ ~ I 7~ 5.2... I lr ( Li~ ~ -- /I /\"\u0026gt;/ ,,,, JD 3/ !5 It/ /73G, 1..700 9 __ L __ :i. 7\\ \\ .2.... (c ~ ~- \"~ ~ I 3 .2._ \\ \\ !:) '\u0026amp; 7 \\ 5 .'.\u0026lt;...- \\ 5\"?, \\~7 A., {o i \\ '-1.? , ' '.'l I\u0026lt;.\ni__. 4 \\ Oc,. 7 1 l 1\n:\n._ \\ - I ~ \\ IJ, 3 \\ -\\ . -- - -- :.,..l.. ,_..,. \\1 'I \\ a,.\u0026lt; ,_ ' l \\ \\ J.... 'l 1- \\ I I I '-J fl I _q 2(/ r1.VJ . I/,_ 8l/ l/,:.li l\\M TNll m!llfM) BOYS GIRLS - l . I l \\ I t/ ( I l l f \\ \\ - - ~ I ) ?- SCHOOL TOTAL 4 \\ l 3 I.\\-g\nz_ 9 't 5' C\\ '\\ lo'-\\~ 5 to 9 ~7, 1 I.\\ lD t~~ ~ .,, ' {1) l 'l g ~ c\\{-f '\\? ~ (o 0 \\_\\:::, l - 5~~ I..\\ \\ \\ \u0026lt;.11 I..\\~ ,o ~85 3~\u0026amp; 5 32. I I, c:::/J3 ~s q '-1:9 s C\\ 't 5 (o{n q L., _t\n-, I '\u0026amp; ~8. C\\ ~\u0026amp; '8 l, 9 '--\\:~5 ~54 ~ \\ \u0026lt;\\ -='I ~ f 9~3- .~ - , ... -~ ,_. 0) \u0026lt;D uJ J..,, co 7) !jJ *** *~****f* ******************************************************************************************* P. 01 * * TRANSACTRIOENP ORT *\nr. ------- OCT-18-9M3 ON15 :45 * * * DATE START SENDER RX TI ME PAGES TYPE NOTE * ---------------------------------- * * OCT-181 5:43G 3 2'24\" 3 RECEIVE OK * * **l********I**********************l*************************************\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\u003eArkansas. Department of Education\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 "},{"id":"bcas_bcmss0837_993","title":"''Status Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-10/1993-12"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School discipline","School employees","School enrollment","School facilities","School improvement programs","Student activities","Student assistance programs","Gifted persons"],"dcterms_title":["''Status Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/993"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\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":"pth_bcja_metapth611110","title":"Barbara Jordan, Thurgood Marshall Tribute, American Civil Liberties Union of Hawaii","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Hawaii, Honolulu County, Honolulu, 21.30694, -157.85833"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1993-09-17"],"dcterms_description":["Text for a speech given by Barbara C. 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